NHEG EDGuide - November 2016

1

HIGHLIGHTS
10 Basic Steps Of Special
Education Page 8
Adults Returning To Get
An Education Page 28
Pamela Clark
Founder/ Executive Director of
The New Heights Educational Group,
Inc.
Resource and Literacy Center
Wearables To Keep
Your Kids Safe And
Sound Page 60
NHEG PAGES
On The Cover:
Thanksgiving will be arriving
and we are over run by a flock of
Turkeys !
Chief Execuve & Project Director
Pamela Clark
Editor
Bill Naugle
Cover Designer
Bill Naugle
Proof Reader
Jenni Schreiber
2

Be Thankful
Be thankful that you don't already have
everything you desire.
If you did, what would there be to look
forward to?
Be thankful when you don't know
something,
for it gives you the opportunity to learn.
Be thankful for the difficult times.
During those times you grow.
Be thankful for your limitations,
because they give you opportunities for
improvement.
Be thankful for each new challenge,
because it will build your strength and
character.
Be thankful for your mistakes.
They will teach you valuable lessons.
Be thankful when you're tired and weary,
because it means you've made a
difference.
It's easy to be thankful for the good things.
A life of rich fulfillment comes to those
who
are also thankful for the setbacks.
Gratitude can turn a negative into a
positive.
Find a way to be thankful for your
troubles,
and they can become your blessings.
~ Unknown Author
3

November 2016
Committing to one's education, is the
first step to a better future.
ON MY MIND
Pamela Clark
4

Human trafficking can have a profound and long-lasting impact
on victims. The trauma that victims often experience manifests
in different ways and may result in a host of physical and
psychological symptoms, including memory loss, inability of the
body to self-regulate, and drastic changes in behavior. Mental
health professionals may come into contact with trafficking
victims in a number of different ways. Trafficking victims may
already be seeing a therapist or counselor for issues unrelated to
their trafficking experience, or may be seeking treatment for
issues stemming from trafficking-related trauma.
Since 2007, the NHTRC has received over 500 cases from
mental health professionals, like Jennifer*, calling the hotline to
seek victim service referrals, report a tip, or request training and
technical assistance, crisis assistance, and general information
about human trafficking.
Jennifer, a counselor at an organization for runaway and
homeless youth, contacted the NHTRC hotline for assistance
providing support to a client who she believed had been
trafficked. Jennifer told the NHTRC's Hotline Advocate that her
client, Tessa*, had been forced to engage in commercial sex by
her boyfriend for many years. Although Tessa was no longer
being trafficked, she remained in contact with her boyfriend.
Jennifer was seeking assistance in educating Tessa on human
trafficking and wanted to connect Tessa with local service
referrals. The Hotline Advocate spoke with both Jennifer and
Tessa and discussed the difficulties victims of trafficking face
when deciding to leave their trafficking situation. The Hotline
Advocate made sure to mention that it is not uncommon for
victims not to self-identify as victims and to return to their
trafficker. The Hotline Advocate provided referrals to and spoke
with Tessa, reassuring her that the NHTRC was available to
assist if she needed additional referrals or decided she wanted to
report her situation.
The NHTRC has developed an online training entitled Human
Trafficking Awareness for Mental Health Professionals which
discusses trauma and the potential effects of human trafficking
on mental health. This training will help equip mental health
professionals with the tools to identify and respond to clients
who may be victims of human trafficking. By understanding the
barriers to both accessing treatment and victim self-identification,
mental health providers can better meet their needs.
5

Ever Dream of having your own Radio Show ?
New Heights Educational Group is a Resource and Literacy Center based in Defiance,
Ohio. We share a concern with families having access to information for those
with special needs, including Autism.
We offer live internet radio shows to discuss various educational topics and we are
looking for a VOLUNTEER to host a half-hour radio show. We would give the
necessary training and the volunteer can choose the time of the show
on Tuesday, Wednesday, or Saturday. This show would keep all
listeners up-to-date on anything to do with Autism and other special
needs. This will include discoveries in medical fields. Anyone
interested in applying please email us at
NewHeightsEducation@yahoo.com or call 419-786-0247 for more
info. You can learn more about us by visiting our website
www.NewHeightsEducation.org
Please support our library and
satellite office at:
gofundme.com/9z4paprw
6

GET A CHANCE TO WIN $10,000
STUDENTS
Create a digital short to persuade your peers to not drive distracted, and earn a chance to win $10,000!
Watch a short video from a previous contest winner. Then, take a look at the downloadable activities and
the interactive Tip Sheet.
INSTRUCTIONS
Web Site: http://drivesmartnow.com/index.php
STEP ONE
Sign up for an account by selecting "Contest Registration".
STEP TWO
Start an entry. Save it and then submit it later or submit it right away.
STEP THREE
Submit your entry by December 19 th !
About the Contest
Teens, create a digital short to help educate
your peers about the dangers of driving
distracted. In addition to helping your friends
and others to stay safe on the road, you'll earn a
chance to
win $10,000!
7

10 Basic Steps of Special Education
behavioral
Many children struggle with learning and developmental disabilities. Parents often recognize
problems early in their children's lives, but occasionally, problems are not recognizable until their
children enroll in school. Children struggle with various learning problems, including difficulty
retaining information, dyslexia, and other reading problems. Many children struggle with
problems.
It's essential to diagnose a child's behavioral problem or disability before he or she can receive the necessary help. If a
child is diagnosed with a disability, all public schools have special education programs to assist disabled students.
Parents should be aware of the process followed to diagnose special needs or at-risk children with learning disabilities.
The following information details the 10 major steps followed when determining whether a child has a learning disability:
Step 1. Child is identified as possibly needing special education and related services.
Children are usually referred to professionals for review and diagnosis after being referred by a parent or teacher.
Another method used to determine special needs children is the Child Find program. This program is used by educators
in every state.
Child Find. A law passed by the federal government in 2004 known as the Individuals with Disabilities Education Act
mandates that all state public schools evaluate students demonstrating signs of potential disabilities. If a child is
diagnosed with a disability, school districts must provide adequate special education assistance. Many educators rely on
the Child Find program to locate at-risk children.
Referral or request for evaluation. Teachers often refer children to school counselors or psychologists to be evaluated
for possible disabilities. When this happens, parents must be notified to give their consent. Concerned parents can also
refer their children directly to professionals.
After parents grant their consent to an evaluation of their child, the law requires that evaluations be concluded within 2
months after parents agree to the decision. However, this timeframe can differ in individual states.
Step 2. Child is evaluated.
The evaluation stage is very important and is intended to determine whether children:
Have a disability that would necessitate assistance through a special education program
Have any needs requiring special education instruction
Require any type of special education assistance
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10 Basic Steps of Special Education
CONTINUED FROM PREVIOUS PAGE
The first session between a counselor or psychologist and child demonstrating symptoms indicative of a disability is often
intended to determine whether the child has a problem requiring further assessment. Many facets of the child's life will be
evaluated. If it's determined the child needs assistance, then recommendations for special education programs will be
provided by the counselor or psychologist.
Parents uncomfortable or in disagreement with their children's diagnosis can request an Independent Educational
Evaluation (IEE). School districts often cover the costs of these evaluations.
Step 3. Eligibility is decided.
After a child is evaluated, parents and other professionals review results to decide whether the child requires special
education assistance. Parents can always seek a re-evaluation if the results are not conclusive.
Step 4. Child is found eligible for services.
When children are diagnosed with disabilities, they can enroll in a special education program. Within a month of a
diagnosis, educators must prepare an Individual Education Program (IEP) to aid children diagnosed with disabilities.
Step 5. IEP meeting is scheduled.
Schools are responsible for setting up and administering IEPs. It's also their responsibility to:
Contact parents and notify them in advance of an IEP planning session, so they can be present
Schedule an IEP planning session at a time and location convenient for parents
Notify parents of educators and other professionals who will be present at the meeting, including professionals
specializing in the type of disability afflicting the child
Step 6. IEP meeting is held and the IEP is written.
IEP meetings are held to discuss a child's educational needs and outline an IEP. In most meetings, parents and their
children attend and participate. Whenever a group outside the school makes determinations for a child's IEP, parents are
invited to their meetings. After IEPs are developed, parents must agree to any special services their children receive.
Children receive assistance immediately after IEPs are finalized and parents agree to them.
Parents disagreeing with IEPs can always discuss the issues they have with educators and others involved in the process.
When compromises cannot be reached, parents can request mediation.
Step 7. After the IEP is written, services are provided.
Once IEPs are finalized and signed off on by parents, schools follow the plans as outlined in an IEP. Teachers and special
education specialists can refer to the IEP whenever they have questions about a child's needs. They can also find
information about alterations made to a child's plan in an IEP.
Step 8. Progress is measured and reported to parents.
Educators and special education specialists closely monitor students and document any progress made by students.
Parents receive constant updates about the progress made by their children. Progress reports are usually given to parents
on the same intervals as grade reports for other children enrolled in the school.
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10 Basic Steps of Special Education
CONTINUED FROM PREVIOUS PAGE
Step 9. IEP is reviewed.
IEPs are reviewed by educators annually or whenever parents request a review. When it's required, educators and parents
can make alterations to IEPs. Parents are permitted to make recommendations for IEP modifications and appeal any
disagreements they have with plan revisions and discuss possible compromises with educators. Parents can also request
more testing, review by an independent committee, and seek additional alterations whenever they disagree with an IEP. If
necessary, parents can submit a complaint with the appropriate government agencies. These agencies are administered at
the state level.
Step 10. Child is reevaluated.
Special education students must be re-examined every 3 years, in what is known as a "triennial." Re-evaluations are
conducted to determine whether students still require special education services, but in many cases, children are reexamined
if their problems worsen or they require additional assistance.
10

2016 HSLDA Essay Contest Now Open!
Whose History Will You Bring to Life?
History will always have a mysterious side for us because we were not there to witness most of the
events that have taken place. We’ll never truly know what it was like to sit among the Pilgrims at the
first Thanksgiving, or to build bomb shelters in the backyard during the Cold War.
This year, we want you to explore that mystery! We can’t time-travel, but we can study the past and
learn how to rise above the challenges we face today and embrace a greater vision for our future.
There’s a lot to choose from for your essay—depending on your age, you can select a person, day, or
event from world history, U.S. history, your state history, or even your family history.
To get started, put yourself in someone else’s shoes (or boots or moccasins) and let your imagination
take you to their world!
Category 1 (ages 7-10) – If you could go back in time, who would you most want to have a
conversation with? Why? What would you want to talk about?
Category 2 (ages 11-14) – If you could go back in time, what day would you most like to witness up
close, like a fly on the wall, and why?
Category 3 (ages 15-19) – If you could go back in time, what historical event would you like to have
been involved in, and why?
Enter the contest today!
And as you ponder the people and events of the past, we invite you to consider how what you’re living
out today will one day become your personal history.
11

Completing and submitting a Free Application for Federal Student Aid (FAFSA) is the single most
important action you can take to get money for college.
The FAFSA is used by schools to put together your financial aid package, including grants, work-study, federal student
loans, and even state and school financial aid.
If you’re applying for financial aid for academic year 2017–18, you can now submit your FAFSA starting October
1, 2016, using your 2015 income tax return.
Be sure to submit the FAFSA every year you’re in college.
Aid is awarded on a first-come, first-served basis, so know your deadlines and apply as early as you can to maximize
your financial aid.
For the most current information on this and other changes, be sure to visit studentaid.ed.gov.
How to complete the FAFSA
These three simple steps can make the process faster and easier.
Step 1: Gather all the information you’ll need, including:
· Your drivers’ license and Social Security number Your parents’ Social Security numbers and birthdates
· Your family’s latest federal income tax returns W-2 forms
· Bank statements Information on your family’s investments
Step 2: Bookmark FAFSA.gov
· Don’t fall for scams. The only site you should use to fill out and submit your application is FAFSA.gov.
· There’s no charge for submitting the FAFSA.
· This is where you get your Federal Student Aid (FSA) ID; the user name and password give you access to the site.
· The site also has the most up-to-date information on upcoming changes.
Step 3: Submit your FAFSA
· The easiest and fastest way is to file online with your FSA ID. Your application will be processed within 3-5 days.
· You can mail in a paper application, but the processing time will take about 7-10 days.
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12

NHEG’s Volunteer of the Month program recognizes the dedication and
work of some of our most active volunteers. NHEG relies on volunteers to
help with our education programs, our special events, public outreach,
and other activities that help fulfill our mission of supporting literacy for
children and adults by offering a range of educational support services.
Contact us to learn more about volunteering.
This month we recognize a special group of volunteers: those that have
gone above and beyond what is needed in their everyday duties. NHEG is
an all-volunteer organization. We have volunteers from all around the
world!
Alen Omeragic
Michael Anderson
Jennifer Schreiber
Elizabeth Barger
Savleen Grewal
Vanh Vue
Philip Vino
Julian Beck
Aditi Chopra
Daniela Silva
Jon Aitken
Sheila Wright
Pam Unruh
Lyndsey Clark
Chelsea Tadesse
Nisha Zachariah
Arianie McGee
Priscilena Shearon
Victoria Lowery
Shannon Williamson
Kiyoko Green
Jyoti Dave
Katie M. Gerken
Tanushree Tiwari
Faranak Aghdasi
Briana Dincher
Samuel Custer
Robert Hall
Bill Naugle
Siti Khairuniza DP Hj Ja'afar (Niza)
Brittany Brzezinski
Jeffrey C Adams Attorney from CLA and Gibbs
and Associates Law Firm, LLC Mason, Ohio
Enjoli Baker
13

SAT scores fall modestly in a year of transition
for college admission test
Katerina Maylock, with Capitals Educators, points on a student's worksheet as she teaches a test
preparation class at Holton Arms School on Jan. 17, 2016 in Bethesda, Md. (Alex Brandon/AP)
By Nick Anderson September 27
SAT scores fell modestly this year for the last high school class to take the old version of the college
admission test.
The average total score for graduating students who took the old SAT at least once through January was
1484, out of a maximum score of 2400, the College Board reported Tuesday. That was 12 points lower
than the national average for the previous class in a comparable period. The total drop included declines
of three points on the critical reading section of the test, four points in math and five points in writing.
Average combined scores this year were 1285 for the District of Columbia, 1456 for Maryland and
1535 for Virginia — all for students in the Class of 2016 who took the old test. But there were no
comparable scores for states and the District for the previous class.
The results were muddied this year because the old test was retired after it was given in January, in the
middle of the school year. Scores on the old test had been trending downward, and the latest results
appeared to continue that pattern. Scores released in 2015 were the lowest in a decade, fueling worries
about high school reform.
The new version debuted in March, with an overhauled format and maximum score of 1600. The
College Board jettisoned much of the old test’s arcane vocabulary questions, dropped the penalty for
guessing and made the essay optional.
[As SAT enters new era, some students say exam has improved]
The midyear transition, the first in more than a decade, left many students puzzling over whether to
take the old SAT, the new SAT or the rival ACT. That flux affected who took the old test and, in turn,
influenced the results.
Scores for the new version will not be reported until after this year’s high school seniors have
graduated.
“We’re in a peculiar state this year,” College Board President David Coleman said in a media conference
call. With partial data for old and new tests, he said, “the bottom line is we’re caught in between.”
[Meet the man behind the new SAT: ‘I’m in the anxiety field.’]
For the College Board, perhaps the most important numbers from Tuesday’s report were the
participation totals for a year of uncertainty as the new test was rolled out. The totals were up slightly,
officials said:
(continued on next page)
14

SAT scores fall modestly in a year of transition
for college admission test (continued from previous page)
● Nearly 1.36 million students took the new SAT from March through June, compared with
1.18 million who took the old test during the same period in 2015.
● More than 458,000 students took the SAT during a school day in the 2015-2016 school year, up
from 219,500 the year before.
D.C. public school students are among those who can take the SAT during a school day instead of on a
Saturday. Those in Maryland and Virginia are not. The school-day program, echoing similar efforts by
the ACT, fundamentally changes participation and scores because it makes the testing free for students
and enables a state or school system to offer the test to its entire class.
When more students are tested, scores generally go down. Students who come from lower-income
families tend to get lower scores than those who are more affluent.
But the College Board and the ACT think that widespread testing also encourages more students to go
to college who otherwise might not.
The SAT, launched in 1926, was for generations the most widely used standardized admission test. But
it fell behind the ACT in 2012. The Iowa-based ACT, first given in 1959, tests students in reading,
English, math and science, with an optional essay. About 2.1 million took the ACT in the Class of 2016.
[ACT scores show a smaller share of students are ‘college-ready’]
In years past, the SAT was described as a test of aptitude, aiming to gauge students’ natural potential.
Not anymore. The new SAT, like the ACT, is billed as a test of achievement that tracks the school
curriculum.
Colleges accept scores from either test. A growing number do not require applicants to submit
admission test scores, but most selective schools still do.
The SAT has long been more widely used in the Washington area, but the ACT has made inroads in the
region.
● In the District, 4,790 in the Class of 2016 took the old SAT at least once through January; 1,692
took the ACT before graduation.
● In Maryland, 47,449 took the old SAT at least once; 16,769 took the ACT.
● In Virginia, 57,861 took the old SAT at least once; 25,866 took the ACT.
15

Dial 347-934-0450 for Priscilena Shearon
16

Evangelical Christian Credit Union
Join ECCU and we'll pay for up to two years of
your HSLDA membership.*
Simply open a checking account with direct deposit, savings account with a
$500 balance and/or credit card to get started.* 1 account = 1 year
CHECKING
Easy to manage checking
accounts with online and
mobile banking, bill pay,
mobile deposits, and a
naonwide branch & ATM
network.
SAVINGS
Higher savings rates than
naonal average plus free
online banking & mobile
app, free electronic
transfers, and naonwide
branch & ATM access.
CREDIT CARD
With the Visa Gold
Everyday Cashback Credit
Card earn 1.5% cash back
on every purchase, no
annual fee, no
internaonal transacon
membership. 2+ accounts
IN PARTNERSHIP WITH
ECCU supports and celebrates the vibrant community of parents who have
chosen to be their child’s primary educator. That’s why Home School Legal
Defense Association (HSLDA) and ECCU are partnering and inviting you
to join ECCU. Joining the ECCU family is easy and immediately
rewarding because you can receive up to 2 years of HSLDA membership for
free.*
17
17

To be a volunteer, it takes...
Generosity, a willingness to give
your time to others
Understanding, because their lives should
be very different from your own
Empathy, an ability to put yourself in
someone else's shoes and feel what they
must feel
Compassion, to truly care about making
someone else's life better
Patience, because the process doesn't
always go as smoothly as it might
Dedication, to stick with the project and
see it through
You've shown these qualities and so
much more, so thank you for all that you
do.
Public Service Bulletin Board
Up Coming Holidays
October 10 Columbus Day 2016
October 31 Halloween 2016
November 6 Daylight Saving 2016
November 11 Veterans' Day 2016
19
18

Did You Know that NHEG has and
will continued to offer student and Parent Support
As a parent you work hard to provide a beer life for your child(ren). We work hard to make
sure that you have the knowledge and resources you need to educate your child. This
organizaon is the first of its kind. We are building gateways and resources to empower you
and your child(ren) to achieve your goals and dreams. We believe that parents should be
the caretakers of their children not a school or educaonal system. We work with the enre
family unit and provide fill-in-the-gap type learning when reaching students. We have seen
incredible advancements with students that parcipate in our program. Students being
tutored normally jump 2 years in a 9-month period. The most we have seen is 3- and 4-year
advancements with a science and math student that suffered from seizures when younger.
This was accomplished in a lile over a year’s me. We have worked with students from all
backgrounds and disabilies/special needs. If you really want to make a change and stop
the cycle of bad grades, depression and students that are about to give up, we can help. We
have helped many families and have seen amazing changes.
NO LIMITS, JUST GOALS!
WE BELIEVE, DO YOU?
19

By SANDRA CHEREB
CARSON CITY — The Nevada Supreme Court on Thursday struck down the state’s education savings account law, ruling that
while the premise of using taxpayer money for private education was constitutional, the method used to fund the ESA program
was not.
The high court ordered a permanent injunction against the law — viewed as the most sweeping school choice legislation in the
country — that was passed last year on a party-line vote by the Republican-controlled Legislature.
GOP legislators who had championed the law pledged to establish a separate funding account and called for Gov. Brian Sandoval
to include the ESA program on the agenda for an anticipated special session next month. That session, which Sandoval is expected
to convene between Oct. 7 and Oct. 13, already was set to consider financing for a stadium in Clark County and an expansion of
the Las Vegas Convention Center.
But late Thursday the Republican governor signaled the issue of funding ESAs should be addressed by the 2017 Legislature when
it convenes in February.
“Although the court found the current funding mechanism for Education Savings Accounts unconstitutional, there may be a path
for a legislative solution,” Sandoval said. “However, such a solution is complex and must be well thought out to meet
constitutional muster.
“I am still reviewing the full decision … and it would be premature to speculate on the proper method to administer and fund
this important program,” he said. “I also believe it is important to consult with legislative leadership on this issue as we approach
the 2017 legislative session.”
In its 33-page opinion, the court held that the Nevada Constitution does not limit the Legislature’s discretion to encourage other
methods of education. Additionally, it said funds placed in education savings accounts belong to parents and are not “public
funds,” therefore ESAs do not violate a prohibition against using public money for sectarian purposes.
But justices said lawmakers cannot divert money authorized specifically for public schools to be used for private educational
programs such as tuition at parochial schools. The use of Distributive School Account funding for ESAs “undermines the
constitutional mandates“ to fund public education, the court said.
Chief Justice Ron Parraguirre and Justices Mark Gibbons and Kristina Pickering concurred with the majority opinion authored by
Justice James Hardesty.
Justices Michael Cherry and Michael Douglas issued a separate two-page opinion. They agreed with the overall ruling, but
dissented in the conclusion that funds for ESAs are not public and argued that issue required further lower court proceedings to
determine.
Both sides in the cases claimed the ruling as a victory.
Nevada Attorney General Adam Laxalt hailed the opinion as “a landmark win” that can be fixed by setting up a separate funding
account for the program.
“Fortunately, the Supreme Court has made crystal clear that ESAs are constitutional and that the Legislature can fix this funding
technicality and allow for the implementation of ESAs statewide,” he said.
State Sen. Scott Hammond, the architect of the ESA legislation, expressed disappointment in the ruling but said it was based “on a
narrow technical ground that can be easily corrected through legislation.”
CONTINUED NEXT PAGE 20

By SANDRA CHEREB
CONTINUED FROM PREVIOUS PAGE
State Treasurer Dan Schwartz, whose office was charged with administering ESA accounts — about 8,000 had been opened
through summer — called the ruling a “step in the right direction for Nevada families,” but added a cautionary postscript.
“However, if our office can’t distribute funds to the 8,000 applicants, then all the discussion on ESA’s constitutionality is for
naught.”
Sylvia Lazos, policy director at Educate Nevada Now, which opposed the law, said her organization is grateful the court “agreed
with Nevada parents and the voucher law has been stopped, so critical resources won’t be taken from our already underfunded
public schools.”
Tod Story, executive director of the ACLU of Nevada, also hailed the ruling. “It halts the program in its entirety and stops the
state from taking funds earmarked for public education and using them for vouchers that support private and religious schools
that indoctrinate and discriminate,” he said.
Justices weighed two separate constitutional challenges to the program. Lower courts issued conflicting rulings on the law’s
legality based on different constitutional provisions.
Carson City District Judge James Wilson in January issued an injunction, putting the law on hold. Wilson sided with a group of
parents who argued it illegally diverted money from an education account mandated by the constitution to go exclusively to
public education.
In Southern Nevada, Clark County District Judge Eric Johnson in May rejected challenges filed by the American Civil Liberties
Union on behalf of another group of parents who argued the constitution prohibits use of taxpayer money for sectarian purposes.
Many private schools are run by religious organizations.
Johnson agreed with the state, ruling that the program was “neutral with respect to religion” because parents — not the state —
decide how they will use the funding.
21

You’re invited to participate in Career Day on Friday, December 16, 2016!
Career Day is an annual half-day event intended to provide 11 th grade students in Northwest Ohio an opportunity to explore
38 college and career-related sessions. Career Day differs from a traditional career fair by offering information through
sessions, rather than by booths or exhibits. Our job is to encourage professionals to develop seminars highlighting career
interests indicated on student surveys. Students register in advance and attend three different career sessions led by area
professionals on Career Day, each lasting approximately 30 minutes.
Career Day sessions provide an opportunity for Northwest Ohio students to learn about the education and skills needed to
enter and be successful in a specific career and/or industry from professionals first hand. Presenters are encouraged to discuss
their own level of education, the skills they use regularly on the job, an overview of their typical day, and provide time for
questions and answers.
Career Day Agenda (Outline)
9:15 – 9:30 a.m. - Bus Arrival
9:45 a.m. - Students may exit their busses
9:45 a.m. – School Counselors to Reed Hall & Bus Drivers to Galvin Hall
10:00 – 10:30 a.m. - Session #1
10:40 – 11:10 a.m. - Session #2
11:20 – 11:50 a.m. - Session #3
11:50 a.m. - Sessions conclude, students depart
Our hope is that you and your students’ plan to attend Career Day. Please submit your school counselor information
sheet and students registration forms to Career Services by Friday, November 4, 2016. A confirmation email will be sent
to you once we receive your registration forms. Please watch for the confirmation e-mail as it may be in either your inbox or
junk e-mail folder.
Career Day is coordinated by Career Services at Rhodes State College. If you have any questions, please do not hesitate to
contact our office at (419) 995-8312 or careerservices@rhodesstate.edu.
22

Do you have an empty building?
The New Heights Educaonal Group is in urgent need of finding a new donated locaon for an educaonal library.
Our library currently offers more than 3,803 books on different curriculum and encyclopedias. We also offer over 101 pieces of
soware and 139 DVD and VHS Tapes. We have a collecon of 11 cassee tapes on different subject maer.
When our curricula library is open we charge a minimal fee of $35 per family to borrow books for a week, month or the year. This
provides an important resource in helping families that home school or that have children in charter schools.
Our library also has books for tutoring and as a resource for teachers/tutors making a difference in the lives of students of all ages.
If you are willing to help please contact us. Our library is currently in a storage shed.
This library serves a lot of families.
This is a great way you can serve the community and this would be tax deducble.
Please contact us at 419-786-0247 or email us NewHeightsEducaon@yahoo.com
or visit our website at www.NewHeightsEducaon.org
We’re Looking
(Are you the perfect candidate?)
We are considering bringing an assessor(s) to work
within our organization to provide online
assessments through our website. Each year families
could visit our site and set up an assessment time to
have these completed virtually or meet in person,
depending on the assessor. We would create an
online profile for each assessor and share posters and
flyers with the public. NHEG would receive 20% of
each referral.
If you are interested in partnering with the New
Heights Educational Group, please share a resume,
three references, an email addresses, and proof that
you are a licensed/ certified teacher holding a valid
Ohio teaching certificate (excluding the non-tax
certificate issued under Ohio Revised Code
3301.071). A brief biography with a picture would
also be appreciated.
We will choose from the list of responses.
23

Enjoli Baker
Enjoli and her family had to evacuate
their home during the hurricane. Even
though this happened to them she
completed multiple assignments for
NHEG. Talk about dedication!
We would like to send our prayers and best wishes to all who
experienced the devasting flooding through our country.
24

· 1 package (16 oz.) bulk pork sausage
· 1 medium red bell pepper, chopped
· 1 medium onion, chopped
· 3 cups frozen hash brown potatoes
· 2 cups shredded Cheddar cheese (8 oz)
· 3/4 cup Bisquick Gluten Free mix
· 2 cups milk
· 1/4 teaspoon pepper
· 6 eggs
1 Heat oven to 400°F. Spray 13x9-inch (3-quart) glass baking dish with cooking spray. In 10-inch skillet, cook
sausage, bell pepper and onion over medium heat, srring occasionally, unl sausage is no longer pink;
drain. Mix sausage mixture, potatoes and 1 1/2 cups of the cheese in baking dish.
2 In medium bowl, sr Bisquick mix, milk, pepper and eggs unl blended. Pour over sausage mixture in
baking dish.
3 Bake 30 to 35 minutes or unl knife inserted in center comes out clean. Sprinkle with remaining 1/2 cup
cheese. Bake about 3 minutes longer or unl cheese is melted. Let stand 5 minutes before serving.
25

The Best Thanksgiving Leovers: Next-Level Ideas for Next-Day Fare
Eggs in Purgatory
Crispy on the outside yet still tender on the inside, Giada’s mashed-potato pancakes
add welcome heft to her egg-and-tomato breakfast plate topped with nutty Parmesan
cheese.
Turkey Tetrazzini
Tyler brightens up the tried-and-true tetrazzini by infusing the mushrooms in his
smooth sauce with refreshing lemon zest. Before baking, he blankets the casserole with
breadcrumbs and Parmesan for both flavor and texture, and later finishes the dish with
toasted almonds for added crunch just before serving.
Turkey Vegetable Soup Stuffing Dumplings
Leftover stuffing gets mixed with eggs and flour to create fuss-free dumplings, which
stud this warming 5-star soup
Turkey Frittata
By beating the eggs with cream, you’ll ensure that this cheesy frittata will
gently puff up after just a few minutes under the broiler.
26

Kids Thanksgiving recipes: Baked Cornucopia Centerpiece
Homemade bread dough
White Bread
1/2 Cup sugar
4 Cups warm water, about 110 degrees
2 Tablespoons yeast or 2 packages of yeast
1/4 Cup shortening, melted or canola oil
4 teaspoons salt
7-8 Cups flour
1. Dissolve 1 Tablespoon of the sugar in the water. It is important to make sure the warm water is an accurate temperature. If it
is too hot, it will kill the yeast and if it is too cold, it won't rise. The temperature should be about 110 degrees. You can test
with a candy thermometer. Add the yeast to the warm water and sugar mixture. Yeast should start to froth or foam.
2. In a bowl, add shortening, salt, remaining sugar and 7 Cups of flour. Stir together. Add yeast mixture and mix together to
make a soft dough. Add enough flour to the dough in order to create a ball. Take the ball out of the bowl and place on a clean
and floured cupboard. Knead with your hands.
3. In a large clean bowl add 1 tablespoon olive oil to the bottom and swirl around to coat the bottom and sides of the bowl. Place
bread ball in oiled bowl. Cover with a towel and leave in a warm spot in the kitchen. Let sit for 30 minutes.
or frozen bread dough (if you prefer not to make the dough from scratch)
1 egg white
Aluminum foil, pizza pan or heavy duty foil
1. Roll foil pan or large sheet of heavy foil into a cone shape. Twist the end to form a horn shape. Spray foil with cooking spray
and place on cookie sheet. Roll bread dough out into large rectangle. Cut into 10 strips about 1 ½ inch wide. Start at end of
cone shape and wrap bread strips around and pinch ends together.
2. Overlap strips so no foil is showing. Continue laying down strips and wrap around pinching ends together until completely
filled. You can add a braided edge with remaining pieces of dough. With pastry brush, brush egg white all over bread. Let rise
for 20 minutes. Bake at 350 degrees for 25 minutes. Cover with foil and bake 20 minutes longer. Allow to cool and remove
foil. Use as a decoration with autumn fruits and vegetables of choice.
27

Education is often related to a person's quality of life. It is difficult to find a job or be a functioning
member of society without being educated. As a result, governments around the world promote and
provide means for their citizens to acquire basic education.
Young people drop out of high school or college because of various social and economic factors. Later
in their lives, they become interested in going back to school, but job and family responsibilities often
prevent them from returning.
Since many adults decide later in life to return to school, numerous education programs designed for
adults have been setup. These programs are a convenient option for adults wanting to finish their
education.
Initially, little demand existed for these programs after their inception. People were hesitant to enroll in
adult education programs.
Because of low enrollment rates, the government initiated a public campaign to encourage adults to
return to school.
The campaign has been successful since many adults today are enrolled in adult education programs.
Many people are now aware of the importance of education, regardless of age, and they are not using
age as an excuse to delay a return to school.
Private groups and government agencies set-up adult education programs. These programs are
designed to provide fundamental instruction to prepare adults for college. Adults interested in enrolling in
these programs can apply for scholarships and other forms of financial aid.
Online programs have made it possible for people interested in these programs to keep their full-time
jobs while they continue their education.
Common curriculum includes political science, math, and self development. Most people enrolled in
these programs learn and benefit from them. In fact, they frequently encourage friends and family
members to enroll in an adult education program.
28

We have a huge collection of data regarding various disabilities and how to manage the
education of your kids with various disabilities ranging from Autism and ADHD to
Prader-Willi Syndrome. We have hands-on experience in dealing with kids from
various backgrounds. If you have any questions or information to contribute,
please contact us.
Autism spectrum disorder
ADHD
ALS
Bipolar disease
Cancer
Celiac disease
Cerebral palsy
COPD
Cystic fibrosis
Down syndrome
Driver education
Dyslexia
Disabled persons
Edward's syndrome
Fragile X syndrome
Hearing loss
Irlen syndrome
Neural tube defect
Paralysis
Phenylketonuria
Prader-Willi syndrome
Rett syndrome
Sickle cell disease
Spina bifida
Spinal deformity
Stroke
Tay-Sachs disease
Traumatic brain injury
29

30

Missed a show? Check out past shows here:
http://www.newheightseducation.org/education-talk-radio-nheg
http://www.newheightseducation.org/kathy-woodring.html
As they explore a new topic on education every week. . .
31

Help us Reach Our Fund-raising Goals
Please collect the following items and share with NHEG to help us reach
our fundraising goals.
TerraCycle
Outsmart Waste
Cell Phone Brigade® E-Waste Brigade® Inkjet Brigade® Laptop Brigade®
DONATE YOUR OLD CAR, BOAT OR RV Make a Car Donation | Make a Difference
Call 1-800-240-0160 and a friendly car donation specialist will schedule your
pick-up appointment.
A public charity 501 (c) (3) non-profit organization
32

33

Training in the IEP for School Bus Drivers / Attendants
Are school bus drivers and bus aides who transport special needs children required to have training? Are they
required to know the disability and be able to accommodate that disability?
The need for training and support applies to all school personnel, including bus drivers and school bus aides. School
bus drivers are expected to handle children with different needs related to:
· cognitive concerns
· behavioral issues
· physical impairment
· medical conditions
A school bus driver may need training in behavior management techniques for children
with autism and emotional disturbances.
The bus driver or aide may also need training from physical and occupational therapists
about how to position a medically fragile child.
The school nurse could train transportation personnel about how to transport a child with health impairments.
NHTSA Training Guidelines for Transportation Personnel
The National Highway Traffic Safety Administration (NHTSA) has a training module for Transportation of Children with
Special Needs.
The module advises bus drivers and attendants to “know your students and what they need.”
Guidelines
Have transportation personnel who work with a student at the IEP meeting to learn more about a child’s
transportation needs.
The school bus driver/attendant should know the characteristics of the disability and the equipment the student
needs and uses.
Check each student’s ITP (Individual Transportation Plan) for special instructions or precautions.
The IEP should provide the necessary specificity so the driver, school, parent and student know what
services to expect.
NHTSA also has a training module on Emergency Situations when transporting children with special needs.
Parents should:
· Check your state regulations and any school policies about transporting children with special needs
· Discuss your child’s transportation safety needs with the IEP Team
· Document in writing any transportation issues and concerns
If your child has transportation needs, ask the school bus driver to join the IEP team.
Any support and training for teachers and other school personnel (i.e., bus drivers and aides) must be written
in your child’s IEP.
34

ART RESOURCES
SPECIAL NEEDS
MATH RESOURCES
READING RESOURCES
MUSIC RESOURCES
HISTORY RESOURCES
NHEG website membership is only $25 per year. That comes to $2.09 per month. $2.09 a
month will open the doors to many resources for the parent and student, either home
schooled, charter schooled, or public schooled. We have built up a wonderful library of
resources and have the ability to help students and families get the materials they need to
succeed in their endeavors. One of our goals is to help remove as many roadblocks as
possible to allow our students to show their capabilities.
35

What is Needed to Homeschool Successfully?
Parents deciding to homeschool their children are making a significant commitment. Homeschooling parents should expect to
spend as much time teaching their children as they would working full-time. The following are traits and requirements usually
necessary for successful homeschooling:
Willingness/eagerness to learn. Teachers often learn more when preparing a lesson than their students learn in the
classroom. This is especially true for homeschooling parents. Since most homeschooling parents are not professional
teachers, they also learn a lot about teaching methodology. Parents teaching their children also learn new things they never
knew about them. Effective teachers must enjoy learning.
Effort (aka Hard Work). It requires hard work to develop skills and achieve goals. In many cases, the level of success usually
correlates with the effort involved. Homeschooling is not different than any other venture requiring effort to succeed.
However, the effort involved in homeschooling is well worth it since you are preparing your children for their future.
Discipline. Homeschooling parents must be disciplined since they are responsible for determining the amount of time they
spend instructing their children. They must also discipline themselves to put considerable effort into their daily instruction.
Likewise, homeschooling parents are responsible to ensure their children exercise self-discipline since they do not
experience the same pressures within a public school classroom to work hard and participate.
Time. Homeschooling is a major time commitment. It will require a good portion of your day to effectively teach children,
especially if you are teaching multiple kids. Therefore, you must set time aside every day and not permit yourself to get
distracted if you plan to homeschool. Because of the time commitment, it's not a good idea for parents desiring to
homeschool to have full-time jobs. Parents attempting to do this would not have the time required to provide effective
instruction, and they would be under considerable stress.
Flexibility. Flexibility is one of the advantages of homeschooling, but it is also a requirement for homeschooling parents.
Since homeschool is usually not as structured as public school instruction, parents must be flexible. This is because each
one of your children is unique and learns differently.
Patience. Although patience is a difficult virtue to develop, homeschooling parents must be patient as they teach their
children. All teachers must be patient when working with children. Since homeschooling parents are exclusively responsible
for their kids' education, they must exercise a considerable amount of patience.
Dedication. Homeschooling parents must be unwavering in their commitment to successfully educate their children. Everyone
has difficult and semi-productive days, but you will have to be committed to excellence if you homeschool. Likewise, you will
have to make teaching one of the most important focuses of your life.
An adventurous spirit. Homeschooling can be a very exciting adventure since most homeschooling parents will work harder
than they ever had before, experience immeasurable rewards, and encounter very difficult challenges. Parents opting to
homeschool will begin an adventure, no matter their circumstances.
With an understanding of the unique challenges and requirements of homeschooling, review the following information to learn
about some of the misconceptions about the perceived qualifications of effective homeschoolers:
A college education. Effective homeschoolers do not have to be college educated. However, it's always beneficial to
graduate from college. The ability to learn is a more important qualification.
All the answers. Even though you will be your kids' main educator, you are not
required to be all knowing about every subject. It's perfectly fine to utilize reference
books and other people when looking for an answer to a question. Similarly, the
most effective homeschoolers rely on input from experts and expose children to
other instructors. Parents must understand how to use resource materials and
involve other people in their children's education.
Perfection. Since nobody is perfect, why would homeschooling parents be expected
to be perfect? Homeschooling parents can still make mistakes and be good
teachers. Committed, hard-working parents utilizing effective teaching methods can make their homeschooling venture a
valuable and enlightening experience for their children.
36

37

38

As a parent you work hard to provide a beer life for your child(ren). We work hard to
make sure that you have the knowledge and resources you need to educate your
child. This organizaon is the first of its kind. We are building gateways and resources
to empower you and your child(ren) to achieve your goals and dreams. We believe that
parents should be the caretakers of their children not a school or educaonal system.
We work with the enre family unit and provide fill-in-the-gap type learning when
reaching students. We have seen incredible advancements with students that
parcipate in our program. Students being tutored normally jump 2 years in a 9-month
period. The most we have seen is 3- and 4-year advancements with a science and math
student that suffered from seizures when younger. This was accomplished in a lile
over a year’s me. We have worked with students from all backgrounds and
disabilies/special needs. If you really want to make a change and stop the cycle of bad
grades, depression and students that are about to give up, we can help. We have
helped many families and have seen amazing changes.
NO LIMITS, JUST GOALS!
WE BELIEVE, DO YOU?
39

40

NHEG has the opportunity to win some classroom supplies.
Please vote for us!
https://www.educents.com/wishlist/index/index/wishlist_id/26794/
This is our referral link. http://www.educents.com/signup-bonus.html?r=270976
We will receive $10.00 in Edubucks credit once someone uses this URL to create an account and
make a purchase of $25 or more on our site.
Help us save even more on educational products!
41

NHEG Organizational Chart
42

Week 1
Chemistry Week
Week 3
Game and
Puzzle Week
:
1 All Saint's Day
2 All Soul's Day
2 Deviled Egg Day
3 Sandwich Day
4 King Tut Day
5 Guy Fawkes Day
6 Saxophone Day
7 Bittersweet Chocolate with Almonds
Day
8 U.S. General Election Day
9 Chaos Never Dies Day
10 USMC Day
11 Veteran's Day
12 Chicken Soup for the Soul Day
13 Sadie Hawkins Day
14 World Diabetes Day
15 America Recycles Day
16 National Fast Food Day
17 Great American Smokeout
18 Occult Day
19 National Adoption Day
20 Universal Children's Day
22 Go For a Ride Day
23 National Cashew Day
24 Thanksgiving
25 Black Friday
26 Shopping Reminder Day
27 Advent begins
· Aviation History
Month
· Child Safety
Protection Month
· International Drum
Month
· National Adoption
Awareness Month
· National Caregivers
Appreciation Month
· National Diabetes
Awareness Month
· National Epilepsy
Month
· National Model
Railroad Month
· National Novel
Writing Month
· Native American
Heritage Month
· Peanut Butter Lovers
Month
· Real Jewelry Month
43

2016-2017 IN-THEATRE EDUCATION SERVICE
AGREEMENT
The Nutcracker – Tues, Dec 6 – 10am
The Nutcracker – Thurs, Dec 8 – 10am
The Nutcracker – Thurs, Dec 8 – 12:30pm
The Nutcracker – Fri, Dec 9 – 10am
Swan Lake – Fri, March 17 – 10am
Reservation Form
Click to print.
44

Are you sharing our newest monthly Magazine and would like to be
added to our Magazine mailing list……….
Drop us an Email to: Newsletter@newheightseducation.org
Sunday, November 6th, 2016
45

Sad goodbye to
Arianie McGee!
Goodluck and we
will miss you!
Dear Fellow Homeschooler,
Greetings! My name is Sheri Lang, and I homeschooled my three children
from kindergarten through twelfth grade. During that time we were
fortunate to have access to a local artist who gave art lessons to children and
adults. One daughter recently graduated from college with double majors in
art and theology. Another daughter is currently studying biology with an art
minor. Although not studying art at this time, my son also benefited from
the art lessons.
Unfortunately many families do not have access to such art lessons nearby,
or they may find the lessons to be too expensive to provide for all of their
children. With these needs in mind, my daughters have created an online art
education program which teaches children and adults at a beginner or
intermediate level.
This program consists of wholesome, step by step instructional videos. The
content is sequential, each lesson building upon previous lessons. It teaches
all the necessary foundations of drawing to help bring your budding artists to
a more advanced level. Advanced classes will specialize in drawing people
and horses. Once they have completed the drawing course, they will have
access to watercolor painting, stained glass, and other more specialized
courses. The cost is $19 per month for the whole family, which is often less
expensive than a single class for one person.
Check NHEG http://www.newheightseducation.org/courses-and-classes
page frequently for updates about this great new class.
46

It is time for another season of the IN THE WINGS Arts-In-Education Program. This year there are three
productions on the schedule:
Ø A Christmas Carol The Musical – Thursday, November 3, 2016 @ 7:30pm
Ø Memphis – Thursday, February 16, 2017 @ 7:30pm
Ø Disney’s The Little Mermaid – Thursday, April 20, 2017 @ 7:30pm
As you can see, coming up first is A Christmas Carol The Musical. The deadline for ticket orders will
be by end of business day Friday, October 21, 2016. This deadline ensures that everyone will have a
fair chance at the lottery if I should receive more tickets requests than seats in the auditorium. You will
then receive a status update email from me on Monday, October 24, 2016, telling you if you’ll receive
the tickets you requested. Be sure to inform me of any special seating requests you may have such as no
stairs, few stairs, or wheelchair spaces. Keep in mind we have only a total of four wheelchair spaces
available.
There is a study guide of A Christmas Carol for your convenience at the Civic Theatre website:http://
www.fwcivic.org/StudyGuide-AChristmasCarol.pdf
Rated G
Music by Alan Menken
Lyrics by Lynn Ahrens
Book by
Mike Ockrent &
Lynn Ahrens
Ebenezer Scrooge is a prosperous curmudgeon who believes personal wealth is far more valuable than
the happiness and comfort of others. With an infuriated "Bah! Humbug!" Scrooge expresses his feelings
on Christmas tidings and charity, but he's soon forced to face his selfish ways. On Christmas Eve three
ghosts lead him through his Past, Present and Future. Thanks to their guidance, Scrooge recognizes his
faults and greets Christmas morning with a cheerful "Happy Christmas!" before spending the day
reconnecting and sharing love with those that mean the most to him.
Scrooge and his ghostly encounters come to life in this lavish and thrilling Broadway
adaptation. Broadway composer Alan Menken (Disney's Beauty And The Beast, Disney's The Little Mermaid,
Little Shop Of Horrors) and lyricist Lynn Ahrens (Ragtime, Seussical, Once On This Island) breathe fantastic
new life into this classic tale.
47

November 2016 Crossword
48

MISSING
MISSING
49

“I Will
Question
Parents as I
See Fit”
Ohio has hundreds of school districts, several regional education support organizations, many local and state school boards,
tens of thousands of homeschooling families—and one especially supercilious public school superintendent.
David Hile, who heads the Licking Valley Local School District, wrote HSLDA recently to say he did not appreciate our
request that he limit his oversight of homeschooling students to what the law permits.
“It is my responsibility under the law,” he insisted, “to ensure that children in my district are receiving an adequate
education [and] I take that responsibility very seriously, whether those children are in our schools or homeschooled. I will
continue to question parents as I see fit.”
This exchange, ironically, arose from Hile’s excessive inquisitiveness regarding a homeschooled student’s test score. The
student had scored in the 30th percentile on a standardized test taken to fulfill end-of-year assessment requirements. Hile
felt the score was too low and asked to see the student’s subtest scores.
At that point the student’s mother contacted HSLDA.
What the Law Allows
Staff Attorney Mike Donnelly, who assists members in Ohio, wrote to Hile, explaining that his request went beyond what he
was entitled to ask for by law. Donnelly cited the Ohio Administrative Code, which says, “Any child that has a composite
score at or above the twenty-fifth percentile shall be deemed to be performing at a level of reasonable proficiency.” (Your
assessment as well as a disconcerting attitude with respect to who is responsible for the education of the child. Hile wrote
that he considered a child who scored in the 30th percentile on a standardized test “2–3 years below grade level (as 50th
percentile is on grade level on NNRA).”
As a professional educator, Hile should know percentile scores on a norm-referenced assessment that is standardized
nationally, as required by Ohio regulations, reflect how many students performed at or above that level—not what grade
level the child is. Perhaps Hile is thinking of the state public tests, which are criterion-referenced rather than nationally
normed standardized achievement tests, and which simply show how a child scores compared to others on the same test. A
score of the 30th percentile simply means that 30% of the students scored below a particular result on that test.
“Hile’s response was an over-the-top and overbearing reaction to a simple point of clarification,” Donnelly said. “His
attitude reflects an arrogance that implies homeschoolers are not up to the task of educating their children. The facts show
that the reverse is true, and I will happily defend our members when they encounter problems with similar public school
officials.”
He added: “Superintendent Hiles’ unnecessarily bristling response to my short letter shows why homeschooling families need
HSLDA—who wants to have to deal with someone like this?”
First-line Defense
HSLDA is here to defend your family and the homeschool community from problems like this.
A phone call or an email is all it takes for HSLDA members to receive immediate attention to these types of issues. Last year,
HSLDA responded to over 17,000 requests for help. Are you homeschooling without HSDLA? There is no better time to receive
the peace of mind that comes to HSLDA members.
50

We received permission from Hillsdale College in Michigan
to share their courses on our website. Each link offers a
group of classes.
Some of the non-credit courses being offered:
Course Catalog
· An Introducon to C.S. Lewis: Wrings and Significance
· Winston Churchill and Statesmanship
· The Federalist Papers
· A Proper Understanding of K-12 Educaon: Theory and Pracce
· The Presidency and the Constuon
· Great Books 102: Renaissance to Modern
· Constuon 101: The Meaning & History of the Constuon
· Great Books 101: Ancient to Medieval
· Economics 101: The Principles of Free Market Economics
· History 102: American Heritage, From Colonial Selement to the Reagan Revoluon
· History 101: Western Heritage, From the Book of Genesis to John Locke
· Other Lectures and Programs
· Hillsdale Dialogues: A Survey of Great Books, Great Men, and Great Ideas
Kirby Center Lectures Archive
Hillsdale College on YouTube
51

The Only Radio Station you will ever NEED!
NHEG RADIO
NHEG Radio….Quality Radio….Informative Radio
Hi Victoria,
Great job this week! Your voice was loud enough and again I did not hear any
back-ground noise. In my opinion, teen dating abuse needs to be
discussed more often because dating generally starts during the
teen years and they need to be more aware of what is
acceptable and not acceptable.
Sincerely,
Shannon
52

53

Secretary King:
Homeschoolers
Have Limited
Options
HSLDA has received word that U.S. Secretary of Education John King has said he is “concerned” about homeschooled
students. As Politico.com reported:
Education Secretary John B. King Jr. said today that he’s concerned that homeschooled students aren’t “getting the
range of options that are good for all kids.”
But King also said he’s aware of homeschooling families “doing it incredibly well” and he knew of homeschooled students
in college who had “very tremendous academic success.”
“Obviously, it’s up to families if they want to take a homeschool approach,” King said, when asked about the topic during
a Christian Science Monitor breakfast with reporters.
King noted that research shows homeschooling is growing in popularity.
But King said he worries that “students who are homeschooled are not getting the kind of the rapid instructional
experience they would get in school”—unless parents are “very intentional about it.”
King said the school experience includes building relationships with peers, teachers and mentors—elements which are
difficult to achieve in homeschooling, he said, unless parents focus on it.
We appreciate that Secretary King acknowledges the academic success of homeschooled students and agree with his
assessment that homeschooled parents should be intentional about their student’s instruction, but his remarks are
nonetheless concerning to us. Back in March, HSLDA called for Congress to block the nomination of Secretary King based
on his support of the Common Core State Standards, and we believe his comments are paving the way for more
government oversight.
“While Secretary King had some good things to say about homeschooling, I’m disappointed that his comments imply that
public schoolers have a wider range of options in education, which is simply not true,” said HSLDA co-founder and
Chairman Michael Farris. “Homeschoolers are far outperforming their public schooled peers, largely due to the fact that
parents know what works best for their child instead of implementing an outdated, one-size-fits-all approach that
Secretary King appears to favor.”
Farris and Director of Federal Relations William Estrada have both reached out to Secretary King’s office and hope to
introduce the secretary to a few homeschool leaders, parents, and students to explain the facts and benefits of
homeschooling.
54

We need
9
more reviews to make
it as a top nonprofit
again this year.
We have a little over a
month to get those.
greatnonprofits.org/org/new
-heights-educational-group
55

Founded on December 29, 2012
Products
Handmade cards
Company Overview
Send us addresses of any child that may need a card.
General Information
Kindcards22@gmail.com for cards and to send a message or write us
on here.
Mission
To promote hope!
CONTACT INFO
@KindCardsForSickKidsAndSoldiers
kindcards22@gmail.com
STORY
56

September 17, 2016
New Heights is an amazing place to
volunteer and work. I've been volunteering
for about 3-5 years now and I think that
Pamela Clark does an amazing job at
providing volunteers with meaningful and
impactful work with room for personal growth. I love working here and I
love working with all the individuals who share New Height's vision. I would
definitely recommend it as a place for volunteers to find their own passions
and enhance their skills.
Ginnefine Jalloh
10/24/16
Graphic Design and Artist
Does your name
belong here?
We can use the help!
57

A Teachers
Teaching Time Management
We all want our children to be responsible learners. We want to be able to give them a multi-step assignment and
somehow magically they know just how to organize their time, not procrastinate and get everything completed up to our
expectations. However, is this really realistic?
Some children seem to be born with a natural instinct to plan and organize. Most of our children, however, need to be
taught how to manage their time and it is never too early to teach.
First, assign a multi-step assignmen (One that requires several steps to complete the entire thing) depending upon the
age of your child and level of ability to organize and stay on task. Make the assignment fit the child’s ability. Include the
following:
· Compete description of the assignment and what is expected as a finished product
· List of priorities/steps for the assignment
· Due dates for each section of the assignment
· Assignment rubric (Giving the child a clear understanding what is expected at
each phase of the project as well as the overall end product. )
If this is the child’s first attempt at learning how to manage his or her time, create a
daily schedule detailing what should be completed each day and go over it at the
beginning of the project. Then, each day, review what should be completed. Follow up
at the end of the day to ensure the task(s) have been completed. As your child
advances in time management skills, you can begin working with him/her to create
each day’s schedule (at the beginning of the assignment) until ultimately you can give
the entire responsibility of daily planning for future assignments over to the child. This will take time and several
assignments but eventually, your child will learn the importance of a schedule and sticking to it.
Examples of multi-step assignments:
· Essays or research reports (includes choosing a topic, researching, writing a draft, review/editing, final draft)
· Lapbooking projects
· Science Fair projects
Things to keep in mind while assigning and teaching time management skills:
· Create clear guidelines both for daily schedules as well as for the final project
· Make the assignment realistic for the individual child
· Make the assignment interesting
· Give assignments that matter
· ENFORCE deadlines
· Reward students for their work.
Remember, every child is different and will adapt to learning time-management skills at his or her own pace. It is worth
teaching these skills early but it's never too late. Be patient. Be consistent. The end results will be worth it!
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Interested in Volunteering?
hp://www.volunteermatch.org/
search/org100190.jsp
or
hp://www.chrisanvolunteering.org/
org/new-heights-educaonal-groupinc.jsp#fq=content_type:opportunity&f
q=org_nid:433070
Contact our HR Department
at HR@NewHeightsEducaon.org
59

Try Try These Wearables To To Keep Your
Kids Safe Kids And Safe Sound And Sound
Even if you're a super-parent with a keen spidey sense and eyes at the back of your head, you can never be sure where your
child is at all times. It's impractical and impossible. Sometimes your children get lost, wander, or run away. Sometimes they
just forget to tell you where they are.
You can't control everything that happens to your child. But you can have a backup plan in case they go missing. Here's a
list of 12 wearable GPS devices that will help you keep track of your kids!
1. HereO GPS Watch
The HereO is a durable, water-resistant GPS location tracker with a cellular connection. It syncs with iOS and Android
devices to show parents real-time pinpoint tracking, location alerts, and check-in/out notifications. It also has a tamper alert
system to notify family members if the device has been removed — plus a lock feature for children who try to remove the
device.
Pros: HereO's accompanying app can send you location notifications in case your child isn't where they're supposed to be!
It's one of the smallest GPS tracking devices for kids, and it comes in four colors.
Cons: It only has a 60-hour battery life, and it doesn't offer two-way calling.
Price: $199, plus $4.95 monthly subscription after the first three months. The HereO GPS Watch is sold out, but you can
pre-order it here.
Hereofamily.com
2. SAFE Kids Paxie Band
This wristband is a GPS device and activity tracker. It monitors ambient temperature, heart rate, and activity, and it alerts
parents if the device is removed from the child's wrist. The Paxie Band has a very simple design that comes without a panic
button — which could be beneficial if you don't want your child to send a false alarm.
Pros: The Paxie Band is the only GPS device that is also an activity tracker. It's made of a durable, antibacterial plastic. It
comes with three interchangeable bands.
Cons: The Paxie Band doesn't include voice or text options, and its cuff-like style might be bulky for small wrists.
Price: $175, plus a monthly $9.99 service fee. The Paxie Band is currently sold out, but you can pre-order it here.
OurSafeFamily.com
3. Loc8tor GPS Tracker
The Loc8tor GPS Tracker attaches to your child's pocket, belt, or backpack. This GPS tracking device sends real-time
location updates, alerts you if your child wanders past the virtual safe zone that you set up on the tracker, and includes a
built-in panic button that lets your child alert you in case of emergency.
Pros: Loc8tor is one the most popular GPS tracking devices for kids.
Cons: With the monthly subscription fee, the Loc8tor is one of the most expensive GPS kids trackers.
Price: 129.99, plus 1 to 12 month subscription fees ($59.99 to $179.99).
Loc8tor.com
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4. FiLIP2
The FiLIP 2 is a kid-friendly wrist watch, GPS locator, and cell phone that syncs to your iOS or Android device. It's
lightweight, durable, water-resistant, and comfortable for small wrists — making it an ideal GPS device for active kids.
Pros: The FiLIP 2 is the only kids GPS device that has two-way text messaging. It comes in four colors, and it can be
adjusted for your growing child.
Cons: This GPS watch can only store five contacts.
Price: $149.99, plus $10 monthly service fee for texting.
MyFilip.com
5. Tinitell
Tinitell is a no-frills wrist phone and GPS locator for toddlers and young children. It works with Android and iPhone
devices and can use a SIM card from any cell network provider. Tinitell uses voice recognition, instead of a phone log or
dialing pad, to make phone calls — so all your child has to do is say your name and press the button. The Tinitell is
waterproof and radiation-proof, and its battery life can last up to a week with one charge.
Pros: Tinitell is an easy-to-use, noninvasive wristband that fits toddlers and young children. Plus, it can store up to 12
contacts.
Cons: Tinitell is more expensive than similar GPS kid trackers.
Price: Tinitell is currently sold out! (You can register your email address to be notified when the next batch is ready.) The
first shipment was around $129.99 (not including a monthly subscription), though the next round will probably cost more.
Tinitell.com
6. PocketFinder
This PocketFinder is a durable location device for children who are prone to breaking or taking off their wearable tracker.
It's made with durable plastic and has two unique features: a "tap alert," which allows your child to send an SOS message
by tapping the device three times on a hard surface; and an accelerometer, which alerts parents if the device exceeds the
preset speed (an indicator that the child has been kidnapped in a car).
Pros: It's accident-proof and great for travel, and it's designed to fit in a pocket or backpack.
Cons: The PocketFinder is not a wristband, so it might get lost or forgotten if it's attached to your child's backpack or
pocket.
Try These Wearables To Keep Your
Kids Safe And Sound
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Price: $129.95, plus monthly service plan of $12.95 (in the US) and $29.95 (international).
PocketFinder.com
7. Amber Alert GPS Locator
The Amber Alert GPS Locator is a water-resistant safety device that offers three standout features: an accelerometer, twoway
voice calling (with embedded AT&T SIM card), and an alert (via voice, text, email, and GPS tracking) that notifies
parents when their child is within 500 feet of a registered sex offender. You don't have to be an AT&T customer to use the
Amber Alert GPS Locator; you can just create an AT&T account and keep your current cell provider.
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Try These Wearables To Keep Your
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Pros: It costs less than competing kid trackers, and it can be worn multiple ways: around the neck (on a lanyard), on the
wrist, or in your child's backpack or pocket.
Cons: It only allows one voice contact.
Price: $125, plus $15 or $18 monthly service fee (for SMS text alerts), or $10 monthly fee for no text alerts.
AmberAlertGPS.com
8. Trax GPS Tracker
Trax is the most sophisticated GPS kid tracker on the market. It includes real-time mapping, an accelerometer, a USB
charging port, and a prepaid SIM card that works in over 30 countries.
Pros: The Trax GPS Tracker is great for travel. It uses geo-fencing, so you can be notified if your child crosses the
boundaries you set. You can create a schedule to monitor specific areas, and you can share tracker information with
anyone who has the app.
Cons: Trax is a clip, not a wristband — which makes it easier for your child to lose or forget it.
Price: $99, plus prepaid monthly service fees of $4 to $6.75
TraxFamily.com
9. LG GizmoPal
The GizmoPal is available for Verizon Wireless customers. This water-resistant, durable wristband uses GPS and
Verizon's LG connection, and it includes two central features: one-button calling and an auto-answer, which allows
parents to immediately get in touch with their children when they call.
Pros: GizmoPal is practical for young children.
Cons: GizmoPal is only available for Verizon Wireless users.
Price: $79.99, with a $5 monthly service fee.
VerizonWireless.com
10. My Buddy Tag
My Buddy Tag is a lightweight, waterproof wristband that uses Bluetooth to connect to your Android or iOS. My Buddy
Tag has two main functions: it tracks your kid’s GPS location, and it alerts parents when the wearable has been under
water for five seconds.
Pros: Buddy Tag is a GPS tracker that can also prevent accidental drowning. Because you can sync multiple My Buddy
Tag wristbands to your phone's app, it's useful for field trips and active days when you have to watch over multiple
children. It comes in five colors and can be switched out with disposable silicone or terry cloth wristbands.
Cons: Buddy Tag has limited range: 40 feet indoors and 80 to 120 feet outdoors. Its terry cloth and Velcro wristbands are
not as durable as competing plastic or silicon GPS bracelets.
Price: $39.99 for BuddyTag plus wristband, and $14.97 for an extra disposable wristband.
MyBuddyTag.com
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11. Lineable
This waterproof, Bluetooth-powered location device is a bare-bones wristband that looks more like a Fitbit than a GPS
tracker. Lineable's accompanying app uses "crowdsource GPS" so anyone with the app can help parents locate a missing
child.
Pros: Lineable is the most affordable GPS child tracker on the market. It's simple, sleek, and doesn't require a battery
charge.
Cons: Lineable GPS trackers only last one year, and they have a limited tracking range of 65 to 98 feet.
Price: $12.99
Lineable.net
12. FlashMe Sydney
FlashMe Sydney isn't a tracker; it's more like a digital ID tag. This silicone wristband has a printed QR code with contact
information, so in case your child gets lost, someone can scan the QR code to contact the parents.
Pros: FlashMe Sydney is incredibly affordable! Plus, it's helpful for young children who can't remember their address or
phone number.
Cons: This wristband doesn't actually track your child; it just gives strangers a way to get in touch in case your child goes
missing.
Price: $5
Flashme.io
13. KOREX Waterproof Babysitter Smartwatch
The KOREX Babysitter Smartwatch comes with two-way talking, SOS emergency alerts, and even a smart alarm for
homework reminders. You'll receive instant notifications if your child leaves a specifically indicated area, and you can
preload up to 16 contacts so your child can contact someone if things go wrong.
Pros: It uses two tracking methods: GPS and LBS. It comes in two colors (pink and blue), and it only receives calls from
specific contacts.
Cons: It only lasts two to three days, so you'll have to make sure it's regularly charged.
Price: $59.99
Aimox.net
Try These Wearables To Keep Your
Kids Safe And Sound
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A missing child is every parent's worst nightmare. But thanks to these 13 devices, you have an extra set of eyes on your
precious children!
63

Study Hard. Double Your Score. Stay On Probation?
TAKE ACTION
Protect your family.
A New York public school superintendent is trying to keep a homeschooled student on probation—in contradiction to both
the law and the student’s clear improvement.
TJ SCHMIDTContact attorney for New York
The young man had been placed on probation by the Schoharie Central School District when he scored below the 33rd
percentile on his 8th grade assessment test for the 2014–2015 school year.
Thankfully, even when it becomes necessary for a student’s home instruction program to be placed on probation, New
York regulations provide a path for remediation. There are three ways a student can get off probation: 1) Meeting the
goals set in the student’s remediation plan, 2) scoring above the 33rd percentile on a subsequent standardized
achievement test, or 3) obtaining a score on a standardized achievement test that reflects one year of academic growth
from the previous test.
The student’s family submitted a thoughtful remediation plan at the beginning of the 2015–2016 school year, and it was
accepted by the school district. At the end of the 2015–2016 school year, the young man scored significantly over the 33rd
percentile on his 9th grade assessment. In fact, to the family’s delight, he more than doubled the score he’d received on
his 8th grade assessment.
Reluctant Officials
However, the district’s superintendent insisted that the young man would have to remain on probation for another year
because a subtest score was below the 33rd percentile—even though his composite score was well above it, satisfying the
requirements for the student to get off probation.
Frustrated at the superintendent’s decision and believing it to be wrong, the member family contacted HSLDA for help.
After hearing the family’s story, HSLDA Staff Attorney T Schmidt wrote a letter to the superintendent. Schmidt explained
that since the young man’s remediation plan had not specified a test score which would trigger him being taken off
probation, all that would be necessary was for him to receive a composite score above the 33rd percentile or
demonstrating one year of academic growth.
Schmidt also observed that the New York State Education Department has specifically stated that a homeschool student’s
test sub-scores should not be a factor in a district’s determination of whether he or she should be placed on probation.
Instead, all that is required is that the composite score be above the 33rd percentile—which it was.
We expect the family to hear that the student has been removed from probation.
64

How Financial Aid Betrays the Modern Family
The federal system is based on the flawed assumpon that parents are helping their children pay for
school.
Over the past few decades, the American economy has been transformed and the American
family structures have changed—but the American system of college financial aid has barely
budged.
For almost 50 years now, the United States has utilized virtually the same approach to
distributing federal financial aid to families that need money for college. The circumstances,
constraints, and conditions of family life have shifted substantially during that time, but the
assumptions that financial aid makes about those families and the ways it interacts with them
have changed very little.
Today, college campuses, family dinner
tables, and national political circles are
all abuzz with conversations about
college affordability. But unless the
United States first understands how the
math of college financial aid went wrong
in the first place, the country will never
solve the riddle of fixing it.
Consider how the financial-aid formula
assesses what a student will pay for
college. Families complete the Free
Application for Federal Student Aid
(FAFSA) and when they finish, they are
told their “expected family
contribution” (EFC). This is the number
that parents are expected to pay to help send a young student to college, at least as long as the
student doesn’t have a spouse or child of her own. The formula leading to the number doesn’t
take into account the parents’ debt, even from their own educations. Yet with the EFC, the
government makes a clear assertion: When it comes to paying for college, parents should help
their students.
But sometimes they can’t. Sometimes, in fact, the money moves the opposite direction.
Ian Williams grew up in a loving Milwaukee family surrounded by four siblings and hardworking
parents who strove to teach their kids important values and skills, like how to share.
For anyone, relinquishing a piece of something you want to another person can be decidedly
difficult, even if you love them. Yet the experience of sharing can be different in very lowincome
families. Williams, for example, learned how to share with his brothers and sisters in a
way many of his college professors and administrators likely did not: He shared his food.
Growing up poor, the idea that family members would help each other out as needed was a
given in Williams’s home. “That’s how my mother raised us,” he explained in an interview, “If
a piece of us falls, we all fall.”
Williams’s father made his expectations clear. “You’re always supposed to look out for your
family, no matter how much money you’ve got,” his dad would say. “If you’ve got a dollar or
something, if there are four quarters and four kids, then you give them a quarter apiece. That’s
how we were raised and how ever since then I’ve been trying to do it. Whatever I come across,
it doesn’t have to be much, as long as I come across a certain amount of money that can
benefit me and my family, I’m going to try and do that as much as possible.”
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“I know the only reason I’m in the position that I’m in right now is because of my family.”
When Williams became a college student, his family’s longtime practice of sharing continued.
He shared his limited funds—from grants, loans, and work—with his mother and brothers.
The financial-aid system assumed that Williams’s family was helping him by providing his
EFC of $425 annually, but his mom couldn’t make that payment. Instead, Williams paid the
EFC with student loans, and he used his financial aid to help her. He explained, “My mama
was my motivation. She kept me out of trouble and that type of environment, even though it
was hard for her because she was going to work most of the time … That’s why I’ve got to do
something; I’ve got to help my mother out.”
Even though sharing that money meant that Williams himself had fewer resources for college,
he explained that he benefited emotionally from this exchange: “It’s a lot of relief that comes
off my chest … It’s an unexplainable feeling. I’m in the position to help my family out now … I
know the only reason I’m in the position that I’m in right now is because of my family … The
things they did for me and everything—that’s what makes me want to do more for them.
That’s what pushes me through college so I can help them out a lot.”
Williams understood that other students might react differently: “Yeah, at times I probably
feel like I don’t want to pay for this. But at the same time, when I look back and I needed this
when I was younger, [my mom] worked hard and [provided] everything for me. So why I can’t
I do that the same way? That’s how I look at the situation.” Williams’s story isn’t unusual. In a
recent study of 3,000 financial-aid recipients that my research team tracked over six years,
about one in three students reported that sharing money with her parents, siblings,
grandparents, or cousins was part of her life. They spoke of patterns: Student helps family,
family sometimes helps student, and even in the absence of that help, the student helps the
family again.
One might assume that only students who live at home, or perhaps only community-college
students, make such significant financial contributions to their families. But my research
team observed this behavior among students at residential public universities as well. In our
study, 11 percent of financial-aid recipients at universities said that they gave their families at
least $50 per month, and 14 percent reported spending at least 10 hours per week taking care
of an older family member or a younger sibling. The money (and time) undergraduates
provide to their parents helps buy more than food and shelter. One woman said that her
family expected her to use her student loans to purchase clothing for her sister’s children.
Williams even used some of his financial aid to help his brother pay for courses at a local
technical college, in an effort to protect him from spending time “on the streets.”
In fact, across a wide range of studies, scholars have found that young adults from low-income
families often express a strong sense of obligation to family and a desire to give back to
parents and other family members. This is part of a strategy of adaptation created by
adolescents in families facing economic hardship who are often enlisted early to fill family
roles and responsibilities typically reserved for adults. In an age where there is a large number
of single-parent households and where mass incarceration has broken up many families,
particularly in inner cities, the old-style assumptions of the financial-aid formula look quaint
indeed.
Ordinary American families look very different today than they did in the 1960s. Over the past
five decades, the income gap between the wealthiest families and all others has grown
dramatically. While the wealth of the bottom 90 percent hasremained stagnant,
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How Financial Aid Betrays the Modern Family
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costs have grown. Consumer debt levels have increaseddramatically, particularly among
working-class families. Most families have actually stopped saving. The average family in the
bottom 90 percent saves nothing. (On average, families in the top ten percent now save 35
percent of their income.)
Among the world’s large financial-assistance programs, financial aid for higher education
stands out for its explicit stance against remittances.
The growing wealth disparity has been accompanied by related changes in family structure.
Less than half of all children under 18 in the U.S. are growing up in families with two
heterosexual parents in a first marriage, compared with more than 70 percent in the 1960s.
This change is primarily due to the increasing numbers of women who give birth outside of
marriage. These women tend to be disadvantaged on almost every measure, including less
education, lower income, and a higher likelihood of receiving government assistance.
Economic changes have hit African American and Hispanic families particularly hard. Such
families enjoy far less economic security and stability than non-Hispanic white families. At
the bottom end of the spectrum, nearly one in four Hispanic (24 percent) and African
American (24 percent) households has no assets other than a vehicle, compared with just 6
percent of white households. This has a lot to do with the destruction of home equity during
the Great Recession and the collapse of the housing market. Between 2005 and 2009, the
median level of home equity held by Hispanic homeowners declined by half—from $99,983 to
$49,145, while for African Americans it fell from $76,910 in 2005 to $59,000 in 2009. White
families enjoyed far more housing wealth to begin with and took smaller losses. The debt that
families accrued during this time was unevenly distributed, too. For Hispanics, the median
level of unsecured liabilities rose by 42 percent, compared to 32 percent for whites, and 27
percent for African Americans.
These disparities mean that the act of paying for college feels very different for lower-income
and moderate-income families than it does for their wealthier counterparts. These measures
are indicators of well-being—they mark the ability of families to pay for the things they need,
rely on liquidity in times of stress, and enjoy a sense of economic power over their own lives.
This is one reason for class disparities in how people think college should be paid for. When
you have money, you think about paying for your child’s college differently than when you’re
poor. Just 9 percent of people in families earning $100,000 or more say that students should
be primarily responsible for paying for college, compared to 31 percent in families earning
less than $35,000 per year. In contrast, 48 percent of wealthy families think that parents
should be primarily or solely responsible for paying for college, compared to just 18 percent of
low-income families. What households without financial assets have to give up in order to
send a child to college is significant—and critical. For the American mobility narrative to
function and for hard work to actually pay off, all families must be able to make college
possible for their children.
Any new approach to college financial aid needs to takes into account the new economics of
American families. With so much less money from their parents coming in, it is no surprise
that low-income college students take on far more debt than their more affluent peers.
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How Financial Aid Betrays the Modern Family
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Nor should it be a surprise that low-income students often feel obligated to share some of the
loan money they do get with their families to ensure the family’s survival. Financial reciprocity
is a rational and intelligent way in which families and communities adapt to poverty—in other
words, the basic belief that “people should help one another” is not an effect of a culture of
poverty, but rather a characteristic, strategic response to poverty.
The students surveyed for my book commonly downplayed their role, and called their actions
merely “helping out,” or “pitching in.” This may be because giving also came with some
“feeling good,” as Williams explained earlier. But there were downsides, too. My research
team found that even after taking into account demographics and other factors, providing
regular cash transfers to parents more than doubled the odds that a student would also work
more than 20 hours per week during the first year of college and reduced by 7 percent the
odds that a student would re-enroll for a second year of college.
Among the world’s large financial-assistance programs, financial aid for higher education
stands out for its explicit stance against remittances. In many other settings, policymakers
allow impoverished people to share their money how they choose, with the understanding that
they are best able to decide what will help their lives the most. Yet when it comes to financial
aid for college, it is simply asserted that the money is for the student, not the family. There is a
specific term used by policymakers and financial-aid officers—and even some advocates—
when it comes to talking about money that is used elsewhere. It is spent on “non-educational
expenses,” they say, and this is considered misuse, even fraud.
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