FALL / WINTER 2015 2511 Numa Watson Rd. S e a s i d e , C A 9 3 9 5 5

t e l : 8 3 1 . 3 9 4 . 3 4 6 8c h a r t w e l l . o r g

The Newsletter of Chartwell School

Because Not All Great Minds Think Alike

Chartwell Newsletter – Fall/Winter 2015

The first term has seen the school bustle with activity on a variety of fronts. Some examples include:

• K-12 teachers are working together on their professional growth plans and curriculum planning during our common collaboration time on Friday afternoons.

• Our second parent satisfaction survey was launched on November 9th.

• We have begun working with a new Social Emotional Learning Curriculum for Middle and High School called “RULER” which was developed by the Center for Emotional Intelligence at Yale.

• We have published our new strategic plan which, while forward looking, remains faithful to our mission, commitments, and core values, and sets achievable initiatives in motion. This plan has four core commitments that provide a clear roadmap for the next three to five years and can be updated as we move ahead.

Our faculty has also been working hard on their professional growth, to insure they are up to date with current research in the area of teaching and dyslexia. Highlights of their activities include:

• Marika Anderson completed a Summer Leadership Institute focused on a learning experience that leverages the arts as a vehicle for social activism and civic engagement.

• Randy Postadan, Dan Gurska, and Celicia Zlotkin took part in the Better Together, California Teachers Summit. This was a one-day event at 33 locations across the state to share innovative strategies and build stronger teacher communities.

• Celicia Zlotkin took the Making Math Real Overview course, which provided her with the pedagogical foundations and practical applications of implementing and maintaining a comprehensive and fully structured multisensory methodology in mathematics. This was the prerequisite needed for her to take their Fractions, Decimals, and Advanced Place Value course, which was a deep dive into these topics. Held over 6 weekends, the course provides the essential bridge linking the synthesis of the 4 operations and the 400 math facts to algebraic processing and development. This course provides systematic, incremental, multisensory methods, making fractions, decimals, and advanced place value meaningful and accessible for all students.

• Meghann O’Weger took the online Language-Based Learning Disabilities (LBLD) - Strategies for Success course offered by Landmark School. It addressed the specific language challenges that students with LBLD face and the impact that their learning differences may have on their academic behavior. The course is divided into six, self-paced units: LBLD, reading comprehension, expository writing, listening and speaking skills, study skills, and cross-curricular skill application.

• Alyse LeValley attended the National Association for College Admission Counseling (NACAC) Annual Conference. This event focused on the newest trends, innovations, technologies, and best practices available in the profession. It also gave her time to network with peers, and learn about issues affecting students and families as they apply for college.

• Billy Swift attended the Innovative Learning Conference held at The Nueva School. The conference focused on topic strands including: Curriculum, Instruction and Assessment: Common Core and 21st Century Learning; Design Thinking, Design Engineering and Entrepreneurship; Teaching Critical Thinking and Reasoning; Meeting the Needs of Gifted and Talented Students; and Social-Emotional Learning, Empathy, and Mindfulness.

• Randy Postadan has been awarded a Computer Science Teaching Fellowship from the Flatiron School. Fellows will learn foundational concepts in computer science and software development and join a community of passionate teachers that encourage creativity and ingenuity in the classroom.

• Katherine Kanaski, Meghann O’Weger, Britney Hill, and Steve Garvey are continuing their study of language learning and instructional techniques by taking the Orton-Gillingham Comprehensive Course.

Finally, I represented the school at the International Dyslexia Association Conference in Texas.

Contact John Reid, Strategic Management Consultant, with any comments, questions, or concerns at jreid@chartwell.org

Message from John Reid, Strategic Management Consultant

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Chartwell Newsletter – Fall/Winter 2015

The Chartwell Board of Trustees has completed a year-long strategic planning process, resulting in a clear and actionable plan for guiding our school for years to come.

The planning process was community driven and included faculty culture and parent satisfaction surveys; focus groups involving parents, students, faculty, and trustees; a day-long planning retreat involving our Board and senior leadership team; extended work by various Board-led sub-committees to establish goals and define and initiate action items; and subsequent information sessions and feedback opportunities for faculty, staff, families, friends, and supporters.

We welcome you to visit chartwell.org for an inside look at our plan to ensure that Chartwell remains a beacon for students and families with learning differences in California and beyond!

Mary Ann Leffel, President

Katrina Maestri, Vice President

Ralph Bailey, Treasurer

Carrie Miles, Secretary

Jonathan Beck

Robert Egnew

Scott Fosmark (‘90)

Mary Jane Gonzalez-Huss

Catherine Hawley (‘91)

Robert Hernandez

Hunter Lowder

Michael McMahan

Robert Melton

Arthur Pasquinelli

Hunter Lowder brings a broad range of experience in business operations, management, and marketing to her role as a Chartwell Trustee. She manages her family’s 400 acre property, Holman Ranch, in Carmel Valley. Immersed in the hospitality industry, she directs the operations for a flourishing wedding and event venue with overnight accommodations, 100 stall horse stables, 19 acres of vineyards, 100 olive trees, a wine cave, 2 tasting rooms and a restaurant. Hunter and her family are very involved in the community and often host fundraisers and events, including for the Alzheimer’s Association and Alzheimer’s Drug Discovery Foundation. She also currently serves on the board for Wish Upon a Wedding Northern California and Monterey Bay Wedding and Event Professionals. Hunter and her husband moved to the Monterey Peninsula in 2004 and reside in Carmel Valley with their son, Max, who attends Chartwell.

Robert “Bob” Melton, MD, MPH, is a public health physician who most recently served as Director of Health Services and Health Officer for the County of Monterey. He has also served in leadership roles in federal, state, and local health agencies, and he has worked with nonprofit organizations involved in community health research, advocacy, and public education. Bob has lived in the Monterey Peninsula region with his family for the past thirty years and has a lifelong interest in early child development and education. He is a long-time member and supporter of the Chartwell community.

Robert “Bob” Egnew, MSW, MPH, spent 35 years in leadership positions in local government-based public health and behavioral health agencies. He has held leadership positions in local, state, and national organizations, including the National Association of County Behavioral Health and Developmental Disability Directors, which he founded. Bob’s extensive experience includes legislative advocacy at both the state and national levels. Locally, he has worked with non-profit organizations, government, and educational institutions to develop housing, supported employment, and supported education programs for individuals with psychiatric disabilities. Bob was also a Captain in the U.S. Army Medical Service Corps stationed at the Silas B. Hayes Army Hospital at Ft. Ord.

Board of Trustees Now and for the Future: New Strategic Plan

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Welcome to the Board

Chartwell Newsletter – Fall/Winter 2015

Education, Specialized!

On a beautiful day in October the Chartwell campus bustled with student activity and excitement for a very special event: a bike build and rodeo put on by Specialized Bikes, a global leader in cycling based in nearby Gilroy.

This day-long event marked the beginning of an exciting partnership between Chartwell and the Specialized Foundation, whose mission is to support research to enhance treatment and education for students with Attention Deficit Hyperactivity Disorder (ADHD).

Specialized founder and CEO, Mike Sinyard, and his son, Anthony, have both experienced firsthand the learning and attention challenges presented by ADHD. Inspired by

early studies and his family’s personal experience, Mike established the Specialized Foundation to support “cutting-edge research to investigate how aerobic exercise, specifically cycling, can become an integral part of a comprehensive treatment program for kids suffering with ADHD.” Through its initial pilot programs and studies involving more than 300 students across the U.S., Specialized has seen promising outcomes suggesting that cycling can improve not only fitness but attention, mood, and academic performance in students with ADHD!

As a school community that has long been committed to evidence-based research and support for students who learn differently, Chartwell is very proud to partner with Specialized to help further explore the connection between exercise and learning in our unique student population. To make this possible, Specialized has generously donated 30 bikes, along with helmets, water bottles, and other equipment, to help launch a new cycling program at Chartwell!

The opportunities and benefits of such a program were on full display at the Specialized event, which kicked off with an exciting bike build. Led by volunteers from Specialized as well as our local Monterey Bay Bikes, students gathered in small groups to assemble Specialized bicycles from start to finish! Students also participated in fun activities across a range of bike rodeo stations, where they practiced hand signals and turning, learned how to “stop on a dime,” monitored their heart rate after exercise, and tested their balance and strength in coasting and “slowest rider” races. The mood was bright and enthusiastic as students, along with volunteers, faculty, and the Specialized team, had a ton of fun building and riding bikes!

We are deeply grateful for the Specialized Foundation’s support in staging this event and helping us to launch this wonderful new program, with the greater goal of helping our students, and others like them, be the best learners they can be. Stay tuned for more updates as this partnership kicks into high gear!

Chartwell Partners with Specialized Bikes for Riding and Research

I Specialized – Angelique and Scarlett get ready to ride!

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Chartwell Newsletter – Fall/Winter 2015

Focused! – Antonio installs brake lines as part of the bike building process

Michael, Jesus, and Daniel gear up for the bike rodeo

Gavin learns signaling and turning techniques during the bike rodeo

Samuel high fives after successfully “stopping on a dime”

Emily makes a pit stop in the Chartwell pick-up circle, which served as a cycling track for the day!

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Chartwell Newsletter – Fall/Winter 2015

Tech Lab: 3D Printing!

Friends and families – we need your support!Please visit mcgives.com to support our school in the annual Monterey County Gives! fundraising campaign, which runs through December 31st.

All donations earn a 15-20% match via the Monterey County Weekly Community Fund of the Community Foundation for Monterey County

Thank you for believing in our students!

Through the support of our extraordinary community, the Chartwell Tech Lab continues to open up exciting opportunities for learning and creating.

Thanks to alumni grandparent Gerry Davis and the Packard Humanities Institute, we purchased two new Tinkerine Ditto Pro 3D printers for our lab this year!

Students are using the printers along with Tinkercad software to design and create their own objects.

Imagination, creativity, planning, and problem-solving – these are just a few of the many skills that students are activating through projects like these that combine the abstract with the hands-on.

The future is here and the possibilities are endless!

Students look on as an object takes shape! Using plastic filament, the printer builds objects in a honeycomb pattern that is both strong and economical

Max showcases his 3D designed and printed object – a model of the state capitol building!

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Chartwell Newsletter – Fall/Winter 2015

Chartwell’s Teacher Training Institute remains a unique resource for teachers and parents who want to learn more about learning differences and effective education strategies for LD/ADHD students.

The need for this outreach program is as great as ever. With the recent passing of AB 1369, a dyslexic-specific law, California public schools must develop program guidelines to improve educational services for children with dyslexia.

TTI offers research-based best practices to help regular and special education teachers, parents, educational therapists, and other allied professionals to identify and understand specific challenges and strategies associated with reading, writing, processing speed, memory, and executive function. TTI is therefore primed to leverage more than 30 years of Chartwell experience and expertise in support of the new initiatives put forth through AB 1369.

The TTI program welcomed a new director this year in Chartwell Middle School Coordinator and long-time educator Gretchen Giuffre. Gretchen originally joined the Chartwell team to support our teacher training and outreach programs, and she recently earned a Master of Arts in Education, with an emphasis on Administration and Supervision, from the Educational Leadership program at San Jose State University.

Gretchen has a vision for growing the program in a way that builds on our school’s long history of outreach: “My hope is that Chartwell’s TTI will become a beacon of light to other educational institutions and organizations and an instrumental resource for public schools and teacher credentialing programs to help prepare educators and schools to successfully meet the specific learning needs of students with dyslexia.“

Gretchen’s tenure as the new TTI coordinator is off to a great start, with a full class of 20 educators joining us on campus this past July to learn best practices in supporting and educating students who learn differently.

Testimonials from this year’s participants speak to the value and effectiveness of this program:

• “I walked away with a deeper understanding of dyslexia and ADHD.”

• “The program was well-organized and the material was relevant; I will use what I learned in my teaching.”

• “It was all very useful and thought-provoking for a wide variety of teachers.”

• “I felt like I learned a lot about the biology of dyslexia and ADHD and some great learning theories that I will absolutely put into practice.”

• “I gained a much better understanding of what happens, literally, inside a brain of somebody who processes information differently. I also got good ideas for how to work with these students.”

• “I am hoping to have this very type of in-service for my entire school staff. It is invaluable.”

Stay tuned for more developments about our TTI program as it returns in summer 2016!

Outreach: Teacher Training Institute

TTI coordinator and presenter Gretchen Giuffre leads a class of 20 educators in how to support students who learn differently

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Chartwell Newsletter – Fall/Winter 2015

Student Snapshots: I am... We are...

In a fun photo activity in our tech lab, K-8 students reflected on who they are as individuals and as groups. This is one of many opportunities that Chartwell students have to embrace their strengths, interests, and goals as part of a curriculum that helps them postively reshape how they see themselves and all that they can do in this world. By understanding and believing in themselves and their abilities, our students accomplish great things!

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Chartwell Newsletter – Fall/Winter 2015

Chartwell Newsletter – Fall/Winter 2015

Message from Alyse LeValley, Head of High School

The Making of a Project Period

Project-based learning (PBL) makes school more engaging, topical, and fun for students and for teachers. Educators at Chartwell High School work together to plan and carry out four “project periods” per school year, each with a central theme and driving question that shapes the curriculum.

An effective project period allows the students to develop skills, engage with meaningful content, and produce an authentic final project. To see how this all comes together, let’s take a closer look at one of our project periods for fall 2015: Mass Incarceration.

A teacher first proposed the theme of Mass Incarceration two years ago during one of our regular curriculum planning meetings, where we build each and every project period from the ground up. We chose Mass Incarceration as a theme for this year because it is a topical, real-world issue that was sure to engage our students.

Next, as with any well-planned PBL exercise, we developed a driving question to spark and guide student inquiry: “Why does the U.S. have the largest number of incarcerated people in the world, and how does that rate affect our culture/community?”

In preparation for the project, teacher Marika Anderson attended the 10-day Summer Leadership Institute organized by Urban

Bush Women in New Orleans, the focus of which was incarceration. Ms. Anderson brought back a wealth of knowledge based on her experience, and she was able to directly shape this project period. At her suggestion, the teachers agreed on The New Jim Crow: Mass Incarceration in the Age of Color Blindness as the primary text for the project period.

Each project period begins with an entry event to activate student learning. For this project period, students engaged in four entry activity stations: 1) a socio-economic status activity; 2) a “war on drugs” skit; 3) a video on captivity; and 4) a spoken word activity, “How to Raise a Black Son.” These four stations were followed by group discussion and the revelation of the project period theme to students.

Incorporating different perspectives, including expert guidance, is another key aspect of PBL. As we do with every project, teachers worked to bring various speakers to campus to share their knowledge with the students. Shirin Khan of the Middlebury Institute of International Studies joined us to discuss global terrorism. Prison consultant, author, and advocate Michael Santos shared the story of his 26 years in incarceration and his current work to reform the U.S. prison system. Cynthia Chase, from the Santa Cruz non-profit Gemma, explained how Gemma works to make re-entry smoother for formerly incarcerated people and what measures Gemma has in place to maintain such a low recidivism rate among participants.

After studying Mass Incarceration in classes and learning from experts in the field, each student produced an art piece to raise public awareness about this issue. Students then planned, created, and hosted a public arts showcase at Sylvan Design Studio in Sand City. At the event, students were on hand to answer questions about their work and speak to the public about Mass Incarceration, and they also collected donations to support the Santa Cruz County Community Corrections Partnership Speakers Bureau. Because sharing new knowledge with the wider public is a key part of PBL, this arts showcase was an ideal way to end a meaningful and highly educational project period!

High school students Campbell and Daniel explore the theme of incarceration in a photo created by fellow student Dominique for the arts showcase

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Chartwell Newsletter – Fall/Winter 2015

“I’m here to confirm that your letter writing makes a difference,” said California State Senator Bill Monning in an address to Chartwell students on a very special visit to our campus in December.

Senator Monning thanked Chartwell students and our broader school community for supporting California Assembly Bill 1369, which was signed into law by Governor Jerry Brown in October.

Authored by Assemblyman Jim Frazier, the new law requires the California Department of Education to develop and disseminate program guidelines “to assist regular education teachers, special education teachers, and parents to identify and assess pupils with dyslexia, and to plan, provide, evaluate, and improve educational services to pupils with dyslexia.”

This includes ensuring that students who are struggling with reading can be assessed for dyslexia and that teachers can receive the proper training they need to best support students who learn differently.

The passage of AB 1369 marks an important step forward for education in California, where students and families with learning differences have long struggled to receive sufficient support and understanding in public school districts in which the term “dyslexia” itself may not even be used or acknowledged.

Senator Monning attributed the passage of the bill to the tremendous groundswell of support put forth by the California citizenry, including Chartwell students and families who wrote letters to the Senator and other public officials about the need for improved special education services in the public school system.

Recognizing our school as a “pioneering institution in the U.S.,” Senator Monning described Chartwell students’ support of the bill as a “selfless” act that will help young learners who may not be able to go to Chartwell to receive enhanced support in their mainstream schools.

Senator Monning’s address was deeply meaningful to students, as it not only celebrated this important milestone in California education but proved to them that their voice as active and informed citizens can be heard – and with profound effect!

We at Chartwell School extend our deepest gratitude to Senator Monning for his visit to our school and for his support of this very important bill to benefit California communities!

Effecting Positive Change: Senator Bill Monning Visits Chartwell School

Senator Monning thanks Chartwell students for their support of AB 1369 - now signed into law!

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Chartwell Newsletter – Fall/Winter 2015

I want to take just a little space in this newsletter to say hello and introduce myself.

As some of you may already know, my name is Rohan Ramnathkar, and I am the new Director of Advancement at Chartwell School. I have been in this role since early October and am enjoying being part of the Chartwell family.

I’d like to share with all of you a little bit about myself:

I spent 12 years in the corporate world and the past 4 years working with non-profit organizations. I have lived in 7 cities and 3 countries, and for the first time in my life, I

have the privilege of calling California my home. I am really excited about this!

My first two months on the job have been akin to drinking from a fire hydrant – planning the school’s annual fund-raiser, learning about our wonderful school, and learning about my new role – it’s been a lot to take in. Looking back, however, I think this was the best way to really immerse myself in all things Chartwell.

Through the course of planning for the Party in a Pear Tree, I had the privilege of meeting the founders of our school, supporters who have been at our side since the inception of Chartwell, parents, volunteers, teachers, alumni, and staff who have dedicated their life to Chartwell and our mission.

Each interaction in these past two months was educational, humbling, and inspirational. What really stands out for me is the encouragement and kindness that has been shown to me as the newest member of our community. Thank you!

Over the next few months, I hope to meet more of you – not only to say thank you, but also to hear your thoughts, advice, and suggestions on how I can do the best job possible for our community.

From my end, I promise to work hard for our school to continue to build on the foundations laid by all of you!

Contact Rohan Ramnathkar, Director of Advancement, at rramnathkar@chartwell.org

High School Educator Wins Computer Science FellowshipHigh school teacher Randy Postadan has been awarded a Computer Science Teacher Fellowship from Flatiron School, a pre-college academy whose mission is to help high school students gain computer science skills.

As one of 500 fellowship winners from around the world, Randy is now engaging in Flatiron’s online computer science program for teachers, where he is learning about computer programming and software development, including HTML5, CSS3, JavaScript, and other tools!

“It’s like learning a new language,” says Randy. “Coding also has some psychological interest as I’m learning how a computer thinks. It’s fascinating how computers can extend our ideas and create a platform for those ideas.”

With our K-8 students already receiving basic coding instruction from Ms. Hill in our tech lab, we are very excited to have another faculty resource to help educate and inspire students across the K-12 spectrum in this valuable 21st century skill set! Congrats, Randy!

Message from Rohan Ramnathkar, Director of Advancement

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Chartwell Newsletter – Fall/Winter 2015

Losing a loved one can be one of life’s most difficult moments, and learning to chart the way forward in the wake of such loss is a vital part of the healing process.

Chartwell student Emma Sondergaard is only in the 5th grade, but when she experienced this transition with the passing of her grandmother, she decided she wanted to use her experience to help other children overcome similar loss in a constructive and meaningful way.

“It can hurt a lot when someone you love dies and it’s not like a wound or a scrape you can see,” says Emma. “It’s inside and it hurts much more.”

After her beloved grandmother Simonne passed, Emma and her brother both turned to writing and drawing to

help them work through their grief. In doing so, Emma was inspired to help guide other children, including her younger brother Noah, through the grieving and healing process. As an active young artist, Emma focused on her love of art and her many positive memories of her grandmother to help heal her wounds.

“I wanted to honor her with some of my paintings I had made the year before,” says Emma, “and we decided to make an activity book to help all the children who also lose their grandparents.”

The planning, writing, and design process took Emma eight months and resulted in the publication of Goodbye, My Dear Grandma...An Activity Book for Grieving Children.

The book collects a range of activities developed by Emma to help children honor and remember their lost loved ones, express their feelings and memories in creative and positive ways, and to reach out to other family members for love and support.

Each activity is illustrated by one or more of Emma’s bright and beautiful watercolor paintings, which feature animal and plant motifs, landscapes, still lifes, and more.

Emma’s book stands as a touching tribute to the healing powers of art, expression, and memorial, and it supports and empowers grieving children to play an active role in their own healing process.

As a skilled artist and, now, published author, Emma is happy to be able to share her experience to help others.“I learned I can put a talent to good use for myself and for others,” says Emma. “I never thought I would now have my book in a bookstore!”

Since publishing her book, Emma has held public book signings at local bookstores including Old Monterey Book Co. and Pilgrim’s Way Community Bookstore. Emma’s book is also available on Amazon!

We are very proud of Emma and we wish her and all of our students the best as they learn to use their talents and abilities to put their best foot forward and give back to others along the way!

Emma shares a smile with Chartwell art educator Patricia Kirshner while signing copies of her book at Old Monterey Book Co.

Healing Through Art: Chartwell Student Publishes Book for Children

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Chartwell Newsletter – Fall/Winter 2015

Mission Accomplished Alumni Updates

Class of ’03 – Kristina GoldsteinKristina Goldstein attended Chartwell from 2000-2003 during the second through the fourth grade. She graduated from Weatherford High School in Weatherford, Texas in the top 1% of her class and then attended Texas A&M University, where she graduated with a Bachelor of Science in Chemistry and a minor in Mathematics.

After graduation, she commissioned into the United States Navy, earning a spot in the Navy Nuclear Propulsion Program. Kristina will be serving in 7th Fleet, headquartered in Yokosuka, Japan, before attending Nuclear Power School. She recently reached out to us to “express my gratitude to the faculty and staff that gave me an education when I was having difficulties learning.” She notes that after her time at Chartwell, “I was able to learn and accomplish great things.” Congrats to Kristina as she uses her many strengths in service for our country!

Class of ’14 – Andrew MilesAndrew Miles spent four years in the Chartwell high school program and graduated in 2014 with multiple offers of admission to colleges and universities. He is now a sophomore at the University of Arizona, where he is studying business while enrolled in the SALT (Strategic Alternative Learning Techniques) program.

Andrew was recently honored by Heroes Day for Southern Arizona First Responders for his heroic actions in helping to save the lives of four teenagers who were involved in a serious car accident outside of Tucson, Arizona in April 2015. Andrew, along with two friends, helped rescue the four teens from their crashed vehicle, which had overturned in a canal of fast-moving water. Using their truck to lift up the vehicle, Andrew and his friends were able to remove the driver, whose head was trapped underwater, and apply life-saving CPR. We are so proud of Andrew for his quick thinking and problem solving in helping to save lives!

Andrew receives his Heroes Day award in October. Photo credit: JD Fitzgerald / Tucson Local Media

Class of ‘92 – Dugan O’NealL.A.-based filmmaker and writer Dugan O’Neal returned to the Monterey Peninsula to serve as the Master of Ceremonies for Chartwell’s 22nd annual Party in a Pear Tree fundraising gala in December. Dugan shared his story of empowerment at Chartwell in a thoughtful and humorous speech delivered to the event’s many attendees. “I would not be doing what I’m doing today, if it weren’t for Chartwell,” said Dugan. “Now I’m a director. I make short films and commercials and music videos, and I develop different feature film ideas and TV concepts. But my job heavily relies on writing. And I never thought that, in my wildest dreams, that my livelihood, and providing for my family, would be on a job that relies on writing. So I’m incredibly grateful for Chartwell...It really warms my heart to know that a place like Chartwell exists, that there’s another option for kids like me...I want to say thank you so much for everything that you guys do and all of your support.”

Dugan toasts with long-time Chartwell Head of School Nora Lee, whom he graciously honored in his speech

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Chartwell Newsletter – Fall/Winter 2015

Off to CollegeClass of 2015 Graduation

$270k in total

scholarship offers

10combined college

acceptances

Nolan reflected on his transformation at Chartwell with poise, humor, and gratitude

The Chartwell Class of 2015: Nolan, Michael, and Ben

Michael used his speech to thank his family and teachers for their “exceptional support”

A proud graduate! Ben showcased his newly minted high school diploma

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Seaside, CA 93955

Because Not All Great Minds Think Alike