July-August 2021

ISSUE 7- 8

“Smell the sea and feel the sky,

let your soul and spirit fly”

– Van Morrison

July - August 2021

New NHEG Heights Magazine Educational | July - August Group 2021

www.NewHeightsEducation.org

EDITORIAL TEAM

NHEG MAGAZINE

TABLE OF CONTENTS

PAGE 28-33

NHEG INTERNET RADIO

PROGRAM

PAGE 110-115

KELLY BEAR PRESS

PAGE 40-41

PAGE 120-121

EDITOR IN CHIEF

Pamela Clark

NewHeightsEducation@yahoo.com

MISSING CHILDREN

PAGE 44-45

ATTENTION POTENTIAL

GUESTS!

PAGE 122-123

PRODUCTION MANAGER

PROOFREADERS/EDITORS

PHOTOGRAPHERS IN THIS ISSUE

Marina Klimi

MarinaKlimi@NewHeightsEducation.org

Laura Casanova

LauraC@newheightseducation.org

William Atkinson

Elizabeth White

Fran Wyner

PAGE 02

EDITORIAL TEAM

STUDENTS’ ARTICLES

PAGE 48-55

THE NHEG LEARNING

ANNEX

PAGE 58-59

NHEG DATA

PAGE 60-61

NHEG BIRTHDAYS

ANNIVERSARIES

NHEG SUPPORT GROUPS

PAGE 126

VOLUNTEERS RATINGS

PAGE 128-133

RECIPES

PAGE 138-139

GET YOUR FREE EBOOK

PAGE 140-141

PAGE 04

THOUGH OF THE MONTH

PAGE 66-67

THE WALK IN AND OUT

OF DARKNESS

NATIONAL HISTORY BEE

NATIONAL SCIENCE BEE

PAGE 142-143

PAGE 10-17

NHEG MEDIA PACK

PAGE 20-23

THE STEVIE® AWARDS 2021

PAGE 70-71

VIRTUAL READING

PROGRAM

PAGE 78-85

PRESS RELEASES

FUN CORNER

PAGE 148-149

NHEG PARTNERS

& AFFILIATES

PAGE 26-27

VOLUNTEERS PAGES

PAGE 90-101

FEE ARTICLES

PAGE 102-103

SUPPORT NHEG WITH

YOUR DONATIONS

2 2 3

3



Thought for the Month

We wish you another year of not

only school and learning, but also

enjoying what you’re learning.

Learning should be enjoyed, and

should bring dreams alive for

students.

Pamela Clark

Founder/ Executive Director of

The New Heights Educational Group,

Inc.

Resource and Literacy Center


http://www.NewHeightsEducation.org

Learning Annex

https://School.NewHeightsEducation.org/

A Public Charity 501(c)(3)

Nonprofit Organization

New Heights Educational Group Inc.

14735 Power Dam Road, Defiance, Ohio 43512

+1.419.786.0247

Welcome to the official

New Heights Educational

Group store.

Where you can purchase

NHEG branded products.

https://New-Heights-Educational-Group.Myshopify.com

4 4 5

5

2020 Top-Rated

Nonprofits using GreatNonprofits

You can read it at the following link

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

NHEG MEDIA PACK

Pamela Clark

Founder/Executive Director



www.School.NewHeightsEducation.org

14735 Power Dam Road by appointment only

Defiance, Ohio 43512

419-786-0247

Mission Statement

The New Heights Educational Group, Inc. promotes literacy for children and adults

by offering a range of educational support services. Such services include: assisting

families in the selection of schools; organization of educational activities; and

acquisition of materials.

We promote a healthy learning environment and enrichment programs for families

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

Student Services

New Heights Education Group promotes a healthy learning environment and enrichment

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

needs.

Student

Parents and Teachers

● Tutoring ● Classroom Resources

● Academic Growth Assessment ● Education Technology

●

Support for Children with Special

Needs

●

Teacher Resources and Training

● Computer and Internet Resources ● Tutoring Resources

●

Scholarship Searches and College

Exam and Prep

● Private Library (in progress)

● Leadership Opportunities

● Online Courses

● NHEG Baton Corp. and NHEG Color

Guard

Discounted and Free Online Classes

NHEG is providing students discounted and free online classes that they can take in their

free time or incorporate into their current studies. This includes students who are

homeschooled or attending a charter, private or public school.

NHEG has partnered with HSLDA Academy, Silicon Valley High School, Touch Type Read

and Spell, Reading Success Labs, Classic Learning Test and we have partnered with a

number of talented instructors who offer unique learning opportunities. This includes an

Animation and Drawing Course, and Generation Self-Employed Course. Students can

receive a discount by using our code when registering in most of these classes. We also

partnered with others who provides free courses through our site.

These free courses are from Hillsdale College, Virtual Home School Group, FEE online

courses and Roots and Shoots.

The NHEG Online Learning Annex provides its own online courses, free and for a fee to

children and adults who wish to learn more and are looking for something

affordable. Our online classes are either self-enrolled or pre-recorded, meaning you can

learn at your own pace or by attending standard online weekly courses taught by one of

our volunteer teachers or tutors.

More Student Services

In order to promote leadership, we offer a Student Advisory Group for students

ages 7 to 13 and a Student Leadership Council for students ages 14 to 23 with at

least a 3.0 GPA. These internships give them opportunities to serve in our

organization and earn relevant experience. It also empowers them to make a

difference.

Additionally, NHEG offers an Adult Advisory Group for parents and provides an

outlet for adults to have a voice in improving education.

NHEG Travel Programs offer students and teachers the opportunity to experience

travel and understand new cultures around the world for the first time.

More Student Services

The NHEG Parents Information & Resources Portal is a dedicated page of information and

resources for parents of home, public and charter school students.

NHEG Support Groups provide various support to not only our board members, but also

to students, parents and teachers in Ohio. Each group provides a pivotal function in our

organization to strengthen our programs and services; moreover, it helps support and

educate children and adults, so they can build a much stronger educational background.

More Services

For students looking to get their pictures taken, NHEG offers high quality and reasonably priced

photographers for school and senior pictures.

The New Heights Show on Education is an internet radio program in which the hosts cover various

topics of education for home, charter and public school families in Ohio and beyond.. Sponsored by

Silicon Valley High School.

Comic book

We publish a Bi-Monthly Magazine, titled EDGuide to our subscribers, and they can get the latest

news and information about our organization, teachers and students. It has a reach of more than

82,593 views.

Find us on….

Social Media

2021 – Pamela Clark - Gold American Business Awards/ Stevie® Award - Named

Education Hero of the Year

2021 BRONZE STEVIE® American Business Awards/ AWARD – SUPPORT STAFFER

OF THE YEAR

Julia Landy

2021 BRONZE STEVIE® American Business Awards/ AWARD MARKETER OF THE

YEAR & American Business Awards/ PRODUCT DEVELOPER OF THE YEAR

Marina Klimi

5th Annual 2020 Pillar World Awards

Advancing Diversity Within Community

GOLD WINNER

New Heights Educational Group, Inc | Defiance, Ohio, USA | Expanding educational

opportunities for all | Pamela Clark, Marina Klimi, Michael Anderson, Jyoti Aggarwal,

Tyler Maxey-Billings, Enjoli Baker, Erika Hanson, Sheila Wright, Padmapriya (Priya)

Kedharnath, Allene Yue, Sampan Chaudhuri, Julia Landy, Frani Wyner, Kaitlyn Rottingen,

Khrista-Cheryl Cendana, Bruno Moses Patrick, Nimisha Basarkar, Caroline Chen, Aayush

Gauba, Sarika Gauba, Nayana Mogre, Elizabeth White, Rhone-Ann Huang, Charlote

Picardo, Alina Sheikh, Hamsatu Bolori, Buffie Williams, Ming Wei Chong, Chinmay

Arvind, Ruzzel Solayao, Jane Wen, Rachel Fay, Jacqueline (Jakki) Taylor , Kristen

Congedo, Leah Sedy

X3

Click on the image to go to NHEG

site


Advancing Global Diversity

SILVER WINNER

New Heights Educational Group, Inc | Defiance, Ohio, USA | Creating leadership

opportunities for National and International Students | Pamela Clark, Marina Klimi, Michael

Anderson, Jyoti Aggarwal, Tyler Maxey-Billings, Enjoli Baker, Erika Hanson, Sheila Wright,

Padmapriya (Priya) Kedharnath, Sampan Chaudhuri, Julia Landy, Frani Wyner, Kaitlyn

Rottingen, Khrista-Cheryl Cendana, Bruno Moses Patrick, Nimisha Basarkar, Caroline Chen,

Aayush Gauba, Sarika Gauba, Nayana Mogre, Elizabeth White, Hamsatu Bolori, Buffie

Williams, Ming Wei Chong, Chinmay Arvind, Ruzzel Solayao, Jane Wen, Rachel Fay, Jacqueline

(Jakki) Taylor , Kristen Congedo, Leah Sedy, Allene Yue Aayush Gauba Alina Sheikh Caroline

Chen Doyoon “Dean” Kim Fatima Saad Rhone-Ann Huang Anagha Sridharan Charlotte

Picardo Michelle Alwin Diya Sharma Dannah Altiti Ashmeet Kaur Mariam Qudoos Israa

Hammond


Diversity Hiring Team of the Year

GOLD WINNER

New Heights Educational Group, Inc | Defiance, Ohio USA |

Volunteers bringing on new Volunteers | Pamela Clark, Jyoti Aggarwal,

Caroline Chen, Nimisha Basarkar

Diversity Leadership of the Year

GOLD WINNER

New Heights Educational Group, Inc | Defiance, Ohio USA | Inspiring programs and amazing

growth | Pamela Clark, Marina Klimi, Michael Anderson, Jyoti Aggarwal, Tyler Maxey-Billings,

Enjoli Baker, Erika Hanson, Sheila Wright, Padmapriya (Priya) Kedharnath, Allene Yue, Sampan

Chaudhuri, Julia Landy, Frani Wyner, Kaitlyn Rottingen, Khrista-Cheryl Cendana, Bruno Moses

Patrick, Nimisha Basarkar, Caroline Chen, Aayush Gauba, Sarika Gauba, Nayana Mogre, Elizabeth

White, Rhone-Ann Huang, Charlote Picardo, Alina Sheikh, Hamsatu Bolori, Buffie Williams, Ming

Wei Chong, Chinmay Arvind, Ruzzel Solayao, Jane Wen, Rachel Fay, Jacqueline (Jakki) Taylor ,

Kristen Congedo, Leah Sedy, Allene Yue Aayush Gauba Alina Sheikh Caroline Chen Doyoon

“Dean” Kim Fatima Saad Rhone-Ann Huang Anagha Sridharan Charlotte Picardo Michelle Alwin

Diya Sharma Dannah Altiti Ashmeet Kaur Mariam Qudoos Israa Hammond


Diversity Team of the Year

SILVER WINNER

New Heights Educational Group, Inc | Defiance, Ohio USA | Expanding our services and amazing

growth | Pamela Clark, Marina Klimi, Michael Anderson, Jyoti Aggarwal, Tyler Maxey-Billings, Enjoli

Baker, Erika Hanson, Sheila Wright, Padmapriya (Priya) Kedharnath, Allene Yue, Sampan Chaudhuri,

Julia Landy, Frani Wyner, Kaitlyn Rottingen, Khrista-Cheryl Cendana, Bruno Moses Patrick, Nimisha

Basarkar, Caroline Chen, Aayush Gauba, Sarika Gauba, Nayana Mogre, Elizabeth White, Rhone-Ann

Huang, Charlote Picardo, Alina Sheikh, Hamsatu Bolori, Buffie Williams, Ming Wei Chong, Chinmay

Arvind, Ruzzel Solayao, Jane Wen, Rachel Fay, Jacqueline (Jakki) Taylor , Kristen Congedo, Leah Sedy,

Doyoon “Dean” Kim Fatima Saad Anagha Sridharan Michelle Alwin Diya Sharma Dannah Altiti

Ashmeet Kaur Mariam Qudoos Israa Hammond


Management Diversity of the Year

GOLD WINNER

New Heights Educational Group, Inc | Defiance, Ohio USA | 95 volunteers promoting the NHEG

mission | Pamela Clark, Marina Klimi, Michael Anderson, Jyoti Aggarwal, Tyler Maxey-Billings, Enjoli

Baker, Erika Hanson, Sheila Wright, Padmapriya (Priya) Kedharnath, Allene Yue, Aayush Gauba,

Khrista-Cheryl Cendana, Bruno Moses Patrick, Caroline Chen, Aayush Gauba, Sarika Gauba, Nayana

Mogre, Rhone-Ann Huang, Charlote Picardo, Alina Sheikh, Buffie Williams, Ming Wei Chong, Ruzzel

Solayao, Jane Wen, Rachel Fay, Jacqueline (Jakki) Taylor , Kristen Congedo

7th Annual 2020 Customer Sales and Service World Awards

Executive Excellence | Creative of the Year

SILVER WINNER

New Heights Educational Group, Inc | Defiance, Ohio 43512 | Marina Klimi and NHEG EDGuide | Marina Klimi

Executive Excellence | Leader of the Year

Bronze

New Heights Educational Group, Inc | DEFIANCE, Ohio 43512 | leads a team over 90 volunteers to create real

change | Pamela Sue Clark

Executive Excellence | Rising Star of the Year

SILVER WINNER

New Heights Educational Group, Inc | Defiance, Ohio 43512 | Young leader making a difference | Caroline Chen

Executive Excellence | Rising Star of the Year

BRONZE WINNER

New Heights Educational Group, Inc | Defiance, Ohio 43512 | Allene created three courses for our new music

program | Allene Yue

7th Annual 2020 Customer Sales and Service World Awards

Executive Excellence | Team Builder of the Year

SILVER WINNER

New Heights Educational Group, Inc | Defiance, Ohio 43512 | Jyoti and HR Department brought on 21

volunteers. | Jyoti Aggarwal

Executive Excellence | Visionary of the Year

GOLD WINNER

New Heights Educational Group, Inc | Defiance, Ohio 43512 | Expanded our online courses | Pamela Clark

Business Development Outstanding Performance of the Year

GOLD WINNER

New Heights Educational Group, Inc | Defiance, Ohio 43512 | Michael created and has managed our

website for 4 years | Michael Anderson

Business Development Outstanding Performance of the Year

SILVER WINNER

New Heights Educational Group, Inc | Defiance, Ohio 43512 | Volunteer team making great impact on

many projects | Pamela Clark and her team of volunteers

2020 (Gold Winner) Company of the Year - Diversified Services - Small -

International Business Awards

2020 (Silver Winner) Organization of the Year - Non-Profit or Government

Organizations - Medium-size category - International Business Awards

3987 Human Resources Executive of the Year Anusha Nemali 2020 Stevie

Awards for Great Employers (Main) Bronze Stevie Winner

3988 Learning or Training Professional of the Year 2020 Stevie Awards for

Great Employers (Main) Bronze Stevie Winner

3989 Learning Expertise at its Best 2020 Stevie Awards for Great Employers

(Main) Gold Stevie Winner

X3

Customer Service & Support Staffer of the

Year (non-executive)

New Heights Educational Group | Defiance, OH

USA | Michael has been volunteering with us for

the last 4years. | Michael Anderson


USA | Production Manager of our Magazine,

publishing bi-monthly | Marina Klimi

Product Developer of the Year (non-executive)


USA | Production Manager of our new comic book

| Tyler Maxey-Billings

2020

2020 ABA Gold Award Winner -

Product Management/Development Executive of the Year

2020 ABA Silver Award Winner - Product Management Department/Team of the Year

2020 ABA Bronze Award Winner -Product Developer of the Year

2020 ABA Bronze Award Winner - Support Staffer of the Year

Stevie Winner -Silver – Sales & Customer Service

2019

Bronze – Sales & Customer Service

Bronze – Product Management/Development Executive of the Year

Golden Bridge Awards

2019

Company of the Year

(Diversified Services)

Gold

Company of the Year

(Non-Profit or Government Organizations)

Gold

Company of the Year

(Education and Training)

Bronze

2019

Letter from Representative Craig S. Riedel

Letter from Senator Sherrod Brown

Greatnonprofits Top-Rated Award (4 years in a row)

Pamela Clark recipient of a $500 National Society of High School Scholars (NSHSS) Innovation

Educator Grant.

Guidestar Platinum - 3 years in row

Guidestar Gold - 4 years in a row

Student Video

https://youtu.be/0iEb-VTDQvs

Statistics

https://youtu.be/TJAXzKJ377g

Groups

https://youtu.be/pcrv7zkDWo8

Parents looking for help

https://youtu.be/p72mVegaFpQ

Volunteering

https://youtu.be/KkE86hDicNk

Learning Annex

https://youtu.be/Pexki5Sb6PI

Program and Services

https://youtu.be/gv7vanN-OkY

NHEG Color Guard and NHEG Baton Corp.

https://youtu.be/dRIg2c3o8MM

Achievements and Awards

https://youtu.be/UQerxgyDxzs

New Heights Show on Education

https://youtu.be/SBHizbhPafw

2021 Julia Landy 5 star

I have been volunteering with New Heights as a graphic designer and video editor for about 10 months

now. It has been a great experience so far. I have gotten to work on a lot of unique projects and gain a

good bit of real-world graphics experience all while contributing to a great cause. Everyone I have

engaged with so far has been very pleasant to work with, and I get frequent assignments and hours that

will allow me to get scholarships in the next few years. The organization is really committed to engaging

students in learning, and I am happy to help with such an important mission. I am very happy to have had

the opportunity to volunteer with NHEG, and I look forward to continuing my work with them.

2020 Joagg 5 star

I am currently working as a Volunteer Lead HR Co-ordinator. I am blessed to have Pamela as my

supervisor. Its a great place to work and learn new things. Join NHEG if you are looking for career growth

opportunities.

2019 Tammy Marie Barham 5 star

Testimonials I

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.

Testimonials II

WOW! We asked, and we received. NHEG completed our son’s assessment quickly and

efficiently. They understood him and his needs clearly and were able to articulate ways

to approach them with a positive vibe. They surpassed our expectations and we are

extremely thankful to continue partnering with their wonderful team members.

KBuchhop - General Member of Public

11/24/18

My daughter just completed the Introduction to Japanese class. She loved her teacher

and her classmates. She wants to continue learning the language. My husband and I are

thankful to have found you!

Frances T

9/17/18

More testimony:

https://greatnonprofits.org/org/new-heights-educational-group?badge=1

https://www.NewHeightsEducation.org/who-we-are/letters-of-support/

Testimonials III

I’ve been tutoring at New Heights for over a year now, and it’s been a very enjoyable

experience. Not only has it been rewarding sharing my knowledge with other students, but it

also has improved my own communication and interpersonal skills. It has been worthwhile

working alongside other diligent volunteers who are always willing to help and make you

feel at home.

savleengrewal

10/12/17

I have been volunteering with NHEG for 6 months now, & as a Research coordinator it helps me

to learn new things in every assignment & gain the experience.

NHEG is a great place to work. Pamela Clark is doing a great job.

She is always supportive and appreciates our work.The New Heights Educational

Group is an amazing group of people who are so dedicated to their goal of educating

others that is really inspiring. I am grateful to have the opportunity to work with such

wonderful people. The New Heights Educational Group is an organization that provides many

services to all students: private schools, public schools, charter schools and to home-schooled

students.

Sapna Shukla

10/11/17

Testimonials IV

I had seizures the first 8 years of my life, which caused me to become behind in every

subject. Between my family and New Heights they are working to help me get caught up so I

will be able to graduate high school in 2 years. I have been receiving tutoring from New

Heights for about a year and a half now in Math and Science. My tutor, Vanh, is absolutely

amazing!! Last year she helped me advance 3 grade levels in Math alone. She is now helping

me also in Science. Thank you so much New Heights!

CelticKat (2016)

I have been blessed to be a part of New Heights. New Heights has given my daughter the

opportunity to graduate a year earlier than a regular school and has helped my daughter to

learn -- not just have papers or tests thrown at her. This group makes you feel like family. I wish

everyone would know about this group. New Heights has helped so many people, and I know it

will help so many more in the future. I want to personally thank you for all your help, and I

would recommend New Heights to everyone.

Misty Brittig (2015)

Testimonials V

My name is Desiree; I'm a home-schooled senior, and I receive tutoring from New Heights

Educational Group. Before I began with NHEG, I lived at home with my mother and step

father in Indianapolis, Indiana. I was in the largest public school in the state. My education

was going excellently, but my home life was not ideal for a teenage girl.

The situation at home was getting to the point where I had to move out. I moved to

Defiance, Ohio, to live with my grandparents. I wasn't sure what to do with my education. I

knew I couldn't go back to public school because the vocational education I had been

receiving before wouldn't lineup with regular public school. I thought I was going to have to

drop out completely and get my GED. It wasn't long after I had the dilemma that I discovered

NHEG. With the personal help of Director Pamela Clark, and my tutors, I'm on track to

graduation in the near future. My education has been a bit crazy over the last few months,

NHEG has helped me tremendously.

Desiree (2014)

Testimonials VI

NHEG Media Pack 2021

I am being tutored in reading by New Heights three times a week.

I like it. It is working. It give me something to look forward to by helping me prepare to learn how

to read, so people don't look at me like I am illiterate. I would like to try to attend college and

learn to do small engine repair, so I can get a job and provide for my kids and family. I will give my

kids a skill of working on small engines. It helps my kids that I get tutored because I do my

homework with them and I can help them with theirs. This makes me feel better about myself.

Pamela Clark is looking for a volunteer speech teacher for me. I like how New Heights finds

volunteers to help people in need. It is also not expensive. It costs me only $45 a month to get

tutored three times a week and you can go all year round. My wife also likes all the activities for

kids and insights she gets for kids.

Billy S (2014)

Many more testimonials can be seen by visiting:

https://greatnonprofits.org/org/New-Heights-Educational-Group?badge=1



www.School.NewHeightsEducation.org

14735 Power Dam Road by appointment

Defiance, Ohio 43512

419-786-0247

NHEG Brochure 2021

Please vote for us

https://fortwayne.secondstreetapp.com/Fort-Wayne-Newspapers-Readers-Choice-2021-2/

2021 American Business Awards® Stevie Award Winner

Press Release

New Heights Educational Group Honored as Gold and Three Bronze Stevie® Award Winner in

2021 American Business Awards®

Stevie winners will be celebrated during virtual awards ceremony on June 30 Defiance, Ohio – April 29, 2021 – Pamela Clark, Executive Director of New Heights Educational Group, was

named the winner of a Gold Stevie® Award in the Education Hero of the Year category in the 19th Annual American Business Awards® today.

Julia Landy was named the winner of a Bronze Stevie® Award in the Support Staffer of the Year category.

Marina Klimi was named the winner of a Bronze Stevie® Award in the Marketer of the Year category and the Product Developer of the Year category.

The American Business Awards are the U.S.’s premier business awards program.

All organizations operating in the U.S. are eligible to submit nominations (public and private, for-profit and nonprofit, large and small).

Nicknamed the Stevies for the Greek word meaning “crowned,” the awards will be virtually presented to winners during a live event on Wednesday, June 30.

Tickets for the virtual event are now on sale.

More than 3,800 nominations — a record number — from organizations of all sizes and in virtually every industry were submitted this year

for consideration in a wide range of categories,

including

Startup of the Year, Executive of the Year, Best New Product or Service of the Year,

Marketing Campaign of the Year, Virtual Event of the Year, and App of the Year, among others.

New Heights Educational Group was nominated in ten categories and placed in the above four.

A public charity 501 (c) (3) non-profit organization

NHEG Awards Won

20 21

The Stevie® Awards 2021

Congratulations! Because of the high average scores they received from the judges, the following nomination(s) will be recognized

with these awards in The 19th Annual American Business Awards®:

The following nominations are honored as

Gold Stevie Award winners:


Bronze Stevie Awards:


Bronze Stevie Awards:

Nomination: Pamela Clark - Education Hero of the Year

Category: Education Hero of the Year

Status: Gold Stevie Winner

Nomination: Julia Landy - Support Staffer

Category: Support Staffer of the Year

Status: Bronze Stevie Winner

Nomination: Marina Klimi - Marketer of the Year

Category: Marketer of the Year


Nomination: Marina Klimi - Product Developer of the Year

Category: Product Developer of the Year


22 23

New Heights Educational Group (NHEG) announces

a new affiliation with FedEx.

NHEG will receive an income percentage

with orders placed through the FedEx website!

Pamela Clark,

Director of NHEG, believes that many know the

name of this company and utilize their services.

FedEx is familiar!

Thank you FedEx for this amazing opportunity to

help us grow!

24 25

VOLUNTEER PAGES

New Volunteers

Volunteers of the Month

Diamond Kuykendall

Student Leadership Council

Greta Gunnarson

Graphic Designer/Cartoonist

Jyoti Aggarwal

Stephanie Gross

Tyler Maxey-Billings

Chetan Muvvala

Student Leadership Council

Kamille Bernabe Junio

Human Resource Coordinator

Michelle Alwin

Michael Anderson

Greta Gunnarson

Erika Hanson

Arianie McGee

Nayana Mogre

Anish Chelliserikatil

Position App Expert/Builder

Katherine Hayes

Proofreader/editor

Chinmay Arvind

Cheska Bagalso

Celeste Behret

Katherine Hayes

Rhone-Ann Huang

Kamille Junio Bernabe

Alexandre Oliveira

Bruno Patrick Moses

Arianna Penzo

Kim Skirha

Photographer

Angela Nicole Baez

Position Procurement/bidding

Assistant, Instructor of procurement

methods and Teacher/ Tutor

Anne Phalonne Valcinor

Haitian/ Creole Interpreter and data

entry/ compilation

Jody Bowden

Katie Buchhop M.

Laura Casanova

Khrista-Cheryl Cendana

Sampan Chaudhuri

Anish Chelliserikatil

Kristina Kafle

Padmapriya Kedharnath Priya

Meghna Kilaparthi

Dean Kim

Marina Klimi

Janene Kling

Charlotte Picardo

Dylan Schnur

Alina Sheikh

Sapna Shukla

Olaniyan Taibat

Juanita Weaver

Caroline Chen

Chandra Kudumula

Elizabeth White

Kristen Congedo

Meghan Lafferty

Sheila Wright

Javier Cortés

Julia Landy

Frani Wyner

Vy Dinh

Joyce Lin

Allene Yue

Sarika Gauba

Yichen Liu

Sad goodbye to Meghan Lafferty

Good luck, and we wish you all the best.

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://Radio.NewHeightsEducation.org/

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.

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.

36 37

For every new subscription to PEACE Readers INTL

$25

will be donated to:

New Heights Educational Group

Subscribe/Donate NOW: https://www.patreon.com/join/read4peace?

FAQ’s: https://read4peace.org/faq/

Contact: d.white@read4peace.org

Good Info, Better People, a Greater Cause

38 39

DOB: Dec 12, 2003

DOB: Nov 12, 2003

Sex: Female

photos shown are of DeShawn. He may be in the areas of Wilmington,

Both

or Dayton, Ohio.

Columbus,

ANYONE HAVING INFORMATION SHOULD CONTACT

DON’T HESITATE!

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

NCMEC: 1422124

NCMEC: 1423018

Extra Phhootoo

Missing Since: May 30, 2021

Missing From: Hamilton, OH

Missing Since: Jun 8, 2021

Missing From: Dayton, OH

DOB: Dec 20, 2005

Age Now: 17

Age Now: 15

Joohhnn McCoonnnnellll

Zyairre WrrigIt

Sex: Male

Race: White

Race: Black

Hair Color: Red

Eye Color: Hazel

Height: 5'10"

Weight: 225 lbs

Hair Color: Black

Eye Color: Brown

Height: 5'6"

Weight: 160 lbs

Both photos shown are of John. He was last seen on May 30, 2021.

Zyaire was last seen on June 8, 2021.


Case handled

by


Case handled

by

Follow us twitterr.com/missingkids facebook.com/missingkids

Foolllloow us twitter.coom/missinngkids facebooook.coom/missinngkids

NCMEC: 1422893

NCMEC: 1422281

Extra Photo


Missing From: Youngstown, OH


Missing From: Dayton, OH

DOB: Jun 11, 2005

DeShawn Freelss

Age Now: 17

Age Now: 16

Mikkayleeee Meenngonn

Sex: Female

Sex: Male

Race: White

Race: Black

Hair Color: Brown

Eye Color: Brown

Height: 5'5"

Weight: 145 lbs

Hair Color: Black

Eye Color: Brown

Height: 5'7"

Weight: 140 lbs

Mikaylee may still be in the local area.


Case handled

by


Case handled

by

Follow us twitteer.com/missinngkkids faceebookk.com/missinngkkids

Follow uss twitter.com/missssingkidss facebook.com/missssingkidss

40 41

42 43


Is education important for kids to succeed?

Written by Charlotte Picardo and Proofread by Laura Casanova

Education has become such an integral part of all our lives; however, it’s important to be aware of our privileges. Some

students may not have access to this facility/service due to their parents’ lack of finances. This topic has been quite controversial

in political debates and in general conversations as well. I thought it would be great to discuss to what extent an

education is important for kids to succeed. This is a point of view from a student in Grade 12.

This topic could be explored on many levels, such as by considering the different types of schools students have access to

and to assess whether these schools help students with their education and moving forward in their career.

1.Compulsory schools: Schools that students are required to attend as imposed by a rule from the government.

2.Home schools: Also known as homeschooling or EHE (elective home education), education takes place at home rather

than in school or other institutions.

3.Charter schools: A type of school that receives funding from the government but operates independently from the

school district it is in.

4.Grammar schools: This is quite different from the usual schools available, and pupils are selected to attend this school

based on their overall academic performance, making it extremely prestigious.

5.State schools: Also known as public schools, they tend to educate students without a fee. They offer in-person and virtual

learning in several parts of the world.


4. Reading/writing learners

Most educational systems commonly include essays at some point, whether it be in English literature, geography, economics

or sociology. Students who prefer reading over the information rather than listening to it fall into this category. This learning

style can be observed in several ways, some of which are through the form of writing essays, doing research and reading books

and articles. Reading and writing are basic forms of learning even in a new language, and are also skills that are important for

school, work and home. It also helps to broaden vocabulary to communicate effectively to others.

Now that you have an overview of the types of education institutions available and the learning styles, it’s good to be aware

that no matter which of the above is your preferred learning style, education remains the uppermost priority because of all that

it helps us do in our careers. I would say that education is important for kids to succeed, especially given the fact that we all

communicate through reading, writing and speaking, which are all involved in education itself. Understanding and being able

to respond also helps us determine the difference between the right and wrong. Hence, New Heights Educational Group strives

to focus on providing this service to all - education is close to our hearts. Our group promotes literacy for children and adults by

offering a range of student support services for their educational needs.

Helpful links to check out:

- Learn more about the four types of learning styles: https://www.rasmussen.edu/degrees/education/blog/types-of-learning-styles/#:~:text=Ways%20of%20learning%3A%20A%20closer%20look%20at%204,3.%20Kinesthetic%20learners.%204%20

4.%20Reading%2Fwriting%20learners.%20

- Learn more about New Heights Educational Group and the services it offers: https://www.newheightseducation.org/

We all study and look at things differently. Learning techniques allow the coordination of students in grasping concepts

effectively and efficiently. This helps boost confidence as students are able to solve problems by coming up with solutions.

This can affect learning in order to communicate well and improve performance.

1.Visual learners

Visual learners are able to grasp knowledge through visual figures, such as drawing, mind maps, diagrams, directions,

presentations, pictures, posters and anything to do with images.

In this case, I would say that education contains all the aspects that visual learners prefer. It makes students view situations

differently, such as during a debate class, answering exam questions, and giving opinionated views when delivering

presentations on the same topic. It helps us think outside the box. Education gives us knowledge about the world around

us. Learning helps personal growth and opens doors to endless career possibilities.

2.Auditory learners

These students aren’t afraid to speak up, since they love the learning style of listening. They tend to learn subject matter

reinforced by sound rather than reading written notes. Listening plays an important role in our lives as it demonstrates

how closely we pay attention to details and thoughts. Especially in education, listening to teachers’ lectures helps us communicate

our thoughts and opinions to another individual, which is key in establishing relationships with those around us.

3.Kinesthetic learners

These students grasp studies by performing physical activities and practically experiencing concepts. Some examples

favored by this learning style include games, making things with hands and gestures, remembering words by writing them

several times and using whiteboards. Education is a form of acquiring knowledge, skills and morals, which can take place

through a variety of techniques including practical work. For instance, this work can include making a chart or a poster

for a presentation, a skill that is vital even in the workplace as clients or directors may often ask that information be explained

in a way that is much more appealing and attractive to customers.

44 45

New Heights Educational Group (NHEG) announces a new affiliate,

StackSocial, and their affiliate links, including StackSkills,

Skillwise, Joyus and Citizens Goods. In total, StackSocial offers

over 1,000 free and discounted courses. NHEG’s previous partners,

affiliates and NHEG courses totaled 160 free and 20 low-cost and

high-quality courses on NHEG’s website.

Additional partners/affiliates offer over 100 high-quality courses.

Pamela Clark, Executive Director of NHEG, stated, “We are always

looking for ways to grow opportunities for families. This is one

of the biggest yet. We are proud to be at the forefront of creating

affordable opportunities to all students and their families.”

https://stacksocial.com?aid=a-8y4kxztf

(any course affiliated with this partnership should include a-8y4kxztf)

“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/

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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.

NHEG is launching a Genealogy and Education

Course and a DNA and Education Course.

Taught by Heather Ruggiero, our Financial

Literacy course is a self-taught class that helps

you build a better understanding of your finances.

HOLIDAYS AROUND THE WORLD

The orphan trains operated between 1854

and 1929, relocating about 200,000 orphaned,

abandoned, or homeless children.

This class will instruct students on how to apply for a

job and what is expected of them during the hiring process.

This Class is free to the public and will be available

through Google Classroom.

ENROLL HERE

ENROLL HERE

ENROLL HERE

ENROLL HERE

ENROLL HERE

http://School.NewHeightsEducation.org/

FOREIGN LANGUAGES

This course will also teach students basic writing. For

those students who don’t have a Chinese name, this

course will assist students in getting theirs!

This 10-week course will take place for an hour twice a

week and will be open for middle school to adult students

will learn to speak and write Japanese

The focus of the 10-week ELS course is to improve the English

speaking and literacy skills of the Spanish speaking. This

course will help facilitate functional English both at work and

during the student’s daily life.

The focus of the 10-week ELS course is to improve the English

speaking and literacy skills of the Spanish speaking. This

course will help facilitate functional English both at work and

during the student’s daily life.

ENROLL HERE

ENROLL HERE

COMING SOON

COMING SOON


MUSIC COURSES

NHEG Music Program will offer many musical opportunities including: Music

Theory, History of Music, Famous Composers, Famous Musicians, individual

lessons, instrumental lessons, and much more. These lessons will range in price

from free to low cost classes.

Google Classroom Code: qaqcewm

ENROLL HERE

INTRODUCTION TO PIANO: ALLENE

Google Classroom Code: etgactm

ENROLL HERE

FAMOUS COMPOSERS OF THE PAST: ALLENE

Google Classroom Code: ebdjipk

ENROLL HERE


PARTNER COURSES

How To Teach Online

Cost: $25

Access Online Course

Why Have A Business?

Cost: Free


Understanding Yourself As An Entrepreneur

Cost: $25


Servant Salesmanship

Cost: $25


Your Business By The Numbers

Cost: $25.00


Creating Your Business Strategy

Cost: $25


Personal & Professional Development Coaching Course Overview

Are you ready to unlock your SUPERPOWERS and attract more of the things you want

and less of the things you don’t want?

Create The Life You Love

Cost: $197

Purchase Course

Create The Life You Love

Cost: $788

Purchase Course

How To Turn Your Passion Into Profits

Cost: $1576

Purchase Course

How To Write A Book In 30 Days Or Less

Cost: $1800

Purchase Course

The Natural Speller online course is

a way to help students from public,

charter and home schools to help

become effective spellers while in

school.

ENROLL HERE

The NHEG Learn to Read: Adult Literacy

online course gives teachers/

tutors/reading guides strategies

for helping older students acquire

literacy skills and provides methods

for consistent, repeated practice

ENROLL HERE

In this course, we will help provide

you a better understanding of

Chemistry and how it used.

ENROLL HERE

The Animation Course

The TAFI award winning Animation Course provides students the tools they need to enjoy the process

of creating stories & animating them.

Purchase Course

The Drawing Course


The drawing course consists of 2 levels with the goal of teaching classical drawing skills & then take the

animation course to increase your drawing skills.

Purchase Course

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58 59


NHEG BIRTHDAY

NHEG ANNIVERSARIES


JULY

AUGUST

JULY 02

JULY 06

Victoria Lowery

Cuyler Spangler

AUGUST 11 Sheila Wright

AUGUST 20

Bruno Moses

Patrick

JULY 02

JULY 17

Lakshmi

Padmanabhan

Jakki Taylor

AUGUST 11 Pamela and

Greg Clarks

Wedding Anniversary

JULY 07 Elias Buchhop

AUGUST 24

Ruzzel Solayao

JULY 22 Sheila Wright

JULY 09

Zachary Clark

JULY 10

Chinmay Arvind

JULY 14

Jody Bowden

JULY 15 Oliver Clark

JULY 15

Jessica Rodgers

JULY 15

Samuel Iglesias

JULY 20 Jeff Ermoian

JULY 25

Buffie Williams

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JULY 26

Elizabeth White

61

61

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Do you want an uplifting and inspirational story?

Check out Unpredictable:

The Walk in and Out of Darkness:

https://unpredictablethewalk.weebly.com/

66 67

68 69

VIRTUAL READING PROGRAM OVERVIEW

In partnership with 2nd & 7 Foundation and our Reading Ambassador Rhone-Ann Huang, we have

implemented a virtual reading program for children. As part of 2nd & 7’s “Tackling Illiteracy”

program, and with the help of Zoom video conferencing, student-athletes will read with second-grade

students and discuss why reading and staying on top of schoolwork is essential.

This school year, the volunteer readers are student-athletes from Dartmouth University. The

books to be read are the “Hog Mollies” books, written by 2nd & 7. Each book is 30 pages and contains

a different important lesson and moral. There are 13 “Hog Mollies” books, and there will be

13 readings.

The virtual readings will be held two to three times a month on Mondays, with the exception of

holidays, starting on January 11, 2021, 4:30 pm EST.

All second-graders are welcome to join.

https://www.NewHeightsEducation.org/NHEG-Educational-Programs/Virtual-Reading-Program/

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Press Releases

06/22/2021

NHEG RECOGNITION DAY 2021 HIGHLIGHTS

New Heights Educational Group (NHEG) held its annual Recognition Day on June 20, 2021, from 3-5 pm Central time.

The event celebrated the nonprofit’s 15th anniversary and many accomplishments, students, volunteers, families,

sponsors, partners and affiliates. Walmart of Defiance provided a $500 grant for the event and was recognized during

the event for their contribution.

30 VOLUNTEERS OF THE YEAR WERE RECOGNIZED:

Rhone-Ann Huang – Reading Ambassador of the Year

Senadee Atapattu – Student Educational Writer of the Year

Khrista-Cheryl Cendana – Research Coordinator of the Year Khrista-Cheryl Cendana – Educational Writer of the Year

Allene Yue – Music Instructor of the Year

Julia Landy – Video Editor of the Year

Meghna Kilaparthi – Instructor of the Year

Dylan Schnur – Statistical Data Assistant of the Year

Cheska Bagalso – Clipart Creator of the Year

Khrista-Cheryl Cendana – Photographer of the Year

Laura Casanova – Proofreader of the Year

Meghan Lafferty – Copy Editor of the Year

Vy Dinh – Google Classroom Assistant of the Year

Olaniyan Taibat – Radio Host Assistant of the Year

Padmapriya (Priya) Kedharnath – Accountant of the Year

Javier Cortés – Cartoonist of the Year

Sheila Wright – Grant Writer of the Year

Kristina Kafle – Comic Book Colorist of the Year

Marina Klimi – Marketing Assistant of the Year

Erika Hanson – Radio Host of the Year

Nayana Mogre – Data Compiler and Updater of the Year

Michael Anderson – Content Builder – Manager of the Year

Jyoti Aggarwal – Human Resources Coordinator of the Year Sarika Gauba – Content Builder of the Year

Rishaan Aggarwal – Inspiring Reader of the Year and Sunshine Alexandre Oliveira – Photo Editor of Year

Award

Julia Landy – Graphic Designer of the Year

Caroline Chen – Youth HR Coordinator of the Year

Kristen Congedo – Exceptional Proofreader Award

The organization held a raffle during the event, and winners were Jody Bowden (Mystery Prize Package and $25 Amazon Gift Card)

and Zachary Clark ($50 Gift Card).

THE FOLLOWING WERE WINNERS OF THE RECOGNITION DAY DRAWING:

Khrista-Cheryl Cendana – Unraveling Reading

Hamsatu Bolori – $10 Amazon Gift Card

Jyoti Aggarwal – $15 NHEG Online Store Gift Card

Diamond Kuykendall – $25 NHEG Online Store Gift Card

Charlotte Picardo – $10 Amazon Gift Card and a $25 NHEG Nayana Mogre – $25 NHEG Online Store Gift Card

Online Store Gift Card

Maggie Spangler – $15 NHEG Online Store Gift Card

Anish Chelliserikatil – $10 Amazon Gift Card

Kristen Congedo – DIY Box

Julia Landy – $10 Amazon Gift Card

Angela Nicole Baez – DIY Box

Rhone-Ann Huang – $25 NHEG Online Store Gift Card and One

Nonprofit’s Journey to Success

6/18/2021

The New Heights Educational Group (NHEG) announces

a new partnership with Natural Born

The New Heights Educational Group (NHEG) announces a new partnership with Natural Born Leaders. Pamela Clark,

Executive Director of NHEG, stated, “NHEG has been a strong proponent of holistic and kinesthetic learning since its

creation 15 years ago. We are happy to partner with Natural Born Leaders to bring more opportunities and online learning

to families in need of services.”

Natural Born Leaders (NBL) offers Holistic Learning Style and Experiential Learning at Home online training programs

for parents that will help you support your children’s Active Cross-Curricular Learning in your home – after school or

during out-of-school time. There is minimum time commitment for you, with maximum educational impact and engagement

for your children!

How the Program Works:

Program Main Features:

Duration: 4 weeks (1 lesson per week + 1x Bonus Lesson)

Time commitment for parents: 10-15 mins per lesson

Learning and engagement time for children: ongoing

(depending on individual children’s learning needs and preferences)

Age range: Early Childhood and Primary Education (up to 10 years old)

• Sign up for the program and create your free user account first.

• You’ll get FREE access to weekly lessons - 1 lesson per week, for the duration of 4 weeks. For your best learning

experience, the lessons will be released one at a time and according to a weekly training schedule.

• As soon as a new lesson is released, you’ll be able to read a short educational text and study

• visual materials illustrating examples of best practices, tools and strategies.

• By the end of each lesson, you’ll complete follow-up activities and hands-on tasks. This will equip you with practical

tools and strategies which you can then try with your children at your home right away.

• You may want to prepare the activities together with your children, or even with your entire family. Initially, you

can play and learn all together, but eventually you may want to leave your children and let them enjoy their quality

learning time on their own.

• Interested families can visit:

https://homeeducation-naturalbornleaders.thinkific.com/courses/ExperientialLearningAtHome

Enter Code: NHEG

NHEG Executive Director Pamela Clark stated,

“Thank you to Walmart, SVHS, families and volunteers for all you do to make us the success we are.”

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6/18/2021

Dear Parents and Members of NHEG Leaders.

We’re delighted to let you know that our organization has partnered with world-class experts in education from Natural

Born Leaders - a team of experienced teacher trainers, life-long home educators, UK-qualified assessors in Children’s

Learning and Development, and authors of innovative online training programs for parents and teachers.

The goal of this partnership is to counteract and prevent the negative effects of the Covid-19 pandemic on children’s

well-being, and help you easily and effortlessly support your children’s holistic learning and balanced development at

home - both after school and during out-of-school time.

Why is parents’ role so important?

As a parent you have a natural predisposition to supporting your children’s emotional, mental and physical growth,

and their healthy and balanced learning and development. We understand how the current crisis in education created

unprecedented challenges for children and their families, and have already affected the learning and well-being of

millions of children around the world. School and home routines are still recovering from the disruption caused by

the Covid-19 pandemic, and limited opportunities for hands-on learning have negatively affected children’s physical,

mental and emotional health.

This, however, can be remedied by bringing balance to children’s learning environment, their family life, and their play

and learning routines. The most effective way to address this is to offer more opportunities for Active Experiential Holistic

Learning at home so that your children’s physical, mental and emotional development is adequately supported.

This, in turn, will accelerate their educational progress as well.

06/10/2021

The New Heights Educational Group (NHEG) announces a new

partnership with CollegeXpress.

CollegeXpress has partnered with colleges and universities for over 30 years. Their mission is to help students find

the right schools and schools find the right students. CollegeXpress provides the most comprehensive college search

resources, from the traditional college and scholarship searches to content from students, college administrators,

faculty and more; expert advice; and lists and rankings.

They are the one-stop shop for students starting their college search. The website is free for students and parents, and

CollegeXpress does not sell students’ information. When a student visits the CollegeXpress website, they can specify

which schools they are interested in, and the schools contact them directly.

Pamela Clark, Executive Director of NHEG, stated, “CollegeXpress works with 360+ colleges and universities to help

them find students. NHEG offers its own database of scholarships and college information and is working to create a

searchable database in the near future. We are happy to work with CollegeXpress to bring more opportunities to families

in need of scholarships and college information.“

“CollegeXpress is thrilled to be partnering with NHEG,’’ said Megan Gibbs, AVP & Director of Marketing, CollegeXpress.

“We hope to be an extension of NHEG’s offerings as students in their program begin their college search, providing

true connections between NHEG students and schools.”

Families interested in this scholarship and college information can visit

https://School.NewHeightsEducation.org/students/scholarship-opportunities/scholarship-search/.

And this is where YOU can take advantage of your natural suitability to help your children with holistic learning and

balanced development in a home environment.

We would like you to receive effective support so that you can easily engage your children in high-quality learning at

home, and keep them busy with activities and experiences that support their Holistic Development and their Full-Potential

Learning.

SVHS for continued sponsorship and support of NHEG

For donating the Mystery Photo Package $75 for Recognition Day

Raffle from Frani Wyner

Walmart $500 Grant

6/20/21

Dear Volunteers,

Another year of growth achieved thanks to all your hard work. This dream is now 15 years in the

making. Never could I have imagined where the dream would go and the achievements that a group

of people could make from the comforts of their own homes--even before Covid-19.

The families we serve around the world are forever grateful for your service and care. How proud you

have made us, and what a powerful team we are.

Thank you for believing in my dream, for acting on it, and, most importantly, for pushing it further

than I could imagine.

Happy NHEG Recognition Day 2021.

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6/18/2021

Dear NHEG Volunteers and Families,

As you may be aware, NHEG Director Pamela Clark has been a coordinator for the Fort Wayne Civic Theatre tickets

since before our creation. Over the years, we have been offered over 40 free tickets to each performance that received

funding. We just received the updated letter from Eunice Wadewitz along with the attached doc. If you’re interested in

attending these events, please don’t hesitate to reserve our free tickets by following the instructions in the doc. This is

effective immediately.

Remember that there is a sponsor for these performances that pays for the seats, so please use the tickets that you

reserve.

Letter from Eunice (Education Director for the Civic):

Dear IN THE WINGS Participants,

The Fort Wayne Civic Theatre is excited to announce our 2021-22 IN THE WINGS season. We will offer free performances for each

of the six shows this season.

As you may know, last season, due to the pandemic, we had to use different venues and institute new ways of making ticket orders.

We are going to continue to do it this way so that each person who wants tickets will make their own reservation online. One

person may order up to 4 tickets. If more tickets are needed, then you may register under a different name of the family or group

to request additional tickets.

Also, keeping with AWS Foundation’s request, Project “Lights Up!” participants will share the auditorium with IN THE WINGS on

two performances: A Funny Thing Happened on the Way to the Forum and Forbidden Broadway. The intent is to offer inclusivity to

those individuals on the Autism spectrum who are ready to take the next step.

Please be aware that the last six rows of the auditorium will be reserved for social distancing. Masks are recommended but not

required.

IN THE WINGS coordinators will no longer order tickets for the whole group.

In order to keep track of how many tickets are being ordered from what group, every organization has an access code

that you will be asked to put in when you make your ticket reservation online. The attached flyer has the access code

and show dates for the whole season. You’ll be able to pick your own seats and order further ahead.

Coordinators, please forward this letter along with the attached flyer so everyone receives the directions.

See you at the Theatre!

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6/29/2021

New Heights Educational Group Wins 7 Globee® in the 13th Annual

2021 Golden Bridge

New Heights Educational Group Wins 7 Globee® in the 13th Annual 2021 Golden Bridge

Business and Innovation Awards

New Heights Educational Group (NHEG) Named Winner in Golden Bridge Awards

Defiance, Ohio – June 29, 2021 – NHEG announced today that The Globee® Awards, organizers of world’s premier

business awards programs and business ranking lists, has named NHEG,

Executive Director Pamela Clark, and Team Members 7x winners in the prestigious awards.

--Executive Hero of the Year | Effective Leadership During COVID-19 - Pamela Clark, Executive Director, SILVER GLO-

BEE® WINNER

--Education Hero of the Year - GOLD GLOBEE® WINNER New Heights Educational Group | Defiance, OH USA |

--Public Service Hero of the Year - SILVER GLOBEE® WINNER New Heights Educational Group | Defiance, OH USA |

--Team of the Year | During COVID-19 - GOLD GLOBEE® WINNER New Heights Educational Group | Defiance, OH USA |

--Company Response of the Year - BRONZE GLOBEE® WINNER New Heights Educational Group | Defiance, OH USA |

--Company Innovation of the Year - BRONZE GLOBEE® WINNER New Heights Educational Group | Defiance, OH USA |

BRONZE GLOBEE® WINNER

--Best Non-Profit Response | Helping Local Communities and the World During COVID-19 -

BRONZE GLOBEE® WINNER

New Heights Educational Group | Defiance, OH USA |

THE FOLLOWING NAMES WERE RECOGNIZED AS TEAM MEMBERS IN THESE AWARDS.

Board Members: Pamela Clark, Jon Aitken, Sheila Wright. The following people are being recognized for leadership,

courses, lessons, data entry completed. Pamela Clark – Development Director, Dylan Schnur – Education Intern, Allene

Yue, Linghua Ding, Leah Sedy, Meghna

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Congrats to NHEG Volunteer

Bruno Moses Patrick on his

upcoming nuptials.

We wish you both all the best.


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New Heights Educational Group (NHEG) is participating in this years

Fort Wayne, Indiana Volunteer Expo. Come out and meet Pamela Clark,

Executive Director of NHEG and her husband Greg Clark.


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Sign Up for Kerry’s weekly parenting and education email newsletter!

Despite this evidence to the contrary, critics continue to assert that it’s affluent parents who are pulling their children from school for homeschooling,

or gathering together with other families to create “learning pods.” These pods emerged last summer, as parents sought creative

ways to provide safe social interaction for their children. Pods created an engaging learning environment that included parents rotating

homes and taking turns teaching, or collaborating to hire an educator to facilitate a curriculum.

A modern twist on time-honored homeschool co-ops, learning pods can be a low-cost schooling alternative for many families.

For Allison Fried in Fairfax, Virginia the private homeschooling learning pod she organized in her home’s basement with five other families has

been “amazing”—and much less expensive than her child’s previous preschool.

“The cost per family and what we would be paying out of pocket was literally 50% of what we were paying the year before for private preschool,”

she recently told Marketplace. Her pod costs $1,000 a month per family for the teacher, learning supplies, and cleaning.

These homeschooling learning pods are an innovative, parent-driven response to pandemic policies and school closures. They are an ideal

example of spontaneous, decentralized, free-market education solutions that meet current demand. They involve free people coming together

in a process of voluntary association and exchange to provide value that benefits everyone involved in the arrangement.

Exasperatingly, many states were quick to slap on regulations that curtailed or prevented these small enterprises. Some states required the

pods to be registered with government officials and limited their size and scope. Some required pods to be fully licensed as daycare providers.

New Census Data Show Homeschooling Tripled During

the Pandemic—And One Key Group is Driving the Surge

By Kerry McDonald

Once they experience the full freedom

and flexibility of homeschooling,

many parents and children won’t ever

want to return to

a coercive classroom.

Tuesday, March 30, 2021

My daughter had a friend over this week whose parents just took her out of public school for homeschooling, and my neighbor recently unenrolled

her child from public school to homeschool for the rest of the academic year. These families are much more than local anecdotes—they

are representative of a national trend.

New Census Bureau data show that 11.1 percent of K-12 students are now being independently homeschooled. This is a large uptick from 5.4

percent at the start of the school shutdowns last spring, and 3.3 percent in the years preceding the pandemic.

These new homeschooling families are also reflective of surging homeschooling numbers in certain parts of the country. Here in the Boston-Cambridge-Newton,

MA-NH area designated by the Census, homeschooling increased from 0.9 percent last April-May to 8.9 percent in

September-October. In Massachusetts more generally, the homeschooling rate soared from 1.5 percent in the spring of 2020 to 12.1 percent

last fall.

In its Household Pulse Survey, the Census Bureau counted homeschoolers as students whose parents had officially removed them from a

school or never enrolled them to begin with. This distinguishes independent homeschoolers from the millions of students doing home-based

remote schooling during the pandemic response.

In addition to massive overall growth in homeschooling, the survey results also revealed increasing homeschooling rates across all races and

ethnicities.

While the homeschooling population has become more demographically diverse over the past decade, the Census Bureau found that the

number of black homeschoolers increased nearly fivefold between spring and fall of 2020, from 3.3 percent to 16.1 percent. This black homeschooling

rate is slightly higher than the approximately 15 percent of black students in the overall K-12 public school population.

The new Census data confirm what previous surveys have shown while also suggesting a tripling of the homeschooling population from its

pre-pandemic levels.

In August, Gallup reported that 10 percent of families expected to homeschool their children this academic year. And in November, Education

Week estimated the number of current homeschoolers at nine percent. Prior to the pandemic, approximately 1.7 million students were

homeschooled, according to the most recent federal data from 2016. The Census data now puts that number at over 5 million homeschooled

students, which is comparable to the number of K-12 students typically enrolled in private schools.

This year’s new homeschoolers are also more likely to come from lower socioeconomic backgrounds. The Education Week survey last fall

found that more lower-income families were choosing homeschooling during the pandemic response than higher-income families, challenging

the myth that homeschooling families are more affluent than others. The New York Times pointed out this myth in July, explaining that “the

population of home-schoolers — before the pandemic — was less affluent than average.”

Others forbade pods from collecting fees.

Policymakers are starting to push back against these regulations. In Pennsylvania, a comprehensive school choice bill is making its way to

the legislature that, among other things, protects learning pods throughout the state. Specifically, the bill would “exempt Learning Pods from

state, local, and district regulatory activity,” and make certain that parents and children who participate in learning pods “are not subject to

undue surveillance, reporting, regulatory demands or harassment.”

“Parents will go to great lengths to get their children the best education possible,” says Colleen Hroncich, a senior policy analyst at the Commonwealth

Foundation in Pennsylvania. “With around 86% of Pennsylvania districts still hybrid or fully remote, learning pods have been a

life saver for many families. Parents should not need permission from the state to get together to improve their children’s academic or social

experiences.”

Learning pods and other examples of education entrepreneurship should be cheered and championed. We should encourage more visionary

parents and educators to design new learning models that provide alternatives to our entrenched and outdated government-controlled education

system. When free from the fetters of government oversight and regulation and guided by the free market, these innovators will build

educational solutions that are better, cheaper, more creative, more personalized, and more successful than coercive government schooling.

FEE’s founder, Leonard Read, predicted what would happen in a free market in education, with parents empowered to guide their children’s

education and innovative entrepreneurs free to serve both parents and children. Writing in 1964, before the rise of the modern homeschooling

movement, Read said:

“While one cannot know of the brilliant steps that would be taken by millions of education-conscious parents were they and not the government to have the

educational responsibility, one can imagine the great variety of cooperative and private enterprises that would emerge. There would be thousands of private

schools, large and small, not necessarily unlike some of the ones we now have. There would be tutoring arrangements of a variety and ingenuity impossible to

foresee. No doubt there would be corporate and charitably financed institutions of chain store dimensions, dispensing reading, writing, and arithmetic at bargain

prices. There would be competition, which is cooperation’s most useful tool! There would be a parental alertness as to what the market would have to offer.

There would be a keen, active, parental responsibility for their children’s and their own educational growth.”

Today’s learning pods and diverse homeschooling approaches show how such an uplifting vision could come true, especially if the government

would get out of the way.

Rising homeschooling rates and innovative learning models have been bright spots in an otherwise bleak year.

Parents and educators responded to school shutdowns and related pandemic policies with individual effort and ingenuity. With many schools

still closed this spring, and the strong probability that remote schooling will continue into next fall in many districts, homeschooling rates are

likely to remain high. Once they experience the full freedom and flexibility of homeschooling, many parents and children won’t ever want to

return to a coercive classroom.

Source: The Foundation for Economic Education (FEE)

https://fee.org/

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The push toward early school attendance has been so vigorous in recent years that many now think it’s a calamity if young children aren’t

enrolled in a formal school setting. Democrats, in particular, have long embraced expanding taxpayer-funded, universal pre-kindergarten

programs, including President Biden whose proposed multi-trillion-dollar infrastructure spending plan would funnel billions of taxpayer dollars

toward these efforts.

As I wrote in The Wall Street Journal in 2019 encouraging parents to delay or forgo formal schooling for their children: “The trend over the

past two decades has been toward more time in school, beginning at earlier ages and with an increased focus on academics. Schooling consumes

more of childhood than ever, yet the benefits of early schooling remain unclear.”

Indeed, the Brookings Institution warned back in 2017 that the often-cited studies showing positive gains from pre-K programs are inadequate

and that more in-depth studies of the lasting impact of public pre-K programs, including the Head Start Impact study and the Tennessee

Voluntary Pre-K study, reveal that any short-term benefits were gone by the end of kindergarten.

More alarming, by third grade the academic performance of children in the Tennessee Pre-K program actually lagged behind the control

group of children who did not participate in the program. Similarly troubling, by third grade the children in the Head Start program were

found by teachers to have more behavioral and emotional issues than the control group of children who did not attend the program.

Public Kindergarten Enrollment is Plummeting—Here’s

Why That’s a Good Thing

By Kerry McDonald

Public Kindergarten Enrollment is

Plummeting—Here’s Why That’s a Good

Thing

Monday, April 12, 2021

Public school enrollment has consistently declined across most states this academic year, and there are new signs that the trend will continue

this fall. On Thursday, New York City’s education department reported that kindergarten applications for the 2021/2022 school year dropped

12 percent, from 63,000 to under 55,500 applications.

Overall New York City kindergarten enrollment was down 9 percent this year and down 4 percent districtwide. Nationwide, an NPR poll found

that public school kindergarten enrollment was down an average of 16 percent this academic year, and public pre-kindergarten enrollment fell

substantially as well.

The further drop in fall public kindergarten enrollment applications in New York City suggests that this is more than a temporary pandemic response.

Parents may be indefinitely pulling their kids from public schools, at least in some large districts where a return to full-time, in-person

schooling has been elusive.

Headlines have emerged to suggest that parents choosing not to enroll their children in public pre-kindergarten or kindergarten programs this

year and next are endangering their children’s academic outlook.

“These drops raise serious concerns for children’s early learning,” researchers wrote at the Brookings Institution in February. “These early-grade

enrollment drops are troubling given the importance of early learning experiences for children’s school readiness.”

Calling the young children who are not currently enrolled in public schools “missing children,” the Brookings writers advocate for taxpayer-funded

summer programming and heavy investments in public schooling to “assess the wide-ranging developmental needs of children and

to target a host of needed supports” resulting from delayed or disrupted early schooling.

These children may be “missing” from public schools, but they are hardly “missing children.”

Many of the parents who have chosen to avoid enrolling their children in public pre-K or kindergarten programs have either delayed their

child’s formal school entry or placed them in private schools that have been more likely to be open for in-person learning than district schools.

Others have created pandemic learning pods with nearby families. Millions of parents decided to homeschool their kids this year, especially

black families and those with lower incomes.

At worst, early school enrollment could be harmful to children’s immediate and long-term well-being. A 2008 longitudinal study concluded

that “early school entry was associated with less educational attainment, worse midlife adjustment, and most importantly, increased mortality

risk.”

A 2018 study in the New England Journal of Medicine found additional disturbing results of early school enrollment. In the study, researchers

at Harvard Medical School discovered that, in states with a September 1 five-year-old kindergarten enrollment cut-off date, children who were

born in August were 34 percent more likely to be diagnosed with attention-deficit/hyperactivity disorder (ADHD), than their same-grade, but

nearly six-year-old, peers who were born in September.

As every parent knows, a year can make a big difference in early childhood development. Putting young children into academically-focused

schooling environments before they are developmentally ready can cause them to be misdiagnosed with, and even medicated for, learning

and behavioral issues that might not appear if they enrolled in school later.

Sign Up for Kerry’s weekly parenting and education email newsletter!

Resist More School Funding Efforts

As the recent Brookings Institution article suggests, there is sure to be a strong push in the coming months to invest heavily in the “missing

children” whose parents have delayed formal school entry or opted for private options during the pandemic response. This rhetoric, along

with ongoing progressive advocacy for universal, taxpayer-funded prekindergarten programs, will attempt to persuade the public that early

schooling is crucial for childhood and societal well-being and that “missing children” need particular help.

Don’t believe it.

Children who do not enroll in public pre-K or kindergarten programs are not “missing.” Their parents know exactly where they are. These parents

are choosing to delay formal school entry, or they are selecting private education or homeschooling options for their children.

Given that the impact of early childhood public schooling programs is lackluster at best, and that delayed school entry may have positive

results, many of these allegedly “missing children” may actually outperform their peers in the years to come. Rather than lamenting another

academic year of lower public school enrollment, we should support the parents who are reassuming control over their children’s education

from government bureaucrats and teachers unions, and applaud them for choosing alternatives to an assigned district school.

WATCH: 4 Myths About Homeschooling (DEBUNKED!)

https://www.youtube.com/watch?v=1dWpqiA-AZ4

The real tragedy over the past year has not been that children are not in school, but that lockdowns and other pandemic policies have disconnected

them from their larger communities, activities, peers, and extended family, leading to rising incidences of youth depression, deteriorating

childhood mental health, and poor physical health through juvenile weight gain from inactivity. Lifting restrictive public health policies will

improve children’s well-being, whether or not they attend a conventional school.

Delayed Early Schooling Can Be Beneficial


https://fee.org/

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Teachers Unions Delay School Reopening Plans

The CDC and Walensky, who warned of “impending doom” throughout

the country on March 29 due to coronavirus case counts, may have

instead facilitated “impending Zoom,” as teachers unions continued

to block school reopening plans and many students learned remotely.

Indeed, as of April 19, only 47 percent of US public school districts were

open for full-time, in-person learning, with most of the remaining districts

operating on a hybrid model with some in-person and some remote

learning.

Research over the past year has found that teacher union influence, more

than any other factor including community virus transmission rates, determined

whether or not a school district reopened for in-person learning.

In their March 2021 paper in Social Science Quarterly, Corey DeAngelis

Impending Zoom: New Exposé Shows Teachers Union

Influenced CDC School Reopening Guidelines

By Kerry McDonald

Monday, May 3, 2021

Backroom dealings between a powerful

government agency and a powerful

public sector labor union are

concerning, to say the least.

The US Centers for Disease Control and Prevention (CDC) was preparing to release school reopening guidelines in February suggesting that

in-person learning would be acceptable even if a community had high coronavirus case rates. After a meeting with the American Federation

of Teachers (AFT), the nation’s second-largest teachers union, the CDC allegedly backpedaled and revised their guidelines about in-person

instruction, using wording provided by the AFT.

The New York Post broke the story on Saturday using emails received through a Freedom of Information Act request from Americans for Public

Trust, a non-profit organization focused on government accountability.

According to the Post, the CDC guidelines for in-person learning were changed after a lengthy email exchange and a call with AFT representatives.

Instead of allowing for in-person schooling regardless of community COVID-19 case levels, the modified guidelines indicated that high

virus transmission rates could prompt an update of CDC guidelines.

The teachers union also lobbied the CDC to include wording that would allow “high-risk” teachers to work remotely, as well as teachers and

staff who live in a household with a high-risk person. Some of the AFT’s suggested language was incorporated almost word-for-word into the

February 12 CDC statement on school reopening plans.

“Thank you again for Friday’s rich discussion about forthcoming CDC guidance and for your openness to the suggestions made by our president,

Randi Weingarten, and the AFT,” said one email by AFT representative, Kelly Trautner, to the CDC.

and Christos Makridis concluded: “Our findings that school closures are

uncorrelated with the actual incidence of the virus, but are rather strongly

associated with unionization, implies that the decision to close schools

has been a political—not scientific—decision.”

Brown University researchers reached a similar conclusion last fall. “Contrary to the conventional understanding of school districts as localized

and non-partisan actors, we find evidence that politics, far more than science, shaped school district decision-making,” they wrote.

More parents may be discovering just how political school reopening plans actually are, particularly as they learn how connected the major

teacher unions are to the Democratic Party and its platform.

According to EducationNext, the nation’s two top teachers unions have been among the leading financial contributors to national elections

since 1990: “They have forged an alliance with the Democratic Party, which receives the vast majority of their hard-money campaign contributions

as well as in-kind contributions for get-out-the-vote operations.” Teachers union members comprise 10 percent of the delegates at the

Democratic National Convention, where they represent “the single largest organizational bloc of Democratic Party activists.”

Local teachers unions have also pinned their school reopening negotiations on the approval of a variety of progressive policies, including most

recently the Los Angeles teachers union gain of child care subsidies for teachers and staff.

Parents Seek More Choice

In California, where many schools have only just begun to reopen, many parents removed their children from an assigned district school

for private education options. The Associated Press recently reported that public school enrollment in California dropped by 160,000 this

academic year, which is “by far the biggest decline in years.” Other states have seen similar public school enrollment dips this year as parents

choose private schools or homeschooling.

The emails between AFT and CDC staff members, some of which were forwarded to CDC Director Dr. Rochelle Walensky, indicate that the

teachers union referred to the CDC as its “thought partner,” and a call was scheduled in early February between Walensky and Weingarten

prior to finalizing the CDC statement.

Backroom dealings between a powerful government agency and a powerful public-sector labor union are concerning, particularly in this case

when the federal government, working through the CDC, has so much power over education policy. As the economist F.A. Hayek said: “Once

wide coercive powers are given to government agencies…such powers cannot be effectively controlled.”

Not surprisingly, support for school choice policies continues to soar. According to findings from a RealClear Opinion Research survey released

last month, 71 percent of US voters back school choice and 65 percent support parents using some per-pupil education funding for private

options if public schools don’t reopen for full-time, in-person learning. School choice legislation continues to be introduced in the majority of

states across the country, and some state bills have recently passed that dramatically expand parental choice in education.

With fall schooling plans still murky in many places, and teachers unions establishing more reopening contingencies for the 2021/2022 academic

year, many parents are delaying kindergarten enrollment or seeking other education options for their children.

Faced with “impending Zoom” in district schools, parents are increasingly opting out.


https://fee.org/

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services. If the Biden administration is truly committed to educational reform in our nation’s schools, it should do something to address

the needs of children kept out of schools entirely by parents who may have no commitment or ability to provide event [sic] the basics of an

education.”

Not to be outdone by Harvard, a Yale professor also recently got in on the act of attacking homeschoolers, particularly religious ones. Sociologist

Philip Gorski, wrote on Twitter that “Christian homeschooling was -and is - often - if not always - a major vector of White Christian

Nationalism.” He has since made his Twitter account private.

Homeschoolers are accustomed to smears and stereotypes and will continue to stand up for their right to raise and educate their children as

they choose, free from government interference. This is what is so maddening to champions of homeschooling regulation, who believe that

the government–and particularly government schools–are best for children. They seem to ignore the poor academic outcomes, child abuse

by teachers, and widespread peer bullying and assaults that plague district schools.

Despite the failure of government schools to protect many children from harm, homeschooling opponents still believe that the government

should have more oversight over homeschooled children to protect them from potential harm. This comes even as research suggests that homeschooled

children are less likely to be abused than their schooled peers. This shouldn’t be surprising, as homeschooling parents are often

Harvard Prof Asks Biden to ‘Reform our Current

Homeschooling Regime.’ Here’s the Problem With Her

Proposal.

By Kerry McDonald

Tuesday, May 11, 2021

This article is excerpted from LiberatED, a weekly email newsletter where FEE Senior Education Fellow Kerry McDonald brings you news and

analysis on current education and parenting topics. Click here to sign up.

Government doesn’t know best. Families

know best.

choosing homeschooling, while making significant personal sacrifices, to ensure their child’s safety and well-being.

This reminds me of one of my favorite quotes by FEE president emeritus, Lawrence Reed:

“It constantly amazes me that defenders of the free market are expected to offer certainty and perfection while government has only to

make promises and express good intentions. Many times, for instance, I’ve heard people say, A free market in education is a bad idea

because some child somewhere might fall through the cracks, even though in today’s government schools, millions of children are falling

through the cracks every day.”

Many of you remember this time last spring when Harvard Magazine published its interview with Harvard Law School professor, Elizabeth

Bartholet, who called for a “presumptive ban” on homeschooling. The article went viral among homeschoolers and others who value educational

freedom and parental rights. I immediately responded with an alumna letter to the editor and ultimately had the opportunity to debate

Government doesn’t know best. Families know best. I will continue to push back against homeschooling opponents and other government

schooling activists who seek to limit a family’s educational freedom and choice. I hope you will join me.

Professor Bartholet live last June. Here are some things I learned from that debate.

Like this story? Click here to sign up for the LiberatED newsletter and get education news and analysis like this from Senior Education Fellow

Nearly one year to the day after the original Harvard Magazine article appeared, a new Harvard piece profiled Professor Bartholet. Her opinions

remain unchanged. If anything, she has doubled down on her belief that the government must be heavily involved in child rearing and

Kerry McDonald in your inbox every week. Also, if you missed her hour-long appearance on C-SPAN’s Washington Journal show last week

talking about President Biden’s proposed universal government preschool plan, here is the replay link.

education.

In the April 30th interview with Harvard Law Today, Bartholet praised President Biden’s proposed expansion of government-funded preschool

for three- and four-year-olds. “It will protect the most vulnerable children against abuse and neglect by getting them into settings on a daily

basis where they are seen by school personnel who are mandated to report suspected maltreatment to child protection services,” she said.

She continued by suggesting that the Biden administration should get involved to “reform our current homeschooling regime.” Currently,

homeschooling policy is decided at the state and local levels, and as I have written previously, there is no constitutional role for the federal

government in education. That doesn’t stop Bartholet who, in her lengthy Arizona Law Review article last year that preceded the Harvard

Magazine spotlight, called the US Constitution “outdated and inadequate.” She argued that the US should move from its existing focus on

negative rights—or individuals being free from state intervention—to positive rights where the state takes a much more active role in citizens’

lives. She looked to Europe for inspiration and particularly to Germany, where homeschooling is illegal.

In her recent interview, Bartholet restated her advocacy for homeschooling limits and called on the Biden administration to help rein in homeschooling

freedoms. “There is now no meaningful regulation of homeschooling in the United States, by contrast to the rest of the world,”

Bartholet said. “Parents are free to keep their children from school and teach them whatever they choose, or nothing. They are free to subject

them to the most vicious forms of abuse, away from the eyes of teachers who are required to report suspected abuse to child protective

Source: Reason Foundation

https://reason.com/

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Faculty aspire to develop students’ thinking skills, but research shows that in practice, we tend to aim at facts and concepts in the disciplines,

at the lowest cognitive levels, rather than the development of intellect or values.

Critical thinking is key to creating free and individual minds. It is also increasingly important in today’s age, where the line between information

and facts is so fine. In fact, 95 percent of statistics are made up. A critical mind will question where this actually came from. Where did

this statistic come from? Is it actually reliable?

The issue we have today is that students are taught to test. Whether the information makes sense or not is irrelevant as long as it is correct.

This comes at a cost. Schools teach students what to think as opposed to how to think. There are important critical skills that aren’t taught.

Do students truly question whatever they read or accept any claim blindly? Or, perhaps, do they accept it as long as it confirms their biases?

The current system is failing because it is offering the wrong type of education. We must develop individual minds, not mindless zombies.

Learning Styles

Each child is unique in their own right. Each has a different personality and preferred way of learning. Under the current system, each child is

bundled under one standardized umbrella. When considering the different types of learners, it is easy to see why some get left behind.

The four learning styles include: visual learners, auditory learners, reading/writing learners, and kinesthetic learners. However, the idea of

learning styles is not definitive. That is to say that you are not exclusively one type of learner or another.

Schools Are Outdated. It’s Time For Reform

By Paul Boyce

Sunday, August 18, 2019

The public education system we currently know has been around for more than 150 years. However, the basic schooling model remains the

same. Roughly 20 to 30 kids of the same age are stuffed into a classroom and taught by one teacher.

Even though the curricula have developed, the essence has stayed the same. Children are still taught in a standardized and industrialized way.

As with anything that comes from centralized control, it is highly inefficient, bureaucratic, and wasteful.

Yes, the overall educational system has changed in many regards. However, the way we are taught has not. A teacher at the front and the

children seated is the optimal way to learn for some students, but others struggle in this environment.

Children learn best in different ways. Some children are best suited to learn through visual stimulation. Others may learn best through handson

education. The reality is that the current educational system doesn’t really accommodate any learning style, nor does it aim for anything

other than high test scores.

Let Children Be Children and Enhance Their Minds

Children rarely are allowed to be children. Play is stifled. Students are crammed into a classroom and taught in a standardized way. Creativity

is restricted. They aren’t allowed to harness their inquisitive minds. Questioning things is part of the analytic mind and a key to societal development,

but this takes a backseat to examinations.

The very nature of tests relies on memorization, repetition, and regurgitation: Tests infrequently harness the analytical mind. They train students

to know the answers. However, they don’t train them on how to find the answers.

Faculty aspire to develop students’ thinking skills, but research shows that in practice, we tend to aim at facts and concepts in the disciplines,

at the lowest cognitive levels, rather than the development of intellect or values.

Critical thinking is key to creating free and individual minds. It is also increasingly important in today’s age, where the line between information

and facts is so fine. In fact, 95 percent of statistics are made up. A critical mind will question where this actually came from. Where did

this statistic come from? Is it actually reliable?

By continuing along with this

standardized type of schooling, we are

putting millions at a disadvantage.

The issue we have today is that students are taught to test. Whether the information makes sense or not is irrelevant as long as it is correct.

This comes at a cost. Schools teach students what to think as opposed to how to think. There are important critical skills that aren’t taught.

Do students truly question whatever they read or accept any claim blindly? Or, perhaps, do they accept it as long as it confirms their biases?

The current system is failing because it is offering the wrong type of education. We must develop individual minds, not mindless zombies.

Research from Pashler et al. disputes the evidence of specific learning styles.

Rather, these learning styles are preferences rather than “hard-coded.” This is to say that these preferred learning styles can change over time.

When a specific learning style is preferred, it is easier for students to take in that information. For example, some students may prefer visual

stimulation to emphasize a point, so graphs and charts may be useful. If this engages the students, they take more in. This inevitably affects

educational outcomes.

Kinaesthetic learners are probably the biggest anomaly in the classroom. For students who learn best by being active, the classroom is the

last place to be. It is no wonder why there are always a few individuals who are consistently disengaged. These individuals are often sporty and

have high levels of energy. The traditional football captain who struggles to maintain his place on course may spring to mind. By continuing

along with this standardized type of schooling, we are putting millions at a disadvantage.

Educational Stagnation

Whether you buy into learning styles or not, it is evident that the current classroom system is outdated. Literacy rates have stagnated since

1971, while there has been no progress in math since 1990. So what are the causes of this stagnation?

Research from Pashler et al. disputes the evidence of specific learning styles.

The New York Times would have you believe the issue is underfunding. Throwing more money at something is a classic proposal used by

modern-day liberals. This problem cannot be solved with money alone, however. Kansas City, Missouri, provides us with a perfect example. It

currently spends roughly 63 percent of its entire budget on schooling. Benefiting from the best-funded school facilities in the country, student

performance has failed to improve. Furthermore, the US spends more on education than any other OECD country besides Norway.

At the same time, it is receiving little value for the money. Outcomes are average, but mathematic results are particularly poor. Countries such

as Vietnam, Hungary, and Slovakia score higher.

Testing Is Outdated

So why is testing such a bad thing? It teaches children how to absorb information. Children “learn for a test.” However, once the test is taken,

is the information truly absorbed? How long does it stay present in the mind? Research by neurobiologists Blake Richards and Paul Frankland

suggests it isn’t very long.

According to the neurobiologists, the brain quickly disregards information that is no longer required. Forgetting is an evolutionary strategy to

promote the survival of the species. Richards and Frankland state:

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From this perspective, forgetting is not necessarily a failure of memory. Rather, it may represent an investment in a more optimal mnemonic

strategy.

It is true that repetition can help with memory retention. However, if that specific memory is not recalled, it is eventually forgotten. Further

research from Bacon and Stewart studied individual students for up to two years following course completion. They concluded that most of the

knowledge gained during the course was lost within two years.

It is clear that the current system is generally based upon memory—who can memorize the most information to prepare for the test. Is this

really arming kids with the tools they need for adulthood?

Potential Solutions

One potential solution for education would be to start “formal” schooling at age seven. Research from the University of Cambridge concludes

that there are benefits of later starts to formal education. This evidence relates to the contribution of playful experiences to children’s development

as learners and the consequences of starting formal learning at the age of four to five years of age.

There also needs to be a reduction in the level of testing. We have developed a system whereby teachers have a strong incentive to “teach to

test.” It’s about memorizing as much information as possible rather than learning how to think.

As data on the unintended consequences

of pandemic policy becomes

Furthermore, the testing culture is putting a strain on both teachers’ and students’ mental health. Test results are the be-all and end-all. It is

gloomier, policy makers are

for that reason that many teachers are already leaving the profession. Reforming this testing culture would not only beginning reduce to acknowledge teacher and tradeoffs. student

stress but also relieve teacher turnover rates.

Thirdly, school vouchers are a viable option. There are already a number of states that have experimented with this. Mostly, there has been

large success across the board. The benefits of school choice are widely documented. The vast majority of existing studies find positive effects.

Not only are test scores improved, but graduation rates and civic engagement are also enhanced.


https://fee.org/

Virtue, Not Virtue Signaling: Grammy-Winning Pop Singer

Unveils Plan to Open Free Private Schools for

Underprivileged Kids

By Brad Polumbo

Tuesday, June 8, 2021

More celebrities should back up their

rhetoric with this kind of tangible action.

Most of the time celebrities wade into political terrain these days, all they offer is cheap virtue-signaling or preening condescension. So it’s

nice to see a Grammy-winning artist putting his money where his mouth is—and actually taking action to help children failed by the public

school system.

Popstar Pharrell Williams, known for hits like “Happy,” just unveiled plans to launch a series of nonprofit private schools in Norfolk, Virginia,

specifically designed to provide tuition-free education to children from low-income families.

“If the system is fixed and unfair, then it needs to be broken,” Williams said. “We don’t want lockstep learning where so many kids fall behind;

we want bespoke learning designed for each child, where the things that make a child different are the same things that will make a child rise

up and take flight.”

“Bespoke learning” is exactly what students don’t get from our one-size-fits-all government schooling system.

It’s heartwarming to see real action being taken. Here are some details about the school Williams and his collaborators plan to open.

“The first school will open this fall in Ghent... for students in the city in grades three through five,” the Virginian-Pilot reports. “The new school’s

curriculum will have a heavy emphasis on STEAM — science, technology, engineering, art and math. Collaboration and hands-on learning will

be emphasized. The school will initially enroll between 40 and 50 students. Though admission is open to eligible third, fourth and fifth graders,

the school doesn’t plan to have grade-level cohorts. Instead, students will be grouped by skill level.”

Of course, we’ll have to wait and see just how effective Williams’ school will prove to be for students. But by empowering families with more

options, this small but meaningful development will undoubtedly improve the odds of participating students who will no longer be trapped in a

failing, one-size-fits-all system.

Here’s hoping that other vocal celebrity proponents of education reform also back up their rhetoric with this kind of tangible action.

Like this story? Click here to sign up for the FEE Daily and get free-market news and analysis like this from Policy Correspondent Brad Polumbo

in your inbox every weekday.


https://fee.org/

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SUPPORT NHEG WITH YOUR DONATIONS

When you donate to our nonprofit organization, you not only support NHEG and its dream of providing a one-stop-shop in


education, but the dreams of families in Ohio and beyond. These families come from all backgrounds and all school choice

options. NHEG is a strong proponent of education reform and advocating for all families left behind in traditional schools.

Anyone that asks for help receives it. Anyone from anywhere can take our online courses and participate in our leadership

groups. We have accomplished so much since our creation in June of 2006, but there is more to be done.

Here are some of the goals, that you can help bring to fruition:

NHEG envisions a Computer Lab and Learning Center.

These labs are to provide a space for academic research, academic studies, school assignments, educational planning,

testing and tutoring services, and other educational options. The labs can be used by families with students enrolled in any

type of school or after-school program, for homeschool resources and as a teaching space for themed co-op/enrichment

classes. The facilities will enable NHEG to teach, assist and provide technology resources to families for self-learning.

Of course, your donations will help expand our programs to help reach more students and their families as well as secure

locations for our offices and our very own library.

Our short- and long-term goals include: obtaining a building for our programs and activities, securing paid staff, implementing

a sensory room for those with disabilities, and creating a daycare for young mothers and fathers.

To reach this goal we need $438,707.

This is the average cost over a lifetime to support someone without a high school diploma. After we reach the above goals

we will start planning for a Montessori School.

How would you like to help?

ANNUAL BASIC COSTS

https://donate.credibal.com/58/Annual-Basic-Costs/#/app/donationPage/

ANNUAL BASIC COSTS WITH SALARIES

https://donate.credibal.com/58/Annual-Basic-Costs-with-Salaries/#/app/

NHEG BUDGET - ALL PROGRAMS AND FEES 2021

https://donate.credibal.com/58/NHEG-Budget---All-Programs-and-

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National News Reports in Education

New Archery Rules: Harder for Homeschoolers

to Compete

HSLDA

Darren Jones, Esq.. | March 23, 2021

https://hslda.org/post/new-archery-rules-harder-for-homeschoolers-to-compete

Families Move, But Officials Just Won’t Let Go

HSLDA

Thomas J. Schmidt, Esq. | March 23, 2021

https://hslda.org/post/families-move-but-officials-just-will-not-let-go

Census Data Shows Phenomenal Homeschool

Growth

HSLDA

Dave Dentel | April 13, 2021

HSLDA Attorney: Education Diversity the Key

to Freedom

Reason Foundation

J.D. TUCCILLE | March 17, 2021

https://reason.com/2021/03/17/the-education-establishment-fearsyou-might-teach-your-kids-unapproved-ideas/

https://hslda.org/post/census-data-shows-phenomenal-homes-

chool-growth?utm_source=HSLDA&utm_medium=WU&utm_cam-

paign=4-14-2021

Parents Wait 7 Months for Officials to OK

Paperwork

HSLDA

Thomas J. Schmidt, Esq. | April 13, 2021

https://hslda.org/post/parents-wait-7-months-for-officials-to-ok-

Harvard Panel: Homeschooling is Here to Stay

HSLDA

Dave Dentel | May 12, 2021

campaign=5-12-2021

Approaching Homeschooling and Dyslexia

with a Growth Mindset

HSLDA

May 10, 2021

chooling-rates-soar-during-pandemic-in-hawaii-and-nationally/

https://hslda.org/post/harvard-panel-homeschooling-is-here-to-stay?utm_source=HSLDA&utm_medium=WU&utm_

https://hslda.org/post/approaching-homeschooling-and-dys-

lexia-with-a-growth-mindset?utm_source=HSLDA&utm_medi-

um=WU&utm_campaign=5-12-2021

Public School Gives Homeschooler A’s … and

Truancy Charges?

HSLDA

Thomas J. Schmidt, Esq. | May 12, 2021

https://hslda.org/post/public-school-gives-homeschooler-a-s-and-

truancy-charges?utm_source=HSLDA&utm_medium=WU&utm_cam-

paign=5-12-2021

Homeschooling Grants for Widows, Single

Parents, and Families in Hardship

HSLDA

September 27, 2019

https://hslda.org/post/compassion-curriculum-grants?utm_

source=HSLDA&utm_medium=WU&utm_campaign=5-12-2021

Home schooling rates soar during pandemic in

Hawaii and nationally

HAWAII NEWS

Susan Essoyan | April 11, 2021

paperwork?utm_source=HSLDA&utm_medium=WU&utm_cam-

paign=4-14-2021

https://www.staradvertiser.com/2021/04/11/hawaii-news/homes-

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NHEG Adult Advisory GROUP

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.


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

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/

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MOTIVATING CHILDREN

Young children develop attitudes toward learning from the significant

others in their lives. If parents or other adults nurture a child’s

self-confidence and curiosity, and provide resources that invite

exploration, they instill the message that learning is useful and fun.

Children, who observe adults being enthusiastic toward education

and coping positively with setbacks, will likely follow their adult role

models and pursue knowledge as well as persevere when faced with

failure.

Through school attendance, children develop beliefs about their

abilities and acquire skills to cope with new situations. A teacher’s

perceptions of how children acquire information and their expectations

for their students’ academic success can have a profound

effect upon children’s motivation. Educators need to believe that

their students can learn and challenge them to reach their potential.

Low-ability or disadvantaged children and students who have learning

or attention disorders must work hardest to succeed. Yet, they

often have the least incentive to do so, since high-ability students

are the ones who receive the most positive feedback. It is important

to note that when children experience many failures, their attitude

toward learning often deteriorates. Although younger children are

likely to make an effort to succeed, older children may view trying

and not succeeding as more negative than making no effort at all.

How can educators foster motivation in children?

1. Provide a caring, supportive environment where children are

respected and feel a sense of belonging.

2. Believe that every child has the ability to learn.

3. Involve children in making classroom rules and consequences

that are clear and understandable to all.

4. Emphasize children’s strengths; do not dwell on their weaknesses.

5. Get to know your students’ interests, talents, goals, and the way

each learns best.

http://www.kellybear.com

By Leah Davies, M.Ed.

6. Treat each child fairly; exhibit no favoritism.

7. Use consistent discipline and maintain an organized, calm

8. Vary your teaching methods and make the lessons interesting and

enjoyable. For example, play a game like “Jeopardy” to review a

unit or a form of Bingo to learn new words.

9. Network with other teachers to plan and adapt lessons to meet

the students’ needs.

10. Define work in specific, short-term goals that can help children

associate effort with success.

11. Assist students in seeing that failure is not usually due to lack of

ability but to ineffective study habits.

12. Teach children helpful study and time management skills.

13. Help children understand that it is not always easy to develop

proficiency in a subject; it takes time and effort.

14. Make expectations clear and provide feedback and credit for work

well done.

15. Refrain from offering nonspecific praise for little effort (see past

article, Effective Praise).

16. Never embarrass or ridicule a child.

17. Assign homework that is specific to the educational needs of the

child.

18. Expect low-performing children to accomplish achievable tasks.

19. Enhance the status of “doing one’s best” and provide group recognition

for effort and/or excellence.

20. Emphasize cooperation rather then competition; support opportunities

for students to help one another.

21. Assist children in dealing with frustrations by helping them discover

ways to cope with problems.

22. Provide the opportunity for all children to lead a classroom activity.

23. Avoid practices that discourage student initiative. Instead of

offering help when none is requested or giving the answer, ask

questions that encourage thought and offer suggestions of how to

find a solution.

24. Use tangible rewards sparingly. Keep in mind that they may negatively

effect children’s pursuit of learning for pure pleasure.

25. Provide intangible rewards for unusual student effort or success.

For example, a child may receive extra computer time, choose

a book to be read to the class, assist the librarian, lead a class

game, or eat lunch with the teacher.

26. Remember that many low-achieving students deny the importance

of studying and stop working to avoid the shame of having

tried and failed.

27. Understand that when students refuse to begin or complete their

work, or copy from another child, they may be doing so to protect

their self-image (see past article, Understanding Self-Esteem).

28. Establish a close working relationship with parents of children

who are struggling. Together determine ways to provide a routine,

decrease distractions, and help their child acquire good study habits

at home (see, Guidelines for Educator-Parent Conferences).

29. Encourage parents to assist their child in forming healthy habits

such as getting enough rest, eating well and exercising so that

they will be ready to learn at school (see past article, Overweight

Children).

30. Realize that no teacher is perfect or does everything well. Discover

your strengths (see past article, Coping With Stress -- Tips for

Educators), learn from your mistakes, and concentrate on doing

your best.

EMOTIONAL ABUSE OF CHILDREN


Emotional abuse is commonly defined as systematic attacks on a

child’s emotional well-being and sense of self-worth. It is based on

power and control and often accompanies other forms of abuse.

Emotional abuse is the most challenging form of child maltreatment

to identify and stop. Since it is difficult to detect, assess and substantiate,

many cases go unreported. Yet, emotional abuse leaves deep,

hidden scars in children that can impede their intellectual, social and

emotional development. Educators need to be informed about emotional

abuse and steps need to be taken if abuse is suspected.

What are the specific forms of emotional abuse?

• REJECTION

Abuse occurs when a parent or caretaker withholds affection

or refuses to acknowledge the child’s presence or accomplishments.

A rejecting adult is emotionally unavailable, detached,

and often devalues a child’s thoughts and feelings. In a variety of

ways, the abusing adult communicates dislike for the child who

also may become the “scapegoat” for family problems.

• HUMILIATION

Abuse occurs when an adult consistently insults, mimics, and degrades

a child. It can include sarcastic comments, name-calling,

yelling, swearing or shaming a child in private or public.

• ISOLATION

Abuse occurs when a parent or caregiver restricts a child’s contact

with others, preventing him or her from forming friendships.

Normal family interactions are restricted; a child may be required

to stay in his or her room, closet, basement or attic for extended

periods of time.

• TERRORIZE

An adult can abuse a child by threatening to use a knife or other

means to hurt, torture or kill a pet, loved one or the child. It

includes forcing a child to watch violent acts, threats of abandon

ment, and/or placing a child in dangerous situations.

• CORRUPTION

Encouraging antisocial or delinquent behavior in children is a

form of emotional abuse. Corruption exists when children are

given alcohol or other drugs, shown pornographic materials, or

are exposed to cruelty toward animals or other human beings.

• EXPLOITATION

Abuse occurs when children are used for advantage or profit,

such as involving them in stealing, assaulting, drug dealing or


What are some of the indicators that a child may be experiencing

emotional abuse?

• low self-confidence/poor self-image

• unable in trust/fearful

• dependent/withdrawn

• anxious/depressed

• too compliant/hypervigilant

• detached/difficulty forming relationships

• little enthusiasm/low perseverance

• demanding/aggressive

• destructive/cruel

• passive-aggressive/compulsive-obsessive

• delayed emotionally, socially and/or academically

• sleep and/or speech disorders

• self-destructive/suicidal

• alcohol or drug abuse

• What are some of the characteristics parents or caretakers of

emotionally abused children may exhibit?

• rejects child

• blames child for problems

• describes child negatively

• withholds affection

• rigid and/or unrealistic expectations

• poor impulse control

• low tolerance for frustration

classroom that is conducive to student concentration.

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prostitution.

• immature

• mental health problems

• alcohol or drug abuse

What can an educator do if emotional abuse is suspected?

1. Follow the school/state rules and procedures for reporting

suspected child abuse to the agency charged with protecting

children.

2. Refer to a school counselor, psychologist or other available resource

for services.

3. Keep informed of resources and materials relating to emotional

abuse.

4. Be available to the child.

• Listen to the child.

• Believe the child.

• Inform the child that he or she is not alone.

• Let the child know that the emotional abuse is not the child’s

fault.

• Be consistent and predictable.

For additional information concerning what to do if abuse is suspected,

see Helping the Sexually Abused Child in the Teacher &

Counselor Ideas at www.kellybear.com.



MOTIVATING CHILDREN


EDUCATOR’S GUIDE TO ENHANCING

CHILDREN’S LIFE SKILLS


EDUCATOR`S GUIDE TO CHILDREN AFFECTED

BY PARENTAL DRUG ABUSE

By Leah Davies, M.ed.

• Complain of psychosomatic symptoms such as stomach or

headaches;

• Exhibit inconsistent academic work;

Encouragement means to stimulate initiative and positive actions.

Teachers, counselors, and parents are asked to encourage children to

do their best by acknowledging their efforts and strengths. However,

when children do not feel good about themselves or their situation,

they need to be reminded of ways they can encourage themselves and

each other.

Ask your students for examples of thoughts that help them feel better

Children learn life skills by observing the adults in their lives. Therefore,

if we want children to be socially and emotionally competent,

we must be cognizant of our own behavior and accept responsibility

for being a role model. Review the following actions and reflect on

how well you exemplify them.

• Show genuine warmth, respect and caring

• Model honesty, dependability, and fairness

A conservative estimate is that one in six children in school today has a

parent who is dependent on or addicted to alcohol or other drugs. This

family situation places these students at high risk for social and emotional

problems, as well as for school failure, drug use and delinquency.

Most of these children are not identified as being “at-risk” and therefore

do not receive assistance. Schools, however, are a logical place to

reach them.

• Seem unusually sad, hopeless, indifferent and/or withdrawn;

• Be the “class clown”;

• Have emotional tirades or other disruptive behaviors;

• Seem uncomfortable during a discussion of alcohol and other

drugs;

• Have a parent who is difficult to contact and who fails to keep

scheduled conferences;

• Have a parent who seems indifferent toward their child;

when they are unhappy. Explain that helpful thoughts are called positive

“self-talk” and that adults often use this as a way to cope with their

problems. List the children’s ideas on the board.

Some examples are:

• I am a good person no matter what anyone does or says.

• It is okay to make mistakes because everyone does.

• I do not give up; I keep trying.

• I think about what is good in my life.

• Everyone feels good and bad, now and then.

• I can do it!

• Foster a sense of trust and acceptance

• Value individual differences

• Give recognition freely

• Create a peaceful environment

• Provide consistent structure

• Use natural or logical consequences

• Teach problem solving skills

• Have high, but reasonable expectations

• Offer individual attention

• Demonstrate communication skills

• Listen carefully without interrupting

Most adults under the influence of alcohol or other drugs are unable to

provide a stable home environment. Emotional mistreatment, physical

violence, and a lack of cohesiveness are often characteristics of these

families (see articles, Child Abuse and Neglect and Emotional Abuse

of Children). Parents who abuse drugs tend to isolate family members

by discouraging outside relationships so their children may be unaware

of ways healthy families function. Silence regarding the “family secret”

is instilled in these students. Consequently, they are often confused,

frightened, and lonely. Their experiences can result in anxiety, depression,

rigidity, and relationship difficulties as they grow older.

• Be teased by peers who know of a parent’s drug use; and/or

• Have a parent who is observed at school or in the community

under the influence of alcohol or another drug.

Children who live within these families need an opportunity to

relate to an adult who will listen, support, and help them stay safe.

Often that person is the school counselor, but the adult could be a

teacher, another school professional or a relative. These children

need an individual who will provide encouragement by saying

something like, “You are a special person and I care about you.

What is happening is not your fault. I will be glad to listen when

you need to talk to someone.”

• Money cannot buy happiness.

• How I act is more important than how I look.

• I am lovable.

• When I smile, I feel better.

• I can do many things well.

• I cannot control what grown-ups do.

• I am unique, one of a kind.

• When I feel sad, I think of things I like about myself.

• Each new day brings a chance to do better.

• I think about my choices and then choose what is best for me.

• I will change what I can and accept what I cannot change.

• I treat others the way I want to be treated.

• Discuss feelings openly

• Acknowledge commendable behavior

• Be approachable

• Display a sense of humor

• Provide choices

• Celebrate successes

• Enjoy being with children

• Believe in each child’s worth, dignity and ability to learn

• Call children by name

• Understand that mistakes happen

• Give negative feedback privately

• Establish a positive, working relationship with parents

Identifying children of those who abuse drugs is difficult for educators.

These children come from all socioeconomic groups and exhibit a

wide range of academic abilities and social and emotional development.

They usually take on a variety of roles in a drug-abusing family.

Some children work hard to maintain the family’s appearance of being

healthy;these students are typically the family placaters and can be

model students. Others may withdraw and appear to be invisible in a

classroom of active children. These students internalize their pain and

deny their needs and feelings. Still others are obviously troubled and

act out their anger and frustration. They may play the role of the family

scapegoat who diverts attention away from the parental drug use.

Ways a School Counselor Can Assist Students of a Drug Abusing

Parent

1. Lead a classroom discussion on drug usage and its effects on

families to help normalize some of the children¹s feelings and

encourage them share their concerns. In addition, provide classroom

guidance lessons on other topics such as individual problem

solving, resiliency, self-control, life skills, etc.

2. Provide small support groups

a. Furnish a compassionate, trusting, and safe place where

students learn about alcohol and drug addiction.

b. Provide outlets for the children to explore and openly

express their anger, fear, and/or pain.

• I cannot change my family; I can only change myself.

• What I learn today will help me in the future.

After making an extensive list, have the children choose a sentence

that is meaningful to them. Ask the students to make a picture or

poster featuring their saying complete with illustrations. Have them

prominently sign their creation. Then divide into small groups or pairs

and have the children discuss their work. Caution the students to be

respectful of each other’s ideas. Display the results in the classroom or

• Participate in worthwhile, community sponsored events

Answer the following questions:

1. What are your strengths?

2. What are your weaknesses?

3. Think about an educator who was one of your role models.

What made him or her memorable?

4. Note your opportunities for growth. Name one or more things

you will try to do differently.

Through careful observing and listening, school personnel can identify

children in need of assistance.Watching the ways children interact with

peers, paying close attention to their drawings and stories, and being

aware of the following behavioral indicators can assist educators in

recognizing these students. (Note: The following list of behaviors can

also be indicative of other difficulties a child may have. The observer

needs to be cautious as he or she puts together as much information

as possible concerning the child before seeking help for him or her.)

c. Use a variety of methods such as discussion, bibliotherapy,

games, activities, dramatic play, role play, art, etc. to

reduce their feelings of isolation, guilt, and/or worthlessness.

d. Increase their protective factors such as enhancing

their communication skills, building on their strengths,

learning positive coping skills, and developing a feeling of

self-worth and autonomy (see articles, Ten Ways to Foster

Resiliency in Children and Helping Children Succeed).

in the hall to challenge

ALL children to use positive “self-talk” that will encourage them to do

their best.

This self reflection will help you assess yourself as a role model for

the life skills you are trying to develop in the children with whom

you work.

A child in a drug-abusing home may:

• Appear unkempt or dress inappropriately;

• Be tardy or absent frequently;

e. Teach the children that:

• It is not their fault that their parent abuses

drugs.

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• There are individuals who care about them and

who can be helpful to them.

• There are things they can do to take care of themselves.

f. Practical Ideas

• Help the children plan where and when they will do

their homework.

• Have them make a list of phone numbers of a

relative, neighbor or other adult that they could

use if needed.

• Help them identify a safe place they could go, if

necessary.

• Provide support such as furnishing school supplies,

teaching a child how to use an alarm clock, providing

a warm coat, etc.

The friendships that develop in these counseling groups and the

knowledge that others live in a similar environment can provide these

students with hope that they can be successful in spite of their family

situation.

3. Increase knowledge and awareness among school personnel of

the existence of these students. Share the behavioral indicators and

discuss ways that they could assist these children.

4. Initiate a tutoring program consisting of empathetic older students

or adults who would serve as positive role models. In addition, they

could help selected children improve their academic skills.

5. Be a referral source for the students and families in need of help.

Resources can include a community mental health center, Alcoholic

Anonymous, Al-Anon, Alateen, alcohol/drug treatment programs, family

support groups, or other services available in your area.

AGGRESSIVE GIRLS


Aggression or bullying can be defined as any action that inflicts

physical or mental harm upon another person. Girls usually differ

from boys in the type of aggressive behavior they exhibit. While boys

tend to inflict bodily pain, girls most often, though not exclusively,

engage in covert or relational aggression. Girls tend to value intimate

relationships with girls, while boys usually form social bonds through

group activities. Aggressive girls often gain power by withholding

their friendship or by sabotaging the relationships of others.

Relational aggression is calculated manipulation to injure or to

control another child’s ability to maintain rapport with peers. For example,

a relational aggressive girl may insist that her friends ignore

a particular child, exclude her from their group, form secret pacts to

humiliate the child, call her names, and/or spread rumors about her.

Examples of manipulation include, “If you don’t play this game, I’ll

tell Sara that you called her stupid,” or “You have to do what I say, or

I won’t play with you.” Children in preschool have been observed excluding

peers by saying, “Don’t let her play,” or using retaliation, “She

was mean to me yesterday, so she can’t be our friend.” In older girls,

the gossip can be more vicious, for example, “I saw her cheating,”

“Her mom’s a drunk,” or “She’s a slut.”

Though often subtle, nonverbal communication of an aggressive girl

is unmistakable. For example, she may roll her eyes, glare, ignore,

turn away, point, or pass notes to a friend concerning the rejected

child.

In 1995, Crick and Grotpeter (1995) found that members of groups

run by aggressive girls appeared to be caring and helpful toward

each other. However, they also observed a higher level of intimacy

and secret sharing in these groups. This closeness puts followers at

risk because the aggressive child is privy to personal information

that she can disclose. They also noted a higher level of exclusivity in

groups run by relational aggressive girls. In other words, the followers

usually have few other friends to turn to if they are rejected by the

aggressive child, hence they continued to conform for fear of being

isolated. They found a higher level of aggression within these groups.

Girls often feel pressured to be compliant and not show negative

emotions. When they cannot assert their true feelings directly, resentment

lingers and their anger manifests itself indirectly. Excessive

relational aggressiveness can become a habit that can cause a

lifetime of problematic relationships. Therefore, a girl who exhibits

this behavior needs adult intervention and guidance. It should be

ing to Crick (1996), relational aggressive girls are disliked more than

most children their age. They exhibited adjustment problems and

reported higher levels of loneliness and depression. These girls often

have difficulty creating and sustaining social and personal bonds. Ridiculed

children have adjustment difficulties, as well. The rejection and

hurt they feel can last a lifetime. They are more likely than peers to be

submissive, have low grades, drop out of school, engage in delinquent

behavior, experience depression, and entertain suicidal thoughts.

What can school personnel do to combat the negative impact of relational

aggression on perpetrators and their targets?

1. Increase awareness among school staff so that they understand

what relational aggression is and discuss ways to combat it. Consequences

for relentless covert aggression will vary depending on

school discipline procedures, the action, and the age of the girls.

Consequences could include a referral to a counseling group or

losing privileges.

2. Observe children in the classroom, at lunch, in the hall, on the

playground, and before and after school, noting students’ nonverbal

reactions to peers. Ask yourself:

• Who is alone on the playground?

• Who is a group leader?

• How do her followers act toward others?

3. Discuss relational aggression with your students to make sure they

know that starting rumors, ridiculing others, and other forms of

covert aggression are not acceptable.

4. Reinforce student social interaction skills through the use of

role-playing exercises, literature, writing assignments, and other

means. Emphasize considering the feelings of others, developing

listening skills, and exhibiting other character traits that are critical

to forming lasting friendships.

5. Help girls understand that conflicts are a natural occurrence in

friendships and provide them with an opportunity to practice being

supportive of one another. Encourage them to honestly resolve

problems through open discussion and compromise. (See Finding

Solutions Through Peer Mediation.)

6. Believe the victim. Relational aggressive girls are skillful at concealing

their bullying. Hence, many educators are blinded by the

appearance of a model student who they feel would never engage

in covert aggression.

7. Understand that having at least one friend buffers a child from

relationship aggression, so facilitating friendships between girls

will help them cope with a relational aggressive child. Encourage

girls to choose friends who are considerate and trustworthy, not

exclusive or mean.

8. Model respect and caring. Assist each girl in developing the belief

that she is a capable person who has many strengths and who

can stand up for herself by reinforcing these attitudes at every

opportunity.

9. Find assistance for the victim and perpetrator. Contact a parent

and/or work with staff to foster their social and emotional

stressed that these girls often have leadership ability, but they need

development. (See Guidelines for Educator-Parent Conferences

assistance to channel it in a positive direction.

Concerning Angry Children.)

For information on how your school can take a stand against all forms

Relational aggression in girls has a negative affect on school climate

of bullying, see Educator’s Guide to Bullying.

and culture, as well as on the perpetrators and their victims. Accord

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PEOPLE CAN FIND OUR ORGANIZATION BY SEARCHING 43512

https://www.boxtops4education.com/How-To-Earn

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NHEG OFFICE CURRICULUM LIBRARY

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!

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Attention potential guests!

4/20

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.

Guidelines:

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

1. All guest posts must be original content.

1. 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.

1. We welcome submissions from both experienced and beginner writers.

1. 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.

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

1. 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.

1. 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.

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

author.

1. 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

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).

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NHEG SUPPORT GROUPs

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

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

Learn More About AAG

CHARTER SCHOOL SUPPORT GROUP


PUBLIC SCHOOL SUPPORT GROUP


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NHEG Membership Levels

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.

Audio

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

broadcast and 3 times during rebroadcast):

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

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

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

produced for a $250 fee.

Video Streaming

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

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

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

Becoming a Member of NHEG

1. Select the membership level

1. Fill out the registration form

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

1. 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

Level

Standard NHEG Member

Student Membership expires after 6 Months.

Teacher Membership expires after 6 Months.

Price

Free

$10.00 every 6 Months.

$35.00 every 6 Months.

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)

NHEG Membership Navigation

1. Account Profile

1. Account Confirmation

1. Membership Levels

1. Membership Checkout

1. Account Invoice

1. Cancel Account

1. 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.

VOLUNTEERS RATINGS

Joagg

Volunteer 12/31/2020

Rating:5

I am currently working as a Volunteer Lead HR Coordinator. I am blessed to have Pamela as my supervisor. Its a great

place to work and learn new things. Join NHEG if you are looking for career growth opportunities.

126 127

OUR RECIPES

OUR RECIPES

LOAF PAN LASAGNA RECIPE

INGREDIENTS

For the meat sauce:

• 3/4 cup chopped onion

• 3 teaspoons jarred minced garlic

• 1/8 teaspoon crushed red pepper flakes

• 12 oz. (90% lean) ground beef

• 1 cup (14.5 ounces) diced tomatoes

• 1 can (8 ounces) tomato sauce

• dash of salt

• dash of pepper

DIRECTIONS

1. Preheat oven to 400 degrees. (Yes, I said 400 degrees.)

2. In a (12-inch) skillet over medium heat, add the ground beef and

onions. Cook until the ground beef is lightly browned, then drain

off the grease.

3. Place the cooked ground beef and onion back in the skillet, then

and the garlic, salt, and pepper.

4. Now add the crushed red pepper flakes, and continue cooking for

at least 30 seconds.

5. Now stir in the diced tomatoes (along with the juice), the tomato

sauce and bring to a boil. Continue cooking for 2 minutes, then

set pan aside.

6. In a bowl, combine together, the cottage cheese, Parmesan

cheese, 3/4 cup of mozzarella cheese, and the egg.

7. To assemble the lasagna, spread ½ cup of the meat sauce in the

baking pan.

8. Spread ⅓ of the cottage cheese mixture on top 2 of the Lasagna

noodle, and lay on top of the meat sauce (side by side).

9. Repeat this layering 2 more times, making sure you end up with

enough meat sauce and mozzarella cheese for the top layer.

10. When you lay the last noodle down, you will have no more cottage

cheese mixture left.

- --- --- --- --- --- --- --- --- --- --- --- --- --- --- ---

Other ingredients needed to make the lasagna:

• 1/2 cup small cured cottage cheese

• 1/2 cup grated Parmesan cheese

• 2 Tablespoon grated Parmesan cheese

• 1 egg lightly beaten

• 1/4 teaspoon dried minced parsley flaked

• 6 lasagna noodles, uncooked (see *Note)

• 3/4 cup shredded mozzarella cheese

• 1/4 cup shredded mozzarella cheese

11. Place the remaining meat sauce on top of the dry noodles.

12. Mix together the 1/4 cup of remaining mozzarella cheese with 2

Tablespoons

of grated

Parmesan

cheese.

Sprinkle

cheese

mixture

on top.

13. Cover pan tightly with aluminum foil that has been sprayed with a

bit of non-stick olive oil cooking spray.

14. Bake in oven for 30 minutes.

15. Remove the aluminum foil, and continue baking until the cheese

is lightly brown on top. (I baked mine for 10 minutes, then removed

pan from the oven.)

16. Let cool for 10 minutes out of the oven before slicing the Lasagna.

(This made 4 to 5 servings.)

17. *Note: When it came to placing the Lasagna Noodles in the baking

pan, I needed to break off 1-inch of each lasagna noodle, in

order for them to fit inside the pan.

QUICK 10 MINUTE INDIAN JEERA CHICKEN RECIPE

INGREDIENTS

• 8 oz Trader Joe’s zhoug sauce (or recipe above)

• 1 rotisserie chicken, deboned and skinned and chopped to desired size

• ¼ cup grinded jeera/cumin seeds (powder not recommended)

• ½ cup water (more or less depending on your consistency preference)

• pinch turmeric (optional)

• 1 tbsp dry coriander powder (optional)

• red chili powder (optional for extra spice)

• oil

• salt

• lemon wedge (garnishment)

• cilantro (garnishment)

DIRECTIONS

1. Heat a pan with a generous amount of oil.

2. Add the jeera seeds and zhoug sauce to the pan.

3. Cook until the raw flavor is out. Takes about 30 seconds to a minute with constant stirring.

4. Add the chopped chicken, turmeric powder, coriander powder, red chili powder, salt, and water.

5. Mix well and heat through.

6. Serve with a lemon wedge and onion salad.

LEMON LOAF CAKE RECIPE

INGREDIENTS

• 1 1/2 cups flour

• 1 1/2 teaspoons baking powder

• pinch of salt (optional)

• 1 tablespoon lemon juice

• 3 tablespoons milk

• 1/2 cup plus 2 tablespoons unsalted butter at room temperature

• 3/4 cup sugar

• 3 eggs at room temperature

DIRECTIONS

1. Preheat over to 350 F.

2. Butter a 9x5x3 inch loaf pan.

3. Line the bottom of pan with parchment paper and grease paper.

4. Place one 1 teaspoon of flour in pan., shake over buttered pan.

5. Mix together lemon juice and milk, set aside to curdle milk.

6. Combine flour, baking powder and salt into a bowl, set aside.

7. Put soft butter into a large mixing bowl and cream butter with electric mixer.

8. Add sugar, continue beating to cream butter and sugar for 5 minutes.

9. Add eggs, one at a time, beating thoroughly at lowest mixer speed.

10. Alternate 1/3 additions of flour mixture and milk/lemon mixture

11. Beat until blended.

12. Pour batter into prepared pan, spread evenly in cake pan.

13. Place pan in preheated.

14. Bake 50 - 60 minutesl, or until cake tester come out clean.

15. Cool on rake 10 minutes before removing from pan.,

16. Decorate.

CAJUN SHRIMPS RECIPE (GLUTEN FREE)

INGREDIENTS

• 1 lb Medium shrimps deveined, shells and tails removed

• 1 tsp Onion Powder

• 1 tsp Garlic Powder

• 1 tsp Dried Oregano leaves

• 1 tsp Dried Thyme leaves

• 1 tsp Paprika

• 1/4 tsp Red chilli flakes

• 1/4 tsp Cayenne Pepper powder

• 3 tbsp Oil

• 1 tbsp Butter

• Salt and pepper to taste

DIRECTIONS

1. Heat oil in a pan. Once heated, add cleaned shrimps and saute for

a couple minutes.

2. Add all the spice powders one by one. Add a tablespoon of water to

ensure the spices don’t burn.

3. Mix well and let the shrimps cook over medium heat for 3-4 minutes

taking care not to overcook them.

4. Add the butter, mix well and remove from the heat once the

shrimps are cooked.

5. Serve hot with buttered toast!

SMALL FLOURLESS RUM CHOCOLATE CAKE RECIPE (GLUTEN

INGREDIENTS

• 6 ounces dark chocolate, coarsely chopped

• 1/3 cup butter, cubed

• ½ cup demerara sugar

• 5 eggs

• 1 tsp vanilla extract

• ½ cup cocoa powder

• 1/3 cup rum, (dark or light)

• Chocolate- rum glaze

• 4 ounces dark chocolate, coarsely chopped

• 3 tbs butter

• 1 tbs rum

• ½ tsp vanilla extract

DIRECTIONS

1. Melt together chocolate and butter over low heat, stirring until smooth. Remove from heat and transfer to a mixing bowl.

2. Add sugar, mix for 1 -2 minutes until melted.

3. Beat in the eggs one at a time, mixing until smooth between each addition.

4. Stir in the vanilla extract, cocoa powder, and rum until well mixed.

5. Pour batter into the greased 8-inch baking pan and bake for 25-30 minutes at 190°C, or until a toothpick inserted into the center

comes out relatively clean with a few crumbs. Do not over-bake or the cake will become dry. Allow cake to cool in pan for 5 minutes

before inverting onto a serving plate.

6. Meanwhile, prepare the glaze: in a small saucepan, melt together chocolate and butter, mixing until smooth.

7. Stir in the rum and vanilla extract. Spread evenly over cooled cake.

ALL RECIPES ARE FROM THE COOKEATSHARE

https://cookeatshare.com

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

JANE GOODALL'S

ROOTS & SHOOTS PROGRAM

LITTLE CAESAR’S PIZZA KIT

FUNDRAISING PROGRAM

AMAZONSMILE

DONATE A CAR

For more details, visit our website

https://www.NewHeightsEducation.org/support-NHEG/fundraising-for-NHEG/


F U N C O R N E R

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 messy!)

• String

Ιnstructions:

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.com

MAKE YOUR OWN SNOWGLOBE

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

http://www.booksbythebushel.com/free-literacy-activities/


FREE LITERACY ACTIVITIES

Download as many as you like!

Join our e-newsletter to receive more

Monthly Theme Calendars

Community Helpers

Curious George Activities

Farm Activities

Reading Activities

Social Emotional activities

FREE classroom activity ideas!

FREE activities and worksheets!

www.booksbythebushel.com/free-literacy-activities

Kindergarten Readiness

Misc. Activities

Nature Activities

Social Emotional Activities

seasonal activities

weather activites

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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.

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July-August 2021

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