NHEG EDGuide Magazine January-February 2020

IISSUE 1 - 2 

JANUARY – FEBRUARY-2020 

"Birthplace of a new 

year is in 

the heart of hope" 

NHEG Data 

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

U.S. President’s Volunteer Service Award 

The New Heights Show on Education 

International Academic Competitions 

NHEG Book Corner 

NHEG Support Groups

CONTENTS 

4 THOUGHT FOR THE MONTH 

7 MAGAZINE EDITORIAL TEAM 

8-13 ACHIEVEMENTS 

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

16 NHEG SCHOOL BAG GIVEAWAY 2019 

18-25 THE INTERNET RADIO PROGRAM FROM NHEG 

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

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

36 PRESS RELEASES - UPCOMING NHEG EVENTS 

37 SPONSORSHIP PACKAGES FOR NHEG 

42-45 NHEG RADIO SHOWS USED IN THE CLASSROOM? 

47-49 NHEG DATA 

51 WE ARE LOOKING FOR NEW VOLUNTEER INTERNET RADIO HOSTS 

54-55 ATTENTION POTENTIAL GUESTS! 

56-59 OUR TEACHERS AND TUTORS 

62-63 NHEG SUPPORT GROUPS 

64-65 MISSING CHILDREN 

68-69 NHEG BIRTHDAYS - ANNIVERSARIES 

70-71 NHEG NEW VOLUNTEERS - VOLUNTEERS OF THE MONTHS 

74-75 REVIEWS ON MAGAZINE EDITORS 

78-86 HEALTH IS YOUR WEALTH 

88 NATIONAL NEWS REPORTS IN EDUCATION 

90-91 THE NHEG LEARNING ANNEX - JAPANESE TUTOR 

92-111 FEE ARTICLES 

118-121 KELLY BEAR PRESS 

122-123 INTERNATIONAL ACADEMIC COMPETITIONS 

124 NATIONAL HISTORY BEE 

125 NATIONAL SCIENCE BEE 

126-129 GET YOUR FREE EBOOK 

134-135 FUN CORNER 

138-143 RECIPES 

146-147 NHEG PARTNERS & AFFILIATES

www.NewHeightsEducation.org 

Thought for the Month 


New Heights Educational Group 

wishes all our readers 

a Happy New Year. 

Happy New Year! 

SURPRISE! 

NHEG is offering two free 

book promotions “Unraveling Reading”. 

You can read them both ONLINE for FREE 

for 5 days only at the dates specified below! 

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

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

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

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

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

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

Scheduled 

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

one-nonprofits-journey-to-success/ 

These will be available in all Kindle marketplaces where the KDP 

Select-enrolled title is available for sale. 

4 NHEG Magazine | January - February 2020 

January - February 2020 | NHEG Magazine 5


EDITORIAL TEAM 


Editor in Chief 

Pamela Clark 

NewHeightsEducation@yahoo.com 

Production Manager 

Marina Klimi MarinaKlimi@NewHeightsEducation.org 

Proofreaders/Editors 

Noemi Vallone Noemi@NewHeightsEducation.org 

Kristen Congedo 

Kristenc@NewHeightsEducation.org 

Photographers featured in this issue 

Michelle Shockey 

Michelles@NewHeightsEducation.org 

Pamela Clark 

Khrista Cendana 


Khrista@NewHeightsEducation.org 
















2019 Top-Rated 

Nonprofits using GreatNonprofits 

New Heights 

Educational Group 

Congratulations 

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

Nonprofits using GreatNonprofits. You are among a distinguished few to 

receive this community endorsement. 


Perla Ni 

CEO Greatnonprofits 



THE INTERNET RADIO PROGRAM FROM 

NEW HEIGHTS EDUCATIONAL GROUP 






Internet Radio Show Spots now available 

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

our internet radio show. 

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

All advertisements must be family friendly. 

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

If interested, please visit our website for more details. 

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

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

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

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


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

that lists all the shows that have been released. 




The New Heights Educational Group 

Welcomes Radio Host Buffie Williams To Our Online Airwaves 

10/30/19 

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

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

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

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

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

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

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

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

realities. 

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

PST/4:00 P.M. EST. 

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

Contact: 

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









Barnes and Nobles 

Kids in Grades 1-6 Earn a Free Book! 

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


You can read it at the following link 

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


U.S. PRESIDENT’S VOLUNTEER SERVICE AWARD 

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

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


VOLUNTEER HOURS 


About PVSA 

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

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

service. 

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

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

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

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

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

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

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

Criteria 

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

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

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

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

support) are not a factor considered for the award. 

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

Awards are issued by approved Certifying Organizations. 

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

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

Eligibility 

Pamela Clark – Bronze – Silver – Gold – Life Time 

Briana Dincher – Gold 

Khrista-Cheryl Cendana – Bronze – Silver 

William Naugle – Bronze – Silver – Gold – Life Time 

Michael Anderson – Bronze – Silver – Gold 

Robert Hall – Bronze – Silver – Gold 

Sapna Shukla – Bronze – Silver 

PVSA RECIPIENTS 

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

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

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

than 4,000 hours of service in their lifetime. 




The New Heights Educational Group (NHEG) 

announced recognition 

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

Assistant Virtual Development Director of Website Design and WordPress Expert. 

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

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

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

along with a coin. 

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

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

Here are some of the differences: 

Charter Schools 

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

popular and hard to get into for the 

student. 

2. Smaller class sizes. 

3. Transportation is arranged by the students. 

4. Private board. 

Why Charter School? 

By Khrista Cendana 


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

telling me that if I were still in 

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

than a public school. Are charter 

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

I always thought that 

charter schools help students more than public schools, is that 

true? Are they clearly different or 

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

questions, we need to dig a little bit 

further. 

Public Schools 

1. They must accept every child in its district. 

2. Larger class sizes. 

3. Education standards set by the state education 

board. 

4. Transportation provided by school within designated 

area. 

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

What is the same in charter vs public schools? 

1. They are both free 

2. Cannot discriminate students. 

3. Both school systems are considered public. 

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

Online Charter School 

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

(California) 

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

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

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

(Ohio) 

Are they clearly different or are they the same? 




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

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

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

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

amount depending on how many students are enrolled. 


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

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

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

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

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

Defiance Award Program Honors the Achievement 

Websites Used In Article: 

Public vs Private vs Charter 

Charter Vs Public 

Comparison 

San Diego 

The Delta Academy 

Ohio Connections Academy 

Buckeye Online School For Success 

Teachers Certified Or Not 

What Are Charter Schools 

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

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

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

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

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

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

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

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

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

About Defiance Award Program 

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

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

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

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

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

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

to the U.S. economy. 

SOURCE: Defiance Award Program 

CONTACT: 

Defiance Award Program 

Email: PublicRelations@2019city-bestof.com 

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





Touch-type 

Read and 

Spell (TTRS) 

readandspell. 

com 

9 Strategies for 

students with 

dysgraphia 

From stretching 

out the 

hands to trying 

different pens 

and papers 

and using 

pre-writing 

brainstorming 

activities, 

try these tips 

to help with 

writing. 

Read article 

9 Tips for helping students with slow processing 

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

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

in the classroom. 

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

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

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

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

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

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




Press Releases 

11/18/19 

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

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

Curriculum” and the following books: 

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

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

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

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

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

husband, Henry. 

https://www.awakenholistic.org/ 

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

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

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

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


12/1/19 

Dear students and families, 

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

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

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

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

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

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

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

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

have taken to testing: 

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

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

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

It is not worth it. 

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

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

University of New Mexico. 

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

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

and students with a multitude of disabilities. 

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

story. 

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

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

With excitement, 

Pamela Clark, Executive Director of NHEG 

Proctor: Lyndsey Clark 





11/21/19 

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

to Focus on Progress and Results 

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

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

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

of nonprofit evaluation such as overhead ratios. 

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

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

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

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

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

our peers and the media.” 

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

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

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

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

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

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

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

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

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

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

News Contact: 

Pamela Clark, Executive Director 


419-786-0247 

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

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

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

data to evaluate nonprofit performance. 

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

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

exciting initiatives on a global scale.” 

Organizational Mission 

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

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

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

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

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

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

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

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

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

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

families.” 

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

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

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

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

About GuideStar Nonprofit Profiles 

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

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

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

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

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

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

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

database. 

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

achieve their dreams. 

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

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

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

Please join us for a night of fellowship and fun! 

Glenn Park Senior Living Community 

2429 William A Diehl Court 

Defiance, OH 43512 

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





11/11/19 

Dear New Heights Show on Education audience, 

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

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

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

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

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

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

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

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

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

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

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

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

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

topics pertaining to depression, anxiety and disabilities. 

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

topic. 

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

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

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

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

Deezer and Pandora. 

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

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

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

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

larger audience. 

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

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

lower sponsorship in hopes of raising money for this show. 

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

to past shows. 

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

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

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

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

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

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

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

show. 

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

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

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

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

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

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

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

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

adults to earn their high school diplomas.” 

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

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

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

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

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

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

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

NewHeightsEducation@yahoo.com. 

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

also requesting help with coaching these programs. 

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

the students will need to complete a background check. 

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

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

other tasks as needed. 





NEW COURSE 

Interview Skills - Free Class Available Now 

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

expected of them during the hiring process. 

Topics Covered 

Applying for a job 

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

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

Answering the phone the correct way 

Making the appointment for an interview 

Be on time 

What to wear 

Grooming habits 

Introducing yourself 

Body language 

The thank you! 

Class Description: 

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

https://classroom.google.com 

and enter the class code: qfpdqx 

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

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

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

the GuideStar database. 

12/1/19 

Dear students and families, 

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

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

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

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

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

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

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

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

have taken to testing: 

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

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

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

It is not worth it. 

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

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

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

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

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

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

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

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

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

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

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

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

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

With excitement, 

Pamela Clark, Executive Director of NHEG 

Proctor: Lyndsey Clark 





NHEG Membership Levels 

Sponsorship Packages for NHEG 

Audio 

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

broadcast and 3 times during rebroadcast): 

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

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

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

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

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

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

produced for a $250 fee. 

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

certain parts of the New Heights Educational Group website. 

1. Select the membership level 

2. Fill out the registration form 

Becoming a Member of NHEG 

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

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

Banner Advertising 

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

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

Full: $7,000 

» 13-week sponsorship of show series 

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

(3 during live broadcast, 3 during rebroadcast) 

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

» Opening & closing billboards on show 

» One live mention by host 

» Banner ad on host page 

» Banner ad on host personal/business website 

Half: $3,000 


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

(2 during live broadcast and 2 during rebroadcast) 




» Possible guest appearance with NHEG staff. (subject to 

approval) 

Level 

Price 

Standard NHEG Member 

Free 

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

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

NHEG Membership Navigation 

• Account Profile 

• Account Confirmation 

• Membership Levels 

• Membership Checkout 

• Account Invoice 

• Cancel Account 

• Billing Info 

Quarter: $1,750 


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

(1 during live broadcast, 1 during rebroadcast) 




» Possible guest appearance with NHEG staff. (subject to 

approval) 


Optional Advertising for Half and Quarter 

Sponsors 


» Audio commercial production: $250 

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

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

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

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

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

and slows development. 



NHEG Radio Shows used in the classroom? 


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

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

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

Google Classroom. 

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

and emails of those that need access. 

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

American History with Kathy Woodring cnwmpb0 

Special Needs and Disabilities with Kaden Behan jhwkv4w 

Discussing Depression, Anxiety and other Disabilities with Erika Hanson jhwkv4w 

Soft Skills with Victoria Lowery vssfz1d 

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

Eijaz 2sn474 

Marine Biology and Zoology with Anna Shi qlxr57 

Technology and Cyber Awareness with Freddie Bandola, Jr. bofkfu3 

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

Reading Time for Elementary students with Shannon Williamson ycb64y 

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












Partnership Announced! 

NHEG Data 


The New Heights Educational Group (NHEG) proudly announces 

a newly formed partnership with Kelly Bear and Leah Davies, 

M.Ed.!! 

Benefits of this partnership include: 

*105 complimentary TEACHER/COUNSELOR articles 

*PARENTING handouts, activity/worksheet 

*Thoughts on Parenting videos 

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

Pamela Clark (director of The New Heights Educational Group) 

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

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

treasure these valuable resources!” 

Visit http://www.NewHeightsEducation.org 





54 NHEG Magazine | January - February 




Pokemon TCG 

By Khrista Cendana Posted May 31, 2019 In Education News 

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

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

and how it can be an educational tool. 

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

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

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

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

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

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

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

The Pokemon TCG Teaches Education 

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

tips and advice for adults: 

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

adults. 

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

introduce them to the game. 

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

online: Pokemon TCG Online 

Top Issues With Pokemon TCG 

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

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

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

hoping to trade or battle. 

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

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

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

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

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

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

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

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

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

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

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

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

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

certain cards. 

Websites Used In The Article: 

The Pokemon Trading Card Game Teaches Children Many Skills 

Pokemon TCG Online Game Installer 

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

Top 5 Issues With The Pokemon Trading Card Game 

Learn To Play The Pokemon Trading Card Game 

ADVERTISE WITH NHEG 

Urgent 

We are looking 

for New Volunteer 

Internet Radio Hosts 

Contact us for more details 


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




NHEG OFFICE CURRICULUM LIBRARY 

Hello Box Tops Coordinators, 

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

value everything you do. 

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

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

Tops is going digital in the next year! 

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

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

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

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

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

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

share more with you in June. 

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

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

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

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

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

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

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

FE_05_02_2019&vcode=AQAAAAEBAQEBAQEBAQEBAQEBAQEBJhjBeBolhNg3r1dBvplztUDw2CNJI6h4z3i5IvJ80knjrQYlQTPn8NYX7fCZBQD_3dfqTwXfFpDbi78E6g_aVQ== 

New Video 

https://youtu.be/KHkfw6VPgYc 

Sincerely, 

Erin Anderson 

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

tutoring and other educational activities in this location and plan to 

continue offering classes, tutoring, and some afterschool events in 

Defiance. 

Short term goals: Our vision includes reacquiring a building in 

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

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

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

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

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

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

question. 

Longer term goals: 

We foresee a daycare for young mothers and fathers in 

high school (main target) and college and 

will provide affordable daycare in hopes of keeping them 

in school. 

HELP SPREAD THE WORD! 




Attention potential guests! 

Guidelines: 

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


4/19 

Attention potential guests! 

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

on the “New Heights Show on EducaƟon.” 

Option 1. 

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

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

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

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

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

you can be a guest on our show. 

Option 2. 

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

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

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

Option 3. 

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

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

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

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

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

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

advertising costs or one of the options above. 

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

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

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

those submiting through tour companies). 

• All guest posts must be original content. 

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

them up and use them as a series of posts. 

• We welcome submissions from both experienced and beginner writers. 

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

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

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

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

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

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

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

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

the author. 

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

posting date. 

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

https://www.paypal.me/NHEG 












THE NHEG BANNER 

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

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

Clark, Mike Anderson, Sherri Ermoian. 


STUDENT ADVISORY GROUP CREST 

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

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

from Mike Anderson, Sherri Ermoian. 

THE STUDENT LEADERSHIP COUNCIL CREST 

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

with feedback from Mike Anderson, Sherri Ermoian. 





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

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

NHEG SUPPORT GROUPS 

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

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

Learn More About AAG 

HOME SCHOOL FAMILY SUPPORT GROUP 


CHARTER SCHOOL SUPPORT GROUP 


PUBLIC SCHOOL SUPPORT GROUP 






MISSING CHILDRENHELP BRING ME HOME 

National Center for Missing & Exploited Children 

NCMEC: 1375968 

NCMEC: 1374543 

NCMEC: 1373747 

Missing Nov 29, 2019 

Since: Missing Ansonia, CT 

From: Sep 7, 2018 

DOB: Age 1 Now: Female 

Sex: White 

Race: Hair Brown 

Color: Eye Brown 

Color: 2'0" 

Height: 17 lbs 

Weight: 


Since: Missing Pembroke Pines, FL 

From: Feb 28, 2004 


Sex: White 

Race: Hair Blonde 

Color: Eye Blue 

Color: 5'7" 


Weight: 


Since: Missing Tampa, FL 

From: Feb 9, 2007 


Sex: Black 

Race: Hair Black 

Color: Eye Brown 

Color: 5'0" 


Weight: 

Rayya Averyy 

Vaaneessssssaa Moraaleesss 

Monae GivenT 

140 lbs 

121 lbs 

17 lbs 

Vanessa was last seen November 29, 2019. 

Raya was last seen on November 9, 2019. 

Monae was last seen on November 4, 2019. 

Case handled by 



ANYONE HAVING INFORMATION SHOULD CONTACT 



Fullton 

Jayllan Fulltoon 


Since: Missing Curtis Bay, MD 

From: Aug 28, 2006 

DOB: Age 13 Now: Male Sex: Black 

Race: Hair Black 

Color: Eye Black 

Color: 5'4" 


Weight: 

90 lbs 

NCMEC: 1375020 

Photo 

Extra Phootoo 


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

date of birth 8/25/05. 

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



DON’T HESITATE! 




NHEG Birthdays 

January 1st 

Alain Philippe 

February 2nd 

Pamela Clark 


Binyet Bi Mbog 

February 3rd 

Ashlee Scott 

January 2020 

February 2020 

January 3rd 

Elizabeth Uruskys 

February 10th 

Briana Dincher 

Sunday Monday Tuesday Wednesday Thursday Friday Saturday 

29 30 31 

1 2 3 4 


26 27 28 29 30 31 

1 

January 22nd 

January 24th 



Ethan Long 

Daniela Silva 

Leah Sedy 

Tonya Beaty 






Desiree Clark 

Jerry Knoelke 

Khrista Cheryl Cendana 

Mac Clark 

Ryan Wright-Harrigan 

5 6 7 8 9 10 11 

12 13 14 15 16 17 18 

19 20 21 22 23 24 25 

26 27 28 29 30 31 1 

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

2 3 4 5 6 7 8 

9 10 11 12 13 14 15 

16 17 18 19 20 21 22 

23 24 25 26 27 28 29 

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



Shannon Williamson 



NHEG Anniversary! 


Khrista Cheryl Cendana 


Rachel Fay 

January 2020 

February 2020 


Tonya Beaty 


29 30 31 

1 2 3 4 


26 27 28 29 30 31 

1 


Padmapriya (Priya) Kedharnath 

5 6 7 8 9 10 11 

2 3 4 5 6 7 8 

12 13 14 15 16 17 18 

9 10 11 12 13 14 15 

19 20 21 22 23 24 25 

16 17 18 19 20 21 22 

26 27 28 29 30 31 1 

23 24 25 26 27 28 29 

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

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




New Volunteers 

Volunteers of the Month 


Allison Behm 10/3/19 

HR Coordinator 

Alain Philippe Binyet Bi Mbog 10/9/19 

Research Coordinator 

Anusha Nemali 10/13/19 

HR Coordinator 

Jessica Rodgers 12/6/19 

Educational Advocate 

Karina Saucedo 10/12/19 

HR Coordinator and Online Class Monitor 

Buffie Williams 10/13/19 

Internet Radio Host - In training 

Jon Aitken 

Michael Anderson 

Tammy Barham 

Katie Gerken Buchhop 

Khrista-Cheryl Cendana 


Padmapriya (Priya) Kedharnath 

Marina Klimi 

Tyler Maxey-Billings 

Alain Philippe Binyet Bi Mbog 

Nayana Mogre 

Lakshmi Padmanabhan 

Maggie Spangler 

Noemi Vallone 

Jane Wen 

Buffie Williams 

Sheila Wright 

Jeff Ermoian 

Bruno Moses Patrick 

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

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

Foundation Helping Hands Grant. The Allstate Foundation supports the causes 

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

by providing Allstate Foundation Helping Hands Grants to nonprofits where 

they volunteer their time to help communities thrive. 

Erika Hanson 

Julia Ikkert 

Jessica Rodgers 

Leah Sedy 

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

2020 

Attention Ohio Home School Families 

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

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

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

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







NEW REVIEW 

TAMMY MARIE B. 

5 STAR CLIENT SERVED 

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

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

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

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

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

family. 

FHBANDOLAJR - VOLUNTEER - 05/28/2019 

RATING:5 

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

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

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

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

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

to join. 

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

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

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

to be a member of the family. 

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

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

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

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

. 

SAPANA S. - VOLUNTEER 06/06/2019 

RATING: 5 

I have been with NHEG for 2years. 

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

and very cooperative too. 

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

JEFF E.1- VOLUNTEER 07/16/2019 

RATING: 5 

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

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

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

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

RATING: 5 

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

I would recommend them to anyone. 



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

RATING: 5 

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

Inc.(NHEG). NHEG is an excellent source 

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

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

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

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

Thank you, Pamela, 

Thank you NHEG 

MAGAZINE REVIEW 

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

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

you with stunning imagery that you have used well. 

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

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

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

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

With admiration, Jeff 

CELTICMAGGIE - BOARD MEMBER 06/21/2018 

RATING: 5 

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

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

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

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

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

CUYLER S. - CLIENT SERVED 06/22/2018 

RATING: 5 

Hello everyone, 

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

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

Heights and keep up the awesome work! 

Regards 

SAPNA SHUKLA- VOLUNTEER 03/10/2018 

RATING: 5 

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

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

Volunteer. It is great place to work. 

WRITER - VOLUNTEER 05/24/2018 

RATING: 5 

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

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

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







Ready to see the World? NHEG Travel Program 

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

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

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

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


NHEG Travel with EF Tours 

Request an EF Tours Brochure 

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

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

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

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

Take a Tour 

Are you a student looking to travel during 

the summer or before going to college? Then 

follow EF Tours 3 step guide on how to go on 

your first trip to any part of the world to experience 

what that country has to offer. 

If you have used EF Tours before or are using 

them for the first time, take a look at what 

tours are available on their website. 

Lead a Tour 

As a teacher, one of the greatest experiences 

you can give your students is ability to 

experience another culture. With the help of 

EF Tours 4 step guide and the support of the 

EF Tours Team, your students will come back 

home with experiences and knowledge that 

they will remember for a lifetime. 




















National News Reports in Education 

Labeling Dropouts as Homeschoolers Hurts Everyone 

HSLDA 

Sandra Kim | October 17, 2019 

Labeling Dropouts as Homeschoolers Hurts Everyone 

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

Does Homeschooling Really “Cost” School Districts Millions? 

HSLDA 

Mike Donnelly | October 23, 2019 

Does Homeschooling Really “Cost” School Districts Millions? 

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

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

Scoop News Group 

Betsy Foresman | november 12, 2019 

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

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

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

illegal gun sales. 

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


Did you know that when you shop for 

the holidays at 

smile.amazon.com/ch/56-2431955 

AmazonSmile donates to 

New Heights Education 

Student hacker grabbed personal data of thousands of Maryland students 

Scoop News Group 

Colin Wood| december 3, 2019 

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

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

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

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





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

students assigned to an in-person course. 

The Collapse of 

Academic Standards 

Is the Real Education 

Scandal 

While the education system is to blame, 

the victims are the students. 

By Justin Spears 

Thursday, June 6, 2019 

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

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

articles covering the issue. 

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

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

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

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

Cheating to get into school is nothing new. 

High School Credentials 

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

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

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

blame them? 

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

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

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

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

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

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

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

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

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

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

Are Students Being “Pushed Through” School? 

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

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

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

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

in completing a class? 

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

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

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

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

in public education would like to admit. 

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

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

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

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

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

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

through. 

Source: The Foundation for Economic Education (FEE) 

https://fee.org/ 

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

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

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

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

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

fall on a very wide spectrum. 

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

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

are they being “pushed through”? 

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

There are a number of ways this is occurring. 

Credit Recovery and Skewed GPAs 

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

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

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

Department of Education tell the story, noting that 





Source: Federal Reserve Bank of New York 





Students Increasingly 

Are Pursuing Degrees 

with Better Job 

Prospects, Data Show 

More needs to be done to provide information 

to students so they can make 

better decisions about what they choose 

to study. 

By Klajdi Bregu 

Wednesday, June 5, 2019 

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

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

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

Underemployment and Its Consequences 

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

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

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

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

Source: Federal Reserve Bank of New York 




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

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

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


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

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

start underemployed continue to be so for a long period. 

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

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

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

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

Causes of Underemployment 

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

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

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

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

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

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

should not be a problem in and of itself. 

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

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

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

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

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

Underemployment and the Market at Work 

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

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

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

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

than in 2011. 

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

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

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

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

fields in the US. 

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

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

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

that they will be underemployed. 

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

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

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

headed in the right direction. 

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

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

what they choose to study. 

College Students Are Responding to Market Forces 

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

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

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

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





Four Child-Rearing 

Practices Ben 

Franklin’s Father 

Used to Raise 

a Great Man 

In his autobiography, Benjamin Franklin 

recounted that his father used several 

practices to launch his son toward effect- 

By Annie Holmquist 

Tuesday, June 18, 2019 

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

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

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

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



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

Fatherlessness Statistics 

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

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

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

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





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

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

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

1. Created Opportunities 

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

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

learning opportunities for his children: 

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

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

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

2. Introduced Possibilities 

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

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

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

School Has Robbed 

Young People of Their 

“Why” 

To find their way, schooled young people 

need to rebuild their rudders and develop 

their own “why.” 

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

helped him with home maintenance and his future inventions. 

3. Observed Interests 

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

interested Benjamin. One obvious interest was books. 

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

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

toward the fame and influence he achieved in later life. 

4. Practiced Kind Correction 

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

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

could improve: 

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

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

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

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

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

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

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

great man we know him as today. 

Would we be wise to follow in his steps? 

By Dan Sanchez 

Monday, July 1, 2019 

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

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

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

And it was school that broke their rudders. 

Lack of Self-Direction 

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

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

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

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

someone else’s domain. 

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

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

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

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

paths? 

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

(one I will return to in future posts). 








Myth #4: Homeschool Parents Aren’t Qualified 

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


7 Persistent Myths 

About Homeschoolers 

Debunked 

Time to put these misconceptions to rest 

once and for all. 

By Jeff Minick 

Monday, June 10, 2019 

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

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

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

rounds. 

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

Myth #1: Homeschoolers are Unsocialized 

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

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

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

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

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

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

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

manuals, tests and answer keys. 

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

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

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

Myth #5: Homeschoolers Have Trouble Getting Into College 

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

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

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

activities, making them more attractive to college recruiters. 

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

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

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

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

school and then claim to be homeschoolers. 

Myth #7: Homeschooling Hurts Our Public Schools 

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

Some states do allow tax credits for homeschooling families. 

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



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

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

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

Myth #2: Homeschoolers are Extremely Sheltered 

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

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

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

develop their talents. 

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

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

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

Myth #3: Homeschoolers are Nerds With No Other Interests 

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

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

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

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

mom.”) 

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

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





Yes, Parents Are 

Capable of Choosing 

How Their Children 

Should Be Educated 

The idea that parents get in the way of 

children’s education and can halt their 

flourishing is nothing new. It’s also false. 

By Kerry McDonald 

Friday, July 19, 2019 

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

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

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

ensuring the ongoing survival and continued success of our species. 

Distrust of Parents 

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

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

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

trained, appointed, and funded by the state. 

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

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

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

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

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

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

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

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

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

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

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

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

offspring. 

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

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

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

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

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

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




“Perennial Force” of Parenthood 

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

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

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

writing in his fourth lecture on education in 1840: 


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

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

hostages to our cause. 

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

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

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

forced schooling for others. 

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

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

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

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

Demand freedom and choice. 

NEW WORDS & NUMBERS 

Unschooling and Encouraging 

Self-Directed Children 

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

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

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

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



By Antony Davies & James R. Harrigan 

August 7, 2019 

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

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

put unnecessary stress on educators. 

Are there solutions to these problems within the current framework? 

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

did all these mandates originate? 

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

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

LISTEN TO THE NEW EPISODE NOW! HERE 






How Our Culture 

Disempowers Teens 

Rather than criticizing teenagers as lazy 

and in need of more control and structure, 

we should recognize the ways our 

culture infantilizes its teens. 


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

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

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

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

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

The Minimum Wage’s Impact on Teens 

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

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

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

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

important entry-level career skills. 

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

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

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

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

By Kerry McDonald 

Saturday, July 27, 2019 

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

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

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

The Impact of Low Expectations 

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

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

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

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

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

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

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

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

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

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

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

through a lens that confirms that we should underestimate them. 

Teens Crave Connection and Purposeful Action 

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

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

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

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

many of us adults. As Berg says: 

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

and 19 percent are teens. 

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

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

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

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

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

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

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

control and connected to the wider world. 

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

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

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

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

they will do. 



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

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

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

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

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

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

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

in coercive schooling. 









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

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

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

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

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

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

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

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

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

THIS YEAR WE ARE RECOGNIZING THE FOLLOWING VOLUNTEERS: 

Sapna Shukla 

HR Coordinator of the Year 


Researcher of the Year 


Article Writer of the Year 

Daniela Silva 

Exceptional Writer of the Year 

Leah Sedy 

Foreign Language Instructor of the Year 

Sheila Wright 

Tutor of the Year 

Marina Klimi 

Publications Production Manager of the Year 

Marina Klimi 

Social Media Banner Creator 

Marina Klimi 

Advertisement Creator 

Tyler Maxey - Billings 

Graphics Arts Assistant of the Year 

Janene Kling 

Advertisement Creator of the Year 

Rachel Fay 

Cartoonist of the Year 


Photographer of the Year 

Frani Wyner 

Exceptional Photographer Award for 

Scenic, Variety and Special Project Photos 

Michelle Shockey 

Excellency Award for Landscaping and 

Composition Photos 

Larissa Murray 

Excellency Award for Composition and 

Variety Photos 

Janene Kling 

Excellency Award for People and Special 

Projects Photos 

Nayana Mogre 

Data Entry/Compiler of the Year 

Noemi Vallone 

Proofreader of the Year 


Exceptional Proofreader Award 

Katie Gerken 

Excellency Award for Proofreading 


You could join our volunteer team at any time. 

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

Looking forward to meeting you!!! 




Happy holidays from TTRS! 

Hi Pamela, 

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

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

“Congratulations! Pamela Clark, a recognized 

NSHSS Educator at 

New Heights Educational Group Resource 

and Literacy Center, 

is honored to share this 

opportunity with students that earn placement in 

the National Society of High School Scholars." 

https://www.nshss.org/ 

many new features - including school subjects, teacher accounts, 

digital certificates and trophies. 

You can view a list of recent updates here: 

What’s New On TTRS 

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

From gamification to advanced email reporting, and more school 

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

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

your support. 

Best regards, 

The TTRS Team 

www.readandspell.com 





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

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

letter. 

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

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

Instilling Perseverance in Children 

By Leah Davies, M.Ed. 

Teacher/Counselor Articles 

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

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

The following are classroom activities that promote perseverance: 

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

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

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

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

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

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

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

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

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

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

Ray Charles, Rosa Parks, or Christopher Reeve. 

Have them answer the following questions in their report: 

• How did he or she show perseverance? 

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

• In what ways are you different from that person? 

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

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

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

their ideas. As a group list the general steps they will need to take to fulfill their dreams. 

12. Have the students create a list of questions that they would like to ask an older relative or family friend. For example: 

• What was the most important thing that you learned from your mother or father? 

• What values are most important in your life today? 

• What are you most proud of doing? 

• Name a mistake you made. 

• What did you learn from your mistake? 

• Can you describe a time when you kept trying even though you felt like giving up? 

After completing the interview have the children write a report on what they learned. 

Ways Educators Can Encourage Perseverance in Students 

1. Believe in each child’s ability to achieve. 

2. Expect them to finish what they start. 

3. Avoid accepting excuses for unfinished work. 

4. Give positive feedback when a child puts forth extra effort. 

5. Help students realize that everyone makes mistakes, but what is important is to keep trying. (See the Kelly Bear Behavior 

book.) 

4. Read and perhaps act out “The Tortoise and the Hare,” “The Little Engine That Could,” or another story of your choosing. 

Have children divide into groups to write a simple poem, song or a short story that exemplifies perseverance. Have them 

perform their works for each other or for children in lower grades. 

6. Teach children how to regroup and start over. 

7. Motivate them to try new things. 

5. Have the students locate newspaper or magazine articles concerning a person who demonstrated perseverance after 

experiencing failure. Ask them to report what they learned. 

6. Have the students write or draw a picture illustrating a time when they persevered and succeeded even though they felt 

like giving up. Then discuss the feelings associated with their achievement, for example: pride, happiness, self-confidence, 

and self-esteem. 

8. Encourage children to take responsibility for themselves and make constructive choices. 

Since perseverance is a necessary ingredient for student achievement, it needs to be encouraged. Helping children learn to be 

patient and to persist in spite of failure are attributes that will contribute to their future success. 

7. Use puppets or students to role play situations where individuals demonstrate perseverance. Examples: a child who stutters 

and keeps trying to speak fluently, a child who has learning problems yet puts forth much effort to learn, a student in a 

wheelchair who tries to do new things. 

8. Lead a discussion on how negative comments from others can influence a student’s attitude toward learning. Discuss what 

children can do to prevent these remarks from hindering their efforts. Talk about ways one can be successful in spite of them. 

(See Encouraging Thoughts.) 




Effective Communication 


Being able to communicate is vital to being an effective educator. Communication not only conveys information, 

but it encourages effort, modifies attitudes, and stimulates thinking. Without it, stereotypes develop, messages become 

distorted, and learning is stifled. 

Communication is the process of understanding and sharing information where listening plays an important role. 

Intrapersonal or internal communication includes planning, problem solving, self-talk, and evaluation of self and others. It 

is a continuous process that prepares the speaker to proceed in a clear and concise manner. Interpersonal communication is 

sharing meaning between oneself and at least one other person. The goal of interpersonal communication is to send relevant 

and objective messages. 

We communicate with others, not only verbally, but by how we act. Since we are constantly sending messages, we need to be 

aware of our appearance, gestures, posture, eye contact, use of space, body movement, what we carry with us, how close we 

stand or sit to others, and our facial expressions. When what we say contradicts our nonverbal behavior, mistrust and confusion 

results because listeners believe what they see. 

Examples of incongruence between our nonverbal communication and what we say are: 

• A teacher frowns and says to a student: “I am pleased you are in my class.” 

• An administrator says as he/she looks at a clock: “My door is always open.” 

• A teacher scowls and says to a parent: “Johnny is such a delight!” 

• We must be honest as we attempt to be effective communicators. 

Listening is the process of receiving and interpreting a message. It occupies more of our time than talking, reading, or writing. 

We often forget or misinterpret more than half of what we hear. The reasons human beings are inefficient listeners are because: 

1. We think more rapidly than someone else can talk, so we spend time daydreaming or thinking of what we are going to say 

next. 

2. We do not want to grapple with difficult material. 

3. We are close-minded to the message. 

4. We jump to conclusions before we hear the entire message. 

5. We let things distract us. 

Listening requires active participation and energy. It is the responsibility of both the speaker and the listener make sure that 

the message was understood. There are five phases of the listening process. 

1. Give attention. 

2. Physically hear the message. 

3. Assign meaning to it. 

4. Evaluate it against past experience. 

5. Remember it. 

6. If the process goes amiss at any point, communication has not taken place. 

Effective communication skills that build a positive school environment are self-awareness; sending direct, complete, relevant, 

congruent messages; listening; using feedback and being aware of what we are communicating nonverbally. Communication 

is not only understanding and acknowledgement, it is agreement and commitment. As educational leaders, we know 

we are effective communicators if those with whom we work have a positive attitude toward each other, their students and 

their school. 


Love and Logic Basics 



In their book, Teaching with Love and Logic: Taking Control of the Classroom, Jim Fay and David Funk offer 

educators alternative ways to communicate with their students. The Love and Logic process includes sharing 

control and decision-making, using empathy with consequences, and enhancing the self-concept of children. They assert that 

their methods lead to improved student behavior and achievement. 

The Love and Logic philosophy states the importance of adults providing limits in a caring way. It involves building students 

up so they feel more capable, even after being disciplined. When interacting with students, educators need to stay calm and 

avoid provoking, threatening, moralizing or lecturing. Fay and Funk recommend that educators use polite statements that are 

enforceable and offer children choices within limits, thus avoiding power struggles. Discipline is maintained with compassion 

and understanding. They describe childhood misbehavior as an opportunity for helping children grow through their mistakes. 

Their methods help children learn to be responsible and gain self-confidence. 

These authors value children and place a heavy emphasis on the importance of treating them with respect and dignity. They 

contend that successful teachers know that they must build a positive relationship with their students because they cannot 

make children do their best by being angry with them. They assert that sharing control and stopping undesirable behaviors 

early are most effective, and that getting to know students on a personal basis can have many benefits. 

One of their suggestions for working with a troublesome student was to try an experiment. For six times over a period of 

three weeks, say something like, “I noticed ... that you like horses (basketball, rocks, rap, etc.)” or “I noticed that you enjoy 

running, (spelling, helping others, etc.)” The book stressed not to include praise or judgment in the statement and to use the “I 

noticed...” prefix. They also proposed that at times you may want to ask, “Will you try that just for me?” They also suggest that 

the teacher may want to ask, “Will you try that just for me?” if a child has an especially low feeling of self-worth. 

Fay and Funk maintain that the best way to gain student cooperation is to provide many choices throughout the day, thus 

building up a bank account of shared power. But, when discipline is needed, they warn that offering two choices, one you like 

and one you do not like, is not effective because the student will most often pick the one you don’t want. Instead, they propose 

that teachers only offer two acceptable choices, and if the child does not choose one within ten seconds, the educator 

chooses for him or her. Students soon realize that the consequence of not choosing an option is that the teacher will make the 

choice. They recommend saying something like: 

• “You can either play in the block area or the home living area. It is your choice. You decide.” 

• “Would you rather sit and read or work on your project?” 

• “What would be best for you to play kick ball or to watch the others?” 

• “Feel free to sit in the chair by me or remain quiet in your seat.” 

Fay and Funk suggest that teachers use “enforceable statements” rather than angry, negative comments. For example: 

• “I will begin when everyone is quiet” instead of saying “I’m not going to start until you are quiet.” 

• “I know you have something important to say, and I listen to students who raise their hand and are called on to participate” 

rather than, “Raise your hand if you want to talk and wait to be called on.” 

• “You may join us outside as soon as you complete your work” rather than, “Do your work or you can1t go outside!” 

The Love and Logic thinking requires children to experience consequences for their mistakes. When a problem occurs, they 

recommend that the adult start with an empathetic comment and end with the logical consequence. The absence of adult anger 

causes children to think and learn from their mistakes, helps them accept responsibility for their behavior, and decreases 

the “it’s not my fault” attitude. Fay and Funk advise not arguing with students or giving in to their protests, but simply stating 

your concern and the consequence again if necessary. This way, by providing a choice, the students feel some control over 

the outcome for their behavior. The authors recommend using empathy with consequences because they assert that children 

learn more from their choices when an adult does not scold or moralize, but expresses sincere understanding. When the child 

chooses not to do his or her homework, the teacher could say with sincerity... 

“That’s too bad. That zero will have to be averaged with your other grades.” 

Or, if the a child does not do his or her work, the teacher could say, 

“I’m so sorry you chose to play instead of doing your work. I’m sad that you have to lose part of your recess.” 

Fay and Funk contend that delaying a consequence rather than providing an immediate one can bring more satisfactory results. 

They state that dealing with a problem on the teacher’s terms, with short, kind interactions work best. For example, if 

a child swears in class, the teacher might calmly say, “That language is unacceptable in my room. I will have to do something 

about it, but I am not sure what I will do. Right now I am busy teaching so I will let you know tomorrow.” They contend that 

saying, “Don’t worry about it,” can have the opposite effect on the student. 

The authors share many more practical suggestions on helping children become responsible and guiding them to solve their 

own problems. They recommend saying, “You can solve your problem anyway you want as long as your solution does not 

cause a problem for anyone else.” The “anyone else” includes the teacher. The Love and Logic principles work best if an entire 

school staff studies and supports the concepts. See www.loveandlogic.com for additional information, resources and available 

training conferences. 

R E F E R E CN C E 

Fay, Jim, and David Funk (1995). Teaching With Love And Logic: Taking Control Of The Classroom. Golden, CO: The Love and Logic Press, Inc. 











New Heights Education Group (NHEG) has 

arranged for YOU to get a pre-publication 

copy FREE, while available, of the new 

eBook: 

“How and Why… Home School Math can be 

vastly Superior to Public School Math” 

Claim Your Copy at: 

VastlySuperiorMath.com/NHEG 

How and Why… 

Home School Math 

can be vastly 

Superior to 

Public School Math 


“Every parent should read this book, no matter where you 

school your kids! You’ll not learn only why… but how you can 

do it in a vastly superior way!” 

-Pamela Clark, NHEG Director 

“I love that Dr. Hane brings home what I’ve known all along. 

This book will empower any homeschool parent!” 

-Erika Hanson, NHEG Radio Host 

“Finally an explanation of how and why homeschooling math 

is a better choice. This is a must read for all parents!” 

-Laura Coons, Parent 

Questions? 

Phone: +1.419.786.0247 

Email: NewHeightsEducation@yahoo.com 

Website: http://www.NewHeightsEducation.org 

Learning Annex https://School.NewHeightsEducation.org/ 

GET YOUR FREE EBOOK!!! 

By Craig Hane, Ph.D. in Mathematics, aka Dr. Del 





This book is intended for any parent with postelementary 

children. 

In just 65 pages, you’ll discover how you can teach 

post-elementary math in a vastly superior way when 

compared to public schools. 

You’ll learn how to apply the proper pedagogy and 

content for student success, as well as the math that is 

needed for your student based on their life goals. 

The mission of the book is to educate parents on the 

problems as well as the solutions to today’s math 

education crisis. 

This book will empower any parent to provide a 

superior math education to their children. 

About the Author 

Dr. Craig Hane, aka Dr. Del, holds a Ph.D. in Algebraic 

Number Theory from Indiana University. Dr. Hane has 

taught students of all ages for over 50 years. 

Throughout his teaching and business adventures, Dr. 

Hane has gained a full understanding of how and why 

our current math curriculum is failing all of our 

students. He explores these issues with the reader in 

his latest book. 

Other eBooks by Dr. Hane: 

How to Give Your Child a Great Math Education in 

Algebra, Geometry and Trigonometry 

Math? Help! 

Teaching Math 

“How and Why… Home School Math can be vastly 

Superior to Public School Math” 

by Craig Hane, Ph.D. in Mathematics 

TABLE OF CONTENTS 

Chapter 1: SPIKE Pedagogy for a Wonderful Math Education 

Chapter 2: Math? Help! 

Chapter 3: How to Give Your Child a Great Education in Algebra, 

Geometry, Trigonometry and Beyond 

Chapter 4: Non College-Bound Students 

Chapter 5: College Bound Non-STEM Students 

Chapter 6: STEM Math 

Chapter 7: Teacher & Coach 

Chapter 8: How to Be A Great Coach 

Chapter 9: Standard Math Curriculum 

Chapter 10: Why Public High School Math is Failing our Students 

Chapter 11: Financial Facts of Life 

Chapter 12: Future of our Economy 

Chapter 13: Future of our Society 

Chapter 14: Future Mathematicians 

Chapter 15: Conclusions 





Support NHEG with BoxTops for Education 

Eventually the Box Tops program will become digital-only. Participating brands are starting to 

change their packaging from a traditional Box Tops clip to the new Box Top label. 

If you see this label, use the new Box Tops app to scan your receipt. Box Tops are still worth 

10¢ each for your school. The app will find participating products purchased at any store and 

instantly add cash to your school’s earnings online. 

Support NHEG with BoxTops for Education 

https://youtu.be/Hh94b2BvFK4 

Get the APP and scan your receipts - choose to allow instant access 

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

FE_08_15_2019& 

vcode=AQAAAAEBAQEBAQEBAQEBAQEBAQEBJhjBeBolhNg3r1dBvplztUDw2CNJI6h4z3i5IvJ80kkS4ZSCqdl_ejI2quOGeZ8njeGpS1BwPtRnlrof3 

Choose New Heights (it will list us as Holgate, Ohio 43527 - this is where the BoxTops coordinator and Board Member lives) 





NHEG has created an Adult Advisory Group that offers support and advice to the founder 

and board members during in-person/online meetings. 

If your interest is piqued, please keep reading. 

WHAT IS THE ADULT ADVISORY GROUP? 

The Adult Advisory Group brings unique knowledge and skills to complement those of the board 

members and help the organization grow and succeed. 

ADDITIONAL INFORMATION 

Members will not be compensated for their time 

One-year minimum commitment 

Members must sign a confidentiality agreement 

Group cannot issue directives 

Members may be replaced at the director’s discretion. 

BENEFITS 

Opportunities to give back to community and improve local education 

Positive public exposure 

Atmosphere full of different ideas/perspectives 

Networking 

Our Adult Advisory Crest was updated by Courteney Crawley- Dyson, 

with helpful advice provided by Jeff Ermoian and Mike Anderson. 

Original design from Kevin Adusei and Student Group members. 

MEMBER RESPONSIBILITIES 

Assist with public relations and fundraising 

Meet every three (3) months 

Offer the director and board members honest, constructive and positive feedback for correcting 

identified problems 

OPTIONAL SUPPORT 

Offer financial and/or expert support 

Assist with daily functions and activities 

https://www.NewHeightsEducation.org/who-we-are/NHEG-groups/Adult-Advisory-Group/ 



www.NewHeightsEduca- 

What You Need: 

• Bird Seed 

• Flat Baking Tray 

• Large Pine Cone (or papertowel roll) 

• Smooth Peanut Butter 

• Table Knife 

• Something to cover the table (this activity 

gets 

messy!) 

• String 

Instructions: 

1. Cover the table with newspaper or plastic. 

2. Pour some bird seed into your baking tray 

3. Help your child spread the peanut butter on the pine cone or 

papertowel roll 

4. Roll the pinecone (papertowel roll) in the bird seed 

5. Tie a piece of string (at least a foot long) to the top of the pine cone (papertowel 

roll) 

Birds usually take a few days to locate new food. 

Keep a bird book handy. Can you and your child identify what kids of 

birds are visiting the bird feeder? 

When the pine cone is pecked clean, make another! 

www.booksbythebushel. 


FREE LITERACY ACTIVITIES 

Download as many as you like! 

Join our e-newsletter to receive more FREE 

classroom activity ideas! 

http://www.booksbythebushel.com/free-literacy-activities/ 

F U N C O R N E R 

140 140 NHEG | GENiUS Magazine MAGAZINE | January - | February www.geniusmag.com 

MAKE YOUR OWN SNOWGLOBE 

This homemade snow globe craft is fun for kids who are excited about winter! 

What you need: 

• A clean jar with a water-tight lid (test it by 

filling it with water and turning it upside-down 

• Waterproof figurine that fits inside the jar 

(legos work!) 

• Waterproof glue (super glue, hot glue) 

• Glitter 

• Glycerin-makes the glitter float (optional and 

found at drug stores) 

• Water 

Instructions: 

1. Remove the lid from the jar and set the jar aside 

2. Place the lid upside down on a hard surface and help your child glue the figurine(s) 

to the bottom of the lid 

3. Let the glue dry completely 

4. Have your child add a few dashes of glitter to the jar, along with a few drops of 

glycerin 

5. Help your child fill the jar almost to the top with water 

6. Screw the lid on tight and turn the jar upright 

7. Have your child shake gently and watch the glitter float around! 

www.booksbythebushel.com 

FREE activities and worksheets! 

www.booksbythebushel.com/free-literacy-activities 

Monthly Theme Calendars Kindergarten Readiness 

Community Helpers 

Misc. Activities 

Curious George Activities Nature Activities 

Farm Activities Social Emotional Activities 

Reading Activities 

seasonal activities 

Social Emotional activities weather activites 



FUNDRAISING FOR NHEG 


Fundraising for NHEG earns money through various fundraising programs, 

so the more you participate, the more we earn for our student programs and services. 

We provide step-by-step instructions for participating in each program, 

especially if you have accounts with these partner websites already. 

BOX TOPS FOR EDUCATION 

BOOKS BY THE BUSHEL 

PIZZA HUT DOUGH FOR 

DOLLARS PROGRAM 

LITTLE CAESAR’S PIZZA KIT 

FUNDRAISING PROGRAM 

AMAZONSMILE 

DONATE A CAR 

JANE GOODALL'S 

ROOTS & SHOOTS PROGRAM 

WELZOO 

For more details, visit our website 

https://www.NewHeightsEducation.org/support-NHEG/fundraising-for-NHEG/ 

Source: The Foundation for Economic (FEE) 





OUR RECIPES 

Stuffed Crown Roast of Pork Recipe 

Ingredients: 

• 1/2 bunch thyme, leaves only 

• 1/2 bunch fresh sage, leaves only 

• 2 cloves garlic, gently smashed and paper removed 

• kosher salt and freshly ground black pepper 

• Extra-virgin olive oil 

• 10 pounds pork rib roast (about 12 to 14 ribs) 

• Apple Pecan Stuffing, recipe follows 

• Gravy, recipe follows 

• Watercress, for garnish, optional 

• Special equipment: roasting pan fitted with roasting rack 

Directions: 

1. Preheat oven to 375 degrees F. Set rack on the bottom third of the oven so the roast will fit completely inside. 

2. In a small mixing bowl or mortar and pestle, combine thyme, sage, garlic, and salt and pepper, to taste, and mash to 

break up herbs and garlic. Add oil, about 1 cup, and combine with pestle. 

3. Take crown roast of pork and if your butcher hasn’t already prepared it, clean the bones of meat with a boning 

knife (French them) and make a small cut into the meat in between each rib so you can wrap it into a circle easily; 

save the scraps. Rub the pork all over with the herb mixture. With the ribs on the outside, wrap the rack around onto 

itself so the ends meet and secure with kitchen twine so it holds its crown shape. *Cook’s note: if you are doing this by 

yourself, using a skewer to help hold its shape while you wrap the kitchen twine around the roast. 

4. Place in a roasting pan. Add the scraps into the bottom of the pan alongside the roast. This will help add flavor to 

your sauce. Set aside to bring the pork to room temperature prior to cooking. 

5. Fill the cavity with Apple Pecan Stuffing. 

6. Cover the stuffing and the tips of the rib bones with foil then place the whole roast in the oven and bake for 2 hours 

and 20 minutes, an instant-read thermometer inserted near the bone should register 150 degrees F when done. About 

30 to 45 minutes prior to doneness, remove the foil to brown the stuffing and create a crust. Remove from the oven, 


loosely cover with foil and allow to rest for 30 minutes before cutting. Serve with Apple Pecan Stuffing and Gravy. 

January - February 2020 | NHEG Magazine



OUR RECIPES 

Cilantro Shrimp Recipe 

Ingredients: 

• 1 Tbsp sesame oil 

• 3 cups sliced green onions (1 inch slices) 

• 2 Tbsp fresh ginger peeled and minced 

• 5 cloves garlic, minced 

• 2 pounds large shrimp 

• 3 1/2 Tbsp soy sauce (I used low sodium) 

• 1/2 tsp sambal oelek (ground fresh chile paste) or chile sauce 

• 2 cups fresh cilantro, chopped 

• 4-6 cups cooked brown rice, to serve shrimp over 

OUR RECIPES 

Sex in a Pan Recipe 

Ingredients: 

BASE: 

• 1 cup all-purpose flour (250 ml) 

• 1/2 cup (125 ml) butter 

• 2 tbsp (30 ml) sugar 

• 1/4 cup (60 ml) chopped nuts 

CREAM CHEESE FILLING: 

• 8 ozs (250 ml) cream cheese 

• 2/3 cup (150 ml) icing sugar 

• 1 cup (250 ml) Cool Whip 

PUDDING MIX TOPPING: 

Directions: 

1. Heat a wok or large skillet over high heat. Add oil to the pan and swirl to coat. Add onions, ginger, and garlic 

to the pan and stir fry 1 minute. Add shrimp and stir fry 2 minutes. Stir in soy sauce and chile paste and stir fry 1 

minute until shirmp are done. 

2. Remove pan from heat. Add cilantro and stir constantly until cilantro wilts. Serve over rice. 

• 2 1/2 cups (625 ml) milk 

• 2 - 3 1/2 ozs instant pudding mix (vanilla or chocolate or flavour of your choice) 

• 1 cup (250 ml) Cool Whip 

• Garnish (coconut, nuts, marashino cherries, chocolate curls, etc...) 

Directions: 

1. To prepare the base, combine flour, butter, sugar and nuts. 

2. Mix until crumbly. Press into greased 10” spring form pan or square pan. Bake at 350 degrees F for 15 minutes. 

Let cool. 

3. In the meantime, prepare the cream cheese filling by beating the cream cheese with the icing sugar. Fold in 1 

cup of cool whip until well blended. Spread over the cooled crust. Refrigerate while making the topping. 

4. To prepare the pudding mix topping, add the milk to the instant pudding mix following the directions on 

the package. Let cool. Top with remaining cool whip. Garnish with coconut, chopped nuts, shaved chocolate or 

marashino cherries, strawberries. Refrigerate before serving. Yields about 12 to 16 servings. 





OUR RECIPES 

Ellie’s Black Bean & Chipotle Dip Recipe (Gluten free) 

Ingredients: 

• 2 T olive oil 

• 1/2 C yellow onion ( a medium-small) 

• 1 clove of garlic, minced 

• 1/4 tsp ground cumin 

• 1/8 tsp ground coriander 

• 1 15oz can of black beans, drained & rinsed 

• 2 T coarsely chopped cilantro (+ a little more to garnish) 

• 1-1/2 T fresh lime juice (I use key limes) 

• 2 tsp seeded, minced chipotle (chipotle in adobo) That’s about 1 pepper. If you like it with more kick, leave the 

seeds. 

• 1/4 tsp sea salt 

• 1/8 tsp black pepper 

Directions: 

1. Heat 1 T of the oil in a medium sauce pan, medium heat. Sweat 

the onion until softened, about 3 minutes. Stir in the garli, cumin, 

and coriander. Cook about 30 seconds. Turn off the heat. 

2. Add the beans, cilantro, lime juice, chipotle, salt and pepper and 

the remaining 1 T of oil + 1 T of water and puree until smooth with 

your immersion blender. Ellie uses a food processor, but, hey, its a 

delicious dip, so why make extra clean-up work! 

3. Garnish with a sprinkle of chopped cilantro and I like a finishing 

OUR RECIPES 

Chocolate Mousse (Gluten free) 

Ingredients: 

• 1/3 Cup Chocolate, chopped 

• 1 Tbsp water 

• ¼ Tsp Coffee 

• 1 Tbsp unsalted butter 

• 1 Egg, separated 

• 2 Tbsp regular granulated sugar 

• ½ Cup heavy cream 

• 1 Tsp Vanilla Essence 

Directions: 

1. Whip the heavy cream until stiff peak forms and keep in 

fridge until required. 

2. Meanwhile, in a small bowl, whisk the egg yolk and 

sugar for 2 to 3 minutes or until it becomes thick and pale 

in color and the sugar dissolves, set aside. 

3. In a double boiler add the chocolate, water, coffee and 

butter and over very low heat, cook everything together 

just until the chocolate melts. Remove from the heat. 

4. Spoon ¼ of the chocolate into the egg yolk mixture to 

temper and mix it just enough to combine. 

5. Pour the egg yolk mixture back into the small bowl over 

the simmering water in the saucepan (double boiler) with 

the remaining chocolate mixture, add the vanilla extract 

and stir constantly, cook over low heat for a couple 

minutes or until the mixture thickens. 

6. Let it cool for a few minutes stirring frequently. 

7. In a small clean and dry bowl, whisk the egg white until 

it forms stiff peaks. Fold the egg white gently without 

deflating in the cooled chocolate mixture. 

8. Fold the chocolate mixture into the whipped heavy 

cream being careful not to over mix otherwise the heavy 

cream will lose its texture. 

9. Pour the mixture into the serving glass, cover with a 

cling foil and refrigerate for a minimum of 4 to 6 hours or 

best overnight. Enjoy! 

drizzle of oilive oil. 

ALL RECIPES ARE FROM THE 

COOKEATSHARE 








NHEG AFFILIATES & PARTNERS 


NHEG couldn’t provide the support and educational needs of the children and adults without the support of our many affiliates and partners across the country. 

We would like to take this opportunity to acknowledge and thank everyone for their support. 

NHEG is reliant on corporate support in many ways. Strategic partners provide cash, goods in kind and pro-bono contributions both for service provision and in support of fundraising efforts. 

Below you can see all the businesses and organizations that have supported NHEG and our mission to provide educational support to adults and children in Ohio.

New Heights Educational Group, Inc. 

14735 Power Dam Road, Defiance, Ohio 43512 

+1.419.786.0247 


http://www.NewHeightsEducation.org

NHEG EDGuide Magazine January-February 2020

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