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Educators of the Year Awards

2013 Biographical Form
Please complete this form and send it to the Hagerstown-Washington County Chamber of Commerce by February 8, 2013. Forms may be mailed, faxed, emailed, or delivered in person. For information: Donna Long 301-739-2015, x101

Washington County Public Schools

Nominee Personal Information

Full Name: Tack
Last

Matthew
First

J
Middle Initial

Address:

12223 Skyhawk Drive

Street

Waynesboro
City

PA - 17268
State & Zip Code

Home Phone:

(724) 421-5073 (cell) Fountaindale Position: 5th Grade Magnet X Yes No

School to which presently assigned:

Do you plan to teach in Washington County during the 2013-2014 school year?

Degrees
Graduate Degree Earned: Elementary Education and Early Childhood Slippery Rock University, Slippery Rock PA Date: Date: 06/2005

College/University & Location: Graduate Degree Earned: College/University & Location: Graduate Degree Earned: College/University & Location:

Date:

Professional Teaching Experience

Present District of employment: 7 years 0 Out of State teaching experience: years Other related experience: 1 years 0 years

Other Maryland teaching experience:

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You may answer the following questions on a separate sheet of paper. Please keep answers to a maximum of one page per question. 1) Honors, Awards, & Distinctions: As a member of this county and Fountaindale specifically, I have had the opportunity to receive, or taken part in, the following honors, awards, and distinctions: Maryland Society for Educational Technology (MSET) Washington County Public Schools Outstanding Educator Using Technology Award 2012: -This award is given to a county teacher and administrator for their exemplar use of technology in instruction. I was notified that I was going to receive this award. This ultimately led to my nomination for the state teacher award, MSET banquet, and MSET presentation of how I use technology effectively in education to maximize the skills of 21st century learning (communication, collaboration, creativity, and critical thinking) in the classroom. Mix 95.1 Teacher of the Week January 2013: -A student of mine, without my knowledge, nominated me and I was selected as the Teacher of the Week in which I gave a short radio interview. The student description and interview can be read and heard here: http://www.mix95.com/pages/15110051.php Participated in the renewal process of the Excellence in Gifted And Talented Education (EGATE) school/magnet award: -The team meets weekly to discuss instruction and how to constantly evolve and improve the program to increase student achievement. Received recognition as a Coalition of Essential Schools School --Nationally Affirmed 2012-2013: -I participated in the process for getting the school nationally affirmed. This process required educators to collect artifacts and document our journey on an online portfolio. I contributed to this process and portfolio. Positive Behavioral Interventions and Supports (PBIS) Maryland Recognition School Gold Member 2012: -I participated in the process for achieving gold medal status as a PBIS exemplar school. This is one of the ways in which we are trying to achieve a positive culture of learning. 2) Community Involvement: WCPS Instructional Technology Cohort Member/Presenter 2010-2012: -This cohort was made up of instructional leaders from all of WCPS schools who specialize in how to integrate 21st Century thinking skills through the use of technology. Co-teacher of 21st Century Education Cohort for WCPS 2011-2012: -This cohort was composed up of a small selection of elementary, middle, and high school teachers from the WCPS Instructional Technology Cohort. The members of this group met once a month throughout the school year and attended a session taught by the other teacher (Jamie Hade) and myself. W e focused on different Technology Tools that would aide their instruction to support 21st century learning. We modeled how to use the tools, answered questions, had them try out the tools, and then followed up with the teachers at the next session before starting new lessons. Volunteer at Fountaindales Intramural Basketball League 2012-2013: -This basketball league was created for Fountaindale students who were interested in learning the basics of the game of basketball. It was created by another teacher at Fountaindale (David Warrenfeltz), and I assisted in teaching the students the basics of basketball. The targeted students were from grades 2-5. Presented a variety of Technology Tools to multiple audiences beginning in 2011-present: -A team of instructional technology educators from Fountaindale presented at the WCPS STEM Academy in the summer of 2012. We (Jackie Chaney, Erik Vreeland, and myself) presented how we implement Project Based Learning (PBL) and the processes and steps that are required to complete this process and how we implemented it with 21st century learning skills. As part of that presentation we gave participants access to the website I created that houses exemplar products for grades 2-5 (see next descriptor for more). -TIF 21st Century Skills Presentation: -As part of the Teacher Incentive Fund Grant, a team of teachers, including myself, were asked to teach elementary, middle, and high school educators how to arrange for a 21st century classroom. This presentation occurred over two days each consisting of 6 hours. -As part of receiving the county instructional technology award in 2012, I presented at how I implement PBL into a 21st century classroom at the MSET conference. As part of this presentation I presented the website that I have created and maintained since, the houses student created exemplars: www.productcards.weebly.com (password: school)
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-Throughout the past few years of taking part in cohorts, I have been able to make a lot of connections with other teacher/administrator leaders in the WCPS community. I have been asked to present a variety of Technology Tools to multiple elementary, middle, high school, and administrative staff. Demo teacher for teachers, lead teachers, and principals beginning in 2011-present: -The past two years I have had a variety of educators/administrators as to come see how my classroom operates, 21st century learning, and how I approach education. I have met with these educators after they have visited my classroom to answer lingering questions. I maintain contact with a variety of these educators/administrators to promote a professional learning community. Exhibitions of Learning: -Exhibitions of learning have happen numerous times over the course of the past few years. We have had them as an entire school, 5th grade team, and Magnet team. These exhibitions not only exhibit student learning through 21st century skills, but where they would like to take their learning or how they would like to solve problems that we face today. When having these exhibitions we invite various members in the community, especially those who are in related fields that the exhibition is centered. The W House of Hagerstown Maryland Foundation: -This foundation is run by my wife, Erin Tack, and her board of directors. The focus of this foundation is to help guide women in their recovery from drugs and alcohol. I have donated numerous hours of my time to help support this program as well as attended fundraisers and contributed monetary donations. Girls Incorporated: -The purpose for this organization is to help troubled or at risk youth to stay off of the streets after school. I have attended fundraisers and made numerous monetary donations. Student Interns from North High: -I have taken on the responsibility of accepting a student intern during the past two school years. I have helped guide and pass on some helpful tips to our future educators. Recent professional development and leadership activities in which you have participated: Through the Teacher Incentive Fund (TIF) grant I been given the opportunity to participate in 100+ hours in the following areas over the past two years: Assessment: -Developing both formative and summative assessments have been a focus for the Fountaindale staff and I for the 2012-2013 school year. We have had numerous professional development sessions, vertically, on how to develop, test, edit, and implement these assessments. I have also met with both my 5th grade team and Magnet team on how we would like to assess grade level and vertical units. These assessments are the focal point of our curriculum development and the backwards mapping process described below. Student Ownership: -Student ownership is also a focus for the Fountaindale staff and I for the 2012-2013 school year. We have had numerous professional development sessions, vertically, to help share ideas and ways to better engage all students to own their learning. 21st Century Skills: -We have had numerous professional development sessions, some of which I have helped develop, in order to better inform staff on the wide variety of technologies and of ways to implement these technologies both professionally and in the classroom. I have begun a group on My Big Campus to organize these ideas with examples and relate them back to the Danielson and CES models. Integrating the Common Core with Curriculum Development: -We have the integration of the Common Core Standards as the focal point when developing our curriculum over the past two years. We use the State Curriculum to fill the potential gaps that might occur during the transition as well. We have numerous professional development opportunities on how to go about this process and organize our curriculum through the scrolling process. During this process we lay out the curriculum using Science and Social Studies as the backbone in which we develop our Reading and Math instruction. Reading and Writing is also integrated to support the important learning. We then fill in the gaps with natural connections to Science and Writing. Each grade level team meets and completes this process together. In addition, the Magnet team meets to discuss how we need to address the potential gaps or outlying students through vertical teaching whether it be through week long mini units or yearlong groups that meet once a week. Project Based Learning: -This is something that I have researched and discussed with multiple staff memebers. I have mainly focused on the Bucks Institute as they are the leader in PBL, and I have made it my own by editing their thought process to
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3)

what makes sense for my students and teaching style. From this I have gone out and created websites to share with other staff, demo taught, and presented PBL to multiple educators. Curriculum Development: -Through the TIF grant a lot of our professional development is been based on developing our curriculum both on grade level and vertically. We have studied numerous leaders in this area including Grant Wiggins and James McTighe. As a result, this has led to a more cohesive learning structure that supports the whole school and the CCSS. Backwards Mapping: -Backwards mapping is a process in which we develop, from the Common Core, what we want the students to learn, and this is called an enduring understanding. We then create an authentic assessment(s) including formative (what they know now) and summative (what they learned overall) to measure this learning. From there, we use the common core to timeline the rest of the learning. The learning is taught through the essential questions that are also developed to support what we ultimately want them to learn. This shifts us from delivering the knowledge to guiding the knowledge to make it much more authentic for the students.

Other professional development in which I have been invited to participate: MSET Conference 2012 (Maryland Educational Technology Conference: -I was asked to attend and present at this conference as a result of being selected as the WCPS representative for outstanding use of technology in instruction. ASCD Conference 2012 (National Curriculum Conference): -I was asked to attend this conference with several administrative and teacher staff members from Fountaindale. This conference aided our professional learning network, gave us a lot of new information to think about, and helped guide our journey into developing our own curriculum. ISTE Conference 2012 (National Educational Technology Conference): -I was asked to attend this conference with Jamie Hade who is a county Technology Integration Specialist. We attended this conference and were asked to bring back new ideas to share with county staff. Piloting My Big Campus 2011-2012 -I piloted this new educational social media platform for the county. Since piloting this new platform I have presented it to multiple staffs and educators. Earth Science Rocks Grant 2010-2011 -I participated in this grant over the course of two years. The purpose was to deepen teachers knowledge of science content. 4) Membership & Participation: participation in professional organizations and service on committees, work groups, task forces, or other. Please include approximate dates. NEA 2009-present (National Education Association) MSET 2012-present (Maryland State Educators using Technology) ASCD 2012-present (Association for Supervision and Curriculum Development)

Biographical Sketch
Use a maximum of one sheet of paper for each question. Please answer the following questions:

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A. Describe how you provide instruction in your classroom, including the knowledge and skills you use to facilitate effective learning. Introduction: The way I provide instruction in my classroom revolves around my vision of 21st century learning. I very much believe in the 4 Cs of 21st century learning (communication, collaboration, creativity, and critical thinking), and I use these concepts as a home base for my instruction. I personally communicate and collaborate as much as possible in order to get another perspective or expertise from another educator or stakeholder. It is these skills that students will need in the real world when working in a professional environment. Society is continually changing so I believe that education should mirror that change. The past few years I have had the opportunity to be one to one with laptops, and this year I have been one to one with iPADS. In the following paragraphs, I will explain how project based learning is utilized in my instruction, flipping the classroom, followed by how I use the 4 Cs of 21st century learning in day to day instruction. PBL: Project based learning (PBL) is also a focus of mine, and this style lets the learner take ownership and apply their learning authentically. I use the Buck Institute (www.bie.org) as a major source to guide my understanding and design of PBL over the past few years, and I have ultimately created my own vision and application of it. Depending on the technology available, this instruction can look a lot of different ways but in the end it still revolves around the same thought processes. I often take Science and Social Studies units and turn them over to the students to complete. I believe that it is not necessarily what they remember at this early age, but that they develop the skills to think though, create, communicate, and collaborate with others on a variety of topics or problems. This process involves many different tasks that ask the students to create, research, and answer their own questions based off of the enduring understanding (what we ultimately want them to know) and big ideas (focal points for the instruction) for the topic. If there are concepts that authentically connect to these topics, I can integrate them with ease(reading, math, writing, art, etc). This process begins with what I want the learner to understand, developing an assessment(s) both formative (lets me know what they know/dont know so that I can adjust instruction ) and summative (measures what they know) for that understanding, and then backwards mapping the rest of the content including connections to other content areas. My end goal is for the students to understand that people devote their lives to a career in the areas that we discuss, so part of their research is dependent on finding what professions exist in the areas discussed, and what they need to do to get there. The students are actively involved in where their research takes them and in creating their summative assessment. Example Project Idea: Topic: Ecosystems Enduring Understanding: All living things interact with each other and their environment. Big Ideas: All living things depend on the flow of energy within their environment. Pre-Assessment: The students are to illustrate a food web, food chain, and informally write their explanations of how an ecosystem works. Formative Assessment(s): Focus questions posted, exit tickets, spot checks, conferences, etc Informational writing paper/responses. Summative Assessment(s): Ecology rubric with student input. The students will present their research to a group of peers. The peer group will give the student constructive feedback based on the rubric, and the presenter will ultimately compare their work to the rubric and their peer assessment to grade themselves. The student will then present all of this to their teacher (me). Potential Experiment: The students could do a Hay Infusion in which they take stream water and combine it with hay. The students then let the water sit for a period of time while periodically taking samples to look at under a microscope and note changes over time (microscopic ecosystems will begin to form). Interdisciplinary Connections (other content area connections): Informational writing paper on how pollution affects the Chesapeake Bay Watershed ecosystems. Decimals and operations with the power of ten when discussing how microscopes work. Informational Text focuses for reading discussion, small group discussion, etc Intradisciplinary Connections (within content connections): Optimum environments, Habitats, Producers, Consumers, Decomposers, etc STEAM (Science, Technolgy, Engineering, Arts, and Mathematics)option: Design and test different filtering options to help alleviate the amount of pollution entering the Chesapeake Bay from rain runoff. Flipping the Classroom: I often assign the students homework that consists of screen casts on different topics. Screen casts are videos of how to do something without the teacher present. You will see and hear what the teacher is doing and saying, but not see them physically. When the students come into the classroom they are already ready to attack their learning. Example. My students
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are currently working on a poetry section of screencasts based on the Common Core State Standards, with an exemplar text and focus questions to complete as homework over a two week span. When the students return the homework I will give them a short pre-assessment to assess whether they understood the homework prior to beginning the unit. When the students are finished we will begin our unit on poetry with the background information already being taught through the flipped assignment. These screen casts can be created by me, but I often find them on reliable sites connected to the Common Core State Standards. To make the learning more authentic, I will find poetry tied to content area topics that are relevant to our current area of study. How I use the 4 Cs of 21st Century Learning: Communication: The students use a county based educational social media platform (My Big Campus) to organize their learning and communicate to each other. This system holds their email, classroom discussion boards, resources for research, etc I often encourage the students to utilize the resource center to locate another way to complete a skill (ex: different methods of multiplications). Students are often out of my classroom due their involvement in band, choir, dance, and many other school based programs throughout the day. This system allows them to keep in touch about projects that they are working on together. Students can also use Google docs to create projects and communicate with each other. We really utilize this tool when writing papers. The students can share their work with each other and me for peer editing. It gives us the option to highlight and leave comments for the writer to think about. Communication is essential in any environment especially a professional or group setting. Collaboration: The students collaborate often while completing projects as stated above if they have like areas of research. They also are encouraged to teach each other and to be constructively critical to help improve their work (I model this process). I feel that if we can teach another person how to do something, then we must ultimately understand that concept ourselves. Being able to collaborate and compromise with other people in the professional world is a pair of skills that we all must have. We need to be able to take constructive criticism because it is not meant to hurt our feelings and, in the end, it will make us better at what we do. Creativity: We are a school for the Arts, so I am always encouraging my students to represent their learning th rough whatever means make the most sense for them and their way of thinking. That was the base reason for creating www.productcards.weebly.com (password: school). The students have a wide variety of ways to represent their learning based on the criteria needed for that product. Recently a pair of students created a song to represent their mastery of the different functions of cells through the tune of Joy to the World. They looked at the criteria for creating a song, grade level exemplars, and the rubric that we created and came up with a wonderful product. I also post artful thinking routines weekly in which I ask the students to look at a piece of art though different means. This art usually reflects the content that we are discussing. Example: Based on the example project stated above about ecosystems, I would pull up a painting of a polluted ecosystem and ask the students to respond to what they see, what that makes them think about, and what questions they have based on what they see and think. Being able to think creatively and express ourselves in different ways allows us to look at and solve problems much more thoroughly. Critical Thinking: I feel that my students should always be challenged to think critically throughout the school day, and the examples stated in the paragraphs above represent that I give students ample opportunities to critically think. Artful thinking routines, PBL, Flipped assignments, daily discussion board questions on MBC, etc are all well thought out in advance to help the students think about topics artistically, critically, and in different ways. In order to succeed in our professional lives we must be able to think critically and solve problems. I make it a point for them to understand this. Summary: I feel that it is my responsibility to constantly edit, reflect, and change my practices to reflect what my learners needs are. I believe that in order to do that, I need to make the student learning authentic and also put the learning in their hands. Students learn by communicating, collaborating, critically thinking, and have the freedom to be creative in order to take ownership of their learning and master the content.

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B. Explain your personal feelings and beliefs about teaching, including your own ideas of what makes you an outstanding teacher. Describe the rewards you find in teaching. My Beliefs on Teaching: I believe that teaching is an art form and an ever changing process. John Dewey once said, " If we teach today as we taught yesterday, we rob our children of tomorrow." You never know what the future will bring, and how children learn is constantly evolving. This requires educators to continually read, try new ideas, and to collaborate professionally. Part of that process involves teachers taking an active role in how the content is assessed, organized, and time lined out throughout the instructional year. Teachers should be collaborating as a building and grade level in order to organize the content to what meets their learners needs, resources available, school goals, county initiatives, etc After the content i s laid out teachers should collaborate to create authentic assessments that ultimately ask what we want the learner to be able to know and do. The grade level or vertical (grouping based on instructional level not grade level) team can then fill in the gaps with additional instruction. I have two incredible teams, fifth grade and magnet, that I get to collaborate with in the manner stated above. This process is extremely beneficial to meeting the needs of all of the students of Fountaindale on the lower and higher end of the learning spectrum and everything in between. A great educational mind, Robyn R. Jackson, believed that a teacher should never work harder than their students. I put a lot of time, along with my teams, into backwards mapping our curriculum, but it is the students role to move forward with their learning. I am there to coach, consult, facilitate, answer questions, and guide them along this path. This gets lost through our current culture of, just one more thing. Routinely, I find that students are completing work at night, on brea ks, or on the weekend because they want to and not because they have to. This is because their work is set up to flow with their questions about the topic and what I want them to ultimately understand. Elementary children rarely remember what they are specifically taught about certain topics, but if guided correctly, they are beyond capable of finding reliable information on whatever topic they want to know if they know how to ask the right questions and access materials via Internet or even the public library. Another renowned educator, Charlotte Danielson, once said, One could argue that a teachers role is not so much to teach as it is to arrange for learning. It is my role to facilitate this learning and model what it should look like and sound like, but not stand and deliver the content. There are times in which I do find delivering content directly is necessary and effective, but allowing the students to make adjustments and take ownership of what direction they take their learning has proven quite effective. Sometimes we just need to get out of the way. For example: I want my students to be able to understand that, Settlers and Native Americans affected each other in different ways. So I will ask them to do some base research based on that statement. I will then ask the stude nts, after multiple mini lessons on research based writing, what they found to be an area of interest. Some students would like to explore how the Native Americans helped starving Settlers, Battles between the two sides such as the Powhatan War, how the Settlers enslaved many Native Americans, How invasive species and diseases affected the Native American population, and so on The students are now learning the content, but have a much higher interest in what they are learning, and I am there to help guide it. I believe that I bring a lot to the table when it comes to applying this organization and style authentically in a 21st century classroom. I am able to take new ideas and/or technologies, explain them, and have students and/or teachers utilize these tools into their learning or classrooms. In addition, I can take constructive criticism and I never do the same thing twice. There is always constant reflection and editing happening with me, and this leads to a better learning environment. I am always willing to help out other educators throughout the county whether it be through demo teaching, planning with them, sharing ideas on curriculum, etc An educator that I respect who works with the Coalition of Essential Schools, Mary Helen Spiri, once asked me, If you are going to teach in (fill in the blank) way, then what are you choosing not to teach? Her point was that there are many ways to approach teaching, but I need to identify what I find important for the next generation to learn, and how I want or should implement this content. I realize that I have to give up some things by choosing to teach the unconventional style that I do, but I find the outcomes to be worth it. My Goals: Every year we have the opportunity to set goals and work toward those goals while also receiving feedback, reflecting, and collecting artifacts to analyze. This process has been a huge help and always keeps teachers in a reflective mindset while instructing. My goals for this year are to increase overall student engagement and to continue to work on creating authentic student assessments. I want to have the perfect classroom and knowing that I cant, motivates me to constantly strive for just that.

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C. What do you consider to be three major public education issues today? Address one in depth, outlining possible causes, effects, and resolutions. 1st Public Education Issue: I consider developing authentic assessments and building the curriculum backwards on a district and school based level to be a major issue in public education today. Causes: Teachers and teachers in training focus on how to deliver curriculum already handed to them with a benchmark test already created by someone else. These benchmark tests might give important data at a district level, but it limits the teacher to a timeline created by someone who does not understand the learner and needs of the population base. These benchmark tests are often not given to the teacher until a week or two before they are to be given to the students. What if that student population has already mastered the content or needs much more time in which to master it? Another possible method to implement this curriculum might be through basal based curriculum or unit guides created by companies or personnel who have limited knowledge of the specific learners teachers are dealing with individually, but they develop these curricula in order to meet the needs of the total mass of students and appeal to districts that they hope will purchase their products. Teachers often fall into a pattern of using these basal based methods because they are already made and easy applicable. Effects: The effect of this problem is that teachers and schools are handed data based on assessments that do not necessarily match the needs of their learners, and might not have been a focus of their instruction as a whole. In my opinion, it is a major factor in the, just one more thing culture. It creates an environment of, teaching to the test rather than creating a cohesive classroom of creative thinking problem solvers that our business world is asking for. It impacts the students learning because we are most likely not meeting the majority of students needs on the lower and higher ends of the spectrum. Who says that one is more important than the other? Resolutions: I feel that teachers need to be able to take part in how to organize the curriculum, assessed the content, and how it is to be implemented. This has been of tremendous value to the teachers at Fountaindale and me. Teachers need extensive professional development on how to create authentic assessments from professionals who have backgrounds in the area of curriculum development. These assessments can be, and need to be, created, reflected, and revised through a collaborative process that is consistent on a district level but developed within the school based educators to meet its learners specific needs. 2nd Public Education Issue: I believe that the distribution of resources isnt as equitable as it needs to be , specifically technology. I have been in four different buildings in my eight years of teaching. I have been in classrooms with no computers and some with one to one devices. I have been in buildings that are Title I, affluent, and everything in-between. It is my belief that access to materials should be equitable regardless of the school or student population. If the teacher does not know how to properly use the technology, then what is the purpose of having it in the classroom? Often the device is uploaded with software in which a teacher is not professionally developed on how to use the software. I also think that school districts should seriously let students, after signing releases, bring in their own devices to school, and I feel that this could alleviate a lot of the access problems that we are having as a public education system. These devices would work through the districts Internet security systems for security. Students are motivated by being able to access and apply learning through means that they are comfortable. If they have the device, let them use it. We should meet students on their educational level whether they are a low, middle, or high performing student. 3rd Public Education Issue: The last major issue that I would like to address is educating the individual student rather than a group(s) who will move lines. A major moment that happened in my professional career happened when I was asked to address students who were low performing more than my high performing students to meet state requirements. I met the state requirements, but I had a student, who was one of the smartest students in the class, not test where she should have, and this upset me a great deal. I asked myself why I was sacrificing my time with anyone student more than another. I once heard a coach tell me, I will treat everyone fairly, but I will not treat everyone the same. You cannot treat students with different needs the same way, and y ou cannot ignore a students needs because they are higher performing than other students. Every student needs addressed based on their own needs. Yes we need to address students who are more disadvantaged than others, but not at the expense of enriching those who need it.

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D. As the State or National Teacher of the Year, you would serve as a spokesperson and representative for the entire teaching profession. What would be your message? My message would be that society is constantly evolving, and that means that our educational process also needs to evolve to keep pace. Ultimately, It is up to the educator to keep up with current practices, continue their education, and collaborate with other educators in their district and outside of it. The business world is asking the educational system to produce more critical thinkers that are able to collaborate with their colleagues in a professional environment. They want problem solvers. Systems need to continue to keep up with current practices and hold professional development that interprets these current practices with their vision and mission as one cohesive unit. This would allow the teacher to collaborate with their teams and implement these practices in a way that fits all of their learners needs and teaching style. Teachers can keep up with current styles and practices of 21st century learning without having access to the technology, but we need to have the skills to motivate learners to take ownership of their learning. It requires the teacher to let go and trust in themselves and set up the student for success. Using the 4 Cs of 21st century learning requires the teacher to gather resources and materials for the student to explore, develop questions, and be a guide to their own learning. Most of these resources are located within their county, buildings, book rooms, or with other teachers. Utilize the professionals around you and constantly challenge yourself to try new things. I thank you for your time, Matthew Tack 5th grade Magnet Teacher Fountaindale Elementary School for the Arts and Academic Excellence www.mrtackswebsite.weebly.com

Congratulations on your nomination!

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