Taking the Road Less Traveled

Well, it's been a while since I have updated all of you on my Agricultural Education journey. "Did I graduate from Penn State?" "Where am I now?" The list goes on and on, just like my own story that I am writing. Better yet, the story that God is helping me write.

Sure, I completed my student teaching at Big Spring Middle School. Check! Yes, I finally graduated from Penn State University with a bachelor's in Agricultural and Extension Education in May of 2024! Check! However, to answer the endless list of questions, all I can say or the advice that I can give is to take the road less traveled.

Now, that seems like an obvious lesson to learn. Not only is it something that you might have heard through reading the Bible, church sermons, or a good motivational speaker. Yet, it just doesn't hit home until you truly experience it in your life. It is not just saying to be yourself, but to go places and do things that others are not willing to go and do. Things or places that most people might overlook or ignore because they aim for something better. Or something that they think is better at that time. 

Yet, I have found that it is through the road less traveled, the road that you were not expecting to take, that you find purpose, meaning, and true life. You find rewards that only point to Christ and the story that he is writing in your life. 

While you continue down this road less traveled, it seems as if all the pieces start to fit together like a glove. The pieces might not be entirely perfect, without challenges and trials, but through those imperfections, they create circumstances or bring individuals into your life that are needed to grow and be who God created you to be. Still, you would not have seen it, looking down the long path, past the stretch of road that you could see at the beginning of the journey. Only when you are in the midst of the journey do those surprises unfold.

For me, this describes my journey to my agricultural education career. As I am sure most of you are aware, I started out taking general classes through Fort Hays State University (online) to figure out what degree and career I wanted to do. Once God had given me the thought of Agricultural Education (You can read all about it in my very first blog post.), I continued to take all the general courses at Fort Hays until I had to transfer to Penn State to finish my degree in my junior and senior years. However, this took longer than the traditional four years of college; it was closer to six years after I graduated from Miracle Mountain Ranch. Was this typical? No. Was I older than the rest of my cohort in Ag Ed? Yep. It was the road less traveled and the road for me. Sure, I had struggles and challenges along the way to my degree at Penn State (too many to list in this blog), but it was through those challenges and struggles that I learned, grew, and adapted. I also had so many great opportunities and met many individuals that I now get to call colleagues and, better yet, friends. For instance, I joined the 2nd annual GOALs Program, where I taught middle schoolers in Minnesota, attended multiple professional development workshops in various states, and student taught at Big Spring Middle School, being the first student teacher to do so! Still, these events were all necessary steps to getting me my degree and placing me where I am today. Although, little did I know that I would continue to strive for this theme and take the road less traveled. 

So, how did I get to where I am today? Where even is that? It all started back in student teaching when I visited Tri-Valley JSHS. All student teachers were required to visit another student teacher at their cooperating site to observe and learn from them. Of course, I chose to visit one of my colleagues at Tri-Valley for a few reasons. The main reason was that I wanted to scope out the place as a potential teaching site to start off my agricultural education career. You see, Tri-Valley had opened a new agricultural teaching position at the beginning of my senior year. One that I had started to consider, but had not seen until that day. I did not know what to expect during my visit. Therefore, I went in with an open mind but also a list of what I imagined my dream Ag Ed position would be. 

After my visit, I don't know what I expected to happen, but I was neither sold on the place nor wanting to run from it. Maybe I thought that God would just tell me, "That's the place," or that everything that the program did would align exactly with my views and dreams, but that didn't happen. I was in limbo. Soon, the Tri-Valley position was in competition with another position, that had opened, that offered both middle and high school agricultural education in my mind. Within the stress of trying to get to the finish line of student teaching, I have to admit that the other position was looking more desirable to me. The position offered more money and newer facilities that included a barn. Still, my mindset was set on the need to find an agricultural education position for the rest of my life and not just a stepping stone on the road to my dream career position. Hence, I hesitated in my indecisiveness. So much so that the more desirable position disappeared, leaving me with my original option of Tri-Valley. 

For most of the summer, I contemplated Tri-Valley as an option to teach Ag Ed. Then, one day, I finally took the plunge and applied. The next thing you know, I had an interview lined up for it on my birthday. In turn, this probably should have told me that this career move would be a wonderful gift, but I didn't see the sign. The interview, however, helped me to start seeing this position as more than just a step in the road to my Ag Ed journey. The position surprised me. It was passionate about the future of agricultural education and community/family-based, aligning more and more with my dream career than I originally thought. It all started to click! Thus, I accepted the position of the second agricultural educator at Tri-Valley when it was offered to me! 

Still, little did I know that accepting this offer would change my whole world and my career. What was once an overlooked position by many, including myself, for different reasons, was the hidden gem that was destined to find me. It was the road less traveled and the road for me. For in this position, God has blessed me with wonderful opportunities and people in my life that challenge me to become a better person and agricultural educator every single day. Right now, I could not think of a better place to start my agricultural education journey. A position that might just be the first and last position of my entire Ag Ed career. Only God and time will tell with that one. Yet, if I had never given the position a second thought in search of something better, something missing, I would have never gained the opportunities or the colleagues/friends that I have today. In addition, I would not be who I am today without them, loving every single minute of my job. 

For me, Tri-Valley is no longer just a position or job, but my career and my life, where I am loving every single minute of it (even the rough times). Why? Because I chose to take the road less traveled. In reality, I was more like guided towards the road less traveled by the One who knew more of what I needed than I did. Still, we must make that choice to follow that guidance towards the road less traveled and take it. You never know where it might lead and how it might positively change you and those around you. So, venture off the beaten, or popular, path and take a chance on the road less traveled in your life. 

Just "Keeping It Veal"!

- Ms. Emily Jay

"To Succeed in Life, You Need Three Things..."

 As I wrap up my time student teaching at Big Spring Middle/High School, one quote rings true by one of my favorite people, Reba McEntire. "To succeed in life, you need three things: a backbone, a wishbone, and a funny bone." I needed a backbone to stand up for myself and what I wanted through this experience. Plus, I needed a backbone in order to stand firm in the rules and regulations that I had set in my classroom for several reasons, but mostly to have a backbone to support my students and what they want to learn/are passionate about. However, I also needed a wishbone to wish, dream, and be creative when it comes to lesson plans and how I can engage and educate students on agricultural topics. Without the wishbone, educators become stagnant- stuck in a rut that not only affects your teaching experience, but also how students learn and engage in the classroom and with the teacher. Overall, you need a funny bone to keep your head above water. Regardless of what people say, I can tell you firsthand that teaching is not easy, especially being a student teacher in agricultural education as I have found. You are constantly busy and planning to make the best experience for your students. No matter how busy or challenging that teaching can be, you need to laugh. Laugh at yourself because in everything you are still learning alongside your students. Laughing with students to build rapport and create memories that overshadow the challenges. Just laugh and you will feel better! Thus, this was the theme of my student-teaching experience more than any numbered list of moments that this blog could give. Therefore, don't be afraid to stand up for yourself and others! Step outside of your comfort zone and try new things, even if you might fail or not go to "your" plan! Enjoy life and teaching with laughter!

Thank you, Penn State and Big Spring for this experience!

Just Keeping It Veal,

-Ms. Emily Jay

Spreading the Word on Bird Suet!

 As I had mentioned in my other SAE visit post, my middle school classes all participate in a 3-hour minimum intro SAE project. This might not use the AET website, which can be way too difficult for middle schoolers, but it still conveys the same message as the SAE For All's Foundational SAEs. It happens over a series of weeks and the records are kept on a PowerPoint that students share with the class. Since the school district does not allow home SAE visits anymore, I had to do all my SAE visits within the school day and most of them during class time. Students did everything from taking care of their pets at home to making a Google Site on the Ag Mechanics of a Tractor to making the heating bags to conducting research on some agricultural topic that they are passionate about (like endangered succulents). Yet, there is one project that over time continued to jump out at me. Not only because I found it cool, but because I could see the passion and growth in the student who chose to do this SAE. 

What is the SAE you say? It was making bird suet from old bird seed that she had just sitting around at home. Now, that might not seem so cool to you, but to see the thought process behind this idea was amazing. The girl did not pick something that she already had at home or a passion. She chose to think about what resources were going to waste around her and how she could utilize them- change them- into something better. It kind of sounds like teaching a little bit doesn't it? She was willing to step out of her comfort zone and learn something new to share about agriculture with her class and community. 

The first "visit" started out with talking through her idea of making bird suet and what supplies were needed. How could she better share this process with the class? So, we discussed having a day or part of a lesson where she would share her SAE, when it was complete for the class, and the whole class would make bird suet. With this idea, I questioned what ingredients would we need. Peanut butter was one of them. So, I told her that I had to check students for any allergies for it to work, but in the meantime, try to find alternative ingredients to use just in case. 

After this first meeting, I would check in periodically during class time to see how the project was going. At one point, her dad had thrown out the old birdseed because it went bad, but by another check-in, she was able to find more birdseed to use. It was also during one of these check-ins that I was able to inform her that no one was allergic to peanut butter in the class. By a few more check-ins, we both agreed that we would not have the time for the whole class to make birdseed if we were going to get the wooden shelves done in Woodshop, but she was still going to make some and bring them into the classroom as a visual or for those who wanted to have bird suet.

Soon, there the bird suet was and now she and I were in another "visit" to figure out when she could share her SAE with the class. It ended up being the last week of the marking period. She presented her SAE to the class that was finished with their Woodshop projects in the Innovation Lab part of the classroom while I was helping those who were struggling or behind finish their shelves in the shop area. Don't worry though because I could see everything through the windows that go between both spaces.

Overall, she did a fantastic job and received a high score on her SAE project and Slides' record book. Yet, little did I know that this SAE would not end there. Do great SAE projects ever just end after one accomplishment, one goal, or one year? No.

Fast forward to the Earth Day Expo in April, which is a day designated for releasing the Trout in the Classroom Rainbow Trout. The school makes a whole event out of it, where my cooperating teacher organizes multiple local organizations or agencies tailored around the environment and natural resources to come and give presentations to the students and staff. It was during this time that this same girl walked up to me with a question. She had been participating in the trout release and was now helping to ensure that the vendors were taken care of. 

"Ms. Jay, I have a question for you," she said. "Do you think I could share my SAE project during this time?" At first, it surprised me, but excited me. I wanted to immediately yell out "Yes!", but I knew this was not my own event to give that answer.

"I would love to say yes, but we should talk to Mrs. McIntire and check with her." That is what I answered instead, but we did end up talking to my cooperating teacher and she gave the green light. 

We were both beaming as we set up a table, a Chromebook with her records and Slides, and her bird suet. She was ready to share with the crowd and she wanted me there every step of the way. To ensure her readiness and confidence, I asked her to share her SAE project explanation with me. I never did get to hear it during the marking period due to the Woodshop project. So, she shared and I knew that she was ready. With each explanation to her peers and teaching staff, I tried to help her pull out more information. Suddenly, she was explaining her SAE project to the superintendent perfectly!

I could not stop smiling. Not because I did anything, but because I was seeing such growth and leadership in one student. Think about it. I didn't have to convince her to share her project that day; she wanted to do that on her own. Proud I was. Although, I did not stop giving her advice. With others' comments and seeing her passion and growth shine, I talked to her about expanding on this SAE project into a Bird Suet business and entering her records in the AET, which I had to explain. I also talked to Mrs. McIntire about these ideas because soon I would be leaving Big Spring and student teaching behind and going on my next teaching adventure. 

I hope she continues to expand this Bird Suet SAE from a natural resources learning area into a business! Who knows? Maybe she will become the biggest small business bird suet business owner one day! Still, it shows that no SAE is too small or random to be successful and that you can learn about agriculture while growing in many other aspects.

It gives me hope for what the future of SAE looks like and the students and projects that come out of this program. 

Just Keeping It Veal, 

-Ms. Emily Jay

South Central Regional PAAE Meeting

Being from the South Central region, I never attended a PAAE meeting until I became a student teacher at Penn State University. So, I was coming in with fresh eyes to this meeting. I roughly knew what to expect being able to attend the summer PAAE conference in July of 2023, but I knew it would be different. I knew that it would not have fun workshops, but more of an informative meeting tone. Still, I was excited to go and be a part of something bigger than myself as an agricultural educator. I was excited to socialize with those whom I considered to be legends in this career field and to learn from them. 

Some might say, "Well, all of that information could have been in an email. What's the point?" It is more than just gaining information that you might not have known if you have been super busy focusing on your own career and life, like student teachers just trying to survive, to read the information in the weekly emails that go out. It is more than just showing up for attendance's sake and to check something off of a checklist. While I did both, I learned more than I could ever have imagined at this PAAE meeting. 

First, I learned about an icebreaker activity that would go well with middle schoolers and that I want to try with students in the future. This icebreaker activity was to go around and say our name and one thing that we would bring to an FFA banquet based on the first initial of our first name. "Hi! I'm Emily Jay and I'm bringing the envelopes." Nothing works well for an "e" name. Still, you could apply this to the classroom and change the scenario to something in agriculture to test out what the students already know about agriculture or the topic that you will be learning about in that class that day. It could also work well to help peers and you, as the teacher, learn students' names in the class at the beginning of a new course or new year.

Second, I also love the Bingo activity that was played during the meeting to keep people engaged and focused on what many deem boring. I, however, was fortunate to see this being played during the Region 6 NAAE Conference meeting that the PAAE graciously paid for us student teachers to attend. It still worked for both meeting settings! How do you play this bingo? Well, every person gets a blank bingo card with a free space. Then, before the meeting starts you write down any words that you think will be said during the meeting. If anyone says the word that you wrote in one of the bingo boxes, you can cross it off. Continue this process until you get bingo and those with bingo get prizes until all prizes are gone. This Bingo idea is something that could be added to any class when you are going through some lecture material or anything that you think students might think is boring to bring out student engagement. You could have students write down words, phrases, ideas, definitions, or statements that they believe the teacher will go over or cover on a topic in agriculture. In this process, the teacher is able to understand students' prior knowledge on the topic to expand on it, but also what misconceptions are out there that you might also need to address. 

Thirdly, I also learned what student resources are out there on the PA FFA Foundation page that could benefit my future students. Along with that, I learned how to look at these meetings through a student lens to figure out what I can do as an agricultural educator to help them and the chapter succeed. This also means being willing to socialize and collaborate with other chapters in the area, region, and state and learn from them. 

Sure there is more that I could talk about, like the Ideas Unlimited Award which I want to enter with a lesson from student teaching, but I might just be hear reciting the whole meeting to you. Hence, I learned more about how meetings like PAAE and NAAE help to promote collaboration and innovation, but also give you and model activity ideas that you can bring back to your classrooms! 

Remember: The next time you are invited to a "boring" meeting, think again! There is so much more deeper to a PAAE and NAAE meeting than you might realize. Just go already!

Just Keeping It Veal, 

-Ms. Emily Jay

Visiting Tri-Valley FFA!

On Friday, I had the opportunity to visit Emily McGowan, a cohort member, as she is student teaching at Tri-Valley High School. This chapter has one small classroom, a welding and hydroponics/aquaponics garage space, and a woodshop. However, there is an old FCS classroom that will most likely be turned into the 2nd agricultural classroom when they find another teacher to take the position. Something that I have been considering and another reason why I wanted to go visit. And did I mention that they have aquaponics systems?! My favorite!

While it was interesting to see the difference from middle school to high school for when I make the transition soon, I learned a whole lot about classroom management and how another chapter functions, giving me many ideas to ponder and try out in the future. 

First, I loved that Tri-Valley does monthly check-in assignments for the AET with SAEs as a grade for classes. As a student, I was always behind on my records and would have loved some structure in class to help me build this habit. Although, I do see how it could be timely to check SAEs every month for a grade. It is still something that as a teacher I need to be better at checking in on and making sure that I am helping my students with their projects when needed. So, I believe the teacher and student benefits outweigh the hassle of grading this every month. 

Second, I love how the one ag mechanics course has to find a current article on whatever they are learning in the course, like Woodworking for their Woodworking unit, and having to write not only a summary of the article, but also how this article relates to the course and agriculture as a whole. It gets students to think about the "why" of ag mechanics and gives them a chance to apply what they are learning to real life and beyond. Maybe I will try something like this for my 7th and 8th-grade Woodshop course as a sub-plan idea!  

Third, within the classroom, I was met by some challenging classroom management issues that I had not yet experienced in my own student-teaching experience. So, by observing, I was able to watch and think about different ways that I would handle the situation. Was it different from McGowan's approach or not? 

On the other hand, I was also evaluating the space of the classroom and how it was not super accommodating for those in a wheelchair. Again, by watching this happen in Emily's classes, I was able to think about how I would arrange my own classroom to accommodate all needs even in a small classroom. Along with this, I also started to think about how I could take what Emily was teaching or what I was teaching and try to expand on modifications and accommodations for those with IEPs. It was a great time to reflect and evaluate what I want as a soon-to-be ag teacher and not just what I can work with at my student teaching site. 

As for the Woodshop unit, I love how Emily is having the students create a wooden project made out of older wooden pallets. This gives the students more autonomy in a shop setting. It also allows them to make something that they are passionate about, which will ensure that students take their projects home, but also hone in on their creative and problem-solving sides trying to come up with something that can utilize wooden pallet materials. Something I will put on the back burner for high school lessons. Still, how can I take this approach and make it feasible for middle school students? Again, something I will have to think about. Plus, I also loved how Emily had samples of different wood types that students could guess on as an interest approach. This is one thing I wish I would have thought of or had the resources to do so in the beginning of my Woodshop classes.

Near the end of the day, I love how both the chapter and students are very passionate about Envirothon. If the school day runs on a 9-period day instead of an 8-period day (definitely still sounds confusing to me), the students meet for that hour at the end of the school day on Fridays to practice for Envirothon. (For reference, a 9-period day on Thursdays was time for an FFA club meeting day.) This is amazingly unique to what Tri-Valley can offer all their students/members. Even if you are not in love with Envirothon, you could replace this time with any CDE or LDE practice time at the end of the day, which ensures that all students and members could join in on FFA competitions and fun without the need for practices to be outside of school hours, which can limit participation.

Overall, I realized that Emily McGowan has an amazing opportunity being here at Tri-Valley. Something that I am excited for her to continue to grow in. Yet, I still had time to reflect on my own experiences and learn some unique ideas that I want to use to expand my own student-teaching experience back at Big Spring Middle School.

Thank you for having me, Tri-Valley FFA! I enjoyed it!

Just Keeping It Veal, 

-Ms. Emily Jay

Hunting for the Answers!

 As most of you probably know by now, I am currently student teaching at Big Spring Middle School to complete my Bachelor of Science in Agricultural and Extension Education with Penn State University. We started during Farm Show week in January with our first day of observation/chaperoning during the PA FFA's Mid-Winter Convention. Now, we are five out of 15 weeks into our student teaching!!! Wow, the time is moving by super fast! Surely, I am learning a lot and using trial and error in this process to try new methods and grow in every aspect of agricultural education that I can before I have my very own classroom soon.

One of these aspects has to deal with the FFA side of things, especially the SAE projects. SAE stands for supervised agricultural experiences, which are agricultural projects that help students test out different careers within agriculture and prepare them for work and/or career readiness. These projects can vary in style and idea within reason and look a little different from what I am used to in FFA. One area of difference is the format used to keep records of progressive data and what is happening in the project from day to day, week to week, and furthermore from year to year. Most FFA chapters utilize the Agricultural Experience Tracker (AET) website for recordkeeping purposes, but this can be intimidating and challenging for middle schoolers, especially when all agricultural education students are required to do a project. 

Therefore, while in discussion with Mrs. McIntire (my cooperating teacher (CT)), she had mentioned and showed me several times a different system to help keep records in a more manageable way for middle schoolers: a Slide Show or PowerPoint presentation. She has the middle schoolers use a Google Slides template that includes a title slide, planning slide, finance slide, records/journaling slide, two picture slides, and a reflection slide. In addition to the Slides template, McIntire allows students to complete a minimum of 3 hours in their project and may work with a partner. The topics can range from taking care of their pets at home to creating a farm on a video game. McIntire tries to not only stretch the students in caring for their animals, but also help find students' passions or hobbies and how they can relate to agriculture for a project. This is an aspect of SAEs that I agreed with and started to find ways to discuss SAEs within my classes at Big Spring to help them start their own projects. Right now, students should have their planning slides completed and start to work on their projects in preparation for starting project presentations in mid-March. However, as the projects expand in depth from 6th grade into 7th and 8th grade or those students who start to show livestock at fairs under FFA, these students will start to learn the AET website setup and enter records there. 

One 8th grader's expanded SAE project that I want to highlight is based on informing others about different hunting-related information. So, I have been meeting with this student during AM WIN time to learn more about his SAE project and also help him to set up a hunting presentation for the school. He had a desire to share this hunting information with other students in the school and bring in a guest speaker to talk about more specifics of hunting. So, I have been helping the student call a Game Commissioner to come guest speak as well as help to coordinate the date, location, and AM WIN time for the presentation. In addition, I have also proposed more for his SAE with helping a 6th grader who has a similar passion for his SAE. I am currently trying to see if the 8th grader will help mentor the 6th grader in all of the hunting presentation logistics for an event as well as find a task for the 6th grader to contribute to this AM WIN presentation time to help fulfill his own SAE project. As we get closer to the presentation date, the student will continue to update his AET records on the project, keep the guest speaker informed about the event, and connect with the middle school office to go over more specifics of what the project is and how they can help reserve the room and make announcements.

Overall, this visit has been helping both of us understand what it takes to set up a presentation-related event while also expanding the possibilities of making more connections with others, even other students with similar SAE passions/goals. Plus, I, as the supervisor, am learning a lot about how to help students further their SAE projects while asking prompting questions to do so. Don't just let them say "I don't know" or give a brief/vague description of their project and call it enough in order to help them. Don't give them all the answers to their problems or challenges in their projects. Help the students find the answer on their own by using examples or prompting questions. Also, I know now how to maximize the time spent talking or visiting SAEs better. AM WIN time is super valuable, but super short in order to help students with their SAE projects. So, I needed to make sure that on each visit we focused on the important, emergent tasks at hand before anything else. Always be prepared before meeting with the student to know what those tasks are in order to be mindful of that short time frame. This means asking questions to my CT who might know the student and their expanded project more than me, knowing the progress of their records on the AET or on the Slides template, and making goals for that "visit" time in order to accomplish them. Yet, over all of this amazing advice that I have learned so far, I am still hunting for more answers in the SAE world and will continue to grow in such knowledge as I continue these SAE visits and review SAEs in my classes. I am also excited to see what every student produces and learns from their own SAE! 

Remember: never stop hunting for the answers!

Just Keeping It Veal,

Emily Jay

ACES: Week 1

The end of one month is coming to an end and with that the beginning of a new adventure, a new role, with ACES. ACES stands for agricultural cooperation establishes success and is one of the first FFA conferences of the year. Members from all over the state come together to learn how to build leadership and other personal skills within fun, interactive workshops. Let's not forget about the food! Those mashed potatoes are to die for! Each year this event is located at the Sheraton in Harrisburg spanning over 3 weeks that chapters can choose from. Yet, there will be four weeks this year due to the abundance of chapters and members traveling to attend. 

This year it is my turn to go to ACES not as a student, like I did for my four years of high school, but as a student teacher/advisor. I was not only coming with Big Spring Middle FFA, but also the High School FFA. What I can tell you for sure is that it is a different experience. One that left me completely exhausted days after the event. It all started with the Teacher Karaoke game on the first day. Did I get over my fear of singing in public? ... Absolutely not. Although, I realized I have to keep up with the newer songs if I ever get voluntold to do this game at another ACES again. 

Still, I was able to learn some other valuable tips that I will carry with me as an agricultural teacher. First, before going to ACES, always hold a meeting with the members to talk through expectations and etiquette. While middle schoolers know how to eat, they sometimes don't understand how not to play with their food or how to avoid too many leftovers/wasted food. Don't get me started on sugar and sugary drinks like, Mountain Dew! There just needs to be a limit set. As for expectations at night or in the halls, students must be warned about the noise level and the correct behaviors while still being allowed to have fun. The last thing that you want to do is to get a call from the Courtesy Corp (something I can now say that I've tried). However, if you do need to pull a student aside and warn them of their behavior, it is better to be firm from the beginning, but also show them the reasoning behind why your behavior standards are the way that they are (which is usually for the wellbeing of students). Once you have established firm standards, then, over time, can you become softer in your approach with students. I totally saw the difference with this during ACES comparing when I had to talk to the one middle schooler one-on-one and when my cooperating teacher did so.

Overall, I learned a lot from this weekend, even if it did wipe me out. Plus, I am starting to build rapport with both the middle and high school students as I go. Hence, I was able to try and do new things at ACES by being a student teacher/advisor. As I continue to push further into student teaching, I will continue to dare to be bold and dare to be the start that I know I can be for those that I am teaching and leading. I will dare to be me each and every day of this process. 

Keep coming back for more on my student teaching process at Big Spring Middle/High School!

Just keeping it veal, 

-Ms. Emily Jay