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Introducing the Balfour Yearbook Curriculum. Comprehensive. Customizable. Common Core-Aligned. Design

Assessment 3

Day 7 caption writing

Assessment 4

Day 7 caption writing





Standards & Benchmarks:


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Additional info that tells the reader what the story is 4 about


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Content Area: Yearbook


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Spread Topic

• Teacher Input, Modeling & Checking for Understanding

CCSS.ELA-Literacy.SL.9-10.1; CCSS.ELA-Literacy.SL.11-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

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Identify the parts of a yearbook spread.

1. ______________________________________

7. ______________________________________

2. ______________________________________

8. ______________________________________

3. ______________________________________

9. ______________________________________

4. ______________________________________

10. _____________________________________

5. ______________________________________

11. _____________________________________

6. ______________________________________

12. _____________________________________

©2014, Balfour Yearbooks

• Independent Practice

Lesson’s Focus:

At the conclusion of the class, students will be able to • understand the basic principles of caption writing. • write captions for assigned photographs, sharing their work.

Resources & Materials:

Copies of previous yearbooks. PowerPoint: Basic Caption Writing – Day 7” ( > Inspire & Learn > Learning Resources > Curriculum) Handout: “Caption Checklist” LCD projector and screen yearbook playbook (see page 9)


Groups will contain one, two and three-year staff members to work collaboratively. The more experienced staff member will assist rookies.

Preparing Students for the Lesson:

Divide students into groups as they enter the classroom. Each student will participate and contribute to group activities. No student will dominate the conversation. Students will be responsive, encouraging and involved in group discussions and activities.

• Transitions • Expected Behaviors


The best place to find module inspiration is from magazines. Once you find an idea that works with your theme make it your own. “Quote from person goes here and develops the idea of the headline, which is an immediate reaction to an event. The quote should emphasize the personal “Quote from person goes feelings of the interviewee.” here and develops the idea -Person’s name

Teacher: Why would a history book, memory book or reference book need captions? Discuss

In the heat of

the moment from person develops the

“Quote from person idea,goes which here and develops the idea, is feelings, gathered which is the honest feelings when

10 minutes Teacher: Here is the picture that you saw at the beginning of class and the basic information about the photo (who, what, where, when). As a group, write a present tense sentence describing what is captured in approximately 1/125 of a second. Include as much information as possible, and/or necessary (who, what, where, when).

10 minutes Distribute handout: “Caption Checklist.” Teacher: Working in groups, write another basic caption for a picture. Once you are finished, check your caption for these things and rewrite it if necessary. 1. Is it written in present tense? 2. Does it indicate where and when the action is taking place? 3. Are there indefinite adjectives (many, several, a lot, some, etc.) in the caption? Eliminate them. Provide specifics. 4. Does it thoroughly explain the action in the photo?

basic information in a well-structured sentence – formative assessment

Notes & Reflections:


it happened.” of the interviewee, gathered “Quote from person -Person’s full goes here and when it happened.” name here -Person’s name develops the idea, which is the honest So what happened? Caption feelings of the explains what the event was interviewee, gathered and how it happened. The photo next to this gives us a visual when it happened.” of the event and fills out the -Person’s name

“Quote from person develops the

idea, which is feelings, gathered when it happened.” -Person’s full here

“Quote from name person develops the idea, which is

gathered In the heat feelings, by staffers, when it of happened.” full the moment -Person’s name here concept for us, so we know what the event was.


“Quote from person goes here and develops the idea, which is the honest feelings of the interviewee, gathered when it happened.” -Person’s name So what happened? Caption explains what the event was and how it happened. The photo next to this gives us a visual of the event and fills out the concept for us, so we know what the event was.

“Quote from person develops the idea, which is feelings, gathered by staffers, when it happened.” -Person’s full name here

Magazine Design My Design You decide: Basic design or a whole page full of modules

YOUR TURN Each person finds a module idea that will work with the theme and rebuilds it in SW or ID. Print and place them in your Style Guide with the sample.

©2014, Balfour Yearbooks

©2014, Balfour Yearbooks



©2014, Balfour Yearbooks

Editable Lesson Plans



Balfour is proud to introduce the only fully-integrated curriculum written specifically for yearbook advisers. Based on today’s classroom standards. The 11-week curriculum includes everthing advisers need to teach and assess their yearbook students. For more information, see page 3.


Module inspirations

of the headline, which is idea, which is feelings, an immediate reaction to “Quote from person gathered develops the quote should an event. The idea, which when it is feelings,the personal emphasize “Quote happened.” gathered when fullperson feelings of the interviewee.” -Person’s from here -Person’s name name develops the

it happened.” “Quote from person -Person’s full goes here and name here develops the idea, which is the honest feelings of the interviewee, gathered when it happened.” “Quote -Person’s name

10 minutes PowerPoint: “Basic Caption Writing – Day 7”

Captions are the most widely-read copy in the yearbook. Make them great.





5 minutes Use the picture shown during bell assignment. Teacher: What would the intelligent, curious reader want to know about this picture? Write it down.

Homework Teacher: Rewrite 5 captions from last year’s book. • Closure


Module Design


Bell Assignment: Teacher: Do the assignment on the board (screen). PowerPoint “Basic Captions – Day 7” (project first picture) What do you know about this picture? Write information down.

12 minutes Read captions. Teacher: Is any information unnecessary? Could any information be added?

If you have STATE STANDARDS that you also need to include, write them HERE: (examples) • Determine coverage and concepts for publications. • Work cooperatively and collaboratively through a variety of staff assignments.



• Guided Practice

CCSS.ELA-Literacy.L.9-10.2; CCSS.ELA-Literacy.L.11-12.1 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.



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• Motivation/Anticipatory Set • Pre-Assessment/Activating Background

Duration: One Day

CCSS.ELA-Literacy.WHST.9-10.6; CCSS.ELA-Literacy.W.11-12.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.




CCSS.ELA-Literacy.WHST.9-10.1d; CCSS.ELA-Literacy.W.11-12.1d Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. CCSS.ELA-Literacy.WHST.9-10.5; CCSS.ELA-Literacy.W.11-12.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

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“This design quiz is amazing.”


Teaching the Lesson (Lesson Sequence/Activities):


contents SPRING 2014

editor’s note.....................................................02 we wrote the book...................................03 school spotlight.........................................04 21st century skills........................................06 the big question...........................................12 adviser workshop.....................................14 student workshops...................................16 national finalist.........................................18 the winners....................................................24 editor marilyn scoggins copy judi coolidge contributing writers linda ballew, kathy bennett, samantha berry, jen bladen, cindy campbell, judi coolidge, bernadette cranmer, joy davis, lea diggs, melissa dixon, justin elbert, dane erbach, adrienne forgette, katie fussner, holly hartman, anne hayman, paul kopp, mary ann krause, leland mallett, lori oglesbee, alicia pope, sarah rappaport, kristi rathbun, ana rosenthal, stephanie rothstein, linda scheaffer, christine seymour, annie stone, lizabeth walsh, carianne wargowsky cover & page designer oscar mascorro ads beth dunford big question & winner images clif palmberg circulation linda smith

elements 1 spring 2014

editor’s note

Marilyn Scoggins, editor Elements is published two times a school year for yearbook advisers and staff members by Balfour, 1550 West Mockingbird Lane, Dallas, Texas 75235, (800) 677-2800. Additional subscriptions $10. Bulk mail paid in Dallas, Texas. Spring Issue 2014. Copyright 2014 by Balfour. Printed in the United States. Reproduction permitted for educational purposes only. Unsolicited manuscripts welcome; magazine assumes no

April is crunch time for spring delivery yearbooks, and I’m well aware of the chaos and clutter that surround those final deadlines. Sometimes we wish yearbooks just fell out of the sky and into the hands of our students. But I’m here to remind you that no matter how exhausted you currently feel,

nothing’s wasted in yearbook. school spotlight – This issue

features Stephanie Rothstein and her staff from Los Gatos High School. “5 things that make me happy” (p. 4) show how work and play led to staff bonding, leaders, appreciation and respect.

21st century skills – By viewing yearbook as a backdrop for acquiring life skills, advisers and staff members can see what’s really going on. Eighteen advisers share classroom

experiences that support 21st century skills (p. 6).

the big question - Ten advisers answer the question “What life skills have your students learned while working on the yearbook?” (p. 12). adviser and student workshops – Plan on attending Balfour’s Adviser Development Workshop (p. 14). Take your editors to Balfour’s Fall Intensity (p. 15). Or choose to participate in one of the many Balfour Student Workshops (p. 16) scheduled this summer.

national finalist – View covers and spreads from Balfour’s twelve national finalist yearbooks (p. 18).

the winners – Give a round of applause for Balfour’s Office and Adviser of the Year recipients (p. 24).

responsibility for the return of unsolicited material.

CONGRATULATIONS! JEA Rising Star Yearbook Adviser 2013 Adrienne is a Certified Journalism Educator, National Board Certified Teacher, graduate of Colgate University, and former EIC of her high school yearbook. Adrienne Forgette, CJE After college, Adrienne Martha’s Vineyard taught with Teach for Regional High School America in South Louisiana. Oak Bluffs, Mass. elements 2 spring 2014

She completed her master’s degree at the University of Maryland, College Park, taught journalism at Northern High School in Owings, Maryland and advised the Crown-winning Patriot Images yearbook staff for five years. Adrienne judges

yearbooks for Columbia Scholastic Press Association and is a freelance reporter for the Martha Vineyard Times. She is the mother of twin eight-year-old girls and lives on Martha’s Vineyard.

we Wrote the Book, so you Don’t Have To Why do you love teaching? Sharing your enthusiasm for yearbook, inspiring staff members to achieve their best, experiencing teenage energy, understanding their unique perspectives (on everything), listening to their ideas? by Judi Coolidge

Balfour Yearbook Curriculum

What else? The list goes on. I am guessing, however, writing lesson plans did not appear on your list. We wrote lesson plans, so you don’t have to. The plans are written with standards and benchmarks, objectives, differentiation for accommodations, classroom management, bell assignments, teacher input & modeling, guided and independent practice (scripted) and closure. We also include the materials and resources referenced in the plans: forms, worksheets, handouts, assessments and slideshows. In addition to the book, we provide you with editable lesson plans, so you may adjust them to suit your needs.

bell assignments teacher input & modeling

standards & benchmarks

guided & independent practice (scripted)


homework closure & assessment

resources & materials

differentiation (IEP & 501 plan) on Plans

classroom management

Editable Less




Assessments elements 3 spring 2014



students who want to come to school on their vacation and work • Last week was ski week and my staff planned three work days during the week. Watching students come to campus on their days off made me proud to advise the Wildcat staff. “I needed the time outside of class to get work done. I came in because I had a lot of work to do and I got a lot done over break. It was really fun to be here when no one else was in school. I was able to edit and upload a ton of pictures and blast music. I uploaded 300 photos.” -Lucy Knowles, photographer


students that learn to bond as a staff • Monthly Sleepovers without the adviser – The staff plans the next deadline. • Roller Skating – It’s fun to do things outside of the classroom. • Staff Meals – I never knew how important pizza toppings and other snacks were until I worked with yearbook kids.

things that make me happy

• White Elephant Gift Exchanges – These are comical moments. You never know what someone will bring.

1 2 3 4 5

• Journalism Conferences – Traveling allows the staff overnight time.

work days staff bonding student leaders appreciation passion

• Spontaneous singing and dancing breaks – Playing Dance Dance Revolution as a part of our final exam left the students motivated and excited for the following semester.

“The most bonding happens when we are under pressure to meet deadlines. Actually, these are my favorite times. Staff members get to know each other while creating a really cool final product. I will look at a spread and remember the inside jokes and dumb things people said while making it; then I know the time was worthwhile.” -Christina Creamer, copy editor “Not only was the conference a great way to advance my yearbook knowledge, it also provided a fantastic opportunity to bond with my team members by forcing us to share a room.” -Keats Iwanaga, photo editor “Lots of bonding happens on yearbook. We were stuck together at the Journalism Conference. We would stay up late talking about the classes we attended. Christina [Creamer] and I bonded about our lives and our families. -Yashodhara Enz, photo editor

by Stephanie Rothstein Los Gatos High School Los Gatos, California


students who are the true leaders of the classroom • Staff runs recruitment, interviews and selection of next year’s staff. • Each editor teaches lessons the first three weeks of school. The lessons cover Sports Photography, Photoshop® and Cutouts, InDesign® , Conducting Interviews, Copy and Captions. • Editors ran Back-to-School Night this year. I was filled with pride as I stood in the back of the classroom and watched my Editors-in-Chief run a workshop for parents. To start, they showed the first video that our Videographers created. Next, they explained what was expected of their sons and daughters. Their professional presentation established the editors’ leadership roles. • In 2010 and 2011, I was out for the first eight weeks of the school year on maternity leave. I learned an important lesson from that time. It isn’t my job to produce the book; my students do it. I provide support. I love writing on the sub plans, “Ask my Editors. They run the class.” “We are given a lot of leeway managing the staff. This creates a cohesive environment. Because we are students, we have a better sense of what is going on. We keep our fingers on the pulse of the school. It is easier to direct from the middle of the action than outside of it. Having an incredible staff really helps.” -Maya Sweedler, editor-in-chief


students that show appreciation and give respect • Students give out monthly work appreciation awards with $5 Starbucks’ cards. • I always give a special gift to my Editorial Staff. Last year I got them mugs with their pictures on them. Our theme was Icons, so I wrote, “You are our ICONS” at the top of the mug. • I love seeing high-fives about great articles and completed work. • Teachers and students request photographers to cover events on campus, and they have started to hire our staff for “photo booths” in lieu of a professional company. • Seniors love watching the yearbook DVD during senior yearbook distribution. They cheer, laugh and cry. The videographers take pride in sharing their work with the school. “I got the Appreciation Award after I finished my first four spreads. It felt good to be recognized for all the work I had done. I knew I was appreciated, but it was nice to actually get an award.” -Christina Briones, writer “People became emotional when they saw a video of everything they had done during the year. The video recorded them with all the friends, who like them, would be leaving. It made us proud to give that to them.” -Emily Kessler, video editor


students with a passion for writing, design, photography & videography that leads to college/ career choices • At the end of the year, I give every graduating senior the cartoon book, “I Went to College, and It Was Okay.” When I was in high school, I had a teacher who gave this to me. At a pizza lunch on the last day of class, I tell the students about my experience and thank each one for his or her contribution to the staff. • Oh, So Proud: Last year, for the first time, I saw how a passion for journalism as a career possibility could change the dynamic of the class and the quality of the book. They see yearbook as a place to help build their portfolio and because of that, they are eager to learn. • One student is doing Graphic Design at USC. • Two students are pursuing video and video editing. • One student is working as a photographer. • Two students are journalism majors. “I will be majoring in English in college because it is something I know I can do well. I would like to become a screenwriter. By working on the yearbook, I discovered I love telling people’s stories; I am a storyteller. I am looking for a publication to work on at my college.” -Heather Matley, editor-in-chief

elements 5 spring 2014

21century skills yearbook st


Adrienne Forgette

Martha’s Vineyard HS Oak Bluffs, MA



Oviedo High HS Oviedo, FL ■



Hockaday School Dallas, TX ■



Arlington HS Arlington, WA ■



Glacier Peak HS Snohomish, WA ■

Bernadette Cranmer

Granite Bay HS Granite Bay, CA ■



Helena HS Helena, MT ■



McHenry HS McHenry, IL ■



Memorial HS Houston, TX ■



Harvard-Westlake Studio City, CA ■



Oak Grove HS Hattiesburg, MS ■

technology skills

business software ■ desktop publishing ■ photo-editing software ■ online design ■ online research ■

life skills

communication leadership ■ time management ■ project management ■ problem solving ■ writing ■ photography ■ teambuilding ■ conflict resolution ■ public speaking ■


journalism skills

concept brainstorming reporting ■ researching ■ copy editing ■ photo editing ■ graphic arts ■ public relations ■ media law ■ design ■ ■

business skills

budget planning promotion & advertising ■ marketing ■ selling ■ customer relations ■ market research ■



Rock Canyon HS Littleton, CO ■

Leland Mallett

Legacy HS Mansfield, TX ■



Great Falls HS Great Falls, MT ■



Reno HS Reno, NV ■



McKinney HS McKinney, TX ■

Melissa Dixon

Oak Mountain HS Birmingham, AL

elements 6 spring 2014

Rock Canyon High School - the Black & Gold staff


Klein Collins HS Spring, TX


How does being on the yearbook staff foster creativity, even outside-ofthe-box creativity?

■ Leland believes the variety of skills necessary to produce a yearbook such as “design, photography, writing, storytelling, grammar, video, collaboration, interviewing and much more” fosters creativity. ■ Liz adds that “students learn to operate in a variety of situations” and “every situation increases creative thinking and innovation.” ■ Kristi responds with a specific activity her staff used to support creativity. They made special “Yearbook Inspiration Bags” with “photos, fonts, headlines and more.”

■ Bernadette’s editor “creates a Pinterest inspiration board with lots of examples from professional publications, and then provides example spreads and basic templates. Every staffer creates sidebars and headlines that echo those Pinterest ideas.” ■ Joy notes that with a little direction, she’s “witnessed staffers take a not-sointeresting topic and by interviewing, attending events and taking interesting photos, that same topic comes to life and suddenly becomes a favorite spread in the yearbook.”


How does your yearbook staff go from inspiration to implementation (i.e. elaboration, analysis, refinement, evaluation)?

Most of the panel reported that students found (“stole”) ideas for designs, stories and photos and then adapted them to work with their themes and page designs. ■ Joy has her staff look everywhere for design ideas: “doctors’ offices, department stores and social networks, such as Pinterest” ■ On Liz’s staff, the editors model the “process of adaptation” to train the staff in the creative process. ■ As a result of weekly creative presentations, Melissa’s entire staff has “input on every detail of the book.” ■ Finally, Dane summed it up when he responded that good ideas provoke “excitement and momentum.” He continued, “When we have the right idea, it provokes more ideas, more inspiration, and lots of excitement.”

Jeff Cathey ’92 “In yearbook, I learned general publications terms, layout design, cropping and photography. Little did I know then, that during my professional career, I would land in a sales role with R.R. Donnelley, the largest printer in the U.S. and top three globally.” I owe, to some degree, a measure of my professional success to what I learned in yearbook.”

Lori “I asked former students to tell me why it was worth working on a high school publication staff. These are their responses.”

John Cantrell ’00 “Public school taught me homework, quizzes and test taking. Being part of a publication taught me deadlines, teamwork, management and creativity. In my professional career, I haven’t had any homework, quizzes or tests, but my ability to meet deadlines, work on teams, manage others and be creative sets me apart daily.”


circumstances How does Different dictate a need for flexibility. your staff For example, when a winter places in a state demonstrate sport tournament, the ladder needs to be adjusted. flexibility, a Anne’s staff sacrificed willingness a page in spring student life to cover two basketball to make teams that placed in state compromises, competition. Leland having “a style or to accomplish suggests rules sheet.” When Joy the common was on maternity leave for almost a semester, her goal of staff was able to “stick to the plan” and finish two creating a sections on their own. yearbook? (There’s no substitute ■

Phillip Davis ’96 “Your publication classes have helped me all through my life. It’s not about content; it’s about you. I learned that it’s OK to make what I do for the rest of my life personal and to be passionate about it every day.”

for a yearbook adviser, literally and figuratively.) ■ Liz explains every staff needs to be flexible when individuals “procrastinate,” “find excuses,” “forget” and let the staff down. In January, staff members who have already completed their work, have the “If I don’t do it now, it won’t get done” mentality, and rally to finish the spreads. ■ Ana concludes, “Working on a yearbook is a group effort, period.” When the staff needs help meeting a deadline, “there will be people willing to help.” The Hockaday School - the Cornerstones staff

Oak Grove High School - the Warrior staff

Mary Beth Olvey ’97 “I have been a copy editor my whole life because of yearbook! I was upset when I got assigned that position. I thought it wasn’t important. I was so wrong! Over the last 15 years, the skills have stuck with me and helped me in writing everything from college papers to client engagement letters, compilation letters and tax returns.”

Abby Kinsinger ’10 “As a part of OU’s College of Journalism, knowing how to use InDesign ® and Photoshop ® gave me a leg up. I’ve used those skills to write blogs, write weekly for a national newspaper and make creative resumes. Now I am working on an online portfolio. No matter what your role is in the class, yearbook definitely teaches you how to write.” ■

■ Maddie Wilson ’09 “It’s all about the verbs. That has helped me write every single college paper, and it is currently helping me write my essays for grad school.”

Yearbook has a one4. room-schoolhouse kind of environment. How do more experienced staff members inform, instruct, motivate and persuade less experienced staff members?

All the advisers on our panel agree that the experienced staff members (oldies, mentors, veterans) teach the inexperienced staff members (newbies, rookies). Their methods vary. ■ Leland pairs up “oldies and newbies” who begin the year designing senior ad pages. He explains, “Usually the oldie will teach or demo one page then watch and help on second page.” ■ Kristi likes her editors out of their seats and “working the room.” She writes, “It combines the best of collaboration, creativity

and instruction—all done by students and their peers.” ■ Annie emphasizes the importance of tradition. She writes, “The idea is to always ‘teach up’ the new staff in order to continue the legacy.” Team leaders on Annie’s staff also “purchase donuts, write post-it notes or leave funny photos of their team members on the class “Wall of Shame.” ■ Alicia’s staff follows weeks of instruction and teamwork with “lots of food at work nights and special events.” The key is to “have some fun,” Alicia explains. Legacy High School - the Arena staff

elements 7 spring 2014

Reno High School - the Re-Wa-Ne staff

Great Galls High School - the Round Up staff


How does 5. your staff manage the flow of information (scores, quotes, facts, figures, times, dates, etc.) from a wide variety of sources?

■ Liz explained their system for getting scores: “We have a sports editor who tracks score gathering every Monday through each season. Some lower-level coaches may try to avoid us in the beginning of the season if their scores are bad (ignoring emails, not returning phone calls, etc.), but we make our staffers do the legwork to find everything they need.” ■ Joy’s staff keeps “a digital record of the data,” but ■ Justin’s staff went old-school by using a “filing cabinet to

elements 8 spring 2014

How does your staff use digital technology and social media to acquire, manage, integrate, and evaluate information?

keep everything that came in to the office.” ■ Every member of Joy’s staff is assigned a beat. ■ Anne has a “coverage manager” who maintains the “sports binder with rosters and scores. She also checks how many times individuals are used in the book, and coordinates the group photos.” ■ Ana and ■ Linda’s staffs use Google Docs to share and store information. Ana cautions, “What might work for the staff one year might not be the best for the next year.”

■ Leland’s staff creates a “master Google doc of every student in school.” Since students can access the same document anytime from a mobile device, the staff members “add quotes when they interview someone.” Using a color, they highlight students who’ve been covered and ones who have purchased a book. ■ In addition to the school’s website, Twitter, Instagram, and Facebook, Joy’s staff uses the “school-wide phone messenger system.” she explains, “We simply record a message that will be heard by all parents. Our principal sets a time for it to be sent out and then all parents receive phone calls with the recorded message.” ■ Liz has a social media manager. The manager “helps our staff gather Instagram pictures, put out requests for vacation photos through the school website and newsletter and post notices on Facebook.” Her staff also use Facebook messaging, Twitter, and instant messaging “nearly every day to gather facts they need.” ■ Linda concludes, “Face-to-face interviews are the most viable source of information, but in today’s society, we often need to verify information from Twitter, Facebook, online sources such as e-newspapers and Instagram.”

Memorial High School - the Reata staff

Nick Eason ’99

“ Working on yearbook and newspaper taught me a lot about responsibility and teamwork. I was, for the first time, really being counted on to produce. I had deadlines and responsibilities that gave me a sense of accomplishment when I met them. Now I face those challenges every day. Deadlines and team projects are just part of the job. Knowing how to deal with them by prioritizing and organizing, are keys to success.”


Are your staff members able to work independently to complete pages? How do you get them to monitor and prioritize their tasks? All of our advisers advocated the importance of independent work. They also expressed the need for structure. ■ Justin emphasized the importance of a chain of command. On his staff, everyone answers to the editor in chief, and Justin handles grades and administrative tasks. He writes, “To keep the entire staff on the same page, we hold a 3-minute state-ofthe-yearbook meeting before each class.” ■ Leland’s staff collaborates on Fridays, commenting on spreads and offering suggestions. ■ Melissa has daily meetings to ensure spreads are “flowing successfully and all group members are contributing.” ■ Bernadette’s staff uses mini-deadlines on a two-week schedule. ■ Jen writes, that every member of her staff is “a photographer and a writer and a designer.” Because they don’t specialize, they can “assign each spread to a group of students made up of one senior, one or two juniors, one sophomore and one freshman.” Everyone stresses a need for accountability in some form. ■ Annie uses a “Weekly Log” system. Staff members write a weekly goal on their log which is initialed by the section editor. Annie explains, “Each day the yearbook staff member records what was accomplished. At the end of the week, they write down if they met their goal and if there were any extenuating circumstances.” Once again, the editor of the section initials it and submits it to Annie for 25 points. ■ Each student on Christine’s staff is assigned a spread; he or she “takes the pictures, designs the page, gets the quotes and completes all of the writing.” They are truly self-directed. ■ Holly’s editors assign each “reporter” 4-5 spreads at the beginning of the year. One spread is due every deadline. ■ Dane believes that independence “forces students to monitor and prioritize their work.”


Give an example of how an editor in chief has responded openmindedly to different ideas.

Open-minded collaboration is the rule for our advisers’ staffs. ■ Liz’s staff starts “with a pretty solid summertime-created design concept, much of which they throw out the window or recreate or adjust or change or fiddle with and finally finesse well into the fall.” ■ Joy’s staff used the summer workshop to “get out of the box and look at other possibilities.” ■ Dane observed, “Sometimes, students treat their ideas as non-negotiable, especially if they are good, but my editor let her staff run with her idea without censoring them.” ■ On Kristi’s staff, a photo editor suggested a change: “It was a timely idea and it fit our theme conceptually as well as visually—and it all came from a mid-year suggestion to change things up!” Oak Grove School - the Warrior staff

Harvard-Westlake School - the Vox Populi staff


How do your staff members adapt to varied roles, job responsibilities, schedules and environments?

■ Jen’s editors work with staff members in different classes and on different campuses. Her students “rely on email, text messaging and Facebook messaging to assign tasks. Then the spread itself becomes the communication tool.” ■“We have no choice but to adapt and multi-task,” Anne wrote. “I have a staff of 15 to put together a 300page book.” ■ Liz’s staff organization changes “every year to fit the talents of the staff. Sometimes, we have three people in the upper management roles,” she writes, “and sometimes, we have one. It just depends on the students, their needs, their aptitudes and how the entire staff will work together to develop the book.” ■ Kristi saw variation as “oxygen for yearbook.” It is an “essential constant.” She explains, “Our staff runs on the principle that “everyone is a photographer, everyone is a designer, everyone is an editor. If someone doesn’t know how to do one of these jobs, we teach them.”

elements 9 spring 2014


Klein Collins High School - the Legacy staff

Staffs had different ways of soliciting feedback. ■ After distribution, Dane says the staff hears “what students say and pay close attention to what we did wrong, along with what we did right.” They evaluated coverage and if they “missed each of the jazz band performances last year, we make sure to send a photographer there this year.” ■ Melissa’s staff solicits feedback from at least ten focus groups “that represent a wide variety of students.” ■ Joy encourages the staff to constantly have their eyes and ears open and talk to everyone around them as much as possible.” ■ Justin started using “The hash tag #haveyoursaykc.” Students are encouraged to tag their ideas. ■When Leland’s sports editor realized the dominant track photo was of someone who dropped out, the staff saw the importance of talking to the coach “to ask who the leaders are and who they should focus their coverage on.”

elements 10 spring 2014

How does your editorial team leverage the strengths of individual staff members to produce the yearbook?


How does your staff listen to the wants and needs of the school community when planning coverage?

Arlington High School - the Stillaguamish Trail staff

■ Because yearbook is a class, Dane needs “to evaluate, every staff member on each skill associated with putting a yearbook together. That said, certain students emerge as stronger at some skills.” Early evaluation is important. ■ Joy writes, “It doesn’t take long to determine what the strengths and weaknesses are of staffers.” ■ Both Dane and ■ Anne have veterans work with staff members who are struggling. Also, Anne’s staff organization is adjusted “every year to fit the book and the staff. A COB heavy book has a staff member who isn't great at design but is great at Photoshop and making COBs assigned to that specialty. If we have only a few great designers, we end up with a design team that creates the layouts for the rest of the staff to fill in.” ■ Liz’s editorial board “does a good job of communicating early in the year, and that usually sets them up for a successful year,” but according to Liz, even that changes from year to year.

Arlington High School - the Stillaguamish Trail


Give an example of how staff members multi-task. It is important to have a variety of students on staff. ■ Leland writes, “We have baseball players, band members, cheerleaders, swimmers and more in our yearbook class. We stress that yearbook is a team sport that doesn’t have to practice at the same time.” They use a log sheet to keep track of hours. ■ Liz observes multitasking when she sees a student “on a mobile phone, texting for information, while seated at a computer doing a COB or creating a sidebar.” By multi-tasking, ■ Holly’s staff members “learn invaluable time management skills.” ■With a small staff and a large student body, Joy’s students usually cover several topics at once.“Covering a football game, a show choir competition, and a debate tournament all in the same weekend can be tricky while attempting to study for Calculus and work a part-time job. Who needs a social life, right? Staffers have learned to lean on one another for help to get the job done,” she writes. By requiring every staff to be competent in every skill, ■ Dane’s staff members create spreads that “feel unified and coherent, whose components speak to each other to tell the most complete stories.”

Northern High School - the Patriot Images staff


How has one of your editors inspired other staff members to do their best via example and selflessness?

How has 13. one of your editors

set and meet goals, even in the face of obstacles and competing pressures? When ■ Joy was out on a semester-long maternity leave, her editors had the goal to complete two major sections of their yearbook without her and “they did it… all by themselves!” ■ Liz’s editorial board had a goal “to feature every purchaser at least once in addition to the school photo.” When students declined to be interviewed, staff members Oak Grove High School - the Warrior staff

kept “plugging away every day, gathering one-word descriptors, six-word memoirs, and fast facts from the student body.” ■ Anne’s EIC took eight classes, many of them AP classes, in a 6-period day so she could be on staff and play in jazz band. The book had a time-intensive chronological format. Her editor “spent a lot of time after school

going over spreads and making lists of what to talk to staffers about the next day.” In class “she rarely sat at her computer, but she was talking with each person on staff and conducting interviews or taking pictures—generally taking up whatever slack existed. It was an unbelievable book, but it was a daunting task for sure.”

■ Dane sees the “real fun” happen when his “graduating editors begin passing the torch to next year’s editors, revealing to them the journey on which they are about to embark—a weekend at yearbook camp, months of brain-wracking for theme and sidebar ideas, and a summer of gathering graphics from magazines and promotional material, all culminating with a sense of pride the moment we share their ideas with next year’s staff.” ■ Leland’s editor knows that the adviser is “an educator first!” When he and his editor “get caught up in running the class like a business,” they step back and recognize that both the “adviser and editor are there to teach.” ■ Jen explained how her current editor worked his way up to EIC by shadowing a former editor. Their skills and personalities meshed. Jacob, her current editor, credits Garrett, her former editor, for everything he

knows. ■ Jen explains, “When a student comes to me asking me how to do something, Jacob invariably takes over and teaches the skill right away, because that’s how he learned.” ■ Bernadette’s three editors “made it a priority to give a lot of positive feedback” and “verbal praise” to all staff members. At the Monday Morning Meeting, they present a staffer with a “certificate and prize of some sort (chocolate, $5 Starbucks card, cookie, for instance).” ■ Adrienne’s EIC of the Northern High School’s yearbook had “a new adviser and a chronological book” (for the first time). Then all “the yearbook pages were deleted off the server late February.” She was able to “lean on her editorial board to strategize ‘worse-case-scenario’ solutions and in the end, brought her staff closer together at a very difficult time.”

Becca Browder ’11

“ Experience as yearbook editor got me my first job and campus and taught me how to lead a group and work as a team, which are skills engineering employers really look for in interns.” elements 11 spring 2014

g i b e th tion s e qu “What life skills have your students learned while working on the yearbook”?

Lea Diggs Summit Christian Academy Yorktown, Virginia Each member of the Summit staff plays a key role in the success of the group as a whole. I have watched them build unity: working together to proof one another’s spreads, making suggestions for overall improvement and dividing up tasks based on strengths. They have also learned to take the initiative by pursuing tasks without being asked. New to advising, I am fortunate to have a staff that works well together.

Sarah Rappaport Seminole Middle School Plantation, Florida My students have learned a number of life skills from being on the yearbook staff. Beyond journalism and writing skills, they have learned to work as a team in order to achieve a common goal. They have to put aside their differences, forget about only using their ideas and think about what is best for the yearbook. They have bonded like a family, become friends with kids they never thought they would be friends with and gained a tremendous amount of self-confidence by being on the staff. elements 12 spring 2014

Mary Ann Krause Spillane Middle School Cypress, Texas First and foremost, as a middle school adviser, I have to teach my students’ photography. I start by showing them the difference between a great shot and one that’s just passable. They have no idea how to frame shots or edit photos. So, we spend most of our time on those two items. When they are ready to place their photos on a spread, I teach them how to tell a story with quality images. They also learn an important life skill, gracefully accepting criticism. Hopefully, they benefit from the suggestions I give them.

Carianne Wargowsky Renaissance High School Detroit, Michigan My students have learned incredible leadership skills! It’s amazing to see the quiet and fearful ones begin to change as they interact with other students. Eventually, they become more and more involved and begin to take charge. I love witnessing their transformations!

Paul Kopp Landmark Middle School Moreno Valley, California My students learn many life skills in yearbook: team building, organizational skills, writing, editing and budgets. Photography gives them a better understanding of school policy in order to judge what is appropriate content for the book. Using our school’s criteria (no butts or backs), my students go through lots of pictures they have taken and delete the unusable ones. They get a sense of what’s possible and what’s not possible to include in the book. I tell them we have to see faces, not the back of heads, in order to identify the subjects. In summer training, we stress that every picture needs to tell a story, avoiding shots that don’t say anything. Some students are using a high quality SLR camera for the first time.

Kathy Bennett Pineville High School Pineville, Louisiana My students are stepping out of their comfort zones by working together as a team. The bad weather and changes at our school made it necessary to reconfigure the ladder, but the staff made the adjustments. To add special touches to the book, the staff raised money by taking pictures at a dance and selling them. They also sold candy. I simply advise while my staff members help and lead. The team has one goal, to create lasting memories.

Samantha Berry Cypress Creek High School Houston, Texas One life skill my students learn is conflict resolution. There is absolutely no room in the program for passive-aggressive or overly aggressive behavior. As a result, students are forced to face their problems and explore ways to handle different personalities and opinions. The workplace is full of similar problems like missed deadlines or flaky colleagues. Yearbook students are prepared for life because they already know how to manage difficult situations. In return, they are kinder individuals - possibly because they are tired of “talking through their problems.”

Katie Fussner Hastings Middle School Upper Arlington, Ohio My students learn valuable life lessons while working on our school yearbook. Photography, design and time management seem to be the most challenging skills and necessary tasks. Students learn how to capture eye-catching images that freeze moments in time. After taking hundreds of photos, we create spread designs by organizing text, pictures and graphics to effectively present the moments. Time management occurs every day as we work to meet deadlines and complete pages. As a first-year adviser, I have learned many of these skills along with my students!

Cindy Campbell Holy Savior Menard High School Alexandria, Louisiana My students have to sell ads, $10,000 business and $10,000 senior/eighth grade. Reaching our goal wasn’t as easy as my students thought it would be. They were counting on a play day away from school, but it was work. They weren’t able to drop by a business one time and walk away with the ad. They had to call the owners and make appointments. The kids said, “They told us to come back.” I said, “Then you have to go back.” They found out it took multiple touches to get the ad, and this truly is a life skill in selling.

Linda Scheaffer Riverwatch Middle School Suwnee Cummings, Georgia If you were to ask my staff what was the most valuable lesson they learned in yearbook, a resounding “Problem Solving” would echo through the halls at Riverwatch Middle School! Dealing with a population busting at the seams, getting blown away with “snow days” and coping with deadline distractions, I relied on my staff to make it work. When they threw problems my way, I responded, “Figure it out. You are problem solvers!” Guess what? They did!

2014 | Adviser Development Workshop ONE-DAY TECHNOLOGY TRAINING





■ complimentary continental breakfast

Deadline: June 26 — No refunds after June 26 Late registrations will be put on a waiting list.

Deadline: June 26 — No refunds after June 26 Late registrations will incur a $30 charge.

■ complimentary lunch buffet

Learning Opportunities

Learning Opportunities

■ StudioWorks | beginners

■ New Advisers

■ StudioWorks | advanced

■ Middle School Advisers

■ InDesign

■ One or More Years/Hands-On (How to do it)

Friday, July 11 Computers provided

® ®


■ InDesign


■ Photoshop®

| beginners | advanced | beginners

Saturday – Monday, July 12-14

■ One or More Years/Classroom Approach (How to teach it) ■ Photography

■ complimentary refreshment breaks ■ workshop materials ■ curriculum planning ■ networking with other advisers ■ in-service certificate


Hilton DFW Lakes Conference Center

$125.00 PER NIGHT

JULY 11-14

(internet included)

REGISTER ONLINE: TENTATIVE SCHEDULE Friday – Technology Training July 11

7:00 – 8:30 am 7:30 – 8:30 am 8:30 – Noon Noon – 1:30 pm 1:30 – 5:00 pm After 5:00 pm 7:30 – 9:00 pm

Continental Breakfast Registration Sessions Lunch Provided Sessions Dinner on Your Own Training (optional)

1:30 – 5:00 pm After 5:00 pm 7:30 – 9:00 pm

Sessions Dinner on Your Own Critiques (optional)

Sunday – Adviser Training 7:00 - 8:30 am 8:30 – Noon Noon – 1:30 pm 1:30 – 5:00 pm After 5:00 pm

Continental Breakfast Sessions Lunch Provided Sessions Dinner on Your Own

Monday – Adviser Training

7:00 – 8:30 am 7:30 – 8:30 am 8:30 – Noon Noon – 1:30 pm

7:00 – 8:30 am 8:30 – Noon Noon – 1:30 pm 1:30 – 4:00 pm

Continental Breakfast Registration Sessions Lunch Provided

elements 14 spring 2014

Hilton DFW Lakes

1800 Highway 26 East

Grapevine, TX 76051

July 13

Saturday – Adviser Training July 12


July 14

Continental Breakfast Sessions Lunch Provided Sessions


Gaylene Mabry (214) 819-8259



September 20 9:00 – Noon Work Session Noon – 1:00 pm Lunch Provided 1:00 – 4:30 pm Work Session 5:00 pm Dinner on Your Own

SEPT. 20-22


September 21 9:00 – Noon Noon – 1:00 pm 1:00 – 4:30 pm 5:00 pm


Work Session Lunch Provided Work Session Dinner on Your Own

September 22 8:30 – 10:30 am Work Session



10:30 – noon By appointment only



HAVE QUESTIONS? NEED MORE INFO? CONTACT GAYLENE MABRY: (214) 819-8259 Mail or Fax: (214) 631-4222 Balfour Yearbooks ATTN: Gaylene Mabry 1550 West Mockingbird Lane Dallas, TX 75235

Balfour Plant

1550 W. Mockingbird Ln.

Dallas, TX 75235 $125.00 per adviser or staff member Lunch provided both Saturday & Sunday


$125.00 PER NIGHT (tax and breakfast included)

3300 West Mockingbird Lane Dallas, TX 75235 elements 15 spring 2014


student workshops



elements 16 spring 2014








Rutgers University- Idea and Motivational Workshop



New Orleans

Hampton Inn & Suites- Meet Me in NOLA Collegiate Integrated Media Workshop




Ole Miss




Calvary Chapel Academy, Camp Wannamaka North




Houston Baptist University- Jr. High Workshop




John A. Logan College




Saint Xavier University- Midwest Yearbook Workshop



St. Pete

Hilton St. Petersburg Bayfront & University of South Florida - St. Petersburg Campus








Hardin Valley Academy




St. John’s University- Minnesota Yearbook Summer Workshop




East Hamilton High School




TBA- Middle TN Workshop




Whitehouse High School- East Texas Publications Workshop



East Pointe

Rome’s Portrait Studio- Yearbook and Graphic Design Workshop




Captain Shreve High School- Balfour Yearbook Workshop




Ohio University




Hilton Garden Inn- Design Workshop




Arizona State University - Walter Cronkite School of Journalism- Summer Workshop



La Quinta

Homewood Suites- Camp Solution



College Station

Texas A&M University- High School Workshop




Lubbock Christian University




CSU Fullerton - Titan Union Center- Yearbook Kre8ions




Bushland High School (7 miles west of Amarillo)- Texas Panhandle Yearbook Workshop



Palo Alto

Menlo College- Yearbook University




The Country Inn & Suites- KY/IN Yearbook Conference

28 - Aug 1



Pepperdine University- Ignite Journalism University



Fort Worth

Texas Christian University- MediaMania



Sweet Briar

Sweet Briar College- Balfour VA Yearbook Revolution



Carolina Beach

Courtyard by Marriott- Going Coastal 2014 Yearbook Workshop



Coral Gables

University of Miami- Camp Wannamaka South



Coral Gables

University of Miami- Meet Me @ Miami Collegiate Integrated Media Workshop




DisneyWorld- Tune it up!




New Horizons- NJ Fall Workshop



Email or Web Address

Sharon Bodnarchuk

(908) 625-7421

Marcia Meskiel-Macy

(321) 298-0252

Karen Loden

(601) 540-6133

Marcia Meskiel-Macy

(321) 298-0252

Dee Moore

(713) 782-0700

Stacey Sisk or Jim Hawkinson

(618) 457-4342 /

Brad Nemsick

(815) 254-9790

Steve Ferguson

(727) 546-3552 or

Katie Welch

(865) 803-1384

Katie Welch

(865) 803-1384

Shannon Hart

(952) 484-9917

Katie Welch

(865) 803-1384

Josh Houston

(615) 867-6345

Debbie Vaughn

(903) 316-7518

Ramonda Hollenquest

(248) 298-6699

Debbie Vaughn

(903) 316-7518

Lindsey Swank

(740) 591-1177

Sharon Bodnarchuk

(908) 625-7421

Susan Fearnside

(480) 980-3842

Frank Ortiz

(909) 855-2892

Dee Moore

(713) 782-0700

Jerry Clark & Susan Cox

(806) 795-0525 or

Susie Bretting

(714) 615-1054

Dennis Ball

(800) 677-2810 x5105 or (806) 676-3970

Shelly & Scot Townsend

(925) 998-4140

Elizabeth Knapp

(502) 794-1580

Corey Mundwiler

(323) 823-0565

Cheryl Chrisman

(817) 307-2551 or

Tami & Scott Stalcup

(434) 989-8316

Josh Lovell

(910) 465-0499

Marcia Meskiel-Macy

(321) 298-0252

Marcia Meskiel-Macy

(321) 298-0252

Marcia Meskiel-Macy

(321) 298-0252

Nancy Prudente

(732) 899-4228

elements 17 spring 2014

NSPA Pacemaker Finalist

Stillaguamish Trail Arlington High School Arlington, Washington Adviser Anne Hayman Editor Christine Serica Representative Kerri Smead

NSPA Pacemaker Finalist

Vox Populi Harvard-Westlake High School Los Angeles, California Adviser Jen Bladen Editors Alexander Ravan & Emily Persky Representative Corey Mundwiler

elements 18 spring 2014

Tigrium Holy Trinity Episcopal Academy Melbourne, Florida Adviser Sarah Tricano Editors Natalia Hernandez-Pryszlak Representative Marcia Meskiel-Macy

CSPA Crown Finalist

The Arena Legacy High School Mansfield, Texas Advisers Leland Mallett & Rachel Dearinger Editors Maleena Navarro & Chase Callaway Representative Tammy Bailey

National Finalist

CSPA Crown Finalist

elements 19 spring 2014

CSPA Crown Finalist NSPA Pacemaker Finalist

Reata Memorial High School Houston, Texas Adviser Holly Hartman Editors Holly Hepper & Ellie Hopper Representative Lisa Schwartz

CSPA Crown Finalist NSPA Pacemaker Finalist

Oviedian Oviedo High School Oviedo, Florida Adviser Alicia Pope Editors Kara Lahman, Kalee Simpson & Allison Terry Representative Susse Mabie

elements 20 spring 2014

Black & Gold Rock Canyon High School Highlands Ranch, Colorado Adviser Kristi Rathbun Editors Sarah Rosenkrans & Lauren Payne Representative Rob Rathbun

NSPA Pacemaker Finalist

Replay Rouse High School Leander, Texas Adviser Kel Lemons Editors Julia Small Representative Jim Anderson

National Finalist

CSPA Crown Finalist NSPA Pacemaker Finalist

elements 21 spring 2014

CSPA Crown Finalist NSPA Pacemaker Finalist

Indian Shawnee Mission North High School Overland Park, Kansas Adviser Becky Tate Editors Shelby Robertson, Kathryn Tannahill & Kristin Enyart Representative Whitney Baker

CSPA Crown Finalist

The Belltower St. Thomas’ Episcopal School Houston, Texas Adviser David Graves Editors Colleen Chen & Lindsey Frank Representative Lisa Schwartz

elements 22 spring 2014

Cornerstones The Hockaday School Dallas, Texas Adviser Ana Rosenthal Editors Laura Harvey & Kate Hoffman Representative Mickey Mehrens

CSPA Gold Crown

Ibis University of Miami Coral Gables, Florida Adviser Randy Stano Editor Sandra M. Montalvo Representative Marcia Meskiel-Macy

National Finalist

CSPA Crown Finalist

elements 23 spring 2014

the winners balfour office & adviser of the year

Josh Houston, Office of the Year Murfreesboro, Tennessee

Tanya Houston, wife Lori Hodges, Balfour associate

What did you think when your name was called for office of the year? JOSH – I was very was excited to represent our great company and the many talented sales representatives who work for Balfour Yearbooks. I’ve had some good years during my 12 years in the business and come close to winning this award, so it felt great to get over the hump and hear my name announced. I am very thankful for all of my customers who decided to give me a chance and work with them. photo by Clif Palmberg

What part do you play in this great team? TANYA – I am the BOSS! (ha ha) We are expecting our third child. Josh and I think it is important for me to stay at home. We do a good job of supporting each other and working toward the goals we have set for our family. We are a great team! To whom do you credit your success? LORI – Josh is one of the best guys I’ve ever known. He’s one of those guys that you can’t say anything bad about. I’m so blessed and proud to be not only his associate but also to call him my friend.

Brenda Stelzel, Adviser of the Year East Bernard High School East Bernard, Texas

Hal Schmidt, Balfour representative How would you describe your 37 years of advising?

photo by Clif Palmberg

elements 24 spring 2014

BRENDA – I was assigned yearbook and newspaper my second year of teaching. I continued to enjoy my business classes, but advising publications quickly became my favorite assignment. Our yearbook started off with either no captions or gag captions and ended up as an award-winning publication with great design, storytelling captions and well-researched copy. Unless you are involved in journalism as a teacher or a student, you might not understand this. My students learned marketable skills in

East Bernard’s yearbook and newspaper classes. In fact, some of my students have achieved great success in the field of journalism. What was it like to visit Brenda’s classroom? Hal – The air was filled with enthusiasm and joy; her students wanted to be there. They never settled for average. Every visit at least two staff members would ask, “How can I make this better?” They took great pride in their publication, school and community. I could have had a tough day, but when I walked out of East Bernard HS, I knew I had the best job in the world.

BalfourTools : We could have just made the best better, but we made it over. ®

We’ve made BalfourTools, the premier yearbook plug-in for Adobe® InDesign®, even better. Not only is it the first to seamlessly integrate with Adobe® Creative Cloud®, but we’ve made it so much more. Now with faster set-up, real-time messaging, automatic page re-numbering and a portrait page wizard, BalfourTools even verifies files for worry-free production. To see it in action, contact your Balfour Sales Representative.

PRSRT.STD U.S.Postage PAID PERMIT No. 4083 Dallas, TX

1550 W. Mockingbird Lane Dallas, TX 75235


Gaylene Mabry

Gaylene Mabry (405) 650-0685 (214) 819-8259 (214) 819-8259

Elements Magazine, Vol 7, Spring 2014  

Yearbook Magazine

Elements Magazine, Vol 7, Spring 2014  

Yearbook Magazine