NHEG-Magazine-January-February

IISSUE 1 - 2

JANUARY – FEBRUARY-2020

"Birthplace of a new

year is in

the heart of hope"

NHEG Data

A comic book, titled “EASYToons (Educational Anecdotes for Struggling Youth)

U.S. President’s Volunteer Service Award

The New Heights Show on Education

International Academic Competitions

NHEG Book Corner

NHEG Support Groups

CONTENTS

4 THOUGHT FOR THE MONTH

7 MAGAZINE EDITORIAL TEAM

8-13 ACHIEVEMENTS

14-15 2019 TOP-RATED NONPROFITS USING GREAT NON PROFITS

16 NHEG SCHOOL BAG GIVEAWAY 2019

18-25 THE INTERNET RADIO PROGRAM FROM NHEG

26 E.A.S.Y. TOONS COMIC BOOK

28-30 U.S. PRESIDENT’S VOLUNTEER SERVICE AWARD

36 PRESS RELEASES - UPCOMING NHEG EVENTS

37 SPONSORSHIP PACKAGES FOR NHEG

42-45 NHEG RADIO SHOWS USED IN THE CLASSROOM?

47-49 NHEG DATA

51 WE ARE LOOKING FOR NEW VOLUNTEER INTERNET RADIO HOSTS

54-55 ATTENTION POTENTIAL GUESTS!

56-59 OUR TEACHERS AND TUTORS

62-63 NHEG SUPPORT GROUPS

64-65 MISSING CHILDREN

68-69 NHEG BIRTHDAYS - ANNIVERSARIES

70-71 NHEG NEW VOLUNTEERS - VOLUNTEERS OF THE MONTHS

74-75 REVIEWS ON MAGAZINE EDITORS

78-86 HEALTH IS YOUR WEALTH

88 NATIONAL NEWS REPORTS IN EDUCATION

90-91 THE NHEG LEARNING ANNEX - JAPANESE TUTOR

92-111 FEE ARTICLES

118-121 KELLY BEAR PRESS

122-123 INTERNATIONAL ACADEMIC COMPETITIONS

124 NATIONAL HISTORY BEE

125 NATIONAL SCIENCE BEE

126-129 GET YOUR FREE EBOOK

134-135 FUN CORNER

138-143 RECIPES

146-147 NHEG PARTNERS & AFFILIATES

www.NewHeightsEducation.org

Thought for the Month


New Heights Educational Group

wishes all our readers

a Happy New Year.

Happy New Year!

SURPRISE!

NHEG is offering two free

book promotions “Unraveling Reading”.

You can read them both ONLINE for FREE

for 5 days only at the dates specified below!

Starting on Thursday, January 9, 2020, 12:00 AM PST

Monday, January 13, 2020, 11:59 PM PST

https://www.NewHeightsEducation.org/who-we-are/NHEG-books/unraveling-reading/

“One Nonprofit’s Journey to Success” Free Book Promotion

Thursday, January 23, 2020, 12:00 AM PST

Monday, January 27, 2020, 11:59 PM PST

Scheduled

https://www.NewHeightsEducation.org/who-we-are/NHEG-books/

one-nonprofits-journey-to-success/

These will be available in all Kindle marketplaces where the KDP

Select-enrolled title is available for sale.

4 NHEG Magazine | January - February 2020

January - February 2020 | NHEG Magazine 5


EDITORIAL TEAM


Editor in Chief

Pamela Clark

NewHeightsEducation@yahoo.com

Production Manager

Marina Klimi MarinaKlimi@NewHeightsEducation.org

Proofreaders/Editors

Noemi Vallone Noemi@NewHeightsEducation.org

Kristen Congedo

Kristenc@NewHeightsEducation.org

Photographers featured in this issue

Michelle Shockey

Michelles@NewHeightsEducation.org

Pamela Clark

Khrista Cendana


Khrista@NewHeightsEducation.org
















2019 Top-Rated

Nonprofits using GreatNonprofits

New Heights

Educational Group

Congratulations

Your community has selected your organization as one of the 2018 Top-Rated

Nonprofits using GreatNonprofits. You are among a distinguished few to

receive this community endorsement.


Perla Ni

CEO Greatnonprofits



THE INTERNET RADIO PROGRAM FROM

NEW HEIGHTS EDUCATIONAL GROUP






Internet Radio Show Spots now available

The New Heights Educational Group is now offering the opportunity for the public or businesses that promote education to purchase sponsor advertisement on

our internet radio show.

All products, business and service advertisements will need to be reviewed by our research department and must be approved by NHEG home office.

All advertisements must be family friendly.

Those interested in purchasing packages can choose for our host to read the advertisement on their show or supply their own pre-recorded advertisement.

If interested, please visit our website for more details.

https://www.newheightseducation.org/nheg-radio-show/

The NHEG Radio Show is an internet radio program in which the hosts cover various topics of education for Home, Charter and Public School families in Ohio.

These Communities include Paulding, Defiance, Van Wert, Delphos, Lima, Putnam County, Wauseon and Napoleon. For an invitation to the live show, visit us on Facebook or Twitter to sign up, or email us at info@NewHeightsEducation.org

If you are looking to listen to past shows, please check out this document


https://docs.google.com/spreadsheets/d/1oW5gxFB7WNgtREowSsrJqWP9flz8bsulcgoR-QyvURE/edit#gid=529615429

that lists all the shows that have been released.




The New Heights Educational Group

Welcomes Radio Host Buffie Williams To Our Online Airwaves

10/30/19

Defiance, OH—The New Heights Educational Group (NHEG) welcomes Buffie Williams, who will host her first internet radio show on Tuesday, November 26 @

6:00 p.m. CST/ 7:00 p.m. EST. On her show, Ms. Williams will connect the audience to education and how it powers the world, restructuring needed in public

schools, the IEP process and bi-monthly readings of our teen comic book series, which tackles issues that our youth face daily.

Ms. Williams’s show will air weekly on Tuesday nights at 6:00 p.m. CST/7:00 p.m. EST, joining NHEG’s other broadcasts as part of “The New Heights Show on

Education.” Together, the shows have garnered 327,141 listeners.

Other pre-recorded shows and topics include Kathy Woodring’s history-related show, Briana Dincher’s multi-topic show, Shannon Williamson’s shared weekly

stories, Anna Shi exploring biology and zoology, Freddie Bandola, Jr.’s show covering technology issues, Victoria Lowery’s show covering soft skills, Kaden

Behan covering disability topics and Victoria Lowery’s show covering soft skills. Priscilena Shearon’s previous show discussed Common Core myths and

realities.

Erika Hanson’s show. which discusses topics pertaining to depression, anxiety and disabilities, airs weekly on Thursdays at 2:00 p.m. MST/1:00 p.m.

PST/4:00 P.M. EST.

NHEG looks forward to welcoming a new host and covering more educational topics.

Contact:

Anyone interested in finding out more about NHEG can email NewHeightsEducation@yahoo.com or call 419-786-0247.









Barnes and Nobles

Kids in Grades 1-6 Earn a Free Book!

https://www.barnesandnoble.com/h/summer-reading-lists?list=kidsbrages-0-7


You can read it at the following link

https://www.NewHeightsEducation.org/NHEG-blog/e-a-s-y-toons/


U.S. PRESIDENT’S VOLUNTEER SERVICE AWARD

The President’s Volunteer Service Award recognizes and celebrates Americans who make

a positive impact to not only their community but the country as a whole


VOLUNTEER HOURS


About PVSA

The President’s Volunteer Service Award is the premier volunteer awards program, encouraging United States

citizens or lawfully admitted permanent residents of the United States through presidential recognition to live a life of

service.

New Heights Educational Group (NHEG) is an official certifying organization for The President’s Volunteer Service

Award. We encourage all volunteers to create an account and begin tracking their service hours.

Please contact us at info@newheightseducation.org or by phone at 419.786.0247 for a verification form, and log your

hours by creating a profile on the President’s Volunteer Service Award website using the Record of Service Key:

TTG-43498 , to identify New Heights Educational Group as your institution.

Your recognition inspires others to take positive action to change the world!

Learn more at https://www.presidentialserviceawards.org/

Criteria

Individuals, families and groups that meet the criteria are eligible for the PVSA.

Recipient(s) must be a United States citizen or a lawfully admitted permanent resident of the United States.

Awards are issued for service hours served within a 12-month time period or over the course of a lifetime.

Awards are issued for volunteer service only; additional levels of participation with the organization (i.e., charitable

support) are not a factor considered for the award.

Court-ordered community service does not qualify for the award.

Awards are issued by approved Certifying Organizations.

Service must be with an approved Certifying Organization that is legally established in the United States,

the Commonwealth of Puerto Rico or one of the U.S. territories.

Eligibility

Pamela Clark – Bronze – Silver – Gold – Life Time

Briana Dincher – Gold

Khrista-Cheryl Cendana – Bronze – Silver

William Naugle – Bronze – Silver – Gold – Life Time

Michael Anderson – Bronze – Silver – Gold

Robert Hall – Bronze – Silver – Gold

Sapna Shukla – Bronze – Silver

PVSA RECIPIENTS

Hours are measured over a 12-month period and awards are designated based on cumulative hours. The awards are

offered in multiple levels and are designed to recognize each milestone of your service achievement. Levels include

bronze, silver, gold and the highest honor, the President’s Lifetime Achievement Award for those who contribute more

than 4,000 hours of service in their lifetime.




The New Heights Educational Group (NHEG)

announced recognition

The New Heights Educational Group (NHEG) announced recognition of Mr. Michael Anderson,

Assistant Virtual Development Director of Website Design and WordPress Expert.

Mr. Anderson not only volunteers with NHEG but many other organizations.

Due to his contributions, he has earned the Gold Presidential Service Awards.

This recognition includes a signed certificate from the President of the United States

along with a coin.

Pamela Clark, Executive Director of NHEG stated, “Michael Anderson has a big heart and passion for

making positive change in the world of education. We are fortunate for his volunteer service.”

Here are some of the differences:

Charter Schools

1. May use a lottery system if the charter school is

popular and hard to get into for the

student.

2. Smaller class sizes.

3. Transportation is arranged by the students.

4. Private board.

Why Charter School?

By Khrista Cendana


Why do you want to go to a charter school? My mom has been

telling me that if I were still in

school, she would have enrolled me in a charter school rather

than a public school. Are charter

schools better? What are the differences and options when enrolling?

I always thought that

charter schools help students more than public schools, is that

true? Are they clearly different or

are they the same? To find out the correct answers to these

questions, we need to dig a little bit

further.

Public Schools

1. They must accept every child in its district.

2. Larger class sizes.

3. Education standards set by the state education

board.

4. Transportation provided by school within designated

area.

If you want to know more, check out Public vs Private Vs Charter

What is the same in charter vs public schools?

1. They are both free

2. Cannot discriminate students.

3. Both school systems are considered public.

If you want to know more, check out Charter Vs Public Comparison

Online Charter School

San Diego - diploma, one-on-one attention, individualized program, accreditation, online classes, respected education.

(California)

The Delta Academy - online model, attend evening sessions once a week, teachers availability face-to-face, tech

lounge, flexibility, etc. (Nevada) Ohio Connections Academy - free, certified teachers and coaches, online multimedia,

accessible everywhere. (Ohio) Buckeye Online School For Success - tuition free, grades K-12, 100% online.

(Ohio)

Are they clearly different or are they the same?




I think it depends on what charter school you want to attend online or even physical. The ones I checked are in

California, Nevada and Ohio and have different requirements for the students to be able to learn online. Moreover,

it depends on the individual state to have Teachers Certified Or Not by the education commision. Charter

schools are run by nonprofits ( What Are Charter Schools ) and are funded by the federal government with the

amount depending on how many students are enrolled.


Charter schools at the end are like ‘traditional’ schools, and they differ from one another like any

other school does, depending on their sizes, number of students and state regulations. If I were

looking for either a public or charter school, I may go for charter school for my kid because it has

fewer students. It’s up to you, however, to choose what school is good for your children.

The New Heights Educational Group Inc Receives 2019 Best of Defiance Award

Defiance Award Program Honors the Achievement

Websites Used In Article:

Public vs Private vs Charter

Charter Vs Public

Comparison

San Diego

The Delta Academy

Ohio Connections Academy

Buckeye Online School For Success

Teachers Certified Or Not

What Are Charter Schools

DEFIANCE December 21, 2019 -- The New Heights Educational Group Inc has been selected for the 2019 Best of Defiance

Award in the Education Centers category by the Defiance Award Program.

Each year, the Defiance Award Program identifies companies that we believe have achieved exceptional marketing

success in their local community and business category. These are local companies that enhance the positive image

of small business through service to their customers and our community. These exceptional companies help

make the Defiance area a great place to live, work and play.

Various sources of information were gathered and analyzed to choose the winners in each category. The 2019 Defiance

Award Program focuses on quality, not quantity. Winners are determined based on the information gathered

both internally by the Defiance Award Program and data provided by third parties.

About Defiance Award Program

The Defiance Award Program is an annual awards program honoring the achievements and accomplishments of local

businesses throughout the Defiance area. Recognition is given to those companies that have shown the ability

to use their best practices and implemented programs to generate competitive advantages and long-term value.

The Defiance Award Program was established to recognize the best of local businesses in our community. Our

organization works exclusively with local business owners, trade groups, professional associations and other business

advertising and marketing groups. Our mission is to recognize the small business community’s contributions

to the U.S. economy.

SOURCE: Defiance Award Program

CONTACT:

Defiance Award Program

Email: PublicRelations@2019city-bestof.com

URL: http://www.2019city-bestof.com





Touch-type

Read and

Spell (TTRS)

readandspell.

com

9 Strategies for

students with

dysgraphia

From stretching

out the

hands to trying

different pens

and papers

and using

pre-writing

brainstorming

activities,

try these tips

to help with

writing.

Read article

9 Tips for helping students with slow processing

While speed has nothing to do with how smart a child is, kids with slow processing

may struggle to follow lessons. Learn how you can help them be and feel more successful

in the classroom.

Read article (https://www.readandspell.com/what-is-processing-speed?utm_source=facebook.com&utm_medium=social&utm_campaign=blog_newsletter)

We’ve also just been nominated for an award. We’ll know if we’ve won by the end of

March. We won the award for best special education resource two years ago as well.

The Education Resources Awards announced their 2019 finalists and Touch-type Read

and Spell is nominated in the Special Education Resource category for their accessible

and literacy focused typing course for students with specific learning difficulties.




Press Releases

11/18/19

The New Heights Educational Group, Inc. (NHEG) announces a new partnership with Buffie Williams.

Buffie Williams is a new host for the New Heights Show on Education. She is also the author of the “World Knowledge

Curriculum” and the following books:

“Our Family Tree Album”, an African American genealogy book; “My Baby Book”, a journal for grandparents to document

and celebrate the lives of their grandchildren; “Things Every Sista Should Know”, a pocket guide for women;

“Blackriver”, a book and healing companion journal that allow the reader to process current/past traumas or mental

health issues; “Find LOVE in the Darkness”, a guidebook for communities; and “Real AWAKENED Men Pray (R.A.M.P.)”,

a group template to provide a safe space in community groups for healing. She currently resides in Alabama with her

husband, Henry.

https://www.awakenholistic.org/

All of her curriculum, and books will appear on NHEG Learning Annex https://School.NewHeightsEducation.org/.

Pamela Clark, NHEG Founder/Director, stated, “We are always happy to grow our reach and offerings, and Buffie

Williams curriculum and books fit nicely into our mission and will make a great addition to what we offer. The books

“Our Family Tree Album” and “My Baby Book” are a great addition for our Genealogy Courses.”


12/1/19

Dear students and families,

We are thrilled to announce our continued support of the Classic Learning Test. We continue our testing for students

and their families who want an alternative to the ACT and SAT tests. New Heights Educational Group (NHEG) will

administer the Classic Learning Test (CLT) on the following Saturdays of this academic year: December 7, February 29

and April 25, 2020. These tests are given at Zion Lutheran Church in Defiance by NHEG proctors.

The CLT is a rapidly growing standardized college admissions exam designed to offer a rigorous testing experience. It

presents classic material using an innovative medium: an online exam that provides students with same-day results

and eligibility for over $100 million in scholarships. Here is a short video about the CLT story.

An article from U.S. News and World Report tells the unpleasant truth about the approach that all too many schools

have taken to testing:

Across the country, students practice for and take the SAT rather than read books in their entirety, play musical instruments,

spend time with friends or family, work, learn foreign languages, write poems or play sports. Because of the

test’s high stakes, schools will gear their entire literacy curriculum around preparing for the test.

It is not worth it.

Jessica Rodgers is a new volunteer educational advocate with New Heights Educational

Group. She has a bachelor’s degree in Special Education and Elementary Education from the

University of New Mexico.

Jessica has worked in schools in both New Mexico and Washington State since 2011, teaching

grades from kindergarten to sixth grade in various class environments and academic levels

and students with a multitude of disabilities.

In 2018, Jessica’s first daughter was born, and Jessica has since become a stay-at-home

mother. She currently resides in Hawaii with her daughter; her husband, Jared; their cat,

Koopa; and their dog, Princess Peach. She enjoys hiking, yoga, swimming, reading thrillers and drinking lots of coffee!

Our commitment to be a part of something different motivates us to serve as a CLT test site. We are convinced that

the CLT is a much-needed alternative to Common Core-aligned testing regimes such as the SAT and ACT. The CLT presents

students with primary documents by the giants of our literary tradition—that is, works of real literary, philosophical

and scientific substance—and challenges them to think critically about the structure of the argument presented by

the passage, as well as the stylistic and rhetorical decisions made by the author. It is an exam designed to measure the

outcomes of character education, and not merely test-taking skills.

The CLT is a serious contribution to the alternative schooling movement, and colleges are taking notice. In the three

years since the test was first offered, over 170 colleges and universities have voiced their support for the CLT and formally

adopted the exam as an alternative to the SAT and ACT in the admissions process. In 2016, following a thorough

audit, Hillsdale College determined the CLT to be “a superior assessment of a student’s aptitude and reasoning ability.”

Submitting a CLT score is an excellent way for students to stand out during the college admissions process.

New Facebook support group - Ohio Abuse/Bullying in Public School Support Group

This group provides a place where parents, students and families can discuss bullying by school staff, teachers bullying

teachers, bullying and intimidation aimed at students by instructors, students bullying students, and teachers

being bullied by students. Feel free to share your story on this page.

Please do not comment in a way that uses hurtful words. This is a safe page to voice your opinion and share your

story.

To sign up for the exam, please create an account at www.cltexam.com and register by the DEADLINE DATE given.

Preparatory materials, including The CLT Student Guide, are available at www.cltprep.com.

With excitement,

Pamela Clark, Executive Director of NHEG

Proctor: Lyndsey Clark





11/21/19

New Heights Educational Group (NHEG) Earns GuideStar’s Highest Seal of Transparency Platinum Seal Allows Donors

to Focus on Progress and Results

Defiance, Ohio - New Heights Educational Group today earned a 2019 Platinum Seal of Transparency, the highest level

of recognition offered by GuideStar, the world’s largest source of nonprofit information. By sharing metrics that highlight

the progress NHEG is making toward its mission, the organization is helping donors move beyond simplistic ways

of nonprofit evaluation such as overhead ratios.

“In accordance with our long-held belief in being transparent about our work,” said NHEG Executive Director Pamela

Clark, “we are excited to continually convey our organization’s results in a user-friendly and highly visual manner. As

we continue our annual recognition from Guidestar, we value the opportunity that Guidestar provides to nonprofits

like ours. By updating our GuideStar Nonprofit Profile to earn a Platinum Seal, we share a wealth of up-to-date organizational

metrics with our supporters as well as GuideStar’s immense online audience, which includes donors, grantmakers,

our peers and the media.”

To reach the Platinum level, NHEG added extensive information to its GuideStar Nonprofit Profile: basic contact and

GuideStar, guidestar.org, is the world’s largest source of nonprofit information, connecting people and organizations

with data on 2.7 million current and formerly IRS-recognized nonprofits. Each year, more than 10 million people,

including individual donors, nonprofit leaders, grantmakers, government officials, academic researchers, and the

media, use GuideStar data to make intelligent decisions about the social sector. GuideStar Nonprofit Profiles are populated

with information directly from nonprofits, the IRS, and other partners in the nonprofit sector. The Seal levels,

acknowledged as symbols of transparency in the nonprofit sector, are earned by nonprofits providing specific information

to its profile to. In addition, users see GuideStar data on more than 200 philanthropic websites and 5 applications

like AmazonSmile, Facebook, and Network for Good. Foundation Center and GuideStar joined forces to become

Candid, a 501(c)(3) nonprofit organization. Find out more at candid.org and on Twitter @CandidDotOrg.

News Contact:

Pamela Clark, Executive Director


419-786-0247

organizational information; in-depth financial information; qualitative information about goals, strategies and capabilities;

and quantitative information about results and progress toward its mission. By taking the time to provide this

information, NHEG has demonstrated its commitment to transparency and to giving donors and funders meaningful

data to evaluate nonprofit performance.

“I encourage you to visit our Nonprofit Profile on GuideStar to see what we’re all about,” added Pamela Clark. “We’re

thrilled that our Platinum Seal of Transparency and the associated benefits help us better communicate our organization’s

exciting initiatives on a global scale.”

Organizational Mission

New Heights Educational Group, Inc., promotes literacy for children and adults by offering a range of educational

support services. Such services include the following: assisting families in the selection of schools; organization of educational

activities; and acquisition of materials. We promote a healthy learning environment and various enrichment

programs for families of preschool and school-age children, including children with special needs.

Over fifty toys were distributed to the NW Ohio families for Christmas thanks to a collaboration between the New

Heights Educational Group (NHEG) and two anonymous community sponsors. NHEG director Pamela Clark created a

Facebook page seeking out families that needed food and gifts for Christmas.

Pamela Clark stated, “This is the first time we have helped with this project, and it has been a truly beautiful experience.

A parent contacted NHEG and stated that they needed help for Christmas. I thought that posting a page on

Facebook titled “NW Ohio families in need of Christmas gifts and/or Dinner” might bring sponsorship for some of the

families.”

The total number of families helped through donations and/or sponsorship were fourteen families and forty-three

children were given gifts. Pamela Clark connected with everyone that left a comment on the FB page. Because of the

generous donors, NHEG was able to provide toys to the local families that left comments on the page. The remainder

of the toys were given to Santa at the NorthTowne Mall for distribution.

About GuideStar Nonprofit Profiles

The GuideStar database contains a profile for every tax-exempt nonprofit registered with the IRS. GuideStar encourages

every nonprofit to claim and update its profile at no cost to the organization. Updating allows nonprofits to share

a wealth of up-to-date information with the more than 10 million people who visit GuideStar to learn more about nonprofit

organizations each year. Updating also allows nonprofits to share information with the more than 200 philanthropic

websites and applications that are powered by GuideStar data. To reach a given participation level, organizations

need to complete all required fields for that participation level. The GuideStar participation levels, acknowledged

as symbols of transparency in the nonprofit sector, are displayed on all updated participants’ profiles in the GuideStar

database.

The National School Choice Week and the New Heights Educational Group (NHEG) empower parents and help students

achieve their dreams.

Event location will be announced soon. Check our blog for updates.

The event will be held on January 31, 2020 from 6:00 p.m. - 8:00 p.m.

Gluten-free and soy-free potluck, pies, and board game night.

Please join us for a night of fellowship and fun!

Glenn Park Senior Living Community

2429 William A Diehl Court

Defiance, OH 43512

Please respond by January 15, 2020, and let us know what you are planning to bring to the potluck.





11/11/19

Dear New Heights Show on Education audience,

The New Heights Show on Education continues to grow its audience, and we continue to strive to promote, inspire,

advance, expand and bring important educational news topics to our listeners. Our goal has been to educate people

and inspire those with educational gifts through various topics. We are always looking for new internet radio hosts.

Our newest radio host is Buffie Williams. She will host her first internet radio show on Tuesday, November 26 @ 6:00

p.m. CST/7:00 p.m. EST. On her show, Ms. Williams will connect the audience to education and how it powers the

world, restructuring schools, the IEP process and a bi-monthly reading of our teen comic book series, which tackles

issues youth face daily. Ms. Williams’s show will air weekly on Tuesday nights at 6:00 p.m. CST/7:00 p.m. EST, joining

NHEG’s other broadcasts. Together, the shows have had over 327,343 listeners.

Other pre-recorded shows and topics include Kathy Woodring’s history-related show, Briana Dincher’s multi-topic

show, Shannon Williamson’s shared weekly stories, Anna Shi exploring biology and zoology, Freddie Bandola, Jr.’s

show covering technology issues, Victoria Lowery’s show covering soft skills, Kaden Behan covering disability topics

and Victoria Lowery’s show covering soft skills. Priscilena Shearon’s previous show discussed Common Core myths

and realities. Erika Hanson’s show, which airs weekly on Thursdays at 2:00 p.m. MST/1:00 p.m. PST/4:00 p.m. EST, discusses

topics pertaining to depression, anxiety and disabilities.

NHEG looks forward to expanding its listening audience, welcoming a new host and covering another educational

topic.

There are also a few more exciting changes that we would like to share. We currently share shows on Google

Classroom (by topic), Spreaker, SoundCloud, BlogTalkRadio and ITUNES (older episodes). Newer sites that we will

be implementing will Include the following: Anchor.FM, Spotify, Breaker, Google Podcasts, RadioPublic, Buzzsprout,

Captivate, Transistor, Simplecast, Podbean, Castos, ITUNES, Apple, Google, Blubrry, Stitcher, TuneIn, iHeartRadio,

Deezer and Pandora.

We are going to have some help with growing and adding our shows to the above networks thanks to a current

partner of NHEG, Silicon Valley High School (SVHS), with which we have been partnered for more than 2 ½ years. We

are growing our partnership in many exciting ways. One of those ways is through our online radio show. SVHS has

agreed to set up, host, and share our past and future shows. This will propel us into an all new category, and a much

larger audience.

Earlier this year we announced interest in moving our shows to Voice America. We worked hard to acquire sponsorship

for this move, but it hasn’t worked out. So we have decided to scale back, move to all these new platforms and

lower sponsorship in hopes of raising money for this show.

Visit https://www.NewHeightsEducation.org/NHEG-radio-show/ to learn more about NHEG, receive updates or listen

to past shows.

The New Heights Educational Group (NHEG) is furthering its partnership with Silicon Valley High School.

Silicon Valley High School (SVHS) is located in California and offers online learning courses to students of all ages. Its

mission is to enhance the quality, relevance and accessibility of online high-school education while driving down the

cost. These online courses help students catch up, or even jump ahead.

SVHS has been partnered with NHEG since 2017 and will now be supporting and sponsoring our organization in new

ways. SVHS is developing a website that will host our current and pre-recorded podcasts, including all New Heights

Show on Education recordings. Thanks to this sponsorship, the New Heights Show on Education will become a syndicated

show.

SVHS will provide further support to NHEG through a monthly sponsorship payment of $500.

In exchange, NHEG will provide opportunities for SVHS to promote its courses and services across NHEG’s various

communication platforms, such as websites, print newsletters, social media and radio channels.

Pamela Clark, Executive Director of NHEG, stated, “We appreciate the support and partnership that we established

with SVHS a few years ago. We value their dedication to our shared goal of reaching families that need educational

assistance. It’s been a pleasure working, collaborating, and planning with David Smith, CEO of SVHS, and his team.

Working together, there is no limit to what we can accomplish for the betterment of the students and families we

serve. Thank you for believing in and supporting our dreams and goals. We are also excited about the option for

adults to earn their high school diplomas.”

To learn more about SVHS, visit https://svhs.co/accredited-high-school/.

To learn more about NHEG, visit http://www.NewHeightsEducation.org.

The New Heights Educational Group (NHEG), as requested by parents, has

added a color guard and baton corp to their list of programs.

These groups are open to all students regardless of school choice.

If you have an interested student, please send your name, student(s)

name(s), age, grade level, address, phone number, and email address to

NewHeightsEducation@yahoo.com.

After signing up, NHEG will schedule a time for families to meet and coordinate dates and times for tryouts. NHEG is

also requesting help with coaching these programs.

We will need coaches and assistant coaches as well as parents to help, and anyone who will be working closely with

the students will need to complete a background check.

Additional requirements for participating in the corps will include parent and student involvement in planning, managing

events, fundraising, choreography, sewing/altering costumes, traveling to competitions, supervising students and

other tasks as needed.





NEW COURSE

Interview Skills - Free Class Available Now

This class will instruct students on how to apply for a job and what is

expected of them during the hiring process.

Topics Covered

Applying for a job

Resume, references and cover letter (mailing and in person)

Visiting location in person to fill out application (unless otherwise specified)

Answering the phone the correct way

Making the appointment for an interview

Be on time

What to wear

Grooming habits

Introducing yourself

Body language

The thank you!

Class Description:

This Class is free to the public and will be available through Google Classroom. We suggest you visit:

https://classroom.google.com

and enter the class code: qfpdqx

Please let us know if you have any issues signing in by emailing: NewHeightsEducation@yahoo.com

organizations need to complete all required fields for that participation level. The GuideStar participation levels,

acknowledged as symbols of transparency in the nonprofit sector, are displayed on all updated participants’ profiles in

the GuideStar database.

12/1/19

Dear students and families,

We are thrilled to announce our continued support of the Classic Learning Test. We continue our testing for students

and their families who want an alternative to the ACT and SAT tests. New Heights Educational Group (NHEG) will

administer the Classic Learning Test (CLT) on the following Saturdays of this academic year: December 7, February 29

and April 25, 2020. These tests are given at Zion Lutheran Church in Defiance by NHEG proctors.

The CLT is a rapidly growing standardized college admissions exam designed to offer a rigorous testing experience. It

presents classic material using an innovative medium: an online exam that provides students with same-day results

and eligibility for over $100 million in scholarships. Here is a short video about the CLT story.

An article from U.S. News and World Report tells the unpleasant truth about the approach that all too many schools

have taken to testing:

Across the country, students practice for and take the SAT rather than read books in their entirety, play musical instruments,

spend time with friends or family, work, learn foreign languages, write poems or play sports. Because of the

test’s high stakes, schools will gear their entire literacy curriculum around preparing for the test.

It is not worth it.

Our commitment to be a part of something different motivates us to serve as a CLT test site. We are convinced that

the CLT is a much-needed alternative to Common Core-aligned testing regimes such as the SAT and ACT. The CLT presents

students with primary documents by the giants of our literary tradition—that is, works of real literary, philosophical

and scientific substance—and challenges them to think critically about the structure of the argument presented by

the passage, as well as the stylistic and rhetorical decisions made by the author. It is an exam designed to measure the

outcomes of character education, and not merely test-taking skills.

The CLT is a serious contribution to the alternative schooling movement, and colleges are taking notice. In the three

years since the test was first offered, over 170 colleges and universities have voiced their support for the CLT and formally

adopted the exam as an alternative to the SAT and ACT in the admissions process. In 2016, following a thorough

audit, Hillsdale College determined the CLT to be “a superior assessment of a student’s aptitude and reasoning ability.”

Submitting a CLT score is an excellent way for students to stand out during the college admissions process.

To sign up for the exam, please create an account at www.cltexam.com and register by the DEADLINE DATE given.

Preparatory materials, including The CLT Student Guide, are available at www.cltprep.com.

With excitement,

Pamela Clark, Executive Director of NHEG

Proctor: Lyndsey Clark





NHEG Membership Levels

Sponsorship Packages for NHEG

Audio

One commercial spot played 6 times (3 times during a live Video Streaming

broadcast and 3 times during rebroadcast):

On host page (video must be supplied by advertiser):

30 seconds - 1 week: $250; 13 weeks: $3,250

30-60 seconds - 1 week: $300; 13 weeks: $3,500

60 seconds - 1 week: $450; 13 weeks: $5,850

1-3 minutes - 1 week: $900; 13 weeks: $9000

Please note: costs include airtime buy only. Spots can be professionally

produced for a $250 fee.

These are the available NHEG Membership Levels that a person may select in order to access

certain parts of the New Heights Educational Group website.

1. Select the membership level

2. Fill out the registration form

Becoming a Member of NHEG

3. You will be redirected to make your first payment on PayPal.

4. Once payment is completed, you will receive an email to confirm your account.

Banner Advertising

Linkable banner ad (single image, hyperlink, multiple static)

Host (728 x 90 leaderboard): 1 week: $200, 13 weeks: $3,000

Full: $7,000

» 13-week sponsorship of show series

» 30-second spot (production included) played 6 times

(3 during live broadcast, 3 during rebroadcast)

» 30-60 second video spot (content must be provided)

» Opening & closing billboards on show

» One live mention by host

» Banner ad on host page

» Banner ad on host personal/business website

Half: $3,000


» 30-second spot (production not included) played 4 times

(2 during live broadcast and 2 during rebroadcast)




» Possible guest appearance with NHEG staff. (subject to

approval)

Level

Price

Standard NHEG Member

Free

Student Membership expires after 6 Months. $10.00 every 6 Months.

Teacher Membership expires after 6 Months. $35.00 every 6 Months.

NHEG Membership Navigation

• Account Profile

• Account Confirmation

• Membership Levels

• Membership Checkout

• Account Invoice

• Cancel Account

• Billing Info

Quarter: $1,750


» 30-second spot (production not included) played 2 times

(1 during live broadcast, 1 during rebroadcast)




» Possible guest appearance with NHEG staff. (subject to

approval)


Optional Advertising for Half and Quarter

Sponsors


» Audio commercial production: $250

» 30-60-second video (content must be provided): $300

Special note: Additional charges may be incurred for special requests.

These requests would include things like custom music, additional VO talent,

inclusion of still graphics, creation of still or animated graphics, video content,

video editing, on location productions, or anything that complicates production

and slows development.



NHEG Radio Shows used in the classroom?


Some of our audience already use our shows in their day-to-day learning. NHEG is now making it

easier than ever to listen to relevant information and stay informed on happenings in the educational

world. Now students can choose to listen to our shows by topic in a classroom setting using

Google Classroom.

All you need to do is email NewHeightsEducation@yahoo.com and request access by sharing names

and emails of those that need access.

Click on https://classroom.google.com and enter one of the class codes given below:

American History with Kathy Woodring cnwmpb0

Special Needs and Disabilities with Kaden Behan jhwkv4w

Discussing Depression, Anxiety and other Disabilities with Erika Hanson jhwkv4w

Soft Skills with Victoria Lowery vssfz1d

High School and College tips and bullying topics with Briana Dincher and Kaden Behan and Sadia

Eijaz 2sn474

Marine Biology and Zoology with Anna Shi qlxr57

Technology and Cyber Awareness with Freddie Bandola, Jr. bofkfu3

Common Core Topics with Charlotte McGuire, Briana Dincher and Priscilena Shearon 5jaupa

Reading Time for Elementary students with Shannon Williamson ycb64y

New Heights Show on Education interviews, book reviews and other miscellaneous 5tvsrri












Partnership Announced!

NHEG Data


The New Heights Educational Group (NHEG) proudly announces

a newly formed partnership with Kelly Bear and Leah Davies,

M.Ed.!!

Benefits of this partnership include:

*105 complimentary TEACHER/COUNSELOR articles

*PARENTING handouts, activity/worksheet

*Thoughts on Parenting videos

*CHILDREN’S activities: http://www.kellybear.com

Pamela Clark (director of The New Heights Educational Group)

stated, “NHEG is proud to partner with Leah Davies and share

her talented works! Without a doubt, parents will appreciate and

treasure these valuable resources!”

Visit http://www.NewHeightsEducation.org





54 NHEG Magazine | January - February




Pokemon TCG

By Khrista Cendana Posted May 31, 2019 In Education News

How can Pokemon TCG be educational for kids? Can adults play the game? What is the

negative side of playing this game? This article will explain the basics of what the game is

and how it can be an educational tool.

What is Pokemon TCG? TCG is short for trading card game. The game became quite popular

in the late 90s. I was still a kid in elementary school, but during that time, I remember the

game being introduced when Pokemon began airing on television. Pokemon TCG is a twoplayer

game but it can also be a battle between four players. It involves a 60-card deck;

imagine a 52-card deck but with Pokemon cards. It’s a strategic and critical thinking game

that involves getting the right cards in your deck to beat your opponents, and it may seem

very complex if one doesn’t know how to play.

The Pokemon TCG Teaches Education

It’s harder for adults to find peers who play the card game of Pokemon. Here are some

tips and advice for adults:

Look for a store that sells Pokemon trading cards and see if they host a tournament for

adults.

Invite your friends who play Pokemon TCG, and if you don’t have any friends who play,

introduce them to the game.

You can go online and install the Pokemon TCG for the computer to play with someone

online: Pokemon TCG Online

Top Issues With Pokemon TCG

There aren’t many kids or adults that plays the game.

Stealing: This issue is not included in the above link, but when Pokemon became a

popular hit, there was a lot of stealing in school when kids brought their cards in

hoping to trade or battle.

Older cards are worthless because the game has been updated over many years now.

Limitation: Certain cards are forbidden in a tournament like the old sets.

Is it easy for anyone to play the game? I think Pokemon TCG is easier to play than Magic

the Gathering, Yu-gi-oh or many other card games. Pokemon TCG is still strategic and

requires critical thinking, but Pokemon is more fun to play, I think. Learning to play it will

take a few days. I started playing the game because I saw some of my classmates playing

the game in school. I was watching them play and a few days later, I bought some cards

and began collecting since I watch the anime. I wasn’t really good at the game, and I just

collect the cards. Anyone can play the card game; it isn’t just for kids. It’s more of a learning

tool for kids as they can try and read hard words, do basic math, and practice strategic &

critical thinking. Not only that but they can do research on a certain card if they want to

trade or even start selling at a young age. The game is helpful to kids who are interested in

Pokemon, while for adults, it’s a way of either having fun or trying to gain profit from

certain cards.

Websites Used In The Article:

The Pokemon Trading Card Game Teaches Children Many Skills

Pokemon TCG Online Game Installer

Pokemon TCG for Adults: How To Find People To Play With

Top 5 Issues With The Pokemon Trading Card Game

Learn To Play The Pokemon Trading Card Game

ADVERTISE WITH NHEG

Urgent

We are looking

for New Volunteer

Internet Radio Hosts

Contact us for more details


https://www.NewHeightsEducation.org/education-news/pokemon-tcg/




NHEG OFFICE CURRICULUM LIBRARY

Hello Box Tops Coordinators,

Let me first say thank you for all you do to help schools get what they need. Your tireless dedication and support are inspiring, and we

value everything you do.

A really exciting change is coming to Box Tops, which a few of you are aware of because we had a little bit of a surprise. A new Box Tops

product - Blueberry Cheerios - showed up on shelves much earlier than expected and broke the news ahead of our intended plans: Box

Tops is going digital in the next year!

This June, you’ll start to see the new digital Box Tops and we’ll launch with a brand new app. With the help of feedback from local coordinators,

we are rebuilding Box Tops for Education from the ground up.

The modernization of Box Tops allows for the next generation of supporters to participate and the opportunity to engage new brands so

we can keep doing what we’re here to do: help schools get what they need!

We always intended for Coordinators to be the first to know - to hear it from us, with onboarding tools, Q&A sessions, events and

fanfare. We have exciting sweepstakes, retailer Bonus Box Tops offers, a fun online Coordinator Kit and other tools - we can’t wait to

share more with you in June.

There is SO MUCH I want to share and show you, but it’s just too much for one email and some of it is not quite ready. We know you have

questions, and we’ve tried to answer as many as possible in the coordinator resource center but we know we haven’t answered them all,

so we’ve set up this page for you to submit your questions and share your feedback.

We need your support to help ensure Box Tops grows to reach more schools than ever. We know change

is hard, but it’s going to take everyone rallying together to help ensure Box Tops is here for another generation. There is so much potential

for the future of Box Tops, and we are excited for your partnershipin this journey.

https://www.boxtops4education.com/coord_sneakpeek?utm_source=Email_newsletter&utm_medium=email&utm_campaign=BT-

FE_05_02_2019&vcode=AQAAAAEBAQEBAQEBAQEBAQEBAQEBJhjBeBolhNg3r1dBvplztUDw2CNJI6h4z3i5IvJ80knjrQYlQTPn8NYX7fCZBQD_3dfqTwXfFpDbi78E6g_aVQ==

New Video

https://youtu.be/KHkfw6VPgYc

Sincerely,

Erin Anderson

We would like to offer educational events, computer labs, public events,

tutoring and other educational activities in this location and plan to

continue offering classes, tutoring, and some afterschool events in

Defiance.

Short term goals: Our vision includes reacquiring a building in

Defiance, Ohio. This can be achieved either by obtaining funding or a

donated building. This building will house our curricula library, public

educational events and providing fill-in-the-gaps, high-quality tutoring,

place for families to come in and use technology including computers,

obtain a GED, or educate their own children on site.

Families will be able to walk in without an appointment to ask any educational

question.

Longer term goals:

We foresee a daycare for young mothers and fathers in

high school (main target) and college and

will provide affordable daycare in hopes of keeping them

in school.

HELP SPREAD THE WORD!




Attention potential guests!

Guidelines:

• Please stay on topic and answer all emails from hosts and NHEG staff.


4/19

Attention potential guests!

We are currently offering a few opƟons for those looking to adverƟse their books, products or services

on the “New Heights Show on EducaƟon.”

Option 1.

NHEG is requesƟng that all guests make a free will donaƟon to our organization.

The donaƟon can be any amount and is tax-deducƟble. In return, you will have a 30-minute interview

with one of our hosts, and your product or service will be shared on our blog and in one edition of our

bi-monthly magazine. All products must be educational and family friendly, and they must respect

NHEG values and beliefs. Products will also need to be approved by our research department before

you can be a guest on our show.

Option 2.

Any potential partners or affiliates must pay advertasing costs or pay 20% of any profits made via our

website directly to NHEG. This includes outside instructors looking to sell courses via our website. All

such services will be reviewed and approved by our research department.

Option 3.

To be hosted for free, please share your Amazon Associate link.

Disclosure (and why I host at no cost): We use our Amazon Associate link to point to your books or products

in the posts. That way, if someone clicks on it and downloads it, we earn a percentage of anything

that person ends up buying within 24 hours of clicking the link.

It’s free publicity for you, and all you have to do is submit your content. If you do not have an amazon

link for your book or product, yours is considered a sponsored post, and we suggest you refer to our

advertising costs or one of the options above.

Submit your guest post for publication on our radio show, blog, social media and magazine.

Please follow our guidelines to apply to be on our show. Failure to comply to these regulations,

may result in your post being rejected (this is valid for both individual authors and

those submiting through tour companies).

• All guest posts must be original content.

• Articles/Advertisements should be between 400 and 750 words. We will consider longer posts and may break

them up and use them as a series of posts.

• We welcome submissions from both experienced and beginner writers.

• All submissions should be sent in the body of an email to NewHeightsEducation@yahoo.com with “guest

post” in the subject line. Send in plain text.

• Include an author/creator byline, bio and photo of product with your web-link.

• NOTE: You may only include a maximum of 2 links, and they must be directly relevant to the post to your

author website or the product page for your book. ALL guest posts MUST include an author byline.

• Authors - Please make sure you submit an author or book cover photo to be posted with your article. Images

should be sent as jpeg or png attachments. Tour banners and a book cover are also welcome.

• Copyright should be that of the author or product creator submitting the article. Copyright will remain with

the author.

• If you have already reserved a date for posting, the guest post must be sent at least 3 days prior the scheduled

posting date.

Donations can be made via our website or by following the following link:

https://www.paypal.me/NHEG












THE NHEG BANNER

originally designed by Mac Clark, was recently updated by Courteney Crawley-Dyson and Jeff

Ermoian, with feedback from Mac Clark, Lyndsey Clark, Greg Clark, Desiree Clark, Pamela

Clark, Mike Anderson, Sherri Ermoian.


STUDENT ADVISORY GROUP CREST

originally designed by Kevin Adusei and Rebekah Baird with feedback Student Group,was

recently updated by Courteney Crawley-Dyson, Jeff Ermoian, with feedback

from Mike Anderson, Sherri Ermoian.

THE STUDENT LEADERSHIP COUNCIL CREST

originally designed by Kevin Adusei and Rebekah Baird with feedback Student Group, was recently updated by Jeff Ermoian,

with feedback from Mike Anderson, Sherri Ermoian.





NHEG Support Groups provide various support to not only our board members but to students, parents and the teachers in Ohio. Each group provides a pivotal function in our organization to strengthen our programs and services

plus help support and educate children and adults, so they can build a much stronger educational background

NHEG SUPPORT GROUPS

STUDENT LEADERSHIP COUNCIL STUDENT ADVISORY GROUP VETERANS & FIRST RESPONDERS SUPPORT GROUP ADULT ADVISORY GROUP

Learn More About SLC Learn More About SAG Learn More About This Group

Learn More About AAG

HOME SCHOOL FAMILY SUPPORT GROUP


CHARTER SCHOOL SUPPORT GROUP


PUBLIC SCHOOL SUPPORT GROUP






MISSING CHILDRENHELP BRING ME HOME

National Center for Missing & Exploited Children

NCMEC: 1375968

NCMEC: 1374543

NCMEC: 1373747

Missing Nov 29, 2019

Since: Missing Ansonia, CT

From: Sep 7, 2018

DOB: Age 1 Now: Female

Sex: White

Race: Hair Brown

Color: Eye Brown

Color: 2'0"

Height: 17 lbs

Weight:

Missing Nov 9, 2019

Since: Missing Pembroke Pines, FL

From: Feb 28, 2004


Sex: White

Race: Hair Blonde

Color: Eye Blue

Color: 5'7"

Height: 140 lbs

Weight:

Missing Nov 4, 2019

Since: Missing Tampa, FL

From: Feb 9, 2007


Sex: Black

Race: Hair Black

Color: Eye Brown

Color: 5'0"

Height: 121 lbs

Weight:

Rayya Averyy

Vaaneessssssaa Moraaleesss

Monae GivenT

140 lbs

121 lbs

17 lbs

Vanessa was last seen November 29, 2019.

Raya was last seen on November 9, 2019.

Monae was last seen on November 4, 2019.

Case handled by

Case handled by

Case handled by

ANYONE HAVING INFORMATION SHOULD CONTACT



Fullton

Jayllan Fulltoon

Missing Nov 12, 2019

Since: Missing Curtis Bay, MD

From: Aug 28, 2006

DOB: Age 13 Now: Male Sex: Black

Race: Hair Black

Color: Eye Black

Color: 5'4"

Height: 90 lbs

Weight:

90 lbs

NCMEC: 1375020

Photo

Extra Phootoo


Both photos shown are of Jaylan. He has a tattoo of his name on his right arm. Jaylan may use the

date of birth 8/25/05.

Franklin County Sheriff’s Office (Ohio) 1-614-525-3333


Case handled by

DON’T HESITATE!




NHEG Birthdays

January 1st

Alain Philippe

February 2nd

Pamela Clark

January 1st

Binyet Bi Mbog

February 3rd

Ashlee Scott

January 2020

February 2020

January 3rd

Elizabeth Uruskys

February 10th

Briana Dincher

Sunday Monday Tuesday Wednesday Thursday Friday Saturday

29 30 31

1 2 3 4


26 27 28 29 30 31

1

January 22nd

January 24th

January 28th

January 31st

Ethan Long

Daniela Silva

Leah Sedy

Tonya Beaty

February 10th

February 11th

February 12th

February 24th

February 25th

Desiree Clark

Jerry Knoelke

Khrista Cheryl Cendana

Mac Clark

Ryan Wright-Harrigan

5 6 7 8 9 10 11

12 13 14 15 16 17 18

19 20 21 22 23 24 25

26 27 28 29 30 31 1

© Calendarpedia® www.calendarpedia.com 1: New Year's Day, 20: Martin Luther King Day Data provided 'as is' without warranty

2 3 4 5 6 7 8

9 10 11 12 13 14 15

16 17 18 19 20 21 22

23 24 25 26 27 28 29

© Calendarpedia® www.calendarpedia.com 17: Presidents' Day Data provided 'as is' without warranty


February 25th

Shannon Williamson



NHEG Anniversary!

January 15th

Khrista Cheryl Cendana

January 29th

Rachel Fay

January 2020

February 2020

February 4th

Tonya Beaty


29 30 31

1 2 3 4


26 27 28 29 30 31

1

February 27th

Padmapriya (Priya) Kedharnath

5 6 7 8 9 10 11

2 3 4 5 6 7 8

12 13 14 15 16 17 18

9 10 11 12 13 14 15

19 20 21 22 23 24 25

16 17 18 19 20 21 22

26 27 28 29 30 31 1

23 24 25 26 27 28 29

© Calendarpedia® www.calendarpedia.com 1: New Year's Day, 20: Martin Luther King Day Data provided 'as is' without warranty

© Calendarpedia® www.calendarpedia.com 17: Presidents' Day Data provided 'as is' without warranty




New Volunteers

Volunteers of the Month


Allison Behm 10/3/19

HR Coordinator

Alain Philippe Binyet Bi Mbog 10/9/19

Research Coordinator

Anusha Nemali 10/13/19

HR Coordinator

Jessica Rodgers 12/6/19

Educational Advocate

Karina Saucedo 10/12/19

HR Coordinator and Online Class Monitor

Buffie Williams 10/13/19

Internet Radio Host - In training

Jon Aitken

Michael Anderson

Tammy Barham

Katie Gerken Buchhop

Khrista-Cheryl Cendana

Kristen Congedo

Padmapriya (Priya) Kedharnath

Marina Klimi

Tyler Maxey-Billings

Alain Philippe Binyet Bi Mbog

Nayana Mogre

Lakshmi Padmanabhan

Maggie Spangler

Noemi Vallone

Jane Wen

Buffie Williams

Sheila Wright

Jeff Ermoian

Bruno Moses Patrick

Thank you to an Allstate volunteer for empowering people and our community.

Jacqueline Taylor gave her time and helped us to receive a $500 Allstate

Foundation Helping Hands Grant. The Allstate Foundation supports the causes

that Allstate agency owners, financial specialists and employees care about most

by providing Allstate Foundation Helping Hands Grants to nonprofits where

they volunteer their time to help communities thrive.

Erika Hanson

Julia Ikkert

Jessica Rodgers

Leah Sedy

76 76 NHEG | GENiUS Magazine MAGAZINE | January - | February www.geniusmag.com

2020

Attention Ohio Home School Families

There are potential changes/requirements for Ohio Home School parents. Please know that the changes ARE NOT in effect yet.

There is one more hearing to go through which has NOT happened yet.

They will most likely go into effect, but as of now, they have not.

Please see CHEO’s update here. https://www.cheohome.org/category/cheo-front-page-news/







NEW REVIEW

TAMMY MARIE B.

5 STAR CLIENT SERVED

I have known about New Heights for about a year and a half now. And have been volunteering for about

as long. In addition to being a volunteer I have used NHEG for one of my children. The compassion that

I have been shown has been the most heartwarming experience of my life. I fully support all that New

Heights educational group does and I hope to donate to this non profit organization in the near future

so they may continue to help out families in our community. Thank you new Heights for treating us like

family.

FHBANDOLAJR - VOLUNTEER - 05/28/2019

RATING:5

I initially found NHEG desperately looking for an opportunity to look for an internship in IT right after

University. At this point, I didn’t care whether it was paid or not, as I was trying to find ways to make my

student OPT Visa valid. Now before I got the call for an interview, I did some research on NHEG, and I

thought I’d fit right in instantly because I was a young struggling student, as well. From a struggling middle/high

school student to a successful undergrad, and then eventually, someone who is now an IT, I had

to join.

I have nothing to say but outstanding things about NHEG. Whenever I had to do certain tasks, I was notified

beforehand. As soon as I scored a job, Pamela was understanding of my situation and made sure I

had help while I was working. This organization was very professional in what they did, and I was proud

to be a member of the family.

This organization opened a lot of doors for me. From being a Blackboard assistant to a radio show host, it

caught the attention of my former boss, and he eventually referred me to another future employer that I

now work for. My career would not have started if it weren’t for NHEG.

For that, Pamela and NHEG, thank you, and I will continue to support your mission and cause endlessly.

.

SAPANA S. - VOLUNTEER 06/06/2019

RATING: 5

I have been with NHEG for 2years.

This a great non profit organization to work for. Wonderful colleagues. Pamela is an awesome person

and very cooperative too.

It gives you opportunities to learn and grow in the field you are working on.

JEFF E.1- VOLUNTEER 07/16/2019

RATING: 5

I have worked for New Heights for about 2 1/2 years and it has been a great experience. The volunteers I

supervise have proven themselves to be diligent, responsive, professional and passionate about what we

do. It makes us all proud to know our efforts have impact.

JEFF ERMOIAN - AVDD GRAPHICS- GENERAL MEMBER OF THE PUBLIC 07/29/2019

RATING: 5

They helped me understand homeschool regulations and paperwork. They are very responsive and helpful.

I would recommend them to anyone.



GEORGIA W.1 - PROFESSIONAL WITH EXPERTISE IN THIS FIELD07/25/2019

RATING: 5

It has been a great pleasure partnering with founder, Pamela Clark of New Heights Educational Group,

Inc.(NHEG). NHEG is an excellent source

for information and provides access to resources to help educate the community. I highly recommend

you support by giving a donation and/or looking into the wide array of educational support services they

provide. - Georgia Woodbine, Change Agent, Author, Speaker, Lifestyle Transformation Coach

I enjoyed every project that I have made for NHEG. Working with Pamela is always a knowledge challenge.

Thank you, Pamela,

Thank you NHEG

MAGAZINE REVIEW

Marina I didn’t really examine the newest issue of our magazine until tonight. When I finally did, I was

filled with pride at the length and scope of this publication. Fran and the photography crew have provided

you with stunning imagery that you have used well.

Your team deserves not just praise but awards too. Thank you for the very professional image you provide

to the passionate folks who care so deeply about what we represent.

I hope everyone in this organization appreciates how hard you work and how much skill you bring to

NHEG. Thank you for the fine way you represent us to Ohio, the United States and the topic of education.

With admiration, Jeff

CELTICMAGGIE - BOARD MEMBER 06/21/2018

RATING: 5

My name is Margaret Spangler, I am a Board Member and I have been with Pamela Clark since the beginning.

I've understood her mission, her passion for education and children and her unwavering desire

to help as many as possible; that's why I've supported her all these years. Also, as a parent, I've received

help for two of my children in tutoring. NHEG tutors are extremely professional and knowledge. Because

of this tutoring, over the last several years, my kids are able to graduate from high school. Thanks NHEG!

CUYLER S. - CLIENT SERVED 06/22/2018

RATING: 5

Hello everyone,

My name is Cuyler Spangler and I have been struggling with math for a few years and New Heights got

me a tutor. Because of that not only am I grateful but I am also able to graduate this year. Thanks New

Heights and keep up the awesome work!

Regards

SAPNA SHUKLA- VOLUNTEER 03/10/2018

RATING: 5

I am working with NHEG from 1 year in various projects Research,Data Entry,HR coordination. It is great

place to work & all Team members are very cooperative especially Pamela Clark .I am working as Virtual

Volunteer. It is great place to work.

WRITER - VOLUNTEER 05/24/2018

RATING: 5

I have had a wonderful experience volunteering at New Heights Educational group as a proof-reader and

social media expert. I love supporting educational causes and I commend what NHEG is doing for the

community. NHEG’s working environment helps everyone thrive and it is a pleasure to work with Pamela!







Ready to see the World? NHEG Travel Program

NHEG travel programs offer students and teachers the opportunity to experience, travel and

understand new cultures all around the world. Unfortunately, NHEG no longer offers the

family-to-family program. However, if you are interested in traveling, please contact us for a

list of host families willing to provide an overnight stay and a meal.


NHEG Travel with EF Tours

Request an EF Tours Brochure

We are a proud partner with Education First Tours, a reputable student travel organization.

Through this partnership with EF Tours, we offer international travel opportunities for college,

homeschool, private school, public school, and charter school students and their families

To learn even more about EF Tours, please request one of their brochures.

Take a Tour

Are you a student looking to travel during

the summer or before going to college? Then

follow EF Tours 3 step guide on how to go on

your first trip to any part of the world to experience

what that country has to offer.

If you have used EF Tours before or are using

them for the first time, take a look at what

tours are available on their website.

Lead a Tour

As a teacher, one of the greatest experiences

you can give your students is ability to

experience another culture. With the help of

EF Tours 4 step guide and the support of the

EF Tours Team, your students will come back

home with experiences and knowledge that

they will remember for a lifetime.




















National News Reports in Education

Labeling Dropouts as Homeschoolers Hurts Everyone

HSLDA

Sandra Kim | October 17, 2019

Labeling Dropouts as Homeschoolers Hurts Everyone

https://hslda.org/content/hs/state/in/20191017-labeling-dropouts-as-homeschoolers-hurts-everyone.aspx

Does Homeschooling Really “Cost” School Districts Millions?

HSLDA

Mike Donnelly | October 23, 2019

Does Homeschooling Really “Cost” School Districts Millions?

https://hslda.org/content/hs/state/wv/20191023-WV-does-homeschooling-really-cost-school-districts-millions.aspx

Anti-violence bill would require schools watch students’ social media

Scoop News Group

Betsy Foresman | november 12, 2019

A Senate bill aimed at curbing school violence would require schools to monitor students’ social media activity for

signs of potential violence. The Restoring, Enhancing, Strengthening and Promoting Our Nation’s Safety Efforts bill

includes provisions for funding for social media monitoring and would establish a national task force to take on

illegal gun sales.

https://edscoop.com/response-act-schools-monitor-student-social-media/


Did you know that when you shop for

the holidays at

smile.amazon.com/ch/56-2431955

AmazonSmile donates to

New Heights Education

Student hacker grabbed personal data of thousands of Maryland students

Scoop News Group

Colin Wood| december 3, 2019

An October cyberattack on Montgomery County Public Schools in Maryland was more extensive than first

thought, affecting 5,962 Naviance accounts at six schools. A student is facing criminal charges in the attack, which

involved personal data, GPAs and test scores, but not financial information or Social Security numbers.

https://edscoop.com/student-hacker-grabbed-personal-data-of-thousands-of-maryland-students/





The NHEG Online Learning Annex provides online courses, free and fee based classes for children

and adults who wish to learn more and looking for something affordable.)

Our online classes are either self-enrolled, meaning you can learn at your own pace or standard online weekly

course taught by one of our volunteer teachers or tutors.


The Natural Speller online course is

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Taught by Heather Ruggiero, our

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HOLIDAYS AROUND THE WORLD

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The orphan trains operated between

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students in the online Algebra I course scored lower on an end-of-course assessment and received lower grades in Algebra I than

students assigned to an in-person course.

The Collapse of

Academic Standards

Is the Real Education

Scandal

While the education system is to blame,

the victims are the students.

By Justin Spears

Thursday, June 6, 2019

In March of this year, the higher education world was rocked by revelations of a widespread college admissions bribery

scandal. The scandal was such a big story it has its own page on the LA Times website that now boasts almost 100 different

articles covering the issue.

The evolution of the story gripped the nation as more and more names and schools were brought forth each day. In all, over 33

parents have been targeted with fraud-related activities, and 11 universities that took part in the scandal have been identified.

Those who follow college sports were not shocked by this story. Almost six months before the admissions scandal broke,

the FBI was investigating University of Arizona men’s basketball coach Sean Miller over a “pay-for-play” recruiting scandal.

Cheating to get into school is nothing new.

High School Credentials

However, this news is certainly upsetting to those who have worked extremely hard in school and attempted to get into the

college of their dreams only to be rejected. All the while, there are students with lesser credentials who have paid their way

into school. It callouses those who identify nepotism and privilege among those who get what they want—and how can we

blame them?

In addition to the increasing number of students participating in credit recovery, students are missing an increasing amount of

school. In a report conducted by the Department of Education, it was estimated that over seven million students missed 15 or

more days of school—the number the department uses to designate “chronic absenteeism.” I can personally attest to students

who have missed 15 or more days in a single trimester (13 weeks)!

This is important to highlight because many teachers will simply “exempt” students from in-class work they miss, and the

student must move on upon returning to school, missing any content from the previous day(s).

Another troubling aspect that emerges when examining our high school graduates is the grading scale and subsequent grade

point average students earn. GPAs have almost become a joke in high school amid weighted and dual credit classes. Some

schools will have students graduate with a 5.0 on a 4.0 scale. What does this even mean? In theory, it should tell colleges—and

more importantly, the student—that they have attained a certain level of accomplishment in their work. Let’s examine.

Are Students Being “Pushed Through” School?

The level of work (typically achieved by higher level thinking, thoroughness, and completion) has been suffering. I recently

spoke with a co-worker who said he simply grades on completion at this point. This omits grading for accuracy and attaining

the level of work desired in the assignment. Again, this highlights the issue at hand: What does it mean to earn a grade on an

assignment or an overall course grade? How accurately is this reflecting what students know or what skills they have achieved

in completing a class?

The bottom line is we are pushing students through who are woefully unprepared for either post-secondary school or the

workplace. Schools aren’t even trying to hide the fact that they are doing this. NPR ran a fascinating story in 2017 on Ballou

High School, located near Washington, DC, that celebrated every student earning admission to college. The problem was that

the majority of students did not earn this achievement. It was a hoax, and unfortunately, it is more prevalent than what many

in public education would like to admit.

Why are schools taking part in doing this? Isn’t the main function of the school to educate and prepare students for the next

phase of their lives? In theory, yes. In reality, schools are going to do what they must to obtain funding. Graduation rates are a

significant factor in school district funding. Anything that could jeopardize that funding must be squashed.

While the system is to blame for this, the victims are the students. Students are forced through this broken system, and many

do not ask for this outcome. It is a scandal that must be addressed and corrected, but how? Students should not have to hold

teachers accountable, but that is an option. More pressing, teachers must remain resolute and not cave to calls to push students

through.

Source: The Foundation for Economic Education (FEE)

https://fee.org/

While the bribery scandal garnered a lot of press due to the involvement of big names and the number of schools and people

involved, there is another aspect of this story that went unaddressed: the credentials of high school graduates.

I want to be clear that this is not an attack on students’ work ethic or a rant against lazy millennials. This is an attempt to

create a dialogue about what is happening within the machine of public education. This year an estimated 3.6 million students

will graduate from high schools across the country. Clearly, the accomplishments, achievements, and aptitudes of these students

fall on a very wide spectrum.

Setting aside the qualifications for earning admission into post-secondary school, we must ask a vital question: What skills are

our students leaving school with? More importantly—and more scandalously—are they meeting the standards to graduate, or

are they being “pushed through”?

In my 10 years of working in education, I have seen an alarming rate of students who are being pushed through the system.

There are a number of ways this is occurring.

Credit Recovery and Skewed GPAs

Students are increasingly needing to take more and more credit recovery courses. According to the Department of Education, an

estimated 15 percent of high school students took a credit recovery class as of the 2015-2016 school year.

The issue with this is the lack of applicable skills students attain in taking these online classes. Again, the findings of the

Department of Education tell the story, noting that





Source: Federal Reserve Bank of New York





Students Increasingly

Are Pursuing Degrees

with Better Job

Prospects, Data Show

More needs to be done to provide information

to students so they can make

better decisions about what they choose

to study.

By Klajdi Bregu

Wednesday, June 5, 2019

When it comes to employment data, most economists and commentators today mainly concentrate on the unemployment

rate. Many seem to ignore another important measure: the underemployment rate. The Federal Reserve of New York defines

the underemployment rate as “the share of graduates working in jobs that typically do not require a college degree.”

Underemployment and Its Consequences

The graph below shows the underemployment rate for college graduates from 1990-2019. Strikingly, underemployment rates

have been high and are still high even at a time of good economic growth. We are currently close to the next peak in the economic

business cycle, yet 41.3 percent of recent graduates are underemployed. This is puzzling since the labor market is very

tight and the unemployment rate is 3.6 percent, the lowest since 1969.

Source: Federal Reserve Bank of New York




Still, underemployment in and of itself may not be a problem. If recent graduates accept jobs with lower required levels of

training than what they have acquired so they can get started and then find a better fit within the organization, underemployment

is not an issue. For instance, many companies have internship positions that can translate to full-time jobs.


If this were the case, then being temporarily underemployed would not be problematic. However, the graph above shows that

the underemployment rate is high not only for recent graduates but also for college graduates. This suggests that those who

start underemployed continue to be so for a long period.

Recent research shows support for this claim. A paper published in the American Economic Journal: Macroeconomics finds that

70 percent of those who are underemployed when they start a job are still underemployed one year later. What is more, this

paper finds that the earnings of those who are underemployed are about 30 percent less than if they had a job that was appropriate

for their training. Considering these facts, it is important to further investigate the causes of underemployment.

Causes of Underemployment

As argued above, if one were underemployed only temporarily, then this would not be a big problem. Yet the graph above

shows that this is not a problem only for recent graduates. The underemployment rate for college graduates has been quite

high, as well (roughly 35 percent for about 30 years). Glassdoor chief economist Andrew Chamberlain argues that part of the

problem here can be explained by increased competition in the labor market because we have more graduates now.

While this is true, given the labor shortages we are experiencing, this does not tell the whole story. As the graph below shows,

in 2018, for the first time in recent history we had more job openings than unemployed people, so having more graduates

should not be a problem in and of itself.

Source: Abel, J. R., & Deitz, R. (2016). Underemployment in the early careers of college graduates following the Great Recession

(No. w22654). National Bureau of Economic Research.

Since the vast majority (86.1 percent) of students go to college so they can get a better job, it is not clear why many students

are choosing fields that do not have good job prospects. Normally, one would expect that with time, fewer people would major

in the fields where there is high underemployment because this suggests that the demand for these fields is low.

Underemployment and the Market at Work

A study by the American Historical Association suggests that students are, in fact, responding to these data. The table below

shows that the number of students who study engineering, computer science, and nursing is increasing. As can be seen from

the table above, these fields have some of the lowest underemployment rates. On the other hand, fields like history or anthropology

have been experiencing a decrease in the number of degrees awarded even though more students graduated in 2017

than in 2011.

Chamberlin also argues that part of the reason for these high underemployment rates may be that schools have been slow at

matching the skills required in the market. One way this could be happening is that jobs exist for all graduates, but the skills they

have are not adequate for those jobs. Another explanation is that some fields are in higher demand than others, and too many

students are graduating with degrees that have low demand. For instance, it is well known that there are shortages in the STEM

fields in the US.

If it were true that some fields produce too many degrees and others too few, then one would expect to see different underemployment

rates for different fields. The idea here is that if for a certain degree we produce too many graduates (supply is greater

than demand) then we can expect more of these graduates to be employed in fields outside of their own, and it is more likely

that they will be underemployed.

Yet, students’ responses are not perfect. For example, criminal justice, the major with the highest predicted underemployment

chances at graduation, between 2011 and 2017 experienced a 25 percent increase in the number of degrees awarded.

Nonetheless, the table below shows that there is a shift in the choices students are making, and while not perfect, the trend is

headed in the right direction.

This shift seems encouraging since this may lead to lower underemployment if it continues. Also, this shows that more needs

to be done to provide information to high school students and early college students so they can make better decisions about

what they choose to study.

College Students Are Responding to Market Forces

This seems to align with the findings of a study by Jaison R. Abel and Richard Deitz, who predict that jobs in the STEM field, especially

engineering, have the lowest predicted underemployment rate. The table below is a short version of Table 6 from the study

and only shows the ten fields with the highest and lowest underemployment rates. As can be seen from this table, underemployment

rates vary quite a lot, ranging from 70 percent for criminal justice to 9.5 percent for nursing.





Four Child-Rearing

Practices Ben

Franklin’s Father

Used to Raise

a Great Man

In his autobiography, Benjamin Franklin

recounted that his father used several

practices to launch his son toward effect-

By Annie Holmquist

Tuesday, June 18, 2019

Years ago, my father and I were volunteering in a class of inner-city preschoolers. One little boy was a particular handful, and

my dad spent most of the class time working one-on-one, trying to get him to behave.

By the end of the class, my dad was exhausted. Or maybe frustrated is the better word. Yet suddenly his little charge stopped,

looked up at him, and said, “Will you be my daddy?”


https://fee.org/

That little boy is in his twenties now, and in all likelihood has fathered his own child.

Fatherlessness Statistics

Statistics tell us that he is not alone in his fatherlessness—nearly a quarter of American children grow up in a household

headed by a single mother. Since this number has grown dramatically since the 1960s, one has to wonder: Will yesterday’s

fatherless boys have difficulty raising today’s children? They will, of course, have the love and care of a mother, but who will

they turn to for an example on how to guide their sons and daughters toward adulthood?





For those who find themselves in this situation—and even for those raised in a two-parent family who crave more guidance—

some snippets from the life of Ben Franklin can be helpful. As Franklin recounts in his Autobiography, his father used several

practices to launch his son toward effective adulthood. These include:

1. Created Opportunities

According to Franklin, his father was a man of “solid judgment” whose advice was regularly sought. But rather than secluding

himself with those who sought his advice, Josiah Franklin had them join the family dinner table, thus providing automatic

learning opportunities for his children:

At his table he liked to have, as often as he could, some sensible friend or neighbor to converse with, and always took care to

start some ingenious or useful topic for discourse, which might tend to improve the minds of his children. By this means he

turned our attention to what was good, just, and prudent in the conduct of life….

2. Introduced Possibilities

In addition to improving his children’s minds, Josiah Franklin also sought to improve their occupational knowledge. Taking

young Benjamin on walks, Franklin introduced his son to the trades of “joiners, bricklayers, turners, braziers, etc. … that he

might observe [his] inclination, and endeavor to fix it on some trade or other….”

School Has Robbed

Young People of Their

“Why”

To find their way, schooled young people

need to rebuild their rudders and develop

their own “why.”

Benjamin Franklin never pursued one of these trades, but the time he spent observing these occupations with his father later

helped him with home maintenance and his future inventions.

3. Observed Interests

While trying to determine the best occupation for his son, Josiah Franklin spent a good deal of time observing the things that

interested Benjamin. One obvious interest was books.

This fact soon landed Benjamin an apprenticeship with his older brother James, who was a printer. Although the time spent

in his brother’s shop wasn’t always pleasant, it did give young Benjamin a start in writing, an occupation which launched him

toward the fame and influence he achieved in later life.

4. Practiced Kind Correction

Josiah Franklin soon noticed the writing ability of his young son. Rather than fawn over him with undeserved praise and pass

out the participation trophy, Benjamin’s father took him aside, gave kind praise, and then suggested some ways in which he

could improve:

[H]e took occasion to talk to me about the manner of my writing; observed that, though I had the advantage of my antagonist

in correct spelling and pointing (which I ow’d to the printing-house), I fell far short in elegance of expression, in method and in

perspicuity, of which he convinced me by several instances. I saw the justice of his remarks, and thence grew more attentive to

the manner in writing, and determined to endeavor at improvement.

The youngest son in a family of 17 children, it is not surprising that Franklin was rather precocious. Did Franklin’s father Josiah

handle this precociousness correctly? Certainly not always. As Franklin’s Autobiography demonstrates, his father made some

missteps like any good father will do. But he also took time to guide his son on paths which eventually turned Franklin into the

great man we know him as today.

Would we be wise to follow in his steps?

By Dan Sanchez

Monday, July 1, 2019

any young people today feel lost. Some are unable to chart a course for their lives and so find themselves stranded at home.

Others float aimlessly in jobs where they are unable to find engagement and meaning.

All of these issues boil down to a deficiency of self-direction. Young people are adrift in the sea of life because they are rudderless.

And it was school that broke their rudders.

Lack of Self-Direction

In school, obedience is the highest virtue. Do this, and don’t do that. Why? Because I said so. Stop pursuing that interest;

instead, study this. Why? Trust me, it’s for your own good.

As the economic philosopher Ludwig von Mises wrote, “Human action is purposeful behavior.” An action’s purpose is its “why.”

In school, the only “why” relevant to success is the crudely simple goal of obedience. Any further “why” is almost always

someone else’s domain.

To find their way, schooled young people need to rebuild their rudders and develop their own “why.”

Thus, most children are deprived of the chance to exercise self-direction, to develop their own “why.” Instead, like highly intelligent

circus animals, they are run by academic ringmasters through a 15,000-hour gauntlet of scholastic hoop-jumping. After

undergoing such Pavlovian conditioning as that, is it any wonder that young adults have such a hard time setting their own

paths?

To find their way, schooled young people need to rebuild their rudders and develop their own “why,” which is a complex challenge

(one I will return to in future posts).


https://fee.org/


https://fee.org/




Myth #4: Homeschool Parents Aren’t Qualified

“Many parents aren’t qualified to teach their children.”


7 Persistent Myths

About Homeschoolers

Debunked

Time to put these misconceptions to rest

once and for all.

By Jeff Minick

Monday, June 10, 2019

In the last 50 years, homeschooling in the United States has grown from a tiny movement composed primarily of conservative

Christians and John Holt “unschoolers” to its present size of around 1.69 million students. Despite these numbers, and despite

the fact that most Americans are familiar with the concept of homeschooling, some misconceptions continue to make the

rounds.

Let’s look at seven of these long-standing myths.

Myth #1: Homeschoolers are Unsocialized

If you homeschool your children, they’ll fail to develop certain social skills. “What about socialization?” Numerous people

asked me this question when my wife and I began homeschooling our children in the late 1980s, and people continue to ask

it of homeschoolers today. The fact is we are all “socialized” simply by living. So then the question arises: Will Johnny develop

better social skills spending his days in a classroom with his peers or in a home with mom, dad, siblings, and other relatives?

Those who toss this dart generally mean that most homeschooling parents don’t have degrees in teaching. The truth is

that any competent adult with a high school education can teach their children at home. Why? Because help abounds for

that teacher. The homeschooling mom or dad can choose from a wide range of curricula containing lesson plans, teacher’s

manuals, tests and answer keys.

Co-ops and classes shared with other homeschoolers are near universal among homeschoolers. If Mrs. Smith is a whiz at

higher mathematics and Mrs. Jones speaks French like a native, they bring their children together and share these skills.

Finally, the internet is crammed with classes, tutorials, and seminars that can benefit homeschoolers.

Myth #5: Homeschoolers Have Trouble Getting Into College

Nope. In fact, the opposite is true. Colleges today are actively recruiting homeschooled students, regarding them in general

as better prepared academically, more self-disciplined, and more mature than many of their contemporaries. Because of the

freedom derived from homeschooling, many homeschooled students are also able to build a strong resume of extracurricular

activities, making them more attractive to college recruiters.

Myth #6: Homeschool Parents Commit Child Abuse at a Greater Rate Than the General Population

Wrong again. In fact, studies have shown that far fewer homeschoolers, as well as those who attend religious schools, suffer

from sexual abuse, neglect, and death than students in the public schools. This misperception arises in part because the

media fails to distinguish between homeschooling families and truant families, that is, families who keep their children out of

school and then claim to be homeschoolers.

Myth #7: Homeschooling Hurts Our Public Schools

No again. Most parents pay taxes for public schools that they don’t use and pay for their own school expenses out of pocket.

Some states do allow tax credits for homeschooling families.

Time to put these misconceptions to rest once and for all.


https://fee.org/

Over a period of 20 years I offered seminars in various subjects to hundreds of homeschoolers. I came to know many of them

and their families, and can attest that homeschool graduates entered college or the work force “well-adjusted.” Studies as far

back as 20 years ago back me up on this point.

Myth #2: Homeschoolers are Extremely Sheltered

Parents who educate their children at home are overly protective and don’t want them exposed to certain ideas taught in

our public schools. True perhaps for a minority, but the majority of parents homeschool for a much wider variety of reasons,

ranging from the desire to include religion in their curriculum to the time and freedom homeschooling gives to students to

develop their talents.

For example, one young man in my seminars, Bill, elected to homeschool so that he could spend more time swimming. That

talent helped gain him entry into the US Naval Academy. Of course, the main reason most parents choose homeschooling is

that they find it academically superior to other types of education.

Myth #3: Homeschoolers are Nerds With No Other Interests

Homeschoolers are geeks and nerds who spend their days sequestered in the living room with their laptops and books. Nothing

could be further from the truth. Most homeschoolers engage in such activities as sports and Scouts, volunteer in their library or

a local soup kitchen, and even open small businesses, like the 15-year-old in my seminars who made jewelry and sold her creations

online. (One mom whose four kids were engaged in sports, dance, and piano used to joke that she was a “van school

mom.”)

In Asheville, North Carolina, for example, you’ll find homeschool sports teams—football, basketball, tennis, track, and more—

concert bands, a debating club, and co-ops offering courses from calculus to Latin.





Yes, Parents Are

Capable of Choosing

How Their Children

Should Be Educated

The idea that parents get in the way of

children’s education and can halt their

flourishing is nothing new. It’s also false.

By Kerry McDonald

Friday, July 19, 2019

At the heart of debates around education freedom and school choice is the subtle but sinister sentiment that parents can’t

be trusted. They are too busy, too poor, or too ignorant to make the right decisions for their kids, and others know better how

to raise and educate children. Never mind that parents have successfully cared for and educated their children for millennia,

ensuring the ongoing survival and continued success of our species.

Distrust of Parents

As economist Richard Ebeling writes in the introduction to Sheldon Richman’s book Separating School & State:

The parent has been viewed—and still is viewed—as a backward and harmful influence in the formative years of the child’s

upbringing, an influence that must be corrected for and replaced by the “enlightened” professional teacher who has been

trained, appointed, and funded by the state.

We see this distrust of parents play out in a number of policy areas, including most recently with the implementation of universal

government preschool for four-year-olds (and increasingly three-year-olds) in cities like New York and Washington,

DC, and in academic reports arguing for “Cradle to Kindergarten” government interventions. These efforts are nearly always

framed as helping parents, taking the burden off of low- and middle-income families, and addressing inequality and achievement

gaps. But the message is clear: parents, and especially disadvantaged parents, can’t be expected to effectively raise their

children and see to their education without the government’s help.

Some researchers say this outright. In an article published in this week’s Washington Post about alleged summer learning loss

among schoolchildren, Kelly Chandler-Olcott suggests that to fix the problem, we need to stop expecting parents to nurture

their children during the summer months and instead rely on experts to do it for them. She writes:

Also troubling is the assumption that families, not educators, should promote learning in specialized areas such as mathematics,

reading and science. Although families from all walks of life promote varied kinds of learning in everyday life, most parents

lack preparation to address academic subjects, and their year-round obligations don’t end just because school is out for their

offspring.

This is during the summertime, mind you, when parents have long been responsible for the care of their children. Apparently

now the academic crisis is so dire, particularly for low-income children, and parents’ “year-round obligations” are so huge, that

we should entrust others to do throughout the summer months what seemingly didn’t work well during the academic year.

As I wrote at NPR, we need to ask ourselves if kids can so quickly forget during summertime what they purportedly learned

during the school year, did they ever really learn it at all? And if “most parents lack preparation to address academic subjects,”

then what does that say about the education they received through public schooling?




“Perennial Force” of Parenthood

The idea that parents get in the way of children’s education and can halt their flourishing is nothing new. As he was designing

the architecture for compulsory mass schooling in the 19th century, Horace Mann argued that education was too important to

be left to parents’ discretion. He explained that strong parental bonds are obstacles to children’s and society’s development,

writing in his fourth lecture on education in 1840:


Nature supplies a perennial force, unexhausted, inexhaustible, re-appearing whenever and wherever the parental relation

exists. We, then, who are engaged in the sacred cause of education, are entitled to look upon all parents as having given

hostages to our cause.

Mann goes on to say that “just as soon as we can make them see the true relation in which they and their children stand to this

cause, they will become advocates for its advancement,” supporting the complete shift in control of education from the family

to the state. It’s for the good of all, Mann said—except for parents like him who homeschooled his own children while mandating

forced schooling for others.

The solution is for parents to push back against creeping government control of education and child-rearing. Don’t be wooed

by the siren song of feigned empathy for your burdens of work and family. Don’t be convinced of the false belief that you are

incapable of caring for your children and determining how, where, and with whom they should be educated. Don’t let your

“inexhaustible” parental instincts be weakened by government guardians who think they know what is best for your child.

Demand freedom and choice.

NEW WORDS & NUMBERS

Unschooling and Encouraging

Self-Directed Children

Parents are powerful. They are not perfect, and they do fail, but they are more perfect and fail much less than state agents

and government bureaucracies intoxicated by authority and ego. They should take back control of their children’s education by

advocating for parental choice and resisting efforts to undermine their innate capacity to care for their children’s well-being.

Place trust in the “perennial force” of parenthood, even when—or perhaps especially when—others distrust it.


https://fee.org/

By Antony Davies & James R. Harrigan

August 7, 2019

For many children, compulsory education and authority figures tend to inadvertently turn off their sense of curiosity and

wonder about the world. Additionally, assigned districts can limit school choice for many parents and mandatory curricula can

put unnecessary stress on educators.

Are there solutions to these problems within the current framework?

Is there any evidence to support changing the way we approach schooling to benefit children, parents, and teachers? Where

did all these mandates originate?

Join Antony Davies, James Harrigan, and special guest Kerry McDonald, author of Unschooled, as they discuss the public school

system and more on this week’s episode of Words & Numbers.

LISTEN TO THE NEW EPISODE NOW! HERE


https://fee.org/




How Our Culture

Disempowers Teens

Rather than criticizing teenagers as lazy

and in need of more control and structure,

we should recognize the ways our

culture infantilizes its teens.


Teens now spend more time in school and less time in work than at any other time in our history—even in the summertime.

According to the US Bureau of Labor Statistics, 42 percent of teens were enrolled in school in July 2016 compared to only 10

percent in July 1985. Overall, teen labor force participation has plummeted from a high of 57.9 percent in 1979 to just 34.1

percent in 2011. Part of this decline is related to more emphasis on academics, extracurricular activities, and other structured

programming for adolescents. But public policy may also be to blame.

The Minimum Wage’s Impact on Teens

Raising the minimum wage, as many states have aggressively done, has a disproportionate impact on young workers who do

not yet have the skills and experience to justify an employer paying them a higher wage. As a result, these neophytes don’t get

hired and thus don’t gain the necessary experience to ultimately warrant higher pay. It is widely understood that minimum

wage laws lead to higher unemployment, particularly for young and low-skilled workers who are then prevented from gaining

important entry-level career skills.

According to a July report by the Congressional Budget Office regarding a proposed $15 federal minimum wage,

The $15 option would alter employment more for some groups than for others. Almost 50 percent of the newly jobless workers

in a given week—600,000 of 1.3 million—would be teenagers.

Writing for PBS, economist Diana Furchtgott-Roth reported the same thing in 2016:

By Kerry McDonald

Saturday, July 27, 2019

Teenagers are extraordinarily capable. Louis Braille invented his language for the blind when he was 15. Mary Shelley, daughter

of libertarian feminist Mary Wollstonecraft, wrote Frankenstein when she was 18. As a young teen, Anne Frank documented

her life of hiding from the Nazis during World War II. Malala Yousafzai won the Nobel Prize at 17.

The Impact of Low Expectations

These are remarkable people for sure, but teenagers are able to accomplish remarkable things when given freedom and

opportunity. Instead, our culture systematically underestimates teenagers, coddling them like toddlers, confining them to

ever more schooling, and disconnecting them from the adult world they will soon enter.

Our low expectations of teenagers create a vicious circle. We think teenagers are lazy, unmotivated, and incapable of directing

their own lives, so we restrict their freedom and micromanage them. This process leads teenagers to believe that they are,

in fact, lazy, unmotivated, and in need of micromanagement. According to Peter Berg, author of The Tao of Teenagers and a

teacher who has worked with teenagers for over 25 years, this circle emerges because many of us were treated this way as

teenagers. We may have a hard time trusting teens because we ourselves were not trusted. Berg tells me:

We know that many people in our society unfortunately don’t understand teenagers, don’t relate to them well, and actually, in

my experience, have a fear of teenagers. In part, I believe this is because they struggled themselves as teenagers and were not

treated well by adults. Coming from this mindset, it’s easy to underestimate teenagers and easy to view everything teenagers do

through a lens that confirms that we should underestimate them.

Teens Crave Connection and Purposeful Action

When teenagers are trusted and treated well, they are incredibly enthusiastic and competent. I spent this week in Austin,

Texas, with 14- to 17-year-olds attending one of FEE’s summer leadership seminars for teens. Far from being lazy and unmotivated,

these young people were engaged and curious—even when confronting meaty material like Economics in One Lesson. In

fact, I saw more adults dozing off during lectures than teens! Sure, teens like their smartphones and social media—but so do

many of us adults. As Berg says:

Young people would be harmed the most by increasing the minimum wage. Almost half of minimum wage workers are under 25,

and 19 percent are teens.

Only 1.8 percent of US workers were paid at or below the federal minimum wage in 2015, so it’s a small segment of the overall

population at this pay level but a large percentage of young people.

Sign-Up: Receive Kerry’s Weekly Parenting and Education Newsletter!

Rather than criticizing teenagers as lazy and in need of more control and structure, we should recognize the ways our culture

infantilizes its teens. We confine them in coercive schools and school-like activities for most of their adolescence, limit their

autonomy, and prevent them from working in jobs and gaining valuable career skills. Is it really any wonder that they may

retreat into their cell phones when they get the chance? It might be the only moment of their day when they are actually in

control and connected to the wider world.

From rising compulsory schooling ages to rising minimum wages, we treat teens like toddlers and separate them from the

genuine adult world they will soon join. As Berg says:

For many teens, their days consist of an expectation to live a story or script that others have created for them.

Maybe we should give teenagers the freedom and opportunity to create their own scripts and witness the remarkable things

they will do.


https://fee.org/

What irks me the most is the myth of the lazy, always-on-social-media, disengaged teen. Teenagers are engaged and are far

from lazy. Most teens today have schedules that many adults couldn’t navigate. Teenagers do care—maybe not always about

things that adults think they should care about—but they do care about little things, big things, and everyday things. Teens

want what adults want: to be respected, taken seriously, cared about, and treated fairly.

On the edge of adulthood, teenagers need and crave authentic connection to real, daily life, but they are increasingly cut off

from this experience. Even as states like Oregon push to lower the voting age to 16, arguing that teens are fully capable of

democratic decision-making, they raise the compulsory schooling age to 18. Be free to vote, but you must remain locked (literally)

in coercive schooling.









The New Heights Educational Group (NHEG) Recognition Day is an annual event where students,

teachers/tutors and volunteers from around the world are recognized and celebrated. This year's

Recognition Day was on June 15, 2019. NHEG announced that some volunteers earned special

achievements because they've gone above and beyond what anyone would expect of them. Pamela

Clark, Executive Director, stated that NHEG and the community are fortunate to have such caring people

volunteering from all over the world. These individuals work very hard to expand on our mission of

providing a fair and equal education to all those who are willing to work for it. We wish there was space

to share everyone's name; a complete list can be seen on the following page:

https://www.NewHeightsEducation.org/who-we-are/NHEG-team/

THIS YEAR WE ARE RECOGNIZING THE FOLLOWING VOLUNTEERS:

Sapna Shukla

HR Coordinator of the Year


Researcher of the Year


Article Writer of the Year

Daniela Silva

Exceptional Writer of the Year

Leah Sedy

Foreign Language Instructor of the Year

Sheila Wright

Tutor of the Year

Marina Klimi

Publications Production Manager of the Year

Marina Klimi

Social Media Banner Creator

Marina Klimi

Advertisement Creator

Tyler Maxey - Billings

Graphics Arts Assistant of the Year

Janene Kling

Advertisement Creator of the Year

Rachel Fay

Cartoonist of the Year


Photographer of the Year

Frani Wyner

Exceptional Photographer Award for

Scenic, Variety and Special Project Photos

Michelle Shockey

Excellency Award for Landscaping and

Composition Photos

Larissa Murray

Excellency Award for Composition and

Variety Photos

Janene Kling

Excellency Award for People and Special

Projects Photos

Nayana Mogre

Data Entry/Compiler of the Year

Noemi Vallone

Proofreader of the Year

Kristen Congedo

Exceptional Proofreader Award

Katie Gerken

Excellency Award for Proofreading


You could join our volunteer team at any time.

Please visit our site here https://www.NewHeightsEducation.org/to view our projects.

Looking forward to meeting you!!!




Happy holidays from TTRS!

Hi Pamela,

As you know 2018 has been a great year for TTRS.

Over the last 12 months, thanks to your feedback, we've added

“Congratulations! Pamela Clark, a recognized

NSHSS Educator at

New Heights Educational Group Resource

and Literacy Center,

is honored to share this

opportunity with students that earn placement in

the National Society of High School Scholars."

https://www.nshss.org/

many new features - including school subjects, teacher accounts,

digital certificates and trophies.

You can view a list of recent updates here:

What’s New On TTRS

We can't wait to share our 2019 plans with you.

From gamification to advanced email reporting, and more school

subjects, it's sure to be the best year yet!

Happy New Year from everyone at TTRS and thank you for all

your support.

Best regards,

The TTRS Team

www.readandspell.com





9. Ask a respected, community member who overcame obstacles to speak to your students about his or her life. Ask the individual

to discuss the principles that led to his accomplishments. Then have the children compose and send a thank you card or

letter.

10. Ask the students to make out a list of things that are difficult for them and easy for them. Then discuss the fact that every

child has strengths and weaknesses, but if the children keep trying they will most likely be successful.

Instilling Perseverance in Children

By Leah Davies, M.Ed.

Teacher/Counselor Articles

Perseverance means having the self-discipline to continue a task in spite of being confronted with difficulties.

Albert Einstein said, “It’s not that I’m so smart, it’s just that I stay with problems longer.”

The following are classroom activities that promote perseverance:

1. Lead a discussion on what perseverance means and does not mean. For example: keep working until the assignment is

complete, instead of trying only a few times and quitting. With the help of students list the steps that are needed to learn a

new skill such as riding a bicycle, learning to swim or memorizing the multiplication table.

2. Read the following: Abraham Lincoln said, “People are about as happy as they make their minds up to be.” Mr. Lincoln

experienced successes in his life, but he also failed in business in 1831, was defeated for legislature in 1832, lost his bid for

congress in 1843, lost his run for the Senate in 1855, and was defeated for Vice President in 1856. Yet, in 1860, Mr. Lincoln was

elected President of the United States. List and discuss the qualities he must have had. For example: positive attitude, tenacity,

diligence, courage, boldness, self-discipline, and determination.

3. Have each student write a report on a person of their choosing who demonstrated perseverance. Some examples are:

Albert Einstein, Helen Keller, Thomas Edison, Harriet Tubman, Franklin D. Roosevelt, Mother Teresa, Madame (Marie) Curie,

Ray Charles, Rosa Parks, or Christopher Reeve.

Have them answer the following questions in their report:

• How did he or she show perseverance?

• In what ways are you like the person in your report?

• In what ways are you different from that person?

• What did you learn about yourself from writing the report?

11. Brainstorm and list obstacles, habits, and attitudes that prevent people from accomplishing their goals. Then have the children

write down or draw a picture of what they want to be or do when they grow up. Divide into pairs and have them share

their ideas. As a group list the general steps they will need to take to fulfill their dreams.

12. Have the students create a list of questions that they would like to ask an older relative or family friend. For example:

• What was the most important thing that you learned from your mother or father?

• What values are most important in your life today?

• What are you most proud of doing?

• Name a mistake you made.

• What did you learn from your mistake?

• Can you describe a time when you kept trying even though you felt like giving up?

After completing the interview have the children write a report on what they learned.

Ways Educators Can Encourage Perseverance in Students

1. Believe in each child’s ability to achieve.

2. Expect them to finish what they start.

3. Avoid accepting excuses for unfinished work.

4. Give positive feedback when a child puts forth extra effort.

5. Help students realize that everyone makes mistakes, but what is important is to keep trying. (See the Kelly Bear Behavior

book.)

4. Read and perhaps act out “The Tortoise and the Hare,” “The Little Engine That Could,” or another story of your choosing.

Have children divide into groups to write a simple poem, song or a short story that exemplifies perseverance. Have them

perform their works for each other or for children in lower grades.

6. Teach children how to regroup and start over.

7. Motivate them to try new things.

5. Have the students locate newspaper or magazine articles concerning a person who demonstrated perseverance after

experiencing failure. Ask them to report what they learned.

6. Have the students write or draw a picture illustrating a time when they persevered and succeeded even though they felt

like giving up. Then discuss the feelings associated with their achievement, for example: pride, happiness, self-confidence,

and self-esteem.

8. Encourage children to take responsibility for themselves and make constructive choices.

Since perseverance is a necessary ingredient for student achievement, it needs to be encouraged. Helping children learn to be

patient and to persist in spite of failure are attributes that will contribute to their future success.

7. Use puppets or students to role play situations where individuals demonstrate perseverance. Examples: a child who stutters

and keeps trying to speak fluently, a child who has learning problems yet puts forth much effort to learn, a student in a

wheelchair who tries to do new things.

8. Lead a discussion on how negative comments from others can influence a student’s attitude toward learning. Discuss what

children can do to prevent these remarks from hindering their efforts. Talk about ways one can be successful in spite of them.

(See Encouraging Thoughts.)




Effective Communication


Being able to communicate is vital to being an effective educator. Communication not only conveys information,

but it encourages effort, modifies attitudes, and stimulates thinking. Without it, stereotypes develop, messages become

distorted, and learning is stifled.

Communication is the process of understanding and sharing information where listening plays an important role.

Intrapersonal or internal communication includes planning, problem solving, self-talk, and evaluation of self and others. It

is a continuous process that prepares the speaker to proceed in a clear and concise manner. Interpersonal communication is

sharing meaning between oneself and at least one other person. The goal of interpersonal communication is to send relevant

and objective messages.

We communicate with others, not only verbally, but by how we act. Since we are constantly sending messages, we need to be

aware of our appearance, gestures, posture, eye contact, use of space, body movement, what we carry with us, how close we

stand or sit to others, and our facial expressions. When what we say contradicts our nonverbal behavior, mistrust and confusion

results because listeners believe what they see.

Examples of incongruence between our nonverbal communication and what we say are:

• A teacher frowns and says to a student: “I am pleased you are in my class.”

• An administrator says as he/she looks at a clock: “My door is always open.”

• A teacher scowls and says to a parent: “Johnny is such a delight!”

• We must be honest as we attempt to be effective communicators.

Listening is the process of receiving and interpreting a message. It occupies more of our time than talking, reading, or writing.

We often forget or misinterpret more than half of what we hear. The reasons human beings are inefficient listeners are because:

1. We think more rapidly than someone else can talk, so we spend time daydreaming or thinking of what we are going to say

next.

2. We do not want to grapple with difficult material.

3. We are close-minded to the message.

4. We jump to conclusions before we hear the entire message.

5. We let things distract us.

Listening requires active participation and energy. It is the responsibility of both the speaker and the listener make sure that

the message was understood. There are five phases of the listening process.

1. Give attention.

2. Physically hear the message.

3. Assign meaning to it.

4. Evaluate it against past experience.

5. Remember it.

6. If the process goes amiss at any point, communication has not taken place.

Effective communication skills that build a positive school environment are self-awareness; sending direct, complete, relevant,

congruent messages; listening; using feedback and being aware of what we are communicating nonverbally. Communication

is not only understanding and acknowledgement, it is agreement and commitment. As educational leaders, we know

we are effective communicators if those with whom we work have a positive attitude toward each other, their students and

their school.


Love and Logic Basics



In their book, Teaching with Love and Logic: Taking Control of the Classroom, Jim Fay and David Funk offer

educators alternative ways to communicate with their students. The Love and Logic process includes sharing

control and decision-making, using empathy with consequences, and enhancing the self-concept of children. They assert that

their methods lead to improved student behavior and achievement.

The Love and Logic philosophy states the importance of adults providing limits in a caring way. It involves building students

up so they feel more capable, even after being disciplined. When interacting with students, educators need to stay calm and

avoid provoking, threatening, moralizing or lecturing. Fay and Funk recommend that educators use polite statements that are

enforceable and offer children choices within limits, thus avoiding power struggles. Discipline is maintained with compassion

and understanding. They describe childhood misbehavior as an opportunity for helping children grow through their mistakes.

Their methods help children learn to be responsible and gain self-confidence.

These authors value children and place a heavy emphasis on the importance of treating them with respect and dignity. They

contend that successful teachers know that they must build a positive relationship with their students because they cannot

make children do their best by being angry with them. They assert that sharing control and stopping undesirable behaviors

early are most effective, and that getting to know students on a personal basis can have many benefits.

One of their suggestions for working with a troublesome student was to try an experiment. For six times over a period of

three weeks, say something like, “I noticed ... that you like horses (basketball, rocks, rap, etc.)” or “I noticed that you enjoy

running, (spelling, helping others, etc.)” The book stressed not to include praise or judgment in the statement and to use the “I

noticed...” prefix. They also proposed that at times you may want to ask, “Will you try that just for me?” They also suggest that

the teacher may want to ask, “Will you try that just for me?” if a child has an especially low feeling of self-worth.

Fay and Funk maintain that the best way to gain student cooperation is to provide many choices throughout the day, thus

building up a bank account of shared power. But, when discipline is needed, they warn that offering two choices, one you like

and one you do not like, is not effective because the student will most often pick the one you don’t want. Instead, they propose

that teachers only offer two acceptable choices, and if the child does not choose one within ten seconds, the educator

chooses for him or her. Students soon realize that the consequence of not choosing an option is that the teacher will make the

choice. They recommend saying something like:

• “You can either play in the block area or the home living area. It is your choice. You decide.”

• “Would you rather sit and read or work on your project?”

• “What would be best for you to play kick ball or to watch the others?”

• “Feel free to sit in the chair by me or remain quiet in your seat.”

Fay and Funk suggest that teachers use “enforceable statements” rather than angry, negative comments. For example:

• “I will begin when everyone is quiet” instead of saying “I’m not going to start until you are quiet.”

• “I know you have something important to say, and I listen to students who raise their hand and are called on to participate”

rather than, “Raise your hand if you want to talk and wait to be called on.”

• “You may join us outside as soon as you complete your work” rather than, “Do your work or you can1t go outside!”

The Love and Logic thinking requires children to experience consequences for their mistakes. When a problem occurs, they

recommend that the adult start with an empathetic comment and end with the logical consequence. The absence of adult anger

causes children to think and learn from their mistakes, helps them accept responsibility for their behavior, and decreases

the “it’s not my fault” attitude. Fay and Funk advise not arguing with students or giving in to their protests, but simply stating

your concern and the consequence again if necessary. This way, by providing a choice, the students feel some control over

the outcome for their behavior. The authors recommend using empathy with consequences because they assert that children

learn more from their choices when an adult does not scold or moralize, but expresses sincere understanding. When the child

chooses not to do his or her homework, the teacher could say with sincerity...

“That’s too bad. That zero will have to be averaged with your other grades.”

Or, if the a child does not do his or her work, the teacher could say,

“I’m so sorry you chose to play instead of doing your work. I’m sad that you have to lose part of your recess.”

Fay and Funk contend that delaying a consequence rather than providing an immediate one can bring more satisfactory results.

They state that dealing with a problem on the teacher’s terms, with short, kind interactions work best. For example, if

a child swears in class, the teacher might calmly say, “That language is unacceptable in my room. I will have to do something

about it, but I am not sure what I will do. Right now I am busy teaching so I will let you know tomorrow.” They contend that

saying, “Don’t worry about it,” can have the opposite effect on the student.

The authors share many more practical suggestions on helping children become responsible and guiding them to solve their

own problems. They recommend saying, “You can solve your problem anyway you want as long as your solution does not

cause a problem for anyone else.” The “anyone else” includes the teacher. The Love and Logic principles work best if an entire

school staff studies and supports the concepts. See www.loveandlogic.com for additional information, resources and available

training conferences.

R E F E R E CN C E

Fay, Jim, and David Funk (1995). Teaching With Love And Logic: Taking Control Of The Classroom. Golden, CO: The Love and Logic Press, Inc.











New Heights Education Group (NHEG) has

arranged for YOU to get a pre-publication

copy FREE, while available, of the new

eBook:

“How and Why… Home School Math can be

vastly Superior to Public School Math”

Claim Your Copy at:

VastlySuperiorMath.com/NHEG

How and Why…

Home School Math

can be vastly

Superior to

Public School Math


“Every parent should read this book, no matter where you

school your kids! You’ll not learn only why… but how you can

do it in a vastly superior way!”

-Pamela Clark, NHEG Director

“I love that Dr. Hane brings home what I’ve known all along.

This book will empower any homeschool parent!”

-Erika Hanson, NHEG Radio Host

“Finally an explanation of how and why homeschooling math

is a better choice. This is a must read for all parents!”

-Laura Coons, Parent

Questions?

Phone: +1.419.786.0247

Email: NewHeightsEducation@yahoo.com

Website: http://www.NewHeightsEducation.org

Learning Annex https://School.NewHeightsEducation.org/

GET YOUR FREE EBOOK!!!

By Craig Hane, Ph.D. in Mathematics, aka Dr. Del





This book is intended for any parent with postelementary

children.

In just 65 pages, you’ll discover how you can teach

post-elementary math in a vastly superior way when

compared to public schools.

You’ll learn how to apply the proper pedagogy and

content for student success, as well as the math that is

needed for your student based on their life goals.

The mission of the book is to educate parents on the

problems as well as the solutions to today’s math

education crisis.

This book will empower any parent to provide a

superior math education to their children.

About the Author

Dr. Craig Hane, aka Dr. Del, holds a Ph.D. in Algebraic

Number Theory from Indiana University. Dr. Hane has

taught students of all ages for over 50 years.

Throughout his teaching and business adventures, Dr.

Hane has gained a full understanding of how and why

our current math curriculum is failing all of our

students. He explores these issues with the reader in

his latest book.

Other eBooks by Dr. Hane:

How to Give Your Child a Great Math Education in

Algebra, Geometry and Trigonometry

Math? Help!

Teaching Math

“How and Why… Home School Math can be vastly

Superior to Public School Math”

by Craig Hane, Ph.D. in Mathematics

TABLE OF CONTENTS

Chapter 1: SPIKE Pedagogy for a Wonderful Math Education

Chapter 2: Math? Help!

Chapter 3: How to Give Your Child a Great Education in Algebra,

Geometry, Trigonometry and Beyond

Chapter 4: Non College-Bound Students

Chapter 5: College Bound Non-STEM Students

Chapter 6: STEM Math

Chapter 7: Teacher & Coach

Chapter 8: How to Be A Great Coach

Chapter 9: Standard Math Curriculum

Chapter 10: Why Public High School Math is Failing our Students

Chapter 11: Financial Facts of Life

Chapter 12: Future of our Economy

Chapter 13: Future of our Society

Chapter 14: Future Mathematicians

Chapter 15: Conclusions





Support NHEG with BoxTops for Education

Eventually the Box Tops program will become digital-only. Participating brands are starting to

change their packaging from a traditional Box Tops clip to the new Box Top label.

If you see this label, use the new Box Tops app to scan your receipt. Box Tops are still worth

10¢ each for your school. The app will find participating products purchased at any store and

instantly add cash to your school’s earnings online.

Support NHEG with BoxTops for Education

https://youtu.be/Hh94b2BvFK4

Get the APP and scan your receipts - choose to allow instant access

https://www.boxtops4education.com/?utm_source=Email_newsletter&utm_medium=email&utm_campaign=BT-

FE_08_15_2019&

vcode=AQAAAAEBAQEBAQEBAQEBAQEBAQEBJhjBeBolhNg3r1dBvplztUDw2CNJI6h4z3i5IvJ80kkS4ZSCqdl_ejI2quOGeZ8njeGpS1BwPtRnlrof3

Choose New Heights (it will list us as Holgate, Ohio 43527 - this is where the BoxTops coordinator and Board Member lives)





NHEG has created an Adult Advisory Group that offers support and advice to the founder

and board members during in-person/online meetings.

If your interest is piqued, please keep reading.

WHAT IS THE ADULT ADVISORY GROUP?

The Adult Advisory Group brings unique knowledge and skills to complement those of the board

members and help the organization grow and succeed.

ADDITIONAL INFORMATION

Members will not be compensated for their time

One-year minimum commitment

Members must sign a confidentiality agreement

Group cannot issue directives

Members may be replaced at the director’s discretion.

BENEFITS

Opportunities to give back to community and improve local education

Positive public exposure

Atmosphere full of different ideas/perspectives

Networking

Our Adult Advisory Crest was updated by Courteney Crawley- Dyson,

with helpful advice provided by Jeff Ermoian and Mike Anderson.

Original design from Kevin Adusei and Student Group members.

MEMBER RESPONSIBILITIES

Assist with public relations and fundraising

Meet every three (3) months

Offer the director and board members honest, constructive and positive feedback for correcting

identified problems

OPTIONAL SUPPORT

Offer financial and/or expert support

Assist with daily functions and activities

https://www.NewHeightsEducation.org/who-we-are/NHEG-groups/Adult-Advisory-Group/



www.NewHeightsEduca-

What You Need:

• Bird Seed

• Flat Baking Tray

• Large Pine Cone (or papertowel roll)

• Smooth Peanut Butter

• Table Knife

• Something to cover the table (this activity

gets

messy!)

• String

Instructions:

1. Cover the table with newspaper or plastic.

2. Pour some bird seed into your baking tray

3. Help your child spread the peanut butter on the pine cone or

papertowel roll

4. Roll the pinecone (papertowel roll) in the bird seed

5. Tie a piece of string (at least a foot long) to the top of the pine cone (papertowel

roll)

Birds usually take a few days to locate new food.

Keep a bird book handy. Can you and your child identify what kids of

birds are visiting the bird feeder?

When the pine cone is pecked clean, make another!

www.booksbythebushel.


FREE LITERACY ACTIVITIES

Download as many as you like!

Join our e-newsletter to receive more FREE

classroom activity ideas!

http://www.booksbythebushel.com/free-literacy-activities/

F U N C O R N E R

140 140 NHEG | GENiUS Magazine MAGAZINE | January - | February www.geniusmag.com

MAKE YOUR OWN SNOWGLOBE

This homemade snow globe craft is fun for kids who are excited about winter!

What you need:

• A clean jar with a water-tight lid (test it by

filling it with water and turning it upside-down

• Waterproof figurine that fits inside the jar

(legos work!)

• Waterproof glue (super glue, hot glue)

• Glitter

• Glycerin-makes the glitter float (optional and

found at drug stores)

• Water

Instructions:

1. Remove the lid from the jar and set the jar aside

2. Place the lid upside down on a hard surface and help your child glue the figurine(s)

to the bottom of the lid

3. Let the glue dry completely

4. Have your child add a few dashes of glitter to the jar, along with a few drops of

glycerin

5. Help your child fill the jar almost to the top with water

6. Screw the lid on tight and turn the jar upright

7. Have your child shake gently and watch the glitter float around!

www.booksbythebushel.com

FREE activities and worksheets!

www.booksbythebushel.com/free-literacy-activities

Monthly Theme Calendars Kindergarten Readiness

Community Helpers

Misc. Activities

Curious George Activities Nature Activities

Farm Activities Social Emotional Activities

Reading Activities

seasonal activities

Social Emotional activities weather activites



FUNDRAISING FOR NHEG


Fundraising for NHEG earns money through various fundraising programs,

so the more you participate, the more we earn for our student programs and services.

We provide step-by-step instructions for participating in each program,

especially if you have accounts with these partner websites already.

BOX TOPS FOR EDUCATION

BOOKS BY THE BUSHEL

PIZZA HUT DOUGH FOR

DOLLARS PROGRAM

LITTLE CAESAR’S PIZZA KIT

FUNDRAISING PROGRAM

AMAZONSMILE

DONATE A CAR

JANE GOODALL'S

ROOTS & SHOOTS PROGRAM

WELZOO

For more details, visit our website

https://www.NewHeightsEducation.org/support-NHEG/fundraising-for-NHEG/

Source: The Foundation for Economic (FEE)





OUR RECIPES

Stuffed Crown Roast of Pork Recipe

Ingredients:

• 1/2 bunch thyme, leaves only

• 1/2 bunch fresh sage, leaves only

• 2 cloves garlic, gently smashed and paper removed

• kosher salt and freshly ground black pepper

• Extra-virgin olive oil

• 10 pounds pork rib roast (about 12 to 14 ribs)

• Apple Pecan Stuffing, recipe follows

• Gravy, recipe follows

• Watercress, for garnish, optional

• Special equipment: roasting pan fitted with roasting rack

Directions:

1. Preheat oven to 375 degrees F. Set rack on the bottom third of the oven so the roast will fit completely inside.

2. In a small mixing bowl or mortar and pestle, combine thyme, sage, garlic, and salt and pepper, to taste, and mash to

break up herbs and garlic. Add oil, about 1 cup, and combine with pestle.

3. Take crown roast of pork and if your butcher hasn’t already prepared it, clean the bones of meat with a boning

knife (French them) and make a small cut into the meat in between each rib so you can wrap it into a circle easily;

save the scraps. Rub the pork all over with the herb mixture. With the ribs on the outside, wrap the rack around onto

itself so the ends meet and secure with kitchen twine so it holds its crown shape. *Cook’s note: if you are doing this by

yourself, using a skewer to help hold its shape while you wrap the kitchen twine around the roast.

4. Place in a roasting pan. Add the scraps into the bottom of the pan alongside the roast. This will help add flavor to

your sauce. Set aside to bring the pork to room temperature prior to cooking.

5. Fill the cavity with Apple Pecan Stuffing.

6. Cover the stuffing and the tips of the rib bones with foil then place the whole roast in the oven and bake for 2 hours

and 20 minutes, an instant-read thermometer inserted near the bone should register 150 degrees F when done. About

30 to 45 minutes prior to doneness, remove the foil to brown the stuffing and create a crust. Remove from the oven,


loosely cover with foil and allow to rest for 30 minutes before cutting. Serve with Apple Pecan Stuffing and Gravy.

January - February 2020 | NHEG Magazine



OUR RECIPES

Cilantro Shrimp Recipe

Ingredients:

• 1 Tbsp sesame oil

• 3 cups sliced green onions (1 inch slices)

• 2 Tbsp fresh ginger peeled and minced

• 5 cloves garlic, minced

• 2 pounds large shrimp

• 3 1/2 Tbsp soy sauce (I used low sodium)

• 1/2 tsp sambal oelek (ground fresh chile paste) or chile sauce

• 2 cups fresh cilantro, chopped

• 4-6 cups cooked brown rice, to serve shrimp over

OUR RECIPES

Sex in a Pan Recipe

Ingredients:

BASE:

• 1 cup all-purpose flour (250 ml)

• 1/2 cup (125 ml) butter

• 2 tbsp (30 ml) sugar

• 1/4 cup (60 ml) chopped nuts

CREAM CHEESE FILLING:

• 8 ozs (250 ml) cream cheese

• 2/3 cup (150 ml) icing sugar

• 1 cup (250 ml) Cool Whip

PUDDING MIX TOPPING:

Directions:

1. Heat a wok or large skillet over high heat. Add oil to the pan and swirl to coat. Add onions, ginger, and garlic

to the pan and stir fry 1 minute. Add shrimp and stir fry 2 minutes. Stir in soy sauce and chile paste and stir fry 1

minute until shirmp are done.

2. Remove pan from heat. Add cilantro and stir constantly until cilantro wilts. Serve over rice.

• 2 1/2 cups (625 ml) milk

• 2 - 3 1/2 ozs instant pudding mix (vanilla or chocolate or flavour of your choice)

• 1 cup (250 ml) Cool Whip

• Garnish (coconut, nuts, marashino cherries, chocolate curls, etc...)

Directions:

1. To prepare the base, combine flour, butter, sugar and nuts.

2. Mix until crumbly. Press into greased 10” spring form pan or square pan. Bake at 350 degrees F for 15 minutes.

Let cool.

3. In the meantime, prepare the cream cheese filling by beating the cream cheese with the icing sugar. Fold in 1

cup of cool whip until well blended. Spread over the cooled crust. Refrigerate while making the topping.

4. To prepare the pudding mix topping, add the milk to the instant pudding mix following the directions on

the package. Let cool. Top with remaining cool whip. Garnish with coconut, chopped nuts, shaved chocolate or

marashino cherries, strawberries. Refrigerate before serving. Yields about 12 to 16 servings.





OUR RECIPES

Ellie’s Black Bean & Chipotle Dip Recipe (Gluten free)

Ingredients:

• 2 T olive oil

• 1/2 C yellow onion ( a medium-small)

• 1 clove of garlic, minced

• 1/4 tsp ground cumin

• 1/8 tsp ground coriander

• 1 15oz can of black beans, drained & rinsed

• 2 T coarsely chopped cilantro (+ a little more to garnish)

• 1-1/2 T fresh lime juice (I use key limes)

• 2 tsp seeded, minced chipotle (chipotle in adobo) That’s about 1 pepper. If you like it with more kick, leave the

seeds.

• 1/4 tsp sea salt

• 1/8 tsp black pepper

Directions:

1. Heat 1 T of the oil in a medium sauce pan, medium heat. Sweat

the onion until softened, about 3 minutes. Stir in the garli, cumin,

and coriander. Cook about 30 seconds. Turn off the heat.

2. Add the beans, cilantro, lime juice, chipotle, salt and pepper and

the remaining 1 T of oil + 1 T of water and puree until smooth with

your immersion blender. Ellie uses a food processor, but, hey, its a

delicious dip, so why make extra clean-up work!

3. Garnish with a sprinkle of chopped cilantro and I like a finishing

OUR RECIPES

Chocolate Mousse (Gluten free)

Ingredients:

• 1/3 Cup Chocolate, chopped

• 1 Tbsp water

• ¼ Tsp Coffee

• 1 Tbsp unsalted butter

• 1 Egg, separated

• 2 Tbsp regular granulated sugar

• ½ Cup heavy cream

• 1 Tsp Vanilla Essence

Directions:

1. Whip the heavy cream until stiff peak forms and keep in

fridge until required.

2. Meanwhile, in a small bowl, whisk the egg yolk and

sugar for 2 to 3 minutes or until it becomes thick and pale

in color and the sugar dissolves, set aside.

3. In a double boiler add the chocolate, water, coffee and

butter and over very low heat, cook everything together

just until the chocolate melts. Remove from the heat.

4. Spoon ¼ of the chocolate into the egg yolk mixture to

temper and mix it just enough to combine.

5. Pour the egg yolk mixture back into the small bowl over

the simmering water in the saucepan (double boiler) with

the remaining chocolate mixture, add the vanilla extract

and stir constantly, cook over low heat for a couple

minutes or until the mixture thickens.

6. Let it cool for a few minutes stirring frequently.

7. In a small clean and dry bowl, whisk the egg white until

it forms stiff peaks. Fold the egg white gently without

deflating in the cooled chocolate mixture.

8. Fold the chocolate mixture into the whipped heavy

cream being careful not to over mix otherwise the heavy

cream will lose its texture.

9. Pour the mixture into the serving glass, cover with a

cling foil and refrigerate for a minimum of 4 to 6 hours or

best overnight. Enjoy!

drizzle of oilive oil.

ALL RECIPES ARE FROM THE

COOKEATSHARE








NHEG AFFILIATES & PARTNERS


NHEG couldn’t provide the support and educational needs of the children and adults without the support of our many affiliates and partners across the country.

We would like to take this opportunity to acknowledge and thank everyone for their support.

NHEG is reliant on corporate support in many ways. Strategic partners provide cash, goods in kind and pro-bono contributions both for service provision and in support of fundraising efforts.

Below you can see all the businesses and organizations that have supported NHEG and our mission to provide educational support to adults and children in Ohio.

New Heights Educational Group, Inc.

14735 Power Dam Road, Defiance, Ohio 43512

+1.419.786.0247


http://www.NewHeightsEducation.org

NHEG-Magazine-January-February

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