Friday, February 1, 2013

Spotlight: Entrepreneurship: Fun Parent-Tot Lessons

The MileStar Babies Logo Dog

I recently spoke with Chelsea Duggan, Director of MileStar Babies.  MileStar subscribers receive a lesson in their inbox each day tailored to their child's age and development.  Chelsea came up with the idea as an educator frustrated by the lack of an organized resource online that would give families a fun way to share learning experiences with their kids in short daily bursts suitable for the attention span of a newborn-to-three-year-old.  

In speaking with Chelsea, I not only learned all about the development of MileStar (a play on the word "milestone" that, as parents, we hear all too often when it comes to our kids' development), but also about how she manages to get her work done efficiently as a working mom.  And boy, does she have some great expertise to share in this area.  

Read on to learn about how MileStar lessons incorporate cutting-edge research on multiple intelligences, how the British education system might differ from the States' in early childhood (from Chelsea's experience), and how Chelsea uses Timothy Ferris' "4 Hour Workweek" plan to get it all done.
Chelsea and her older son

ES: Hi Chelsea!  Let’s talk a little bit about MileStar Babies – I’d love to hear about how you decided to start it and what it’s like being an entrepreneur.

CD: Well, I’m an educator by background.  I had my first son back in 2008, and as he was getting bigger, I was trying to keep him interested and keep him developing.  The government kind of outlines all the things your kids should know by the time they go into school, and I definitely wanted him to go into his first school experience already knowing his alphabet. 

I think they have a huge confidence boost when that first school experience is a little bit of review, especially if you have a child who might be a little bit on the shy side and is unsure about being left somewhere without you.  I just wanted him to feel confident.  So we did little games and activities. 

We were in a couple different playgroups, and I would always ask my mom friends, “what do you do?”  There’s always this talk when they’re little babies about the milestones they reach – are they sitting up, are they crawling?  MileStar Babies is kind of a play on that – it’s more academic, are they reaching those “MileStars” – are they able to know their colors and shapes and alphabet?  And how can you get them really thinking about things and about the way the world works?

MileStar Babies is kind of a play on that –
 it’s more academic.  
Are they reaching those “MileStars” – 
are they able to know their colors 
and shapes and alphabet?  
And how can you get them really 
thinking about things 
and about the way the world works?

I realized when I was doing my own research to find activities that there’s a lot of free activities out there.  There’s a lot of information available.  The problem is, just like you said yourself, that you’re busy.  It’s hard to find time to go through a lot of the information that’s out there. 

And a lot of what I was finding, especially on some of the more educator-centric sites, were lesson plans, which from a parent’s perspective, if you don’t have a teaching background, can be a little confusing or overwhelming to get through. 

MileStar babies is the culmination of that – it’s about building creative and confident kids, and building learning memories so that when your kids look back on your childhood, they say to themselves, “Oh yeah, my mom and I used to do this and it was so much fun.”  And it’s a learning memory.

Currently my kids and I are having so much fun with this one: every night when it’s bathtime, we play “sink or float.”  We choose an item each day, and we sort of vet it to be sure it’s okay, and we throw it in the bath.  And we make a hypothesis – will it sink or will it float?  And we have a little chart on the wall that we keep, and we note, “Hey – these are similar – they both floated.”  Or, “These are different – one floated and one sank.” 

They make their opinion of what they think is going to happen and they throw it in.  Well you know, that’s scientific inquiry, and it’s so easy to do.  It didn’t take me any extra time in my day.  That’s why at MileStar babies, we’re looking to make it easy.  We’re not looking for burned out babies and “drill and kill” worksheets. 

We’re about making those moments where you can really connect, because I’m sure you’ve had this happen, where all of a sudden it’s dinnertime and you think, “Where did the day go?”  It was just so busy and so crazy, and we have to be careful that our days don’t all turn into that.

So we say, “Here’s this 15-minute thing you can do with your kid today to engage them and to have fun, and not have a pressure-filled situation.”  That’s really where MileStar Babies came about.

On the entrepreneur side of things, I had no idea what I was doing.  So I reached out to some friends who had started businesses and started conversations, and I started my research and put together a beta test.  And again with my education background, I understood how curriculum works and I built the curriculum, beta tested it, and got some good feedback. 

And through my connections, I built a good team to work with and we built the site and put it out there.  That’s been scary.  It’s been a big risk to say, is this something people really want? Will they use it?  And even if you have a really positive beta test, you kind of never know.

Then we officially launched in September 2012, and it probably took about a year building it prior to that – in terms of building the curriculum and the site and all that.  So far it’s going really well – we’ve had great feedback, people are really excited about it, and we’re just pushing forward, taking steps each day.

ES: What is your primary age target for kids?

CD: Right now, our system is for 0-3 year olds.  Once you hit that third birthday, you’re sort of cut off.  We’re planning to expand up to 6 years old and we’re hoping to have that launch before the Summer holidays.  We don’t have plans to go beyond 6 years of age for the reason that the curriculum diversifies too much for us to kind of customize it.  So we’re really trying to reach those pre-school age children.

ES: Do you literally have a lesson for every day, if someone wanted it, from the day a child is born up through age 3?

CD: We do, but the lessons are 5 days/week, so we don’t have lessons for Saturday and Sunday.  The great part about it, especially with our pricing, is that if you go somewhere like a Gymboree or somewhere you take your child to for classes, what you pay for a term there would get you a full year of our service.  And it’s something to do every day.  So I think we’ve really been able to make it cost-effective for parents. 

ES: Are the lessons available to parents on the computer, or their phones, or what?

CD: The way it works is when you sign up, the lessons are emailed to you each day.  And it looks sort of similar to a newsletter.  So you have a one-page letter saying, “Here’s what you do.”  And, “Here’s what you need to get ready, here’s a good time of day to do it, and here’s what you do.”

We sort of understand that not every child will like every lesson, but you also might get a lesson that your kid loves.  So we have extensions that say, “Hey, if your kid loved this activity, here’s a way to take it a step further.”  So your 15 minutes may turn into a half hour, or it may carry over to another day.  But it’s up to the parents to see what your kid enjoys and if they want to take it further or not.  It depends on your situation.

ES: It sounds really fun.

CD: I think when the kids get to that toddler age, it’s so hard to come up with new things to do all the time.  And I’m not super-crafty – I get a little bit overwhelmed with all the parts and pieces.  So there are different types of lessons.  There are certainly craft lessons in there, and there’s a lot of singing and dancing and just playing.

The great thing about it 
is that the lessons are all built 
to use what you have at home...
If your child really likes cars, 
you can substitute cars in.  
If they like dolls, use dolls.

The great thing about it is that the lessons are all built to use what you have at home.  They’re built so that you can use what you already have.  If your child really likes cars, you can substitute cars in.  If they like dolls, you can use dolls.  It’s really easy to use things you have and not have the stress of “I have to pick up this or that, or I have to glue this here…”  It’s easy ideas.

ES: Do you diversify, like “Mondays are science”, or how do you schedule the different types of lessons?

CD: Good question.  The lessons are built on a multiple intelligence theory structure, and we have to thank Dr. Howard Gardner for that.  Multiple intelligences says that people learn in different ways. 

You might have a very kinesthetic learner, somebody who learns by being very active.  Or you might have a linguistic learner, someone who learns through speaking about it and talking about it.  Or you might have a logical learner, somebody who thinks things through mathematically.  Or a musical learner, somebody who    understands music, songs…  There’s a reason why the alphabet song is so popular – kids really can understand and relate to that.

So really what we’ve tried to do is we’ve taken the content that we feel kids should know by the time they’re school age and developmentally ready to do it, and we’ve approached it so that we’re teaching that content in all of the different multiple intelligences ways. 

What that means is that if you were to do our whole program, you would start to see patterns of how your child learns.  I think what’s really awesome about that is that then when your child is school age, once they start to get into that 8-10 year old stuff, you might start to see that they might start to struggle in a certain area.

If you know your child is a really musical learner and they’re struggling with some science content in school, you as the parent know that you need to present that to them in a musical way.  So you might get together and make up a little song to remember the science information they need to know.  And so then, they’re going to have this confidence because they had success and solved this problem.  They learned it in a way that’s familiar to them.

If you know your child is a really 
musical learner and they’re 
struggling with some science content in school, 
you as the parent know that you need to 
present that to them in a musical way...  
Then, they’re going to have this confidence 
because they had success and solved this problem.  
They learned it in a way that’s familiar to them.

ES: That is so interesting.  I mentioned that my husband is starting this school, and it is focusing on multiple intelligences, but it’s interesting to hear specific examples of how it could apply to different kids.

CD: I remember in high school, going in to see my math teacher every day and saying, “I don’t understand.”  And every day he would look at me and say, “I don’t understand why you don’t get this.”

And it was so devastating to me because I felt so stupid.  And it wasn’t my problem; it was his problem because he could not explain it any other way.  He could only explain it one way, and if I didn’t understand it that way, it was my problem.

But that isn’t really what education is about.  Education is about reaching everyone, and everyone is different.  Everyone has different ways of learning.

I think another benefit of doing multiple intelligences with children is this: I don’t know if you’ve been to any of these parent-child classes, but there’s always that kid who’s racing around…

ES: That’s my kid!  Running in circles.

CD: Those kids who are super-active need active activities, but they also need opportunities for those quieter activities.  Because the thing is, when they’re school age, they’re going to be expected to sit and do circle time.  And if they’re always racing around, it not only affects their education but also all the other kids’.

I think what’s great about this is that, hey, it’s only 15 minutes.  So you’re able to control them and say, “Let’s focus on this and do this short activity together.”

Dr. Gardner is working at Harvard and there’s some really great research coming out right now, but it’s talking about how kids really need those focused periods of time, especially in this 0-3 year age range.  It’s critical because that’s when their brain architecture is forming.  So it talks about how if they get these great experiences, it helps them reach their genetic potential.

It’s great to think about, especially compared to when we grew up and we were kind of in a playpen, ignored for a lot of the day.  It’s exciting to see the research unfolding.

ES: I guess for people who grew up thirty or so years ago, when we did, if you excelled in the conventional academic environment, you know, fine.  But for people who kind of fell through the cracks and didn’t get the attention they needed, maybe it wasn’t recognized that they could have learned better in a different way.  Those kids are the ones who could have really benefitted from this new research about multiple intelligences.

CD: Also now, it’s so common for both parents to be working and people are super-busy.  And if you consider the dad’s working all day, they might only see their kid for 20-30 minutes a day.  So they can say, “We’ve only got this short time together.  Let’s make it really count.”  Let’s do something fun, let’s do something educational.

And if you consider the dad’s 
working all day, they might only see 
their kid for 20-30 minutes a day.  
So they can say, 
“We’ve only got this short time together.
Let’s make it really count.” 

And like I said, we focus on creating those learning memories where the kid can say, “Remember when daddy and I did this together,” and it can really make a difference to them as far as what they remember.

ES: I think when you do something worthwhile, it stands out in their memories and they may mention it later, multiple times.  And then talking about it reinforces that learning too.

CD: Sure, and like I said, it’s really meant to be fun.  For example, you have this toddler at home, and you probably have a sorting toy with different shapes or colors.  But if your kid’s active, they may be tired of something like that quickly. 

A game we do a lot with my youngest is we put a piece of colored paper on the floor, and we go on a treasure hunt.  We try to find as many things that are red as we can and put them on the piece of paper.  So it’s active, he’s having fun, and it’s reinforcing his color understanding.  He’s active and running around but he’s also learning to sort and be critical. 

ES: How did you go about developing this volume of lessons for the kids?  It sounds like such an overwhelming number.

CD: You know, a lot of them were things I was doing with my first son every day.  I went through education research, what should they know, what should they be able to do.  And I just figured that kind of thing out and made sure it kind of went into the timeline of their age chronologically.  Again, there are a lot of great resources on the internet – there are lots of things online you can find to do, so some of it was going through that information and changing it to fit our needs so that you didn’t have to have specific things or toys to do it.

It’s not necessarily rocket science, all the lessons.  There’s baking lessons – here’s how to do some measuring and cooking together and here’s an easy way to do it.  I won’t say that’s necessarily the pinnacle of our lessons, but it was taking activities like that and making them our own.  And then really taking steps to make it creative and fun.

I have a music background as well, so there are a lot of original songs we put in there, and again, it was stuff we were doing with our kids when they were little.  I don’t know if you ever have this problem, but I was shocked when I saw on Facebook how many friends were posting that they took their kids to the dentist and they had to have their teeth pulled because they weren’t brushing their teeth, and the parent has really struggled to get them to brush their teeth.

We have a song that we’ve always sung when our kids brush their teeth.

ES: We don’t always sing the same song, but we also discovered that if we sing a song while we brush, he’s totally distracted. 

CD: There are things in there like that, that take advantage of the time you’re already spending together.

But otherwise, I did build all the lessons and it’s pretty cool because when you receive a lesson, as a parent, you can click at the bottom on whether you liked it or didn’t like it.  So we constantly go in and change lessons and update them and make sure that our content is the best that it can be.  And that’s certainly something as an entrepreneur that can be tricky.  I have an end vision in mind, and this was what I could get out there to just begin and to try it.  But I’m constantly working to build and to upgrade and make the lessons the best you could have.

There’s sort of this curtain with education, where you go in and have your parent-teacher conference and the teacher tells you how your kid is doing, but the truth of the matter is, you know your kid better than any teacher ever will.  And I think you have to invest the time and know where to go, because there’s nothing worse than getting to the point where your kid has a problem.  I think you have to be proactive and instill that sense of confidence in your kid, because if they’re confident, then school is so much easier than when they’re feeling unsure.

I think you have to be proactive 
and instill that sense of confidence 
in your kid, because if they’re confident,
then school is so much easier 
than when they’re feeling unsure.

ES: You mentioned some government guidelines about what kids should know before starting school.  I didn’t know about that.  What are some of them?

CD: Sure – basically Washington puts out a set of core standards, and they have all their doctoral educators put that together.  And then that gets diversified to each state.  If you google “Illinois State Learning Standards”, it will come up and you can go through each subject area.

So, generally, English Writing and Mathematical are sort of what they consider the core standards, and then they’ll have fine arts and Science and Social Studies, and sometimes they’re getting into secondary languages.  And basically that outlines everything your kid should know and understand: what should your kid know and understand by a certain point.  For example, by Kindergarten.

That list talks about what they should know by the end of Kindergarten.  That list also talks about “early standards”, what your child should know before starting Kindergarten.  But all kids are very different.  That’s why I like working with this multiple intelligences theory.  Because your kid may crawl at 6 months old.  It may take mine until 8 months. 

The truth of the matter is whether or not they get the actual content isn’t as important as the experience.  I think eventually they do get the content, and that’s why we work in this structure, because the content shows up again and again in different and new ways for them to try it out.

So that’s where you can find all the learning standards.  I will say, surprisingly, I was living in London up until the end of August of this year.  And I used an international standard of learning, not just the United States state standards.  So I went through all of the US State standards for early childhood, but I also went through the European standard to be sure that we were on par with where you would be worldwide.  Because we do have a site in the UK as well.

It’s been great because you’re not only learning to just do what’s required here, but eventually you want to be competitive in a worldwide market.  Although I don’t necessarily believe that if you don’t do this, your six year old will not be able to get a job in Europe eventually.  But I think it’s more or less just making sure that you’re on the same page in terms of what everyone’s trying to reach.

ES: Did you find differences in terms of what European kids would be required to know before school and what Americans would be?

CD: The difference is interesting, and I found it less in the research, but more with my son’s experience.  He started at age three, and he went three hours a day, five days a week in a very traditional British school.  Now that we’ve moved back to the US, and due to his birthday he’s essentially the baby in his class here but we wanted him in that class because it would be a continuation of where he was over there.  In his current school here in the US, he’s doing all of the information he did last year in the British school, but a year later.  So they definitely push the academics earlier there. 

I’ve noticed that here, people are much more into part-time, they don’t want kids to go every day, whereas they go five days a week right from the start and that’s pretty typical.  I found it to be more academic than it is here.  I can’t speak for everyone.

Also, my school is still too young for the public schools here, and he was also not in a public school in England, so it’s somewhat subjective due to the schools we’ve enrolled him in.

I think that also, once you get to that three- to six-year old age, they push writing much sooner than we do here. 

And the school my son was at was very very focused on puzzles, that the kids were able to do puzzles.  Part of that, especially in London, is that the schools have very strict and difficult entry requirements.  The kids that were good at puzzles were good at critical thinking. 

If your child understands how to build 
one type of puzzle, 
they’re much more likely to understand 
how to build another type of puzzle.  

And basically, their point was that it transfers.  If your child understands how to build one type of puzzle, they’re much more likely to understand how to build another type of puzzle.  So it would help for those entrance exams.

When you’ve got these toddlers running around, you’ve got so many toys and so much going on that it’s hard to remember sometimes to pull out the puzzles or a certain toy and look at it in a new way.

That’s why I’m going to say, a lot of our lessons are not necessarily the pinnacle lesson, but they may use things you already have, and you can think about them in a new way.

ES: We definitely have a lot of puzzles, and it’s always been fascinating and even a little mind-boggling to me the number of ways there are to do them wrong.  As an adult, I couldn’t even come up with half the ways he does to put a piece in the wrong direction, wrong spot altogether, wrong side, or whatever.  Our brains process these simple puzzles so quickly that we can’t even consciously process what’s going on.

Especially with the shape sorters.  You see the circle, or cylinder, and you automatically know where it would go.  But when you see a kid go at it, you realize, “I had to learn this thing” sometime and there were lots of elements that came together to help me figure out what goes where.

Or with a flat puzzle, I’ve tried again and again to convey the concept of a straight side going on the edge, or a piece with two straight sides being a corner, but that definitely has not sunken in.

It’s amazing how much there is to learn about everything, and a puzzle is just one small example. 

CD: With this brain research that’s coming out of Harvard, it’s astounding what they’re seeing in these 0-3 year olds and how their brains are developing and building, and how much they take in.

That’s again why our lessons are really good, because we’re reminding parents how to play.  You sit down and because you’re thinking of something with such an advanced and developed mind, you just can’t remember what it’s like to sort of think of something with no boundaries. 

ES: That’s the beauty of the way that they think, but also what makes it so infuriating.  You can see the way the puzzle goes together, and obviously it’s not a challenge for an adult, so you want to jump in there but you know it’s better to let them figure it out on their own.

You forget how much information they’re processing, and I guess that’s a big part of what makes being a parent so fun – getting to relive that to some extent.

So to shift gears a little bit, to your experience as a business person, what is your day like?  What do you spend your time doing now that a lot of your lesson plans have been developed?

CD: I’m a big believer in “The 4-Hour Work Week”, if you’ve ever heard of that book by Timothy Ferris.  And no, I don’t stick to it 100%, but there were certain things in my life that I had to automate that made my life so much easier.  For example, laundry is tricky.  It’s easy, so you feel like you accomplished something in the day if it gets done.  But you didn’t actually accomplish anything – at least I don’t necessarily see it that way.  But now I only do laundry one day a week.  And if it doesn’t all get done, it has to wait for the next week. 

I don’t know about you, but we have way too many clothes anyway.  So we just do it once a week.  And that kind of automation has really helped me become successful as a businessperson.

I will say that each of my days is a little bit different.  We have our morning, we make breakfast.  We’ve recently been doing a little bit of yoga in the morning, which has been fun with our two boys.  And then we’ve got our school run.  And I’ve got the younger one with me and a couple mornings a week,           we go do a little activity, and then he goes for his nap which is around two hours. 

I’ve really worked hard to sort of get the email and the Facebook and the Twitter out of my life in the sense that I really work to try to check it only twice a day.  The 4-Hour Workweek sets it up as, “Check it at 12 and 4.” 

So, once my son is down for his nap, I have this two hour block, and I try to focus on working for those two hours, and not checking Facebook or whatever, but getting kind of core content work done. 

On Sunday nights, I’ve got my little planner 
for the week, and I choose one 
critical task and maybe one 
sort of secondary critical task 
so that I’ve got two for each day 
of the week.  
So then I know, this is what I’ve got 
to accomplish on these days of the week.

On Sunday nights, I’ve got my little planner for the week, and I choose one critical task and maybe one sort of secondary critical task so that I’ve got two for each day of the week.  So then I know, this is what I’ve got to accomplish on these days of the week.

For example, yesterday, I had a content revision, so I had a group of lessons I knew I needed to revise and I knew I had to get through them in that two hour time period.  Or I might have a day where I say, “Okay, I’m blogging for the MarketMommy.  I’ve got to get the blog done, and I’ve got two hours.”  So I’ve got to get that done and edit and email it.

I’ll give myself later in the day a 20 minute time to respond to emails and things, but I try to automate that as much as possible.

Because once my son is up, I’ve got to make lunch, and then go pick up the other one, and then we have our afternoon together and at that point, the kids are testing a lot of the lessons.  I try to have something for each day as we’re trialing and building out that 3-6 content.  So my son, who’s now 4, is testing a lot of that content and we see how it goes. 

Then before you know it, we have dinner and bedtime and I do believe in putting them to bed early, and once they’re in bed at night, if I needed more time on email or whatever, there’s time for that.  Otherwise I go back to my tasks and whatever I didn’t accomplish.

I definitely find that by saying, “I’ve got to get these two things done today,” 99% of the time I’m successful at getting those two things done.  Which is awesome, because then you can move on to the next thing.  If you can focus on exactly what it is you need to get done, it’s really helpful.

ES: This is so instructive and inspirational!  It makes it sound so doable.

CD: Yeah, thanks.  It is.  But I think your original question was actually about what I’m working on now.  We’re always working on content revision.  We’re working on building out that 3-6 year old curriculum, which we’re planning to launch in the summer.  We are going to our first trade show at the end of February and we’re planning to launch our first book alongside with that trade show.

So right now, you’ve probably seen our little logo dog.  He’s a character in our book.  We’re having three additional characters designed, and those should be finished by the end of this week.  Then they will go towards illustrating the book that’s been written.  Fingers crossed, I can have it all pulled together to sell as sort of our trial into that market at this trade show at the end of February.  So that’s kind of what we’re working on.  It sounds simple but it’s actually a lot of work!

ES: I don’t think it sounds simple!  It sounds like a ton of work!

CD: Especially the building curriculum.  And I’m also a member of the Chicago Womens Entrepreneur network, and we’re working on getting a panel of women together to do some talks throughout the area, so I have some of those things.  I also have a couple of speaking engagements at this trade show, so I’ve been working on those.  It’s all part of the juggle.

ES: Gosh, you really sound productive.  It’s really putting me to shame.  If I get a list written on a piece of paper and a load of laundry folded, I feel good.

CD: You know, I think it’s actually harder when you only have one child.  Once you have two, you’ve just got to get it done.  I need to be fiercely organized.  I actually write two to-do lists, my business list and my home list. 

Because there are always notes coming home from school: they need a shoebox, they need to bring in a Ziploc bag, they need sugar cubes.  There’s always something to bring in.  I really try hard to deal with things as soon as they come in.  If he brings home a permission slip or a book order from school, I turn around and do it right away.  I keep that family to-do list separate from my work to-do list.

For me, it’s always, “can I get my two things done today?”  For some people, it might be one thing.  But I think the hardest thing is, if you don’t know what you need to do that day, then you go to that list and you don’t know where to start. 

ES: I know, then you’re sort of flailing and nothing gets done.  I also find that making the tasks on the list extremely specific, so you get that sense of accomplishment with each one and you also don’t lose track of where you are in your task, is really helpful. 

Because if a task is too vague, it may involve multiple steps, and it’s not clear a few days later what step you’re on.  You may have left a message for someone and hit a wall waiting for their call back, so you can’t check off the task but you feel lame because it looks like you haven’t done anything if nothing’s checked off.  Then a few days later, you’re like, “wait, what else did I need to do about that?”

It’s all about “divide and conquer” for me.

CD: And I’ve definitely found that as I’ve gotten more specific about what needs to get done, I’ve gotten a better feel for what I can really get done in the time I have.

ES: Right – because if you know you’re giving yourself two tasks to do, you need to be smart about setting yourself up for success and not failure. 

Also, what you were saying about having one kid versus two or more reminded me of the old adage, “If you want something to get done, give it to a busy person.”  When we’re under pressure, we figure out a way to make things happen.  Most of us tend to procrastinate when we have too much time.  I know I do.

Sometimes setting what seems like an absurdly simple goal, like, “I’m going to do one thing today for my business, or I’m going to make one phone call today for my business” is enough to get moving.  It makes the whole thing less overwhelming. 

It’s like saying, “Today I’m going to work out for ten minutes.”  Of course once you get started, you’re going to do more, but you need to set that low hurdle to fool yourself into getting started.

You don’t have to always 
fix the whole thing or solve the whole thing, 
or have that final vision perfected.  
It’s taking one step to move 
the whole thing forward. 

CD: Exactly, it’s taking that one step.  You don’t have to always fix the whole thing or solve the whole thing, or have that final vision perfected.  It’s taking one step to move the whole thing forward.  And that may be reaching out to one person and the information you get there can take you to the next step.

ES: Chelsea, thanks again so much for speaking with us.  I love the direction this has gone and I can’t wait to enroll in MileStar Babies for my own family.

CD: Thanks again Erica, and take care.

1 comment: