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Is it time to Rethink High School Instructional Minutes?

“Your life is purchased by where you spend your attention.”

James Clear
Is it time to Rethink High School Instructional Minutes?

Is it time to rethink high school instructional minutes?

We are approaching two years of pandemic life.  In many career fields, we have not only encountered countless new challenges, but also found existing challenges were  amplified – and sometimes exacerbated.   

Restaurant servers and grocery clerks tired of continued lack of respect have walked away from those jobs, leaving many locations under-staffed (often to the confusion and dismay of the mask-adverse customers who they have left in their wake).  

Health care workers in all types of jobs have buckled under the strain of trying to do their jobs without losing patience pleading with the unvaccinated.  There are growing shortages in that field as well.  

Pilots and flight attendants, retail staff and tech workers, across the spectrum of employment, many have chosen to reconsider their options – and at the root of much of this “Great Resignation” – is a search for respect.  

Educators are no different.  Our ride through pandemic life has had glimmers of hope – moments when we thought that the American public would “get it.” 

Get that what your kid sees at school is just the tip of the iceberg. 

That the hours printed on our contract are merely the hours for which we are paid, not the hours we actually work. 

That our salaries, when stretched across the months of vacation time, are not as comparable to those in other professions that require extra preparation, additional degrees and/or certificates, not to mention intense, um, “on-the-job” training with an expectant audience: the nation’s youth.  

64,800. 

That is the number of high school school instructional minutes required in an academic year in the state of California (in 4-8th grades, 54,000, in 1-3rd grades, 50,400, and in kindergarten, 36,000).  

In what other career is your worth, your ability to do your job, pinned to a finite number of minutes to do so?  And, when faced with an untenable amount of tasks to complete within those minutes, the uniform response our system provides is “self-care.”  

“Think about what you want today and you’ll spend your time.

Think about what you want in 5 years and you’ll invest your time.”

James Clear

And when, as a learner, has your ability to learn something been limited to the minutes at hand?  Did you learn how to snowboard or kite-surf or use a trapeze in a single hour-long lesson? Or did you stay longer on the mountain or in the water or in the gym, practicing?  

Maybe you had an hour to learn a short song on the piano or guitar, but, having read music since childhood, it took you just 17 minutes.  Did you stare at the ceiling for the remainder of the hour? Did you learn a new recipe? Or did you spend 42 minutes trying it and then stop midway, because time was up?  Or did you go back to that recipe so you had something to eat for dinner?

Two years of pandemic life and we are lamenting the challenges our students face – challenges that are then borne by our educators, who, like many others, are contemplating retirement or resignation.  Unless the nation is ready to consider widespread education at home (because that went so well in the spring of 2020!), then the time has come to reconsider instructional minutes – especially in high school.

We are supposed to be creating a ramp to adulthood, but rather than scaffolding experiences and opportunities for teens to plan their time – and celebrate or suffer from the consequences – we schedule every minute of their lives – and not just high school instructional minutes – beginning with pre-natal yoga and continuing through their graduation party.  

We all need time to process; we are over-programmed, overtired, and over-committed.  And no longer can there be an expectation that time is carved out from our private lives.  Between long commutes, the return of extracurriculars (that we both coach, and have our own kids participate in), and supporting our own kids and families with their education from our overwhelmed colleagues, there are very few hours left after the school day to manipulate. 

Instead, we must shed this archaic vision of instruction only occurring in designated minutes and re-envision our school days and years in a way that supports our students – and staff – in what we say we want for them.  

What if every Wednesday (or another day) students could choose a block of time for homework help, one for a pick-up game of Ultimate Frisbee or a run, and a third for time to volunteer, meet with a mental health support team member or chip away on college applications?  What if we could truly reenvison high school instructional minutes?  

Intellectual Growth:  

Of course, academic learning is a cornerstone of the American education system, as it should be.  But our family’s eighteen months of crisis, distance and hybrid learning (across elementary, middle and high school, and special education, general education, and Advanced Placement curriculum), made it clear that less can be more.  

And in The Smartest Kids in the World, Amanda Ripley highlights the Finnish education  system that routinely achieves more learning with less time in school.   (And speaking of things Scandinavian societies get right – American adults could take a page from their vacation mindset – actually take one, and actually don’t work during that time and you will likely end up being MORE productive when you return!)

Our non-verbal autistic son met his IEP goals in the spring of 2020  in three 30-minute Zooms per day.  And what of the rest of his time?  Enough sensory input via water, swings and trampolines to allow him to focus on – and learn during – those video sessions.  

Our neurotypical son loved completing middle school online – for him, he had spent the end of many class periods bored, plowing through at least one “free reading” book a week, often more.  And my husband hit all the requirements of the College Board’s rigorous AP Chemistry curriculum, even though the high school distance learning schedule cut weekly minutes from nearly 250 to just 140.  

And while I watched some of my hundreds of students falter as we all became untethered from the anchor that is a physical school building, I also watched many of them learn to survive, and even thrive, in our new world of distance learning, outdoor community service, singular extracurricular activities (only one pod per person – no more overcommitment!), and porch-dropping everything from canned food to science kits to help other families.

Need more reasons why less is more here?  Less time in class means more time for students to extend their learning outside the classroom, in real, authentic ways and/or get extra help in areas where they need it – during the office hours and asynchronous days of many distance and hybrid schedules.  (And true, outside-of-class homework can create huge equity issues for students who lack the time, space and support to do that work – folding that time into the school day can address that issue).  

Physical Activity:

As a generation, our youth spend way too much time sitting, often in front of screens, and way too little time moving their bodies.  And high school instructional minutes typically only include physical education classes for ninth graders, and sometimes tenth graders. School sports, whether intramural or interscholastic, do not count as high school instructional minutes.

To make time for school-sponsored sports, it takes a high level of commitment, and often involves traveling to schools across the district or county, not to mention the grade requirement for most leagues.  School sports also do not include many worthwhile lifetime physical activities, such as pilates, kayaking, hiking, or pickleball.  Less time in classes means more time for students (and staff!) to move during daylight hours.  

Is it time to Rethink High School Instructional Minutes?

Emotional Wellness:

Increased physical activity has been shown to support overall social-emotional wellness – as has sufficient sleep, and thoughtful nutritional habits.  A de-emphasis on high school instructional minutes can help in these areas as well.  Shortening the academic day for older students (while allowing them time to complete “homework” during school hours, can allow them to actually go to sleep at a reasonable hour. 

The policy strategy of imposing later start times on schools has helped somewhat, but many students report that they are simply staying up even later than they would have without the later start time.  

Imagine an afternoon where a student could finish school, participate in a sport or other activity, AND be home to eat with other family members at a reasonable time.  Then, instead of slogging through hours of homework, the student could read stories to younger siblings, workout with a parent, or have a family game night or movie night- even on a Tuesday.  

Mental Health:

And with an increase in emotional wellness comes a decrease in mental health crises.  Of course, that is not to say that students will no longer have acute needs that need to be addressed with individual therapy.  But our current system of high school instructional minutes rarely makes this easy. 

Most students must miss a class on a regular basis in order to meet with school-based mental health professionals.  So in order to get support in managing their anxiety and overwhelm, they must choose to miss an academic class and therefore risk feeling even further behind.  More flexible, at-school time means students can attend class AND access necessary mental health supports.

Time Management:

We have created a perpetual sense of what Tom Hodgkinson calls “time famine” in our school system.  (Dr. Laurie Santos discusses the contrast with “time affluence” on her Happiness Lab podcast here.) For students, there is never enough time for what they want to do – connect with peers and staff, dig in with topics that interest them, or to get things done before the due date.  

Each year, we graduate millions of high school seniors and send them out into the world and then lament that they cannot show up to work on time, or plan for something a few weeks out.  Yet we have scheduled every minute of their academic (and, often, extracurricular) time for more than thirteen years.  How can we expect students to gain time management skills without providing them (supported) situations to practice?  

Staff, too, are in a constant state of time famine.  At the primary level, there are planning periods; at the secondary level, they are called preparation periods.  Either way, they are not enough.  

If teaching a lesson was like cooking, a planning or preparation period would be akin to the time and act of planning the recipe, and writing your shopping list.  With the recipe, you would still need to shop for ingredients and prepare them, so that you could actually cook them during your class period. 

And what about the dishes, um, I mean grading?  Let alone the time it takes to realize that one of your eggs is bad or you need an extra half a cup of flour, and then to troubleshoot that.  The lesson itself is the proverbial tip of the iceberg.  It’s time for our system to create time for educators to plan, prepare, troubleshoot, and evaluate the lessons – at school – not as some sort of implicit teacher homework assignment.  

Social Connections:  

“Nobody cares how much you know until they know how much you care.”  This quote is often attributed to President Theadore Roosevelt.  But regardless of who said it, the sentiment is one that few can argue with.  Especially our kids.  Any educator who is trying to “phone it in” (never mind how utterly inappropriate that analogy is to our work) will be called out on that by their students.  

It is our students who gravitate toward the staff who see them for who they are.  It is our students who connect with those who teach people and not just math or history.  It is our students who plant themselves in the classrooms and offices of educators who ask about their families, their pets and their lives – and actually listen to the answers.  And a de-emphasis on instructional minutes allows for students to forge these positive relationships not only with staff but with peers.  

And, importantly, for educators to foster stronger ties among themselves.  For it is those connections that often serve our students in indirect ways that can be so impactful.  The conversation in line at the copy machine reveals that the student struggling in 3rd period is actually the secretary’s goddaughter. 

The exchange in front of the staff mailboxes elicits the important fact that a particularly outspoken student in 6th period is a budding DJ who played at your son’s Bar Mitzvah – so there may be ways to channel that unconventional leadership into your next project.  And the moment when you actually sit down to lunch with colleagues- a revelation in itself – you learn that your friend regularly crosses paths at the boxing gym with a student with recently divorced parents, where she has a structured environment to let off some steam.  

Educators and students alike, we are in need of sleep and rest, community and communication, and more opportunities to collectively nourish both our stomachs and our souls.  What if school regularly included shared staff meals?  What if school schedules allowed for relationships to be prioritized over regimentation?  And what if instead of a sense of time famine, we could create a sense of time affluence – one in which both educators and students approached each school day as an opportunity to explore and grow, and not as an obstacle to overcome?  Isn’t it time to ask for more? Isn’t it time to rethink high school instructional minutes?

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Educator Wellness: 6 Protective Factors

Every Student: Engagement and Instruction

Between Brunch and Happy Hour

If you had to choose any two meals to eat for the rest of your life, what would they be?

Between Brunch and Happy HourBetween Brunch and Happy Hour

For me, it’s brunch and happy hour.

Several years ago, I began intermittent fasting.  It was suggested by my doctor and it seemed manageable to try.  After a bit of an adjustment period, I was hooked.  I felt better, slept better, and even lost some weight.  And for the first time in my life, I would eat until I was full, and then no more. 

The other beauty of intermittent fasting is that you can choose a time frame of eight to ten hours of eating that works for you.  While my doctor said she typically ate from noon to 8 pm, I am much more of an early bird and settled on about 9 am to 6 pm daily (another friend chose much earlier hours – from 7 am to 3 pm; it is truly flexible).  

The best part of the hours that work for me, is that they include two of my favorite ways to eat – and to celebrate most any occasion: brunch and happy hour. 

Flexibility – Any time

Both brunch and happy hour have a lot of flexibility as far as time.  Brunch can begin as early as 9 and end as late as 2 (though that’s a bit late for me to have my first bite!).  Happy hour in educator-friendly locations begins at 3 – or even 2, and can go as late as 7pm.  

Food – Anything goes

There is also flexibility with the food.  Brunch staples can veer toward the sweet – waffles, pancakes, Duch babies – or the savory – omelettes, Benedicts, or old-school carving stations.  

Happy hour can mean tapas-style bites, or shared platters of nachos or tater-tots.  Precious canapes or peel-and-eat shrimp.  And sweets layered in shot glasses, or shared (in non-pandemic times) with several spoons scooping at a giant brownie or bread pudding.  

Between Brunch and Happy Hour

Festive – Any theme

Brunch can be a hands-on, build-your-own waffle bar.  It can be a champagne-filled bridal shower or engagement party, or a mocktail-filled baby shower or gender reveal party.  It can mark a milestone birthday, Mother’s Day, Easter or a just random Saturday.  

Happy hour can also be a kick-off to a weekend, a farewell to an officemate, or an in-between time to catch up with folks with different schedules.  Happy hours can also mark retirements, promotions, engagement announcements, or Taco Tuesday.  

Friends and family – Any one

Brunch can be a family affair- with kid-friendly French toast sticks or dollar-sized pancakes. It can also be a leisurely chance to catch up with out-of-town visitors or older relatives.  It can be mimosa-focused, or mocktails-only – or anything in between.  

Likewise happy hour is a low-stakes setting to introduce folks to each other, or to catch up with old friends.  Substantial charcuterie platters or grazing boards can make it into a kid-friendly meal.  

Fun- Any celebration

In short, there is almost no occasion in life that you can’t celebrate with one- or both – of these flexible, festive meals.  So grab a mimosa – or margarita – and get started!  

Need a festive treat to serve at your next brunch or happy hour?  Try these POG cupcakes – which work equally well for brunch and happy hour. 

You start with a tasty orange cupcake base.  Then use a Bismark tip to fill the cooled cupcakes with a tweak to my favorite lemon curd. And top with the fluffy guava cake frosting from the New York Times,

POG cupcake

POG cupcake (Passionfruit-Orange-Guava)

Inspired by combining orange cupcakes: https://www.sugarsaltmagic.com/dreamy-creamy-orange-cupcakes/, passionfruit curd: https://larasandora.com/easy-lemon-curd/, and guava frosting: https://cooking.nytimes.com/recipes/1020157-hawaiian-guava-cake to make a cupcake version of the popular tropical drink.
Print Recipe Pin Recipe
Course Dessert
Cuisine American, Hawaii-inspired

Equipment

  • Stand Mixer
  • Muffin tin/liners
  • Scoop
  • Bismark tip/pastry bag
  • offset spatula

Ingredients
  

For the Passionfruit Curd:

  • 1 recipe lemon curd, subbing orange zest for lemon zest and passionfruit juice for lemon juice https://larasandora.com/easy-lemon-curd/

For the Cupcakes:

  • 1 cup all purpose flour
  • ¼ cup cornstarch
  • 1 teaspoon baking powder
  • ¼ teaspoon salt
  • ½ cup unsalted butter melted
  • ¾ cup superfine sugar
  • ¼ cup whole milk room temperature
  • 2 large eggs room temperature
  • 2 tablespoons orange juice from about 1-2 oranges depending on size
  • Zest of 1/2 medium orange
  • 1 teaspoon vanilla extract

For the Frosting:

  • 1 cup heavy whipping cream
  • 8 ounces cream cheese at room temperature
  • ½ cup granulated sugar
  • Pinch of kosher salt
  • 3 drops of red food coloring optional
  • ½ cup guava concentrate or reduced guava juice

Instructions
 

For the Cupcakes:

  • Preheat oven to 350 degrees and line a muffin tin with paper liners.
  • Place the flour, corn flour, baking powder and salt in a bowl and whisk to mix well.
  • In a separate bowl, mix together the melted butter and sugar just to combine.
  • Add the milk, eggs, orange juice, zest and vanilla and whisk really well to combine.
  • Add the dry ingredients to the wet ingredients and stir through gently with a spatula until just combined.
  • Fill each cupcake cavity to about ⅔ full. Bake for around 20 minutes or until a toothpick inserted comes out with just a couple of crumbs on it. Transfer to a rack and allow to cool thoroughly.

For the Frosting:

  • In a stand mixer fitted with the whisk attachment, whip the cream on medium speed until frothy, 1 to 2 minutes. Gradually increase the speed to high and whip until it’s light and fluffy with stiff peaks, another 2 to 3 minutes. (Don’t overwhip!) Transfer the whipped cream to a bowl.
  • Replace the bowl on the stand mixer and fit the machine with the paddle attachment (there’s no need to clean the bowl). Place the cream cheese in the bowl and mix on medium until smooth, 2 to 3 minutes. Add the sugar and kosher salt and increase the speed to high. Beat until light and fluffy, 2 to 3 minutes.
  • Lower the speed to medium and add the food coloring (if using). Add the guava concentrate in four additions, mixing well after each addition, and scraping down the sides of the bowl with a rubber spatula after the second and the final additions. Increase the speed to high and beat until smooth and well incorporated, 1 to 2 minutes. Remove the bowl from stand and, using the spatula, gently fold in the whipped cream in three additions, incorporating completely after each addition.
  • To assemble, place the passionfruit curd in a pastry bag fitted with a Bismark tip (such as Wilton 230). Fill cooled cupcakes with passionfruit curd. Using an offset spatula, frost with guava frosting. Serve immediately, or keep chilled.
Keyword celebrations, sweet treats

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24 Quotes for Educators

There are seemingly endless quotes for educators – ones you can use as a journal prompt, or post on your wall, make the screensaver on your desktop, or repeat to yourself as a mantra of sorts as you come to school each day. Here are a few of my favorite quotes for educators.

24 Quotes for Educators

YOU come first. No, really – you do.

These quotes for educators focus on YOUR wellness – and putting your own oxygen mask on first.

  1. “Taking care of yourself is part of taking care of others.”

Jennifer Williamson

2. “Almost everything will work again if you unplug it for a few minutes, including you.”

Anne Lamott

3. “As you grow older, you will discover that you have two hands, one for helping yourself, the other for helping others.”

Maya Angelou

4. “Rest and self-care are so important. When you take time to replenish your spirit, it allows you to serve others from the overflow. You cannot serve from an empty vessel.”

Eleanor Brown

5. “I have come to believe that caring for myself is not self-indulgent. Caring for myself is an act of survival.”

Audre Lorde

6. “In dealing with those who are undergoing great suffering, if you feel “burnout” setting in, if you feel demoralized and exhausted, it is best, for the sake of everyone, to withdraw and restore yourself. The point is to have a long-term perspective.”

Dalai Lama

24 Quotes for Educators

Connecting with Kids

Connecting with kids is core to what we do – here are more educator quotes with that focus.

7. “Students don’t care how much you know until they know how much you care.” 

Anonymous

8. “Kids don’t learn from people they don’t like.“

Rita Pierson

9. “Beneath every behavior is a feeling. And beneath every feeling is a need. And when we meet that need rather than focus on behavior, we begin to deal with cause and not the symptom.“

Ashleigh Warner

10. “If a child can’t learn the way we teach, maybe we should teach the way they learn.” 

Ignacio ‘Nacho’ Estrada

11. “When you counsel someone, you should appear to be reminding him of something he had forgotten, not of the light he was unable to see.”

Baltasar Gracian

12. “If kids come to us from strong, healthy functioning families, it makes our job easier. If they do not come to us from strong, healthy, functioning families, it makes our job more important.”

Barbara Colorose

24 Quotes for Educators

Striving for Excellence – Personally and Professionally

As a breed, educators are a driven, ambitious, focused bunch. Here are some quotes for educators that reflect that commitment to excellence.

13. “[Tennis champion] Novak Djokovic said in an interview with the Financial Times that “I can carry on playing at this level because I like hitting the tennis ball.” The interviewer replied in surprise: “Are there really players who don’t like hitting the ball?” Djokovic answered, “Oh yes. There are people out there who don’t have the right motivation. You don’t need to talk to them. I can see it.”

If you can find the thing you do for its own sake, the compulsive piece of your process, and dial that up and up, beyond the imaginary ceiling for that activity you may be creating, my experience is the world comes to you for that thing and you massively outperform the others who don’t actually like hitting that particular ball. I think the rest of career advice is commentary on this essential truth.”

Graham Duncan

14. “You can increase your surface area for good luck by taking action. The forager who explores widely will find lots of useless terrain, but is also more likely to stumble across a bountiful berry patch than the person who stays home. Similarly, the person who works hard, pursues opportunity, and tries more things is more likely to stumble across a lucky break than the person who waits.”

James Clear

15. “There will never be a perfect time to do something that stretches you. That’s true whether you are starting a business, having a child, changing careers, or wrestling with any number of challenges. That’s not a license to be reckless and never think things through, but at some point you have to embrace the uncertainty because it is the only path forward. If you were ready for it, it wouldn’t be growth.”

James Clear

16. “Planning and preparation are useful until they become a form of procrastination.  Is this task enhancing my actions or substituting for them?”

James Clear

17. “Too often, we fall into an all-or-nothing cycle with our habits. The problem is not slipping up; the problem is thinking that if you can’t do something perfectly, then you shouldn’t do it at all.”

James Clear

18. “The list of mistakes you can never recover from is very short. But you likely realize your life will not be destroyed if your book doesn’t sell or if a potential date turns you down or if your startup goes bust. It’s not the failed outcome that paralyzes us. It’s the possibility of looking stupid, feeling humiliated, or dealing with embarrassment that prevents us from getting started at all.  The first step to being courageous is being willing to look foolish.”

James Clear

24 Quotes for Educators

Staying the Course

Education is a long game – there is rarely instant gratification, but there are surprising, lasting effects, sometimes decades letter. These quotes for educators will help you stay the course.

19. “Often when you think you’re at the end of something, you’re at the beginning of something else.”

Fred Rogers

20. “Education breeds confidence. Confidence breeds hope. Hope breeds peace.”

Confucius

21. “One looks back with appreciation to the brilliant teachers, but with gratitude to those who touched our human feelings. The curriculum is so much necessary raw material, but warmth is the vital element for the growing plant and for the soul of the child.”

Carl Jung

22. “Teaching is the one profession that creates all other professions.” 

Unknown

23. “If you are planning for a year, sow rice; if you are planning for a decade, plant trees; if you are planning for a lifetime, educate people.”

Chinese Proverb

24. “Improvements are only temporary until they become part of who you are.

-The goal is not to read a book, the goal is to become a reader.

-The goal is not to run a marathon, the goal is to become a runner.

-The goal is not to learn an instrument, the goal is to become a musician.

This year, focus on the identity you want to build.”

James Clear

24 Quotes for Educators

What are your favorite quotes for educators?

24 Quotes for Educators

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20 Questions: SEL Conversation Starters

SEL Conversation Starters

20 Questions: SEL Conversation Starters

References to SEL – or social emotional learning – are everywhere, it seems. As we emerge from the pandemic, there seems to be a general agreement that we – and our young people – need it. But just what is SEL? And what can it look like in your classroom or office?

Most states and education systems are adopting the CASEL framework to define SEL. CASEL is the Collaborative for Academic, Social and Emotional Learning and the name highlights something that is getting a bit obscured in our current landscape: you can’t have academic progress without social and emotional learning. If students don’t feel socially integrated and emotionally safe, then they are not primed for learning reading and math.

The five CASEL competencies include: self-awareness, self-management, social awareness, relationship skills and responsible decision-making. While you may not have time and space to practice all five competencies in every class, every day, it is likely that in the course of a typical week or month, your students will have the opportunity to practice all five. These SEL conversation starters can be a great way to include those competencies may not be as directly tied to your core content.

SEL can be included in your curriculum both formally and informally. Inspired by this list intended for adult audiences, here are some SEL conversation starters for your next community circle, journal prompt, or casual check-in.

Self-Awareness

1. If there was a movie made of your life, who would you want to direct it, and who would play you?

2. If you were a color, what would you be?

3. What was your favorite TV show or movie when you were younger?

4. What words do you hope people use when they are describing you?

Self-Management

5. What’s something you do that your 5-year-old self would probably find funny?

6. What are your pet peeves?

7. What food are you craving right now?

8. What song always puts you in a good mood?

Social Awareness

9. If aliens came to earth, what do you think they would find most interesting about you? About me? About humans? Why?

10. If you were invisible for two hours, what are some things you would do?

11. Who is the most famous person you have ever met or seen?

12. If money was no object, where would you live?

20 Questions: SEL Conversation Starters

Relationship Skills

13. If you could meet anyone in the world, dead or alive, who would it be?

14. What’s the best piece of advice your grandparent/older relative gave you?

15. What habit(s) do you have that you think annoy other people?

16. What celebrity or public figure would you want to be stuck on a desert island with?

Responsible Decision Making

17. If you could take only five movies to a desert island, what would they be?

18. If you were granted three wishes, what would they be and why?

19. If you had one day to spend as you please without any consequences, what would you do?

20. What is your biggest goal post-pandemic?

Have you tried these or other SEL conversation starters with your students? Message me on Instagram and let me know how it’s going.

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Dear Class of 2024: A Reminder about Reminders for College Applications

A Reminder about Reminders for College Applications

You could argue it’s a bit early to write this for you – reminders for college applications are more than a year away – but based on what your older friends and siblings are exhibiting, I think this is something to read now, and then read again a few more times to make sure it really sinks in. 

TL/DR: don’t send email reminders to staff about supporting documents. DO send them a thank you card and keep them updated on your college decisions.  

Reminders for College Applications

School staff spend a lot of time trying to reinforce that the college process is focused on you – but supporting documents and letters of recommendation is the one part that we own. And here’s why you should think twice before you send an email reminder to your trusted adult.

1. We got this

For most of us writing letters, this is not our first rodeo.  And just like you, your teachers and counselors and deans and coaches have different writing styles.  Some of us like to write in the morning, sipping coffee.  Others of us write late at night, curled up on the couch.  Some of us write in bits and pieces, a sentence here and there in between classes.  Others of us require total and complete silence – usually found off campus.  Some of us can’t handle writing more than one letter a day, others of us prefer to power through five or more in a day.  Regardless of the specifics, most of us have a working style that works – for us.  

And yes, there are always people who are writing their first ever letters this year, but here is some perspective.  Often these folks are closest to the college process themselves.  They are often new to the field and just navigated this process as a student.  Or sometimes they are coming from college admissions offices – where they had a front row seat, reading other people’s letters.  But even if neither of these applies, when people do something for the first time, then tend to put their all into it.  Your recommenders are very likely to do the same.  

2. The time we spend reading and replying to your email is less time to write

As you have just read, we all have different working styles.  Some of us have superstitions about writing only when our desk is tidied and polished to a shine.  Others of us require our inbox to be at zero to turn our full attention to crafting letters.  No matter what, the minute it takes to read, process and reply to your email is one less minute we have in our personal system to write what we need to write. 

For much of the fall, we are immersed in college recommendations – reminders for college applications are like reminding Santa Claus to load up the sleigh. Seeing such a reminder also doesn’t leave a positive impression about you to the recommender. Do you not trust us? Have you not read our reassuring messages? Do you not listen to instructions? See #4

3. Our college and university partners will always give US the benefit of the doubt.

Let me be clear on this – colleges will likely not have the latitude to do that for YOU, unless circumstances are very extenuating.  But though we work in different settings, we are colleagues.  Many of us have spent at least some time on “both sides of the desk.”  And if there is a technical issue, a computer glitch, a mistyped email address, or other snafu, rest assured that every admissions officer I have ever spoken with is actually also a real, live person themselves. 

If the student does everything right and the school has one misstep, the college will contact the school and resolve the issue.  And if the college does not have the humanity and decency to allow for an occasional, unintentional, unforeseeable human error, then maybe you should consider if that is a place you want to spend four-plus years and several thousands of dollars.  Send your application when it is checked for errors and completed. Don’t wait for school documents before applying.

A Reminder about Reminders for College Applications

4. No matter what the words in your message say, what we read is “I hope you are doing your job” – (which is not what you want in your recommenders’ minds as they write!)

Whether your message is a few words typed on your iPhone or a lengthy paragraph drafted on your laptop, we are all reading the same message “in between the lines.”  These seemingly innocent reminders for college applications all come across the same. And a variation of “I hope you are doing your job” or “just checking that you are actually writing this” is exactly the opposite of what you want in your recommenders’ minds as they actually write.  Instead, you want them to be reflecting on your contributions to class discussions, your ability to explain concepts to peers with ease, or your fascination with amphibians or croissant-making or genealogy.  

5. We got this.  

Yes, I’m repeating this.  Because for the past 12 years of your formal education, people like us have reminded you to study for the vocabulary quiz, to turn in your math homework, to complete the permission slip for the field trip, and to eat a healthy lunch so you don’t fall asleep in your afternoon classes.  And now, for approximately 8 weeks in the fall of your senior year, you are trying to turn the tables on that narrative, with these reminders for college applications.

We know this is YOUR senior year.  YOUR only application season (spoiler alert: it may not be – you might transfer, apply to study abroad, apply  to grad school, med school, law school…).  YOUR one chance.  We get it.  And because of that, we got this – we are going to write what we can to share with colleges who you are in the context of your school and community.  Please allow us the time and space to do so.  

Related Posts:

Dear Class of 2024: Where to Go to College

Dear Class of 2024: How to DIY your College Search Process

Every Student: Engagement and Instruction

More Color Street Canada FAQ – for Stylists and Potential Stylists

Color Street Canada FAQ: What questions do you have?

More Color Street Canada FAQ - for Stylists and Potential Stylists

Color Street Canada is here – and you may have more questions. You can find many answers here.

More questions? Plus de questions?

I have answers. J’ai des réponses.

Here are ten more Color Street Canada FAQ.

1. How will French-Canadian Stylists be supported?

During the enrollment process, Canadian Stylists will be able to choose their preferred language between English and French. The website, documents included in the Starter Kit (Road to Success booklets, Opportunity Brochure, Catalogs, etc), and other key support materials and tools will be available in French. We will also have a French-speaking Customer Service representative available. 

2. How will the different currencies affect rebates and commissions?

For all commissions, bonuses, incentives, and rank requirements, Color Street will use the currency-neutral Personal Volume (PV) value to determine qualifications. PV will be the same across the US and Canada.  Commissions will be calculated based on PV and then adjusted using the exchange rate to determine the dollar amount for payout.

(Please note that Color Street’s exchange rate for Canadian currency is subject to change.)

See below for an example. The purchase of one set of Tokyo Lights earns a Stylist 12 PV. PV is currency-neutral, so this PV amount is the same across the US and Canada. To calculate the base retail commission (25%), we would first calculate 25% of 12 PV, which is 3. This first step is the same for both countries. 

  • The exchange rate for USD is 1:1, so this equals a $3 USD commission payout for US Stylists. 
  • The Color Street exchange rate for Canadian dollars is 1:1.27, so this equals a $3.81 CAD commission payout (3 multiplied by 1.27) for Canadian Stylists. 

3. How will ranks, incentive awards, and bonuses be calculated?

Color Street will use the currency-neutral Personal Volume (PV) value to determine the qualifications for all rank requirements, awards, and bonuses such as Jump Start and Circle of Excellence. PV will be the same across the US and Canada. 

4. Will Stylists in Canada be paid using the Pay Portal? Will the Color Street debit card be available in Canada?

Stylists in Canada will be paid through the Pay Portal and will be able to transfer funds to a bank account or PayPal account. Color Street debit cards will not be available in Canada at launch, but will be made available in the future, tentatively in early fall. 

5. Will T4A tax slips be prepared and provided by Color Street?

As with the 1099 form issued in the US for Stylists who record an income of $600 USD or more in a calendar year, Color Street will provide a T4A slip when a Canadian Stylist’s calendar year commissions exceed $500 CAD. The T4A will be available electronically via the Pay Portal. 

More Color Street Canada FAQ - for Stylists and Potential Stylists

6. How will the Host Rewards Program work?

Non-Stylist incentives, such as the Host Rewards Program, are based on retail sales – so each country will have different values to reach. The Nail Bar sales requirements will be determined based on the Host’s location.

Host RewardsUS DollarsCanadian Dollars
Nail Bar Sales for 10% Host Credit & 1 half-price item$150–299$190–379
Nail Bar Sales for 15% Host Credit & 3 half-price items$300–599 $380–759
Nail Bar Sales for 20% Host Credit & 6 half-price items$600–999 $760–1,269
Nail Bar Sales for 25% Host Credit & 9 half-price items$1,000+$1,270+

The Booking Credit program will work the same way as it does in the US. The Booking Credit amount will be $32 CAD. 

7. I am excited to market Color Street in Canada. Are there any limitations?

Please follow our current marketing guidelines in the Policies and Procedures, and note that Canada has Anti-Spam Legislation (similar to the CAN-SPAM Act in the US) to consider.

The Canadian Anti-Spam Legislation regulates the types of electronic messaging that can be sent (and under what circumstances) in order to reduce the harmful effects of spam and related threats. Canada’s Competition Bureau and the Office of Privacy Commissioner work together to enforce the legislation. There are three key requirements: 

  1. Consent of the recipient to receive the electronic message and proof of that consent. 
  2. Disclosure in every electronic message of the identity and contact information of the sender. 
  3. Inclusion within every electronic message of a readily accessible unsubscribe mechanism. 

Essentially, CASL’s intent is to prevent businesses from sending spam, malware, spyware, phishing, or fraudulent information to the Canadian public through Commercial Electronic Messages (CEMs). This includes all forms of electronic messaging, including but not limited to emails, texts, facsimiles, and direct messages sent through social media. 

8. In the US, we need to include the Income Disclosure when promoting our business. What about in Canada?

The Competition Bureau has stated that participants must provide fair, reasonable, and timely disclosure of the compensation achieved by typical participants. Stylists must include the following Typical Participant Earning (TPE) statement when promoting any business opportunity in Canada: There are no guarantees regarding income.

A Participant, for the purposes of this estimate, includes all Participants who make a sale of Color Street products within a one-year period. Color Street’s estimate of what the typical participant is likely to earn is between $0 and $99 CAD per year. This ‘typical’ figure is representative of the smallest range of compensation expected to be earned by over 50% of all Participants in the plan. This estimate is subject to change after the first six months of our operation in Canada and will be updated annually thereafter. 

9. May I, a US Stylist, sell from my stock of inventory to Canadian customers or Hosts?

No, Stylists may only sell through their replicated website. This also applies for anyone in Canada who wishes to sell into the US. 

10. Will there be differences in the Stylist Agreement or the Policies and Procedures for Canada?

Yes. Canadian documents require language and terms that will differ from the US documents.

Do you have more Color Street Canada FAQ? Check out this post.

Are you ready to join Color Street? Click here.

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Color Street Canada Launch

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Dear Class of 2024: How to DIY your College Search Process

Rethink the College Search Process

Dear Class of 2024: How to DIY your College Search Process

College acceptance letters are all too often viewed as some sort of false finish line for college – rather than a starting point for growth and exploration.  The Class of 2024 is going to feel an even bigger crunch in some ways- in that the fall of tenth grade might be your first time on your high school campus. You might feel simultaneously as though you just started high school and it’s practically over.

If you view the notification of acceptance, waitlist or denial as an endpoint, then you are at risk of “boomeranging” – not making it through your first year of college (or sometimes even a quarter or semester).  So how do you approach the college search process and choose a school where you will not only survive the first year, but thrive for four (or more) years? Here are some thoughts to consider:

Early or Late?

You can do the research before applying or after acceptance – I highly recommend the former.  It will save you money on application fees to schools that aren’t a fit for you, and you will have an easier time completing applications for schools that you have chosen thoughtfully.  

The Cost of the Matter:

With younger teens the most important college research to be done is that of bringing core college vocabulary to life.  Older teens can and should be able to check their gut instincts a bit as they determine a fit for themselves.  

Parents and families as well have a vocabulary lesson of their own – EFC (Expected Family Contribution), affordability, net price calculator.  And navigating this part of the process can be especially stressful to many families.  So it is often pushed off until late in the process, when the exact opposite approach would be more helpful.  

Find – and use – net price calculators early in the search process (BEFORE applying!).  Have frank conversations about how much the family can fund – for each individual, if you are not an only child.  And understand that in general, the lower the acceptance rate for a given college or university, the less likely it will need to use merit aid (or what X calls “coupons”) to fill it’s freshman class.  So from the beginning, look beyond acceptance rates – it will serve you well.  

Start Big:

There are over 5000 college options in the United States.  Rather than starting with a single dream school and building a list from there, consider the task to be one of narrowing the list of 5000-plus.  In doing so, you will reinforce that there are always options, always more open doors than closed ones.  

Use free tools like Scoir, Big Future, and Corsava to sift through the options. Use books like the Fiske Guide to compare schools side by side.

Understanding Characteristics:

How to narrow that list? By understanding and developing preferences about college characteristics. Crack open a college guide or spend any amount of time on college websites and there can be an avalanche of vocab that is abstract to many teens: rural, urban, mid-sized, research university – as well as many other terms that may be familiar, and often enticing: Greek life, internships, study abroad.  In many parts of the country, a drive of a few hours may provide you with the opportunity to understand size and location characteristics, which may hold more or less significance to different individuals.  

Some students may be set on a particular location – such as Southern California – yet entertain both Pomona College (~1200 undergraduates) and UCLA (~40,000 undergraduates).  Others may be flexible on a location, but know they want a large school and will include UC Davis (semi-rural California), the University of Michigan (Midwestern college-town) and Columbia (urban New York) in their search. 

The Question of “Why”:

Arguably, the entire college search process can be distilled down to the single question of “Why {insert name of school}?”  If you can’t answer this question with clarity (and also relative ease), then you should really consider why it’s on your list at all.  

Because if your answer has anything to do with the suggestions (or alma mater) of a friend or family member, that’s not your Why, it’s someone else’s.  If your answer is vague, the school MIGHT be a fit – but so might many, many others.  And if you find yourself Googling the school before you even attempt to answer the question – then that is a huge red flag.  (And don’t even think about applying under a binding Early Decision program without a crystal clear answer to the Why question.)

So, how to reframe the college search process?

How to Reframe the College Search Process

1)  College acceptance is not a finish line.  Life does not end at 17 1/2 so it’s important to remember that college is a part of the journey, not the end point.

2)  There is more than one right answer.  There are thousands of colleges to choose from, not just the same 25 that “everyone” seems to talk about.

3)  There are no sure things.  No number of AP/IB/College classes, no GPA, no number of clubs/sports/volunteer activities can or will guarantee admissions to anyone at any school.  

4)  This is a two-way street.  Students should “interview” colleges to see if each is a fit for them- and reject any schools that don’t meet THEIR criteria.

5). Tell YOUR story.  The one thing that no else has to share with the world (and college admissions offices) is YOUR story.  Spend time reflecting on how you arrived at this point – and how you want to shape the chapter ahead.  You don’t need to have a vision of your life at 37, but you should consider how what happened in your life at 3 and 7 and 13 affect who you are at 17. 

College Process Infographic

Related Posts:

Dear Class of 2024: How to Get Into College

Dear Class of 2024: Where to Go to College

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The Color Street Fall 2021 Collection

It’s time to shop the Color Street Fall 2021 collection.

You may be enjoying the last few days or weeks of summer, but your nails can be ready for fall with the new options from the Color Street Fall 2021 catalog.

As we begin to return to offices and schools in large numbers, you may find that your wardrobe needs an overhaul after months of quarantine, WFH, and, um, flexible eating schedules.

Good news: Color Street nail polish is one size fits all.

So take a few minutes and try one – or four – of the new Color Street Fall 2021 colors. Remember – all of these designs are always buy three, get one free online (or buy six, get two free, or buy nine and get three free, etc.)

Here are Color Street Fall 2021 new additions to the catalog: 

PRISM FX

Always innovating, Color Street has outdone themselves with the new Prism FX line – deep, opalescent glitter that is uniquely sourced and offers incomparable depth. Four new options include Anything Froze, All Fired Up, Flake My Day and Gleam On.

The Color Street Fall 2021 Collection: Prism FX

SOLIDS

Four essential solids join the catalog for Fall 2021.  Amazing Greige, She’s a Trooper, and Deep Diving are all new creme shades.  Strobe Lights is a periwinkle duochrome option.

The Color Street Fall 2021 Collection: Solids

GLITTERS

Thee stunning glitter options join the Color Street catalog for fall 2021.  Lavender sparkles in Glitter Days Ahead, while Coming in Hot is a warm rust color and Teal We Meet Again speaks for its (teal) self.

The Color Street Fall 2021 Collection: Glitters

NAIL ART DESIGNS

Something for everyone in this diverse collection of new Nail Art Designs. Whether you prefer creme, shimmer, glitter or duochrome – you’re sure to find a nail art design – or four – that you fancy in the Color Street Fall 2021 Collection.

The Color Street Fall 2021 Collection: Nail Art Designs

CLEAR NAIL ART DESIGNS AND GLITTER DIPPED OVERLAYS

Just the thing to add to your favorite solid or glitter shade: a clear nail art overlay. This fall, Spot On returns, joined by Flower Power and Keep Calm and Chevron. If you prefer some extra sparkle, consider Lavish Lavender or Over the Moon Glitter Dipped Overlays.

The Color Street Fall 2021 Collection: Glitter Dipped

Ready to shop?  Click here. 

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Are You Making These 5 Color Street Mistakes? Plus Quick Fixes

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Color Street Canada Launch: 10 FAQ

Color Street is now available in Canada – whether you want to shop or join, you’re sure to have many questions.  Here are some frequently asked questions – and answers – about the Color Street Canada launch to help you out!

Want to shop? Click here. Or if you are ready to join, just click here to join the fun!

Color Street Canada Launch FAQ

Frequently Asked Questions: Color Street Canada Launch

1. Will Color Street be available in all Canadian provinces? 

Yes, we have fulfilled all requirements to be eligible to sell in all Canadian provinces. 

2. Will Color Street be spelled Colour Street in Canada? 

No, Color Street and its logo are trademarked, so the spelling will not change. 

3. What will be included in the Starter Kits for new Canadian Stylists? 

All Starter Kits will contain the same products and accessories for both the US and Canada. Canadian Stylists may choose to receive their marketing materials in either English or French by selecting their preferred language during enrollment. 

Ready to Join?

4. Can US Stylists sell to Canadian customers and vice versa? 

Yes, the website will allow Stylists from both the US and Canada to sell to customers in both countries after the Color Street Canada launch.   (This does NOT apply to “in stock” items for stylists- those may not be sold/shipped across the border.)

5. Can US Stylists recruit new Stylists in Canada and vice versa? 

Yes, the website will allow Stylists from both the US and Canada to enroll new Stylists from both countries after the Color Street Canada launch. 

6. What is the product pricing in Canadian dollars? 

US DollarsCanadian Dollars
Solid Colors, Clear Art Designs$11 USD$14 CAD
Glitters$12 USD$15.25 CAD
Glitter Nail Art Designs, Nail Art Designs, Glitter-Dipped$13 USD$16.50 CAD
French Manicure$14 USD$17.75 CAD
Starter Kit$129 USD$159 CAD
eSuite Fee$9.95 USD$12.50 CAD

7. Will the B3G1 deal be offered in Canada? 

Yes, the Buy 3, Get 1 Free special for solids, glitters, and designs will be the same in both countries. The Buy 1, Get 1 French Manicure special will also be the same in both countries. 

Ready to Join?

8. How much will it cost to ship to Canada? 

How long will shipping take? All orders will ship via FedEx and will take 1-3 business days in transit once shipped. Shipping for the Starter Kit will cost $15 CAD; for all other orders, please refer to the below: 

Orders with Nail Strips OnlyOrders with Nail Strips & Business Supplies
Less than 1 lb$10.99 CAD$19.99 CAD
1 lb – 1.99 lb$19.99 CAD$24.99 CAD
2 lb – 7.99 lb$24.99 CAD$24.99 CAD 
8 lb & above$29.99 CAD $29.99 CAD

9. For orders placed through the website, how is sales tax collected and remitted to the Canadian government? 

Taxes (GST/HST and PST where applicable) will be collected and remitted by Color Street for website orders placed in Canada, as is done for US orders. Stylists will not be required to remit any sales tax for orders placed on the website. 

10. Will customers or Stylists be charged any additional customs fees or duties upon delivery? 

No. There will be no additional fees charged at the time of delivery.

So what are you waiting for? Are you ready to join in the fun?

Do you have questions about the Color Street Canada Launch? Email me at lara@larasandora.com or join our Facebook Interest Group here.

Want a sample? Request one here.

Or want to shop? Click here.

Ready to Join?
Color Street Canada Launch FAQ

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Color Street Canada

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Best Summer Dessert Bars: Lime Ricotta Bars with Italian Meringue

Best Summer Dessert Bars:  Lime Ricotta Bars with Italian Meringue

What are the best summer dessert bars?

Do you have trouble deciding what to order? Is the sampler platter, the flight, or the combo deal your best friend?

Of course, it’s not just menus where I experience the “and” not the “or.”

I am a mom and educator – equally comfortable on both sides of the IEP table or school conference (though two decades-plus of education still doesn’t make your own child’s IEP any less routine).

I am a reader and a writer – leaning all the more heavily on both these stationary habits as quarantine life layered upon autism mom life shrunk our radius more than we thought possible.

I am an eater and cook – learning what I love by trying it, and then trying to recreate it myself – often with a twist.

Like making lemon bars with other citrus – grapefruit, tangerine, or lime.

Or fusing the richness of cheesecake with the fluffy goodness of meringue.

Or doing that all in one delicious bite.

So when you want all your desserts in one, consider this summery fusion option: lime ricotta bars with Italian meringue. Which are the best summer dessert bars you can imagine.

The Best Fusion

Let’s start from the bottom up – with a lime zest infused crust, the texture enhanced by both cornstarch and powdered sugar. The lime curd filling gets a scoop of (ideally fresh, homemade) ricotta. And then it’s topped with Italian meringue, lightly toasted. By whipping the egg whites with heated sugar syrup, Italian meringue a

lime ricotta bars

Lime Ricotta Bars with Italian Meringue

Inspired by Lemon-Ricotta Bars and https://food52.com/recipes/13861-lemon-ricotta-bars Lime and Blackberry Italian Meringue Pie https://www.bonappetit.com/recipe/lime-blackberry-italian-meringue-pie
Print Recipe Pin Recipe
Prep Time 45 mins
Cook Time 1 hr
Chilling Time 2 hrs 30 mins
Total Time 4 hrs 15 mins
Course Dessert
Cuisine American, Italian

Equipment

  • food processor
  • Stand Mixer with Whisk Attachment
  • small saucepan
  • 9 x 13 baking pan

Ingredients
  

For the crust

  • 1 3/4 cups unbleached all-purpose flour
  • 2/3 cup confectioners’ sugar
  • 1/4 cup cornstarch
  • 1 tablespoon lime zest
  • 3/4 teaspoon salt
  • 12 tablespoons unsalted butter 1 1/2 sticks, cut into 1-inch pieces, slightly softened plus extra for greasing pan

For the lime-ricotta filling

  • 8 ounces 1 cup fresh whole milk ricotta drained (preferably homemade)
  • 4 large eggs beaten
  • 1 1/3 cups granulated sugar
  • 3 tablespoons unbleached all-purpose flour
  • 2 tablespoons lime zest
  • 2/3 cup lime juice from about 4-6 limes strained
  • 1/4 teaspoon salt

For the meringue:

  • 2 large egg whites room temperature
  • 2/3 cup sugar
  • 1 1/2 tablespoons agave syrup or corn syrup
  • 1/4 teaspoon kosher salt

Instructions
 

To make the crust:

  • Adjust oven rack to middle position and heat oven to 350° F.
  • Using a pastry brush, lightly butter a 13×9-inch baking dish and line with one sheet parchment paper. Butter paper, then lay a second sheet crosswise over it.
  • Pulse flour, confectioner’s sugar, cornstarch, lime zest and salt in food processor.
  • Add butter and process to blend; then pulse until mixture is pale yellow and resembles coarse meal.
  • Sprinkle mixture into lined pan and, press firmly with fingers into even layer over entire pan bottom and about 1/2-inch up sides.
  • Refrigerate for 30 minutes, and then bake until light golden brown, about 20 minutes.

To make the filling:

  • Whisk ricotta, eggs, sugar, and flour in a medium bowl, then stir in lime zest, juice, and salt to blend well.
  • Reduce oven temperature to 325° F. Stir the filling mixture before pouring into warm crust.
  • Bake until filling feels firm when touched lightly, about 30 minutes. Transfer pan to wire rack; cool to room temperature, at least 2 hours.

To make the meringue:

  • Place egg whites in the bowl of a stand mixer fitted with a whisk attachment. Beat whites in mixer until soft peaks form. Beat in salt. Set aside.
  • Stir sugar, agave syrup, and 1/4 cup water in a medium saucepan over medium-low heat until sugar dissolves. Attach a candy thermometer to side of pan. Increase heat to medium-high and boil without stirring, occasionally swirling pan and brushing down sides of pan with a wet pastry brush, until thermometer registers 238°, 6-8 minutes. Remove pan from heat.
  • Slowly pour hot sugar syrup down side of bowl into whites and beat until meringue is firm and glossy. Continue beating until cool, about 4 minutes.
  • Transfer lime-ricotta bars to cutting board, fold paper down, and cut into bars, wiping knife or pizza cutter clean between cuts.
  • Pipe or dollop meringue on top of each bar, then toast using a kitchen torch.  Serve immediately or keep chilled.

Notes

Unlike French meringue (which is what you’ll typically find on lemon and other meringue pies), Italian meringue does not “weep” when it sits or is refrigerated.  The texture is a bit more marshmallowy than a French meringue.  (If you have a little extra, spread it on a graham cracker, toast it with your kitchen torch, and smash a piece of dark chocolate on top of it.  You’re welcome.). 
Keyword celebrations, sweet treats
Best Summer Dessert Bars: Lime Ricotta Bars with Italian Meringue

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