Thursday Morning

Thursday morning.

I have suspended the housecleaners for the summer and I decide to vacuum this morning.

Find the vacuum cleaner, plug it in, move a bit of furniture.  Turn on the vacuum.

Turn off the vacuum because the dog is barking at it.  It's a toy.  I'd forgotten this.  Put the dog upstairs and shut the door.  Turn the vacuum back on.

Finish vacuuming the tile and move to the bedroom.  Turn off the vacuum to move the unfolded BOYS laundry (not my job to fold and put away -- their clothing, their job).  Turn on vacuum and vacuum the carpet around the bed.  Turn off vacuum because the NEW CARPET has unraveled and is now wrapped around the beater bar of the vacuum.

Go upstairs.  Find the business card for the carpet company.  Find the payment information on Quicken.  Look up the business hours – have to wait an hour before they’re open to call them and complain about my NEW CARPET that is fraying.

Go back downstairs.  Decide to take a photo of the damage; back upstairs.  Find the phone, back downstairs and take a couple of photos.  Back upstairs because if I don’t put my phone where I can find it, I will never find it.

Back downstairs.  Vacuum everywhere except the frayed part of the carpet.  Move to the media room; move furniture.  Notice the garbage hasn’t been emptied even though Tuesday’s job is to EMPTY all the inside garbage cans into the outside receptacles because WEDNESDAY is garbage day.  Empty the garbage.

Turn the vacuum back on and vacuum the media room, returning all the furniture to its correct position.  Vacuum the stairs.

Mentally note that I started the carpet removal project on the stairs four years ago and they are still only half finished.

Mentally note that the hole in the landing at the front door is getting bigger.

Mentally note that I’ll need the ladder to dust the entry way (this will likely never get done).

Mentally note that the un-carpeted part of the stairs needs to be cleaned, sanded, stained and sealed.  (This will likely never get done).

Decide to blog about this.  Actually, I was going to post it on Facebook, but it’s too long so I open a Word Document and blog about it.

Finish the stairs.  One toddler is crying because of the vacuum noise.  Phone alarm goes off; it’s time to take one kid to camp training.  Find phone, keys, purse, and wallet.  Drive to drop-off.

Return home, put things on floor up on the counter, remind 4 year old to go potty and start to vacuum again.  Toddler crying about vacuum.  Move couch and ask toddler to put the toys away that were under the couch.  Vacuum living room.  Toddler STILL crying about vacuum.  Send them all outside to play.

Now I need to make snack.  Wait.  I should call the carpet guy first.  Its 9:06 no one answers.  I leave a voicemail.  I hate voicemail.  Now I have to remember to follow up.

Snack.  I’ll pick strawberries from the garden.  Strawberries are mushy from too much rain.  Get enough for snack.  Have to clean them.  Toddler needs to go potty, can’t find her underwear and swears her cloths are too small.

Carpet guy calls back.  He can’t fit me in until July 1st.  When I tell him it’s likely a full fix and the guys didn’t leave any carpet pieces or my hemmed remnant (as promised), he has to call me back to reschedule.  I need to send him a photo of the damage.

Open up OneDrive to transfer photos for email.  Download, rotate and email photos.  Text husband to see if there are carpet scraps.  There are.  Wait for return phone call from carpet guy.

Snacks downstairs, outside.  Play in-and-out with dog who can’t decide where he wants to be.
Go downstairs, get clean couch throw.  Put couch throw over couch upstairs.  Remember I need to wash other cover; but I have to wait in line for laundry because someone’s load is in the wash.

Move dining room furniture to vacuum. Vacuum, then remember to move all the cords and toys that are left out.

Mentally note that I need to come up with lunch.

Two hours later and I’ve vacuumed the media room, bedroom, stairs, hallway, living dining and kitchen and nothing much else.

This is why I pay for housekeeping.  This is why my house always looks half-cleaned.  This is why I complete nothing.

***Very few dust bunnies were harmed in the creation of this post.  Those that are still alive will replicate and expand until it's no longer noticeable that I've even cleaned within 24 hours.***

Activity Day

I’m not sure I understand the purpose of school anymore.  Today, my son is home from school (with my knowledge and approval) because it’s “Activity Day” due to EOC testing.  End of Course exams for freshman who didn’t pass the 8th grade math/Algebra 1 EOC or those students who took Biology or Geometry and need to pass the EOC for that course.  The students that don’t need to take these exams have Activity Day.

When my son attended the Activity Day last semester, he was hoping to get some finals study in, help with class issues, workshops or sheets to work on for classes he was struggling in.  Instead they played games and then had field day on the football field.  Clearly a good use of pre-finals time for students.

My son passed the 8th grade Math EOC in 8th grade.  He didn’t take Biology this year – it’s mostly a 10th grade class.  Currently his grade in 9th grade Algebra is a C-; in English a D and a C in French 1.  The other grades are A’s and B’s (Band, PE and Science).  He’s a freshman in High School.

Here is the schedule for EOC testing on Wednesday, June 4th:
(From the LWSD website )

Wednesday, June 4 

EOC Biology 

Students will be tested in classrooms. We will be on an alternate bell schedule. 

EOC Exam 7:30 – 10:24 

Lunch 10:30 – 11:00 

Tutorial/Finals Prep 11:06 – 12:30 

For students not testing, the library and Career Center will be open, 7:30 – 

12:00 

My heartburn with this is that’s it’s a waste of a school day just before finals.  Why not have the students who don’t need to take these tests in study hall or finals work-shops or; here’s a thought a regular learning day?

I know, those students who are testing will miss all the instruction for the one day and it gives the others an unfair advantage.  Well, that might be, but ACTIVITY DAY???

First of all, this is a Wednesday.  It’s already a short day in our District (LEAP Day – Learning Enhancement and Academic Planning).  Students are dismissed 1.5 hours earlier on every Wednesday in the district as a “teacher professional development day or a day of professional learning”.  Every.Wednesday. during the school year.  To make this work, the classes that are usually 50-55 minutes are reduced to 25 minutes.  Did I mention this was EVERY Wednesday in the school year?  EVERY level of school is included.

So, what are the teachers doing during the regular school hours (that they would usually be teaching classes) that they can’t hold regular classes?  Are there THAT many students in 9th grade math classes that the classrooms would be nearly empty?  Are there THAT many 8th graders that failed the 8th grade EOC?

I’ll renew my suggestion that instead of having a day that the students consider unnecessary, why not make it another regular school day but have them focus on studying for finals or working on class issues they haven’t understood or resolved yet?

And WHY wasn’t something sent home to the parents explaining this?  Allowing us the choice to opt out or ask questions?  How many students stayed home today because it was a waste of their time? According to my informal FB poll 5 parents kept their kids (9 total) home today (various grade levels) because of the lack of school classes.  During school hours.  On a school day.

Meanwhile, RHS is looking at changing the lunch schedule for the 2014-15 year to give students more time (30 minutes, once a week) to meet with teachers if they’re struggling.  They’re doing this because they want to reduce the almost 30% failure rate at the high school.  1 in 3 students are failing AT LEAST ONE course.  2500 (approximate) students at the school and roughly 800 of them are failing at least one course in a quarter.

But of course, let’s have them play games and have shortened class days because of testing.

Two movies and a book

The Hollow Crown (BBC production, on DVD, 4 disks)

This is a BBC production of three of Shakespeare’s plays about kings Richard II, Henry IV and Henry V.  It’s filled with lots of old English speak and traditional Shakespearean writings so it’s a bit hard to follow.  However, the story line, political intrigue, costuming and acting was fantastic.  The first DVD is Richard II who is deposed by the man who becomes Henry IV.  This was the hardest play to follow as there were a lot of characters involved in the various plots.

In the second DVD, Henry the IV is played by Jeremy Irons who is wonderful in the part.  He’s kingly and just and more than a bit worried about his first heir, Prince Hal (soon to be Henry V).  Hal is played by Tom Hiddleston and he’s a rake at best and a playboy at worst.  He hangs out in bawdy houses with drunkards and thieves and prostitutes.  He even steals things himself and brags about his conquests.  His closest friends are a cousin and a major thief named Falstaff.  Falstaff is a fictional character, but he’s quite important in the plays to show the differing characters of Hal.  Towards the end of the 2nd DVD Henry IV dies and Prince Hal becomes Henry the V.

The third DVD is all Henry the V and he’s changed from a common thief and ne’er-do-well to a man who’s thrown off all the bad of his previous life and does everything he can to convince his advisors and subjects that he’s worthy of the crown.  He attempts to take over France, but instead signs a peace treaty with them and marries the French princess Catherine of Valois.

I really enjoyed the history, costuming and acting in all the episodes and, although I had a hard time following some of the plots and keeping track of the names and enemies and friends; with the help of the internet and several great history sites; I followed the stories and plot.

I completely recommend this series.  There was little blood and gore; no swearing, and only one nude scene (in the bawdy house as we’re introduced to Falstaff and he’s in bed with a woman.  We see her naked bottom).  The acting was wonderful and the actors themselves had quite a bit of dialogue to manage, in addition to learning a different language and staying in character as well as costume.

The down side for me was there were very few women in this series; the queens/consorts were hardly mentioned.  The other negative for me was Edward of York was played by a black man.  I find this disturbing because there were no black men during this period of time in England’s history and certainly none of peerage.  However; those are small issues and overall I thought the series was well done and worth watching.


The White Queen (Starz Channel, on DVD, 3 disks)

This series was based on three novels written by Philippa Gregory who is a writer of historical romance fiction.  This series differs in many ways from The Hollow Crown, but has its own merits.

First, let me cover the graphic nature of this series.  There was a LOT of nudity and sex in this series.  I really could have gotten the idea that they loved each other without having constant flashes of women’s breasts or men’s bottoms on screen several points throughout the series.

I also found the few fighting scenes hard to watch as there was blood flying and numerous beheadings with blood-dripping axes.  Again, I got the idea and didn’t need the visual.

Thirdly, this is not Shakespeare, so the story-telling was quite a contrast from my previous DVD.  There was little old-English speech; which helped as you weren’t confused by the language as you tried to keep up with the political intrigue and all the names swirling around.  It doesn’t help that people went by three or four different names during the series; changing names because of status or familiarity or importance in the story.  Again, the internet was helpful for me to keep track of the various characters and the parts they played in the history.

As for the historical part of the stories, I found them to follow the written history pretty closely.  There were a few quirks here and there (the boys in the tower and the death of some of Edward’s children); but overall the history and the story followed.  The series did play up Elizabeth’s rumored witchcraft and abilities to conjure things and spells and curses.  It also played up the love stories of all the people involved, which I suppose is to be expected in a movie made from a romance novel.

The acting was well-done; King Edward is played by Max Irons (son of Jeremy Irons).  All the actors were well-cast; it was easy to grow to like or hate the various players as necessary.  The second disk was far more interesting as far as history was concerned, but political intrigue and plots were standard throughout the entire series.

Costuming was beautiful and I found very little in error about the series at all, historically.  I will comment that the writer played a bit loose with the ‘boys in the tower’ story line and I found it a bit creepy the Richard III had an affair with his niece; even though she was promised to Henry Tudor (who would become Henry VII).

I would recommend this if you like your history liberally laced with romance and sex.   The women were more of the story line than in “Hollow Crown”, but the men had equal parts in the series.


The Book Thief (Hardcover book)

I borrowed this from our library in hopes that I would understand the movie better once I see it.  If you haven’t read the book or seen the movie, there will be spoilers in this review, so you’ve been warned.

My only real complaint about this book is the writing style of the author.  I haven’t read anything else of his so I don’t know if this is his normal style or not, but I found it distracting that *he* kept making announcements throughout the book.  It made the reading a bit choppy for me.

I found it interesting that this book is written from the perspective of death.  It’s a dark book and takes place in WWII-era Germany.  Death talks about colors and souls and God, but I cannot imagine making this book into a movie based on the story-line alone.  It would be just too hard to follow the story and keep to the book and its tale.  There’s no real romance, no real ebb and flow and not even, to my liking, a real sufficient ending to the story.

There were some interesting insights regarding the Germans and the Jews, the Hitler Youth and the politics of the time.  Besides the choppiness of the writing, I found I enjoyed the book.  The characters were interesting (once he got around to bringing them all in – which took almost one-quarter of the book).  The inter-weaving of the different lives became more important as the book went along but, again, it was dark and sad and pretty unfulfilling as a story.  There were some sad parts and a few parts that made me smile, but overall this was a gloomy, depressing and sad story.

I definitely will not read this again and I won’t plan on watching the movie as I just cannot see how they could stay true to the book and make it an interesting movie.

Solutions

The April 22nd Bond measure doesn’t look like it will make the 60% approval it needs to pass.  Yes, I’m pleased, but instead of cheering “We Win!” or moaning “We Lose!” let’s come up with solutions to the problem instead of name calling or blaming the other side.

Using the assumption that the District still has access to the unused $10 million from the 2011 Bond for $65.4 million I have a few recommendations to offer.

Overcrowding in existing schools

To resolve the issue of overcrowding at Rockwell Elementary, I propose that the district replace the portables with building structures similar to the addition at RHS.  Rockwell is expecting enrollment of 723 students by the 2015-2016 school year with a capacity of 460 students in “regular” (non-portable) classrooms.  There are 5 portables on site (appendix A) with a total capacity of 115 students (that calculates to 23 student per portable capacity; although there can be as many as 30).

The “brick building” classroom addition at Redmond High School was built at approximately $800,000 (rounded up for simplification).  That building contained 14 classrooms in a two story building that could provide space for roughly 420 students. The cost of building a portable is roughly $400,000 (rounded up). A portable contains two classrooms and provides space for between 45 to 60 students.

For the cost of two portables, Rockwell could build one brick building similar to the RHS structure and have 14 classrooms ready for students.  Even if the neighborhood had height restrictions or capacity regulations (I’m not clear on these); the District could build a single story building with 5-7 classrooms and still financially be below the cost of 5 portables while using the same amount of space currently being used.  The District could then remove the additional portables from the site.

Cost to replace two portables with one 14 classroom building: $1 to $1.5 million (my estimation; includes permitting, etc.)  Using the 30 student/classroom calculation, this could increase the capacity of Rockwell from 460 to between 670 (7 classrooms) and 880 (14 classrooms).

This leaves approximately $8.5 million left to use for other building projects.  I recommend that the District use the above method to replace all portables with actual buildings in at minimum 5 schools that are overcrowded or in danger of overcrowding creating more permanent classrooms and removing the need for portables.

Modernization

It is true that Juanita, Rockwell and other older buildings are in need of “modernization”; we also need to look to the future and build additional buildings for incoming growth.   So, to that end, I recommend the District begin looking at each project individually and not as a block.  Taxpayers have voted with their checkbooks and decided against writing the District a “blank check” for use over several projects that are undefined, unplanned and vague.

Plans and property information should be provided BEFORE the bond funds are requested so that taxpayers can see what the money is going for directly. The District should provide plans with each project for each school that outlines number of classrooms, capacity limits, building layout and plans for over capacity during the 30-40 year building life.  If the project is acceptable, the bond measure would most likely be approved by the voters.

Planning ahead

Although schools should be safe, environmentally friendly and efficiently structured, it is also the District’s duty to use funds wisely and with long term plans in view.  The District has added two NEW buildings in twelve years – Rosa Parks and Rachel Carson Elementary schools, modernized many others and has seen an increase in 1,400 students in that same time period.  Plans for two more elementary schools were not begun until the 2010 bond request (which was rejected by voters).  Many of the ‘modernized’ buildings have been completed with the same number of classrooms as the original buildings, yet increased building square-footage.

The District has had the same information as the taxpayers from City councils regarding growth patterns, housing market and residency numbers.  They boast award-winning schools that are both impressive and environmentally friendly; take pride in above-standard test scores yet seem oblivious that more families would move here to take advantage of those award-winning schools.

District representatives have claimed that ‘generous’ variances are the reason for the wild fluctuations in school crowding; I recommend that variances be discontinued and that boundaries be tightened or widened depending on population/capacity needs.  

Representatives also stress that the change to four year high schools brought on the problems; then the District should have been more aggressive in planning in advance for the increased capacity needs of buildings, rather than holding the taxpayer hostage for more funds for undetermined projects or shoving “temporary classrooms” (portables) on existing sites.  Lake Washington High School modernization began in 2009; the District announced plans for the class restructuring in 2010.  Lake Washington High School opened in fall of 2011.  There was adequate time in that two year period to adjust construction to prepare for the increase in students that has now become a crisis.  This pattern of inattention has carried through in many of the building projects that were in process or have been completed since 2010.

The District repeats that the goal for our students is to make them “future ready”, yet spends hundreds of thousands on landscaping, esthetically pleasing buildings and futuristic designs.  Those stunning buildings and manicured grounds are not are not built to last for the 30 years of expansion and use they claim they are intended for.

Will any of these issues resolve the current overcrowding?  Are they realistic?  I am only offering a few solutions to a problem that seems to be on-going and far-reaching.

What solutions can you come up with?

Other links:  

Horace Mann Parent Meeting

Redmond Neighborhood Blog

Six Year Capital Facility Plan 

LWSD Bond issue -- VOTE ON OR BEFORE APRIL 22nd!!!

Another view of the construction bond measures for the past 15 years.  The board presentation (Page 41) lists the Bond funding requested and denied or approved since 1998.  (My chart below is a list of the $$ and schools the bonds represented).

Year Bond $$ Schools Pass/Fail
1998 160 million Elementary schools:  Audubon, Franklin, Juanita, Lakeview, Mann,
Rose Hill, Thoreau, Twain; Kirkland and Redmond Jr. High;
Redmond High School Pass

2006 $436 million Lake Washington HS, Finn Hill Jr. High, Rose Hill Jr. High,
International, Community, Bell Elementary, Frost Elementary,
Keller Elementary, Muir Elementary, Rush Elementary,
Sandburg Elementary, Carson Elementary Pass (used $424M)

2010 $234 million (Proposed two new elementary schools, Additions at Redmond
HS, Additions at Eastlake HS, new choice Middle School, Juanita
HS modernization) Fail

2011 $65.4 million Additions at Redmond HS, Additions at Eastlake HS, New STEM Pass
School

Feb. 2014 $755 million (Proposed three new elementary schools, one new Middle school,
Two new choice High Schools, additions at Lake Washington High
School, Juanita HS Modernization, Kamiakin Middle School, Kirk
Elementary, Mead Elementary, Rockwell Elementary.) Fail

April 2014 $404 million (Proposed three new elementary schools, one new Middle school,
One new choice High School, addition at Lake Washington High
School, Juanita HS Modernization.) April 22 Vote

2018 Proposed no information

2022 Proposed no information


Enrollment and school buildings listed in District Progress Reports http://www.lwsd.org/News/publications/Pages/Annual-Report.aspx

Year Enrollment Schools/Buildings Notes

2002-2003 23,476 48 schools LWSD had 25 Elementary Schools, 7 Jr. High Schools, 4 Sr. High Schools and 12 choice schools.

2003-2004 23,629 (increase of 153) 48 schools

2004-2005 Not listed 45 buildings References a planned elementary school in Redmond Ridge:

“The final school to be modernized under the 1998 Bond is Rose Hill Elementary, which recently celebrated its 50th anniversary. Construction began in late spring with a scheduled welcoming of students and staff in September 2006. The 54,000 square-foot building is designed to support the district’s current and future educational programs. Site 41, a new elementary school to open in Redmond Ridge, will begin construction in the summer of 2005 and open in the fall of 2006.”  This would be Rosa Parks Elementary.

2005-2006 24,332 (increase of 703) 48 schools There is a full page explanation of the “modernization” program for buildings;  (page 10).

2006-2007 23,696 (decrease of 636) 49 schools (completion of Rosa Parks)

2007-2008 23,722 (increase of 26) 49 schools

2008-2009 23,937 (increase of 215) 50 schools (Rachel Carson Elementary School) Construction began on new LWHS in 2009 and district considers shift to 4 year High School)

2009-2010 24,178 (increase of 241) 50 schools

2010-2011 24,330 (increase of 152) 50 schools LWHS and Finn Hill Jr. High opens fall 2011, Environment opens fall 2011; John Muir being constructed; Bell Elementary beginning modernization.

2011-2012 24,912 (increase of 582) 50 schools




So, to be clear, I am not “anti-school”, “anti-children” a “denier” or against the bond process in its entirety.  What I am is a proponent of fiscal responsibility and an obligation to actually do the math of school growth vs. building.  The district has steadily increased enrollment an average of 200 students 8 out of the past 9 years; yet they have only built two new schools in that time and have re-built (“modernized”) existing schools at current enrollment capacity in most cases.

In addition the District seems oblivious to the correlation between “award winning schools” and the current housing trend in the District’s geographical area for the last 10 years.

Yes, I get the connection between rejecting the bond issue and not having the money for building more schools.  But what is my assurance that the District will use those funds wisely to build for the future?

A few more answers on the April 22nd Bond measure

I'm always asking questions! From an email send Friday, April 4th to Kathryn Reith, Communications Director, LWSD.

Answers in italics:

I know it’s the Friday before spring break, but I have a couple more questions.

1)  How much is the special “election” voting costing the District?  What does a regular issue/vote cost (the one in February for instance) 

Election costs can vary based on how many other jurisdictions are running measures and how many issues are on the ballot.  A typical February election costs about $200,000.  We are able to split this cost between our capital fund and our general fund.  It is hard to estimate how much the April election will cost since we will be sharing the costs with King County who is also running a measure.

We run our levy elections in February because of the district's financial year and the state’s rules on levies. Keep in mind that levies are collected on a calendar year basis and the district's budget/financial year runs from September to August, essentially on a school year basis. You cannot run a levy measure for collection more than one year later. So a measure passed in 2014 must begin collection in 2015. If we ran the levies in November of 2013, collection must begin in 2014. But the 2013-14 budget was developed in the spring of 2013, approved by the board in August 2013 and put into effect in September of 2013. We must be sure of our funding before that budget starts: voting in November would mean we had already started the budget year without being sure of the 2014 part of the levy funding. Voting in February 2014 for a levy that begins in 2015 works well for the funding cycle. Budgeting for the 2014-15 school year starts in spring 2014 and the school board must approve that budget by August 2014. That allows levy funding for both 2014 and 2015 to be confirmed before the financial year begins. Unfortunately, that also means we sometimes are alone on the ballot, or share the ballot costs with one other entity.

2)  Can you give me a rundown of the building bonds over the past 15 years?  What I’m looking for is how much money per bond was requested, if it passed or failed, what schools/developments the $$ was used for in each case.

2006 modernization bond: $436 million, for modernization of Lake Washington High School, Finn Hill Jr. High, Rose Hill Jr. High, International Community School, Community School, and Bell, Frost, Keller, Muir, Rush and Sandburg Elementary Schools, plus construction of a new elementary school on the Sammamish plateau (now Carson Elementary). All these projects have been built. The district did not need the full $436 million requested so $12 billion in bonds were never sold. 

2010 modernization/new schools bond: $234 million: for two new elementary schools, additions at Redmond and Eastlake High Schools, new choice middle school, modernization of Juanita High School. This measure did not pass. 

2011 construction levy: $65.4 million 6-year construction levy for additions to Redmond High and Eastlake High and the new STEM School. Passed. All three projects are completed.

February 2014 bond: $755 million for three new elementary schools; one new middle school; two choice high schools (STEM school on the Juanita High School campus and an internationally-focused school on the east side of the district); additions at Lake Washington High School and Eastlake High School; modernization of Juanita High School, Kamiakin Middle School, and Kirk, Mead and Rockwell Elementary Schools. This measure did not pass.

April 2014 bond: $404 million, current ballot. For three new elementary schools, one new middle school, one choice high school (STEM high school on the Juanita High campus), an addition at Lake Washington High School and modernization of Juanita High School.

I’m going to post the answers/responses to my earlier questions on my blog today.  Thank you as always for answering my questions.

Yellow vs. Gold-fish

You might be a parent or a child-caretaker if:

• You are either wiping one end or the other of a small-ish person all day long.  
• You can walk in a room and tell that someone has pooped vs. farted.
• There are Dora or Elmo underwear, pants, and socks on various surfaces of your house.
• You do at least one load of laundry per day because of “accidents”.
• Goldfish and pretzels are gourmet snacks.
• Friday’s are “Pancake” day.
• The days of the weeks are called out by their activity.
• All the kids can count to three because that’s all the choices you give them.
• There is regular and sometimes violent fighting over a car-seat or booster seat.
• You can sing the theme song from most (if not all) of the children’s programming on several different stations.
• There is usually at least one person crying; sometimes it’s you.
• You are required to know the difference between a bucket loader and a back-hoe front-loader.
• You know where all the construction sites are in town and re-arrange your errand/driving pattern so the kids can see them.
• You can explain the difference to a two-year-old between a “transit” and “school” bus.
• You wave to school bus drivers because you’ve met them in the bus pull-through even though your kids don’t ride the bus.
• You get emails from all the local elementary schools with lunch schedules and newsletters.
• You dance in the kitchen, but not because there’s any music.  You’re actually dodging the dog and several children playing underfoot.
• A field trip is going to the library, drug store or grocery store and it takes 30 minutes to get two items.
• You regularly use bribes and extortion to get what you want.
• You need the nap times more than the kids because you just want to think for an hour without hearing Dora in your head.
• You drive around town with a talking potty in your car.
• You can repeat the dialogue from most Disney movies verbatim, but you’ve not really ever ‘watched’ them more than once or twice.
• You purge the toys to get rid of the old, unused, boring or out-dated items and then go to Value Village to buy more toys.
• You know that the yellow goldfish actually do taste different than the gold ones.