Interview T

Interview-T.
Anschutz
September 28, 2023, 4:11PM
33m 2s
Shericka Jefferson started transcription
Shericka Jefferson 0:08

OK.
So again that thank you, Mrs. Anschutz, for allowing me to work with you at Pine
Street Elementary and shadow you. I did enjoy the opportunity and the experience.
Terri Anschutz 0:20

You're welcome.
And thank you so much for joining us.

Thank you.
So prior to becoming a middle, I'm sorry, prior to becoming a school library media
specialist, what did you do?
Terri Anschutz 0:31

Oh my goodness.
I wore a lot of different hats. I did come into the education field a little later in life.
I started out as a parent volunteer in the school system.
I was also a volunteer.
I taught adult literacy.
I taught adults how to read through L4GA…it was called LVA Literacy Volunteers of
America.
So I had a passion for reading and for literacy already.
Then as I entered the school system, I volunteered.
I was a PTA committee chair and we ran a publishing company.
We created books for kids.
They wrote books and we actually created those.
And so that was my step…you know my first step, after that I became a, I actually
became a substitute teacher.
Then a parapro. I was a media assistant for a while.
And then I got my teaching degree and I actually started as a media specialist.

OK.
Terri Anschutz 1:24

Umm.
Right out of right out of school.
After that I went to technology for a while. I was a Digital Learning Coach for this
county, for Rockdale County schools for about 8 years and then came back to the
media field because that's where where my heart is.
Umm, so it's kind of a long a long path back and forth.

Good and.
Lots of experience in different roles.
That's good.
Terri Anschutz 1:49

Yes, yes, ma'am.

What inspired you to pursue a degree in school library media?
Terri Anschutz 1:56

I've always loved had a passion for literacy in books and helping others develop that
same passion or are just to help others realize, and especially children, the power of
being a good reader.
How reading you don't have to necessarily be a…love reading and love reading
fiction, but you have to know that reading gives you power.
It gives you power to understand, to gain knowledge, to understand the world in
various ways, and being able to share that message with students and then also help
foster a joy or acknowledgement of the power of reading umm has just been a
personal goal of mine, and that together with growing up in a literacy rich home
environment, kind of it inspired me to go into this field.

OK, wonderful.
And where did you receive your training or your degree?
Terri Anschutz 2:51

Georgia State University.
I got my masters degree and in library media science and technology was kind of
tacked in there too.

OK.
Is there anything?
OK.
Yes.
Is there anything that you did not receive either in your educational program or field
experience that you wish had been included?
Terri Anschutz 3:12

Think about that so.
Something…there are some things that you really only learn through experience.

Right.
Terri Anschutz 3:27

You can gain an understanding, but until you live it, you don't really know how it
works in the real world. One thing that could have potentially been helpful is having
strategies or learning about strategies for helping teachers who are reluctant to try
new things or to work in the library with just ways to get buy-in when you have a
new program or a new…a new goal for the Media Center and getting teachers to buy
in with you to be part of the team.
Some of the strategies that we've learned and actually learned more through my
technology instructional technology specialist program that helped me in this area,
how to get buy in, how to meet teachers where they are and then gradually help
persuade them to be part of your media program goals by not just meeting them
where they are, but also making it known that this is helping them.
This is gonna make their life easier.
It's not an additional task or job, but once we do this together, it's gonna make their
teaching job…especially when we when we talk about co-teaching and, and doing
thing collaborative planning, it's making…this is a second teacher at your disposal
and I'm here to help you and make your job easier.

Mm-hmm.
Right.
Terri Anschutz 4:53

So having that message and finding a way to deliver that message to teachers is very,
very helpful and that's not something that you just get from a program, you have to
live it.

Right.
Terri Anschutz 5:03

Umm, but having some strategies ahead of time might have helped.

OK.
What professional organizations are you a member of?
Terri Anschutz 5:14

American Library Association and the Georgia Library Media Association also. ISTE,
the Technology international technology educators, ISTE technology for educators
International Society for technology, education, educational technology.
I think those are the main ones.
Alright.
OK.
And how do you determine the collection needs of your library?
Terri Anschutz 5:41

And that's very complicated.
I do a couple different things.
First of all, I do a student interest survey at the beginning of the year.
I based collection growth on student interests.
I also wanna make sure we have...we represent…we're representative, we have a
diverse collection, also standards aligned books.
I look for picture books or informational texts that aligns…that will help our teachers
and our students understand our content standards.
I also look through.
I also follow the ALA notable book lists.
Umm, I look for award winning books, our Georgia Book Award nominees, and use
and use that as a guide as well?
So I look at those multiple things.
I also do a collection analysis, look at things our collection…books that aren't
checked out a lot and see if they're replacements that are more current that have
similar themes that our kids might be more interested in.
Some of the challenges in developing and maintaining a collection involve what do
weed, what to replace.
So when you haven't especially like a series that's been around a while, like A-Z
mysteries, or there's certain series that, as the books wear out, do we weed these
books and replace them, or do we look for a new and more current series that might
be more engaging to our students?
Sometimes there's a gray area there and it's hard to know what to do. So you can
look at circulation stats and help that make you, help you make…that will help you
make that decision so.

OK, alright, great.
So talk to me about your background in technology.
Prior to becoming a media specialist, I know you were a DLS and that helped a lot.
Terri Anschutz 7:30

Oh yeah, prior to being a DLS and my first, when I first became a media specialist, I
was always interested in technology and in educational technology tools and it's kind
of a hobby of mine.
I did go…before I decided I wanted to go into education, I went to Georgia Tech for a
little while for my freshman year in college, way back in the day, and so I did have
kind of a technology, a hint of a technology background and interest. So I did have
that. Just personal experience.
And then once I became a media specialist, of course it was embedded into my job.
And then as a digital learning specialist, I lived it daily.
I live and coach teachers on how to use technology and so now I'm kind of back and
forth between both roles a little bit, but it is a very…knowing educational technology,
even though in our county we have two different roles for that.

Right.
Terri Anschutz 8:24

We have our digital learning specialist coaches and we have our media specialists. As
a media specialist, it is a critical part of our role and it's…it's built into our evaluations
as well so it's important for us to be a support to teachers in using…in modeling how
to use educational technology.

Right.
OK.
And UM.
OK, so as far as the technology specialists, as you said, you do have some role in that.
I know that like what I've been finding, I guess here is that because we do have our
digital learning specialists and Intel that our media specialist is not as involved in the
technology part of it.
Terri Anschutz 8:54
Hmm.
Mm-hmm.

So how how do you, umm?
How?
What part do you play in that?
Terri Anschutz 9:14

That's a really good question and.
And in my opinion in our county, I would love to see our media specialists have more
training. I've been doing a lot of the training for our media specialist as well in
technology, but I would like to see us…I feel like sometimes we're sidelined a little
too much in helping our teachers with technology and receiving some of that
training as well.

Umm hmm.
Terri Anschutz 9:42

Umm, because it is part of our job expectation to be familiar and to help teachers use
resources and media which includes technology.

(Intercom announcement) Please pardon this interruption teacher that I know it has
been a…
Terri Anschutz 9:56

I hear you.
OK.
There we go announcements.
So in my school I am called on and I do…I'm not a coach. I'm not going to go into a
classroom and coach a teacher in how to use it, instructional technology, to teach
their children in in an effective way, but I will model.
I will co-teach you with them and I'll model how I use technology and and give them
pointers and tips as I work with teachers.
So it's a little bit of a different role, but I will always help teacher teachers in using
technology effectively.
I'm not their coach, their technology coach, but I'm their co-teacher. I mean, I'm a co-
teacher with them, so it's a little bit of a different connection, but I do do that in my
school, but partly because of my background, I don't know if every media specialist
in our county would have that same opportunity or that same expectation from
admin even.

Mm-hmm.
OK, OK.
So that's an expectation from your admin a little bit, OK.
Terri Anschutz 10:55

Yeah, and it's agreed upon.
But between the two of us, we are a little bit short staffed with our technology
department as well.

Umm OK.

So we are kind of filling in the gaps here and there, yeah.

OK.
Right, right.
OK.
And all the assistance we can get with technology is appreciated. So.

Yes.
Umm, so as far as reading for pleasure, what genre do you enjoy and what have you
currently been reading?
Or have you recently read for pleasure?

Ah ah so.
I've…I shouldn't even say this as a librarian, but I've been challenged in reading
books that I choose for myself. Most of my reading for pleasure has been children's
lit. I've read most of the Georgia Book Award nominees for this year in preparation
for the Reading Bowl.

Right.

I'm, I'm reading…I'm working with literature circle groups, so I'm reading texts to help
my…the books that my literature circle groups are reading as well.
So I've been in bed…invested in that more than in my own personal reading. I do like
mysteries and I like science fiction and I like kind of fantasy, more current science
fiction fantasy novels as well.

OK.

Umm.
Per adults, I also like for one of the most interesting professional books I've read
recently is disruptive thinking and how, it’s how? What is it? Disruptive thinking.
Why how we read is important…about how teachers can help student, disengaged
readers, become more engaged by really communicating the purpose.
What is the purpose of reading umm and how to get disengaged student readers
reengaged and reignite their engagement.
Ok.

This is a really interesting book.

Yes, sounds like it.
And we could definitely use that…engaging our students.

Absolutely.

So what?
What role do you see the school librarian and the school library playing in the overall
reading program of the school?

Oh wow, that's a big question.
It's, it's an integral role.
You should be a leader of that program. In our school, I work with one of our liter…,
our instructional coaches, and we both co-chair our Literacy Committee, which is
made up of us and a representative from each grade level, a couple of
representatives from each grade level, plus some support teachers as well, and we
develop our literacy program together.
Umm, the library in particular is a great way to make authentic learning connections
within the literacy program, so reading books through the connecting children
through picture books that we have in our Media Center versus a textbook, it makes
a more authentic connection, I think. These are trade books that are out in the world.
Also using library books as a hook for content area.
So umm, finding ways to integrate authentic learning into the classroom. This is a
great way to tie in our Media Center as well.
We definitely are teacher leaders, program developers, collection managers, our role
kind of expands into a lot of different areas.
I know my, my role in at Pine Street is a mix between a teacher, leader, a collaborator.
Administrator, I'm on the core administrative team, I do go to PLC's.
Not every week, but every two or three weeks I'll go to PLC's with and just offer
support and resources as teachers plan.

Oh, that's awesome. OK.

Umm, so definitely the Media Center should be a key part.
The Media Center and the media specialist should be a key part of that program and,
and part of a leader of creating our reading program in the school and updating and
continuing to improve that program.

Umm hmm, OK.
And So what are the?

Does that make sense to you? OK.

Yes.
Uh-huh.
Yes.
So what are some of the ways that the school library media specialist can promote
and encourage professional reading among the faculty?

Ah, that's a good one.
And that's actually a little bit of a growth area.
We do have quite a selection of professional learning books in our library.
I think making sure that…and we tried that this year and I'm continuing to grow that
at the beginning of the year during preplanning having almost like a, a book tasting
set up in the library where you have your…you have, depending on what your school
improvement goals are, having professional learning books out related to each of
your school improvement goals and a little blurb about it and let teachers come and
and peruse and taste you know, explore those books and leave feedback about what
they might want to add to the library professional learning section as well.

Oh, I like that.

So that's one way.
A lot of times I will promote and build our professional collection within those PLC
conversations as teachers are…I'm talking about things that they're struggling with or
that they're, they're experts at. I'll ask their opinion about texts that might help them,
or resources that might help them in those areas and use that as a way to build those
collections as well.
So I'll get feedback from them as I grow that collection…

Oh wonderful.

…and yeah, but that is an area that sometimes tricky is because we're so focused on
student reading and student learning.
We need to keep our…we're also serving our teachers, so we need to keep that in
mind.

Yes. Good, good.
So OK, so you talked about some of the professional development that you do, or
going in with some of your teachers and collaborating with them and trying to find
resources.
Mm-hmm.

So do you normally lead professional development in your school?

I do a little bit, I've done more at the district level…

District, yes.

but I've…in the school…in the…at the school level.
I do, and it's usually in the PLC format. I do PL, I help teachers with STAR if…
becoming familiar with star reports or Renaissance reports basically…STAR, AR, any
of the products within Renaissance learning, I'll show, I’ve modeled how to set goals
within the STAR program and use the STAR data to set…to create groups for their
students and set learning goals. Also, with accelerated reader, so I do that with
teachers within the PLC setting. A lot of times when I'm sharing new resources or
strategies or opportunities to work with me in the library, I'll do that more informally
through a weekly newsletter and then informal collab conversations with teachers
who might be interested. So I do a little bit of I guess just in time PL or just in time
informal conversations with teachers and we'll work together and plan together that
way.

OK.

At the district level. I've done workshops on how to create literature circles, using
discussions in the classroom, different things like that, a few technology programs.
How do you use different programs to create products of learning with students?
Project based learning type models, things like that so.
OK.
So it sounds like the PD that you're leading is more on the technology side than
equipment and materials?

A little it's more, it's there is some technology, but it's also it's mostly.
Umm.
I hate to say it's about the product. It's about how you can use that to improve
student learning, so student learning is also always on the focus on how this program
or this strategy will help your students.

OK.

And this tool can help you help your students. Things like that.

Umm OK.

But yeah, there's usually a little technology thrown in.

Umm, now you lead a lot of professional development, but how do you ensure your
own continued professional growth?

Ah, yeah, that's that's an important I do go to conferences.
I've gone to the Georgia Library Media Association conferences.
I go to the children's lit conference.
I'll go to the technology conference in Georgia.
I don't know if I'll go this year, but I I do go to those and I learn a lot from their
workshops and their keynote speakers.

Umm hmm.

I do some…I read professional. I read a lot and let's see.
I follow colleagues on social media and I learned from them informally there as well.
I've gone through several endorsement programs.
I have a reading endorsement, a coaching and mentoring endorsement, things like
that so. Just…it’s important that you continually grow yourself.

Yes.

Also, through my colleagues in Rockdale County, we learn from each other, share
lessons with each other, strategies that we use, and areas of challenge we can. We
kind of guide and help each other there too, so.

Mm-hmm.
Yes, I know.
I came to the one of the umm PL days that we had an earlier this year.

Yeah.

I think you were training during the first half of the day, so.

That's right.
I was at.
I was actually at one of my mentoring training and I missed part of that one so.

Yes, but yeah, hearing the collaboration and the discussions between the media
specialist there, you know, it was good to see how they were helpful to one another.

Absolutely.
It's a good team.

So that that's good. Yes.
So what steps can the school librarian take to encourage reluctant teachers to utilize
the library?

Umm.
And that's a challenge.
I talked a little bit about that.

You did, yes.

I think like meeting them where they are, having incentives for them to come to the
library.

Mm-hmm.

Encoura…telling them that this is helping them, helping them help their students, not
an extra thing for them to do.
Having that message. Those are some of the things I do.
OK.

Umm.
And then just keeping those…building and maintaining relationships. So as you as
you're talking with your teachers when they say something.

Relationships, yes.

Ohh my kids are just not wanting to ohh why don't you come see me?
I can help you with that, you know, and then just keep doing that plugging and
marketing yourself.

Umm.
Yes.
OK, good.
So let's see how has COVID impacted the day-to-day operation of your Media
Center?
Did it alter your circulation statistics at all?

It did. UM, it's interesting.
And that was before I came back in the library.
A little bit when the height of Covid was already...had already happened. One thing
that was…that I've noticed is we started using MyOn, which is an online reading
program, and I've tracked how students are reading over the last several years and
our students are…they love that program. They're using MyOn to read ebooks, and
they even take a little quizzes on those books as well.
But it has not impacted our circulation now currently.
So our circulation, has it gone back up, circulating our physical books in the library
has, has returned and actually surpassed some of our pre COVID numbers.

He.
OK.

But in addition, kids are also reading online, so we have both.

Uh-huh.

Both types of reading, both, umm, modalities, I guess both of those, those going
concurrently.
So we're seeing an increase in circulation, if you count MyOn and our physical books
together.

Yes.
That's wonderful, yes.

It's really helped us in recovering from COVID. It was very…I know our former media
specialist, it was very hard for her. She did help students find ebooks and was was
online and in classrooms and Teams with students during COVID helping them know
how to access books digitally and reading materials digitally.
And when students came back, she would have a roving library because we didn't
want people to congregate.

Umm, right. OK.

So she went to classrooms with carts of books and, and was like a little salesperson,
you know, had this roving book cart going around the school?
Umm.
And we made it work.
We made it work.

Umm.

It wasn’t ideal.
We're still working on getting our parents back in.
We do have after hours events for families where families come in.
We don't have quite as many families coming in during the day right now, so that's
an area where we're trying to grow so that we can have parent volunteers back in the
library who can come during the day or even in the mornings for a little while.
So that's still an area that we're working on. It’s still kind of coming back.

And what kind of?
I'm sorry.
What kind of what kind of opportunities did you provide for your parent volunteers
when they came?

Now you're.
In the past, we've had parents they can help us somewhat like our book managers
help.
They can help us with circulation, shelving books we don't really have parents behind
the desk because we wanna guard student information and we don't.

Right, right.
Parents don't need to see what all our kids are checking out.

Umm hmm.

So, but they can help shelve books and even help kids find books here and there.

OK.

They've helped in the book fair in the past.

Mm-hmm.

Sometimes they can help with displays, things like that, but I do like parents to feel
welcome in the library like library is a place, it's not a place where we're hiding
anything from parents.

Right.

We want you to be part of our collection, we're part of our learning community and
we want you to be part of what we do here.
Umm they I also have an advisory committee and parents serve on that so they can
advise us on goals they see as important for our literacy collection as well.

OK, good.
And you said that you're your committee meets once a quarter?

Yeah, about once a quarter and it may change here and there right now that's what
we're doing.

OK, OK.
So what are some ways that you're able to generate funding when school or district
budget run out or are non-existent?

Ah, that is very important.
Well other than the book fair, we raise, our parents help us with that.
Other than the book fair, I've gotten…one thing I do and I try, I don't always do this.
I'm trying to do and one thing I recommend is that when we do have PPA funds to
have a have a goal for your budget for your collection development ahead of time
and create a budget the year before and run it by your admin and say this is…these
are my goals for next year, for our media center, I notice we don't have enough
books in this area for social studies or that our kids are have this high interest area
and we don't have enough. So this is my budget. It's a little over what we normally
get with PPA funds, but could we potentially revise our budget to make this happen.
So we have our proposal that you submit to your admin ahead of time before they
put in their, you know, before they allot those funds. You know, they do have
somewhat some flexibility with their Principal’s Fund. That's highly guarded, you
know, but if you, if you advocate for yourself ahead of time, they might, they might
just do that for you.
In addition I’ve applied for grants through Snapping Shoals mini grants for through
Our Foundation and Snapping Shoals, and have gotten grants through both of those
before as well.

Wonderful.
I haven't done Go Fund Me yet, but I know some of our media specialists have so.

Oh, OK OK yeah.
I haven't looked into that one either.
Umm.
OK.
So you've talked about basically being a teacher and instructional technology
specialist at your school. What about administrator? Do you have any administrative
role that you see yourself practicing?

I do.
I'm on our core team.
I don't. A lot of our… like our instructional coach, our RTI coordinator…they will go in
and give lesson plan feedback and things like that.
I don't do that as much, but I do have input into what I think our teachers and our
school needs, I, I help create our school improvement goals at the beginning of the
year, we look at data together collectively when we look at achievement data from
our multiple programs, UM, so I'm part of that team that analyzes and helps set
goals for this school.

OK.

So I do have administrative duties, yes.

OK.
It's nice to be part of the team…to be...I think the media special should always be part
of that core admin team.

Umm hmm, yeah.
It's such a vital role that you play in the in the whole school so.

And I am fortunate I have very, very good administrators who see the value of the
Media Center and the media specialist for those things. So.

Good, good.
So what are the expectations of your school administration regarding the library
program?

Umm so.
Well, the expectations from them, let's see well there.
It's an integral part of our school program.
It should be embedded within our school improvement plan.
The media program is part of our literacy program.
I mean it's, it's they're kind of intertwined and.

Right.

They…I guess they expectation is that the Media Center is a hub for student, for
circulation, independent reading, but also for instruction for litter…media literacy
lessons, for collaborative teaching. UM.
I've done lessons, for example, on…research lessons for social studies fair on teaching
the research process, things like that.
There are a lot of different…different ways that we use the library instructionally
umm.
So the media program is beyond just checking out books, always it's it's an integral
part of an instructional program as well.

OK, well good.
So I know you have, uh, Ms. Lykins, your aid.

Umm.

So what are your expectations of her?

The main thing…the…and it's…this is huge. The main thing, the main job for Ms.
Lykins, the main job…the main help…the main way she helps is running that
circulation desk and that is not a just.

Yes, yes.

That's a huge task. It's a huge task because it's circulating books, borrowing…our
students have…we have self-check in and that helps a lot our students return their
own books, but they're…still you have to inspect them and return them to the
shelves. It’s like laundry. A huge laundry process and she does a wonderful job on
that of that.

Yes, yes.

In addition, depending on her time, we…she helps with displays, she will do story
time we take turns.
I want her to have the…those experiences as well, so we still…we take, she'll read to
our younger elementary students and have mini lessons with them as well too. But
the main…her main purpose…the main job is running that circulation desk, because
that's…that's huge.

Yes, that…that is a huge job.

And when she's out, I feel it deeply.
When she…she's hardly ever out, but on those days, it's like ohh yeah, she has a big
job.

Yes.

It would be a whole different program if I didn't have an assistant.

Mm-hmm.

It would be hard to maintain what we do here.

Yes, I I do love the process that she's put in place.
Or did she put that in place with the student check-in?

She did the media…the check in…well the self-check in I did, but her media, her
student manager, she has a library managers, she's trained to help, help reshelve
books, inspect and shelve books and that's all her baby and, and it gives our
student…empowers our students and also helps her at the same time.
Right. Right. That was a great idea.

So yeah, so she did do that.

So what advice would you give to someone just entering the field of school library…
school library media?

Alright.
And this is broad, but I think before you start diving in and developing your
collection, really getting to know your school culture. Getting to know your admin,
the goals for this school. What they're…the school improvement goals are, the
mission of the schools, getting to know your teachers, your students and their
interests. Um just getting that…and developing those relationships.
Um kind of evaluating where you are in that school when you first start and then
going from there and building your program, but starting with those relationships
and with the people first and then moving on and looking, analyzing your collection
and seeing how the collection meets the needs of this community you're in now.

Yeah, integrating that…the goals of the school, that's, that's vital.
So…

Absolutely.

Yes. Well thank you so much. That is all…those are all the questions that I have.

OK.
Did you have anything else that you'd like to share or?

I think, well, this was pretty, pretty exhaustive, I think.
Thank you.
Thank you for inviting me for this interview.
I'm good.

Thank you so much Ms. Anschutz. I do appreciate your time.

You're welcome.
And I look forward to working you with you one day I hope in our county as a
colleague is in the media's…in the media program.

Yes, yes, hopefully so.
Yes, thank you so much.

All right.

Alright, bye bye.

Alright. Bye bye. Thank you.

Thank you.

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Shericka Jefferson started transcription

Shericka Jefferson 0:08

Terri Anschutz 0:20

Shericka Jefferson 0:23

Terri Anschutz 0:31

Shericka Jefferson 1:24

Terri Anschutz 1:24

Shericka Jefferson 1:42

Terri Anschutz 1:49

Shericka Jefferson 1:51

Terri Anschutz 1:56

Shericka Jefferson 2:46

Terri Anschutz 2:51

Shericka Jefferson 2:53

Terri Anschutz 3:12

Shericka Jefferson 3:20

Terri Anschutz 3:27

Shericka Jefferson 4:43

Terri Anschutz 4:53

Shericka Jefferson 5:03

Terri Anschutz 5:03

Shericka Jefferson 5:08

Terri Anschutz 5:14

Terri Anschutz 5:41

Shericka Jefferson 7:20

Terri Anschutz 7:30

Shericka Jefferson 8:17

Terri Anschutz 8:24

Shericka Jefferson 8:36

Shericka Jefferson 9:08

Terri Anschutz 9:14

Shericka Jefferson 9:42

Terri Anschutz 9:42

Shericka Jefferson 9:52

Terri Anschutz 9:56

Shericka Jefferson 10:41

Terri Anschutz 10:55

Shericka Jefferson 10:58

Terri Anschutz 11:03

Shericka Jefferson 11:04

Terri Anschutz 11:11

Terri Anschutz 11:23

Shericka Jefferson 11:45

Terri Anschutz 11:46

Shericka Jefferson 12:08

Terri Anschutz 12:10

Terri Anschutz 12:45

Shericka Jefferson 12:47

Terri Anschutz 12:55

Shericka Jefferson 12:55

Terri Anschutz 13:02

Shericka Jefferson 14:45

Terri Anschutz 14:45

Shericka Jefferson 15:04

Terri Anschutz 15:07

Shericka Jefferson 15:08

Terri Anschutz 15:17

Shericka Jefferson 15:53

Terri Anschutz 16:01

Shericka Jefferson 16:31

Terri Anschutz 16:39