January-February2021

ISSUE 1 - 2

“It is never too late to be what you might have been.”

George Eliot

JANUARY - FEBRUARY 2021

NHEG New Heights Magazine Educational | January - Group February 2021

www.NewHeightsEducation.org


EDITOR IN CHIEF

PRODUCTION MANAGER

PROOFREADERS/EDITORS

EDITORIAL TEAM

NHEG MAGAZINE

Pamela Clark

NewHeightsEducation@yahoo.com

Marina Klimi

MarinaKlimi@NewHeightsEducation.org

Kristen Congedo

KristenC@NewHeightsEducation

TABLE OF CONTENTS

PAGE 24-29

NHEG INTERNET RADIO

PROGRAM

PAGE 36-37

MISSING CHILDREN

PAGE 40-47

VOLUNTEERS ARTICLES

PAGE 50-57

THE NHEG LEARNING

ANNEX

PAGE 94-97

KELLY BEAR PRESS

PAGE 100-101

ATTENTION POTENTIAL

GUESTS!

PAGE 104-105

NHEG SUPPORT GROUPS

PAGE 108

VOLUNTEERS RATINGS

PAGE 110-115

PHOTOGRAPHERS IN THIS ISSUE

Elizabeth White

Frani Wyner

Pamela Clark

PAGE 04

THOUGH OF THE MONTH

PAGE 05

EDITORIAL TEAM

PAGE 16-21

NHEG AWARDS

PAGE 22-23

VOLUNTEERS PAGES

PAGE 60-61

NHEG DATA

PAGE 62-63

NHEG BIRTHDAYS

ANNIVERSARIES

PAGE 68-69

THE WALK IN AND OUT

OF DARKNESS

PAGE 72-73

VIRTUAL READING

PROGRAM

PAGE 80-91

FEE ARTICLES

RECIPES

PAGE 118-121

GET YOUR FREE EBOOK

PAGE 122-125

NATIONAL HISTORY BEE

NATIONAL SCIENCE BEE

PAGE 126-127

FUN CORNER

PAGE 132-133

NHEG PARTNERS

& AFFILIATES

2 2 3

3




Thought for the Month

We welcome 2021, a new year

to count our blessings

and help make the world a

better place.

Pamela Clark

Founder/ Executive Director of

The New Heights Educational Group,

Inc.

Resource and Literacy Center

NewHeightsEducation@yahoo.com

http://www.NewHeightsEducation.org

Learning Annex

https://School.NewHeightsEducation.org/

A Public Charity 501(c)(3)

Nonprofit Organization

New Heights Educational Group Inc.

14735 Power Dam Road, Defiance, Ohio 43512

+1.419.786.0247

Welcome to the official

New Heights Educational

Group store.

Where you can purchase

NHEG branded products.

https://new-heights-educational-group.myshopify.com

4 4 5

5

2020 Top-Rated

Nonprofits using GreatNonprofits

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

You can read it at the following link

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

NHEG AWARDS

The Stevie® Awards 2020

NHEG AWARDS

VOLUNTEER PAGES

New Volunteers

Volunteers of the Month

Laura Casanova

Jyoti Aggarwal

Linghua Ding

Nayana Mogre

Date of Hire: 11/24/2020

Jon Aitken

Aayush Gauba

Alexandre Oliveira

Proofreader/Editor

Michelle Alwin

Sarika Gauba

Lakshmi Padmanabhan

Michael Anderson

Stephanie Gross

Bruno Patrick Moses

Ahsan Javed Khan

Chinmay Arvind

Erika Hanson

Charlotte Picardo

Date of Hire 12/13/2020

Senadee Atapattu

Rhone-Ann Huang

Leah Sedy

Position Partnership Builder

Cheska Bagalso

Samuel Iglesias

Alina Sheikh

Meghan Lafferty 12/11/2020

Setiani Bhuiyan

Kristina Kafle

Anagha Sridharan

Proofreader/Editor

Katie Buchhop

Padmapriya Kedharnath Priya

Arina Stroeva

Laura Casanova

Meghna Kilaparthi

Elizabeth White

Arina Stroeva

Khrista-Cheryl Cendana

Marina Klimi

Sheila Wright

Date of Hire: 11/27/2020

Sampan Chaudhuri

Janene Kling

Frani Wyner

Student Leadership Council

Caroline Chen

Julia Landy

Allene Yue

Russian Language Tutor

Kristen Congedo

Tyler Maxey-Billings

HR Assistance

Javier Cortés

Arianie McGee

Photo Editor and Media Department

A very sad goodbye to Enjoli Baker, we wish you all the best.

Thank you for all you’ve done for us.

Margaret Spangler has been part of the organization

since its first official meeting

and has been a board member, boxtops coordinator and autism specialist.

Margaret has recently resigned from the board and the organization

to pursue her interests in creating a curriculum.

We wish her all the best and are excited to see what she achieves.

THE INTERNET RADIO PROGRAM FROM

NEW HEIGHTS EDUCATIONAL GROUP

Internet Radio Show Spots now available

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

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

All advertisements must be family friendly.

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

If interested, please visit our website for more details.

https://Radio.NewHeightsEducation.org/

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

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

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

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

that lists all the shows that have been released.

U.S. PRESIDENT’S VOLUNTEER SERVICE AWARD

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

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

VOLUNTEER HOURS

About PVSA

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

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

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

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

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

profile on the President’s Volunteer Service Award website using the Record of Service Key:

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

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

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

Criteria

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

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

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

Awards are issued for volunteer service only; additional levels of participation with the organization (i.e., charitable support) are not a

factor considered for the award.

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

Awards are issued by approved Certifying Organizations.

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

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

Eligibility

Pamela Clark – Bronze – Silver – Gold – Life Time

Briana Dincher – Gold

Khrista- Cheryl Cendana – Bronze – Silver

William Naugle – Bronze – Silver – Gold – Life Time

Michael Anderson – Bronze – Silver – Gold

Robert Hall – Bronze – Silver – Gold

Sapna Shukla – Bronze – Silver

PVSA RECIPIENTS

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

levels and are designed to recognize each milestone of your service achievement. Levels include bronze, silver, gold and the highest honor,

the President’s Lifetime Achievement Award for those who contribute more than 4,000 hours of service in their lifetime.

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.

For every new subscription to PEACE Readers INTL

$25

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.”

will be donated to:

New Heights Educational Group

Subscribe/Donate NOW:

https://www.patreon.com/join/read4peace?

FAQ’s: https://read4peace.org/faq/

Contact: d.white@read4peace.org

Good Info, Better People, a Greater Cause

was last seen on December 14, 2020. He may still be in the local area. Dominic is biracial. He is

Dominic

and White. Dominic has a tattoo on his right forearm.

Black

ANYONE HAVING INFORMATION SHOULD CONTACT

DON’T HESITATE!

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

24/12/2020 Have you seen this child? Dominic Schoenman

24/12/2020 Have you seen this child? Kristian Maxwell

NCMEC: 1409243

NCMEC: 1408898

Exxtraa Photo

Missing Dec 14, 2020

Since:

Missing From:

Aug 23, 2003

DOB:


Since:

Missing Cleveland, OH

From:

Jul 20, 2003

DOB:

Dominic Schoenman

Kristiaan Maaxxwell

Mansfield, OH

Age 17 Now:

Male Sex:

Biracial

Race:

Hair Other

Color:

Eye Brown

Color:

5'5"

Height:

Weight:

Age 17 Now:

Female

Sex:

Black

Race:

Hair Brown

Color:

Eye Brown

Color:

5'3"

Height:

130 lbs

Weight:

155 lbs

Both photos shown are of Kristian. She was last seen on December 11, 2020.

Case handled by

Case handled by



https://www.missingkids.org/poster/NCMC/1408898/1/screen 1/2


24/12/2020 Have you seen this child? Geavoni Zepeda

24/12/2020 Have you seen this child? Sidney Reeves

NCMEC: 1409170

NCMEC: 1408994


Since:

Missing From:

Sep 22, 2005

DOB:


Since:

Missing Liima, OH

From:

May 20, 2006

DOB:

Geavoni Zepeda

Sidney Reeves

Grove City, OH

Age 15 Now:

Male Sex:

White

Race:

Hair Brown

Color:

Eye Brown

Color:

5'9"

Height:

Weight:

Age 14 Now:

Female

Sex:

Black

Race:

Hair Brown

Color:

Eye Brown

Color:

5'1"

Height:

112 lbs

Weight:

215 lbs

Geavoni was last seen on December 14, 2020.

Siidney may stiill be iin the local area.

Case handled by

Case handled by






NHEG volunteers ARTICLES

Is Volunteering Worth The

By Khrista Cendana

Are you bored and you don’t have anything to do? Do you want to do something to improve your resume? Volunteering

might be something that you can do in your spare time, and it could improve your skills! Volunteering could help you in

your education and schooling. Here are some pros and cons of volunteering. This list could be helpful to you if you have

any interest in volunteering.

Pros

Cons

1.Resume - If there’s a certain skill or asset that you want 1.Boredom - The work may not involve enough tasks, and

to brush up on, you can look for a volunteer opportunity it could lead to boredom and nothing to do.

that has the skill or asset to help you. Your resume will


It really depends on what volunteering work you’ll be doing and if it will help you with your work in the future or even with your

resume. However, if neither of those things apply to you, it could be that you’re volunteering just for fun and to have whatever

experience you may want. Besides volunteering on-site, you can also volunteer virtually. You can go to VolunteerMatch and find

what organizations may need help.

There are a lot of benefits to volunteering if you’re planning to do it, but there are also some downsides. I’ve volunteered at a few

organizations prior to NHEG and NHEG has helped me the most. I’m not working on-site, but I am helping virtually in whatever

way I can.

Websites Used:

NHEG

VolunteerMatch

6 Benefits of Community Service

Working and Volunteering: Pros and Cons

Advantages and Disadvantages of Volunteering

look good if you have that extra experience and skills.

2.Skills - The skills that you’re learning in your volunteer

work may not help later on.

2.Make a Difference - What better way but to help an

organization that needs help?

3.Time Consuming - Your volunteer work could be time

consuming and may not be interesting to you.

3.Networking - If you spend enough time with the organization,

you can network with other people within the

organization and see if you can get either a paid position

or new volunteer work you might like.

4.Teamwork - If you’re working with a team in your volunteer

work, you may find that not everyone is interested in

the work.

4.Social Media - If you have like LinkedIn, the organization

or people you work with may leave you a good review, and

other people will see how hard a worker you are.

40 41


to

Here are some of the differences:

Charter Schools

Why Charter School?

By Khrista Cendana

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 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

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.


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.

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

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?

42 43


From the world of imagination:

a day in the park with preschool students

By Daniela Silva dos Santos

On a sunny morning

a group of preschoolers

went to the park

with their teachers.

Two students, Arthur

and Peter, after playing

a lot in the park

with their toys, found

a large cardboard

box that was in the

school’s recyclables.

Arthur looked at Peter

Education on Star Trek

By Khrista Cendana


Photo credit: Sunder_59OK http://photopin.com

of joy exclaimed:

and with bright eyes

Have you ever wondered if watching Star Trek is good for kids? I started watching Star Trek back in the middle of

the ’90s as a kid, and as of right now, I am still hooked on the fandom. Besides the awesome characters, episodes

“Peter, why don’t we take this box and build a spaceship so we can travel to space and visit different planets?”

Without hesitation, Peter ran enthusiastically toward the box and carried it in his arms gave it to his friend.

and music, did you know that there’s also an educational element within the Star Trek series? Star Trek is good

for kids to watch, and adults can watch it with them if you think the episode may be too graphic. Here are some

things kids can learn from watching Star Trek:

Under the watchful eyes of the class, Arthur and Peter decided to tore the back of the box, and suddenly the object

looked like a sleigh. Then Arthur, looking at Peter, suggested:

“Our spaceship is almost done; now all we have to do is to add fuel.”

So Peter started collecting some sand with his bucket and dumped it into the box. Excited, he turned to Arthur

and said:

“All set. Countdown to takeoff!”

Holding a branch in his hands, Arthur sat at the front of the “spaceship” and, with the help of his co-pilot Peter,

began to announce aloud to the other children in the park:

“Guys, we’ll visit other planets with our spacecraft. Who wants to go with us? Come on take your seat and let’s

take a trip!”

Little by little, other children began to sit down in a row inside the box and, with the help of the teachers, started

the countdown to launch:

“10, 9, 8, 7, 6, 5, 4, 3, 2,1. Takeoff”.

1.Culture

Star Trek is technically about living in space and meeting new civilizations “to seek out new life and civilizations”

(James T. Kirk). The characters encounter different cultures, and even before landing on their planet, they have to

learn what the customs are. For instance:

Greetings - hand salute (Vulcuns, humans)

Language - Kardasi, English, Klingon

Race - Cardassian, Humans, Bajorans, Klingons

Just like in the show, in real life we have different cultures that we have to abide by. In school, we will learn the

basic language, like Spanish, Chinese, or Japanese. We even learn the basic greetings: buenos dias (Spanish), Nihao

(Chinese), konnichiwa (Japanese). Lastly, we learn about the foods, history, etc. of the people who speak Spanish,

Chinese, and Japanese.

Laughing, the children began to wave to the teachers and to the other students in the park, saying:

“Bye, bye, see you later!”

“Bye, bye guys. Have a safe trip and have fun, teachers replied”.

The episodes that teach about culture will sometimes let the viewers see how to meet and greet someone they

don’t know for the first time.

And this was undoubtedly an amazing trip around the world. From the world of imagination...

2.Education

Besides culture, there are even some real-life topics on the TV series that kids could learn about if they watch

enough Star Trek episodes:

44 45


• Military time

• Military ranks

• History/Astronomy


On Star Trek, the time is stated in military time. Someone might say 0900 hours, which means 9:00am. It took me

a while to understand the military time as I was also a kid while watching the show, and even to this day I sometimes

make mistakes. However, if you’re interested in military topics, this is something worth learning as it coincides

with real life.

The military ranks in Star Trek are different from real life, of course, but kids could understand the concepts—for

example, what’s the highest rank in Star Trek—and they might even ask, what the highest rank is in the army in

real life.

Lastly, history and astronomy! Not a lot of kids like learning history or astronomy. However, if they see an episode

of Star Trek that involves history, astronomy and the past, classes may become interesting to them.

46 47

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

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=BTFE_08_15_2019&

vcode=AQAAAAEBAQEBAQEBAQEBAQEBAQEBJhjBeBolhNg3r1dBvplztUDw2CNJI6h4z3i5IvJ80kkS4ZSCqdl_ejI2quOGeZ8njeGpS1BwPtRnlrof3

Z0KZA==

“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/

Choose New Heights (it will list us as Holgate, Ohio 43527 -

this is where the BoxTops coordinator and Board Member lives)

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

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

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

course taught by one of our volunteer teachers or tutors.

NHEG is launching a Genealogy and Education

Course and a DNA and Education Course.

Taught by Heather Ruggiero, our Financial

Literacy course is a self-taught class that helps

you build a better understanding of your finances.

HOLIDAYS AROUND THE WORLD

The orphan trains operated between 1854

and 1929, relocating about 200,000 orphaned,

abandoned, or homeless children.

This class will instruct students on how to apply for a

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

This Class is free to the public and will be available

through Google Classroom.

ENROLL HERE

ENROLL HERE

ENROLL HERE

ENROLL HERE

ENROLL HERE

http://School.NewHeightsEducation.org/

FOREIGN LANGUAGES

This course will also teach students basic writing. For

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

course will assist students in getting theirs!

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

week and will be open for middle school to adult students

will learn to speak and write Japanese

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

speaking and literacy skills of the Spanish speaking. This

course will help facilitate functional English both at work and

during the student’s daily life.

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

speaking and literacy skills of the Spanish speaking. This

course will help facilitate functional English both at work and

during the student’s daily life.

ENROLL HERE

ENROLL HERE

ENROLL HERE

ENROLL HERE


MUSIC COURSES

NHEG Music Program will offer many musical opportunities including: Music

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

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

from free to low cost classes.

Google Classroom Code: qaqcewm

ENROLL HERE

INTRODUCTION TO PIANO: ALLENE

Google Classroom Code: etgactm

ENROLL HERE

FAMOUS COMPOSERS OF THE PAST: ALLENE

Google Classroom Code: ebdjipk

ENROLL HERE


PARTNER COURSES

How To Teach Online

Cost: $25

Access Online Course

Why Have A Business?

Cost: Free


Understanding Yourself As An Entrepreneur

Cost: $25


Servant Salesmanship

Cost: $25


Your Business By The Numbers

Cost: $25.00


Creating Your Business Strategy

Cost: $25


Personal & Professional Development Coaching Course Overview

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

and less of the things you don’t want?

Create The Life You Love

Cost: $197

Purchase Course

Create The Life You Love

Cost: $788

Purchase Course

How To Turn Your Passion Into Profits

Cost: $1576

Purchase Course

How To Write A Book In 30 Days Or Less

Cost: $1800

Purchase Course

The Natural Speller online course is

a way to help students from public,

charter and home schools to help

become effective spellers while in

school.

ENROLL HERE

The NHEG Learn to Read: Adult Literacy

online course gives teachers/

tutors/reading guides strategies

for helping older students acquire

literacy skills and provides methods

for consistent, repeated practice

ENROLL HERE

In this course, we will help provide

you a better understanding of

Chemistry and how it used.

ENROLL HERE

The Animation Course

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

of creating stories & animating them.

Purchase Course

The Drawing Course


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

animation course to increase your drawing skills.

Purchase Course


NHEG BIRTHDAY

NHEG ANNIVERSARIES



JANUARY

FEBRUARY

JAN 07

JAN 13

Cheska Bagalso

Elizabeth Uruskys

FEB 01 2020 Alexandre

Oliveira

FEB 02 Zach O Malley

FEB 02 Pamela Clark

1/15/15

FEB 27

Khrista-Cheryl Cendana

Anniversary

Padmapriya (Priya) Kedharnath

Anniversary

JAN 13

Nayana Mogre

FEB 03

Ashley Scott

JAN 22

Ethan Long

FEB 10

Desiree Clark

JAN 24

JAN 28

JAN 31

Daniela Silva

Leah Sedy

Jakki Taylor

FEB 10

FEB 12

Briana Dincher

Khrista - Cheryl Cendana

FEB 20 Charlotte Picardo

FEB 24 Mac Clark

FEB 24 Meghna Kilaparthi

FEB 25 Ryan Wright-Harrigan

January 2021

Sunday Monday Tuesday Wednesday Thursday Friday Saturday

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February 2021

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Do you want an uplifting and inspirational story?

Check out Unpredictable:

The Walk in and Out of Darkness:

https://unpredictablethewalk.weebly.com/

VIRTUAL READING PROGRAM OVERVIEW

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

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

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

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

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

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

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

13 readings.

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

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

All second-graders are welcome to join.

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




The Reason Foundation’s Corey DeAngelis has written extensively about funding students, not systems. He explains: “This is exactly how we

fund many other taxpayer-funded initiatives, including Pell Grants for higher education and prekindergarten programs. For these programs,

funding goes to families who can then choose from a wide array of public or private providers of the service. The same goes for food stamps.

In these scenarios, the power is rightly in the hands of families rather than institutions.”

More Families Turn To Private Schools

It is clear that growing numbers of families are opting for private education options during the pandemic, and many more would likely leave

their assigned district school now and in the future if they could access some of their education tax dollars that are currently ensnared in

public school systems.

Some private schools are seeing enrollment jumps during the pandemic, even as public school numbers fall. According to a recent analysis by

the Cato Institute, nearly one-quarter of private schools surveyed indicated that their enrollment has grown over last year. Catholic schools and

independent private schools in some states have also seen enrollment boosts. These schools have been more responsive to parental demand

for in-person learning while public schools remain closed, often due to teacher union pressure.

Public School Enrollment Plummets as Private

Schools See Gains

By Kerry McDonald

Parent demand for in-person learning

during the pandemic is prompting an

expansion of

private education possibilities.

Tuesday, June 30, 2020

Ongoing and renewed shutdowns of public schools across the country due to the COVID-19 pandemic have resulted in astonishing public

school enrollment drops.

NPR recently reported that public school districts in at least 20 states have seen shrinking numbers of students this fall, with Orange County

and Miami-Dade County in Florida down 8,000 and 16,000 public school students, respectively. Los Angeles public school enrollment has

dropped by nearly 11,000 students.

Families are increasingly turning away from public schooling and toward private education options during the pandemic—a trend that is likely

to continue even after the virus fades.

Since March, US parents have been put back in charge of their children’s education in unprecedented ways. Zoom schooling has given them a

peek into what their children are actually learning (or not learning) in their classrooms, and ongoing school closures have encouraged families

to pursue education options beyond their assigned district school. Many families have withdrawn their children from a district school in recent

months in favor of independent homeschooling or private schooling, or have decided to delay their child’s kindergarten entry.

Homeschooling Numbers Soar

According to a recent Gallup poll, the rate of homeschooling has doubled since last year to nearly 10 percent, while the rate of children enrolled

in a district school declined seven percent to 76 percent of the overall US K-12 student population.

New state-level data offers more insight into this exodus from public schooling. In Connecticut, officials report that public school enrollment

is down more than 15,000 students or about three percent, with much of that drop due to fewer children enrolled in public kindergarten and

pre-kindergarten programs. At the same time, homeschooling numbers in Connecticut are more than six times higher than they were last

year, with over 3,500 children opting out of public schooling for homeschooling this year alone.

In Boston, interest in Catholic schools soared over the summer when Massachusetts teacher unions announced a push for remote learning

only, while the state’s parochial schools committed to in-person learning. Thomas Carroll, the head of Boston’s Catholic schools, said the

enrollment demand from parents was immediate. In an interview with Boston NPR, Carroll explained: “When it hit the evening news, our

phone(s) started ringing off the hook all across all of our 100 schools...I joke that we should send a thank you note to the school districts,

because of their tone deafness, in terms of what the parents were looking for.”

The reopening of in-person learning in these Catholic schools has not led to widespread coronavirus infections. Massachusetts governor, Charlie

Baker, recently praised them as an example for public schools to follow. “The kids in schools are not spreaders of Covid,” the Wall Street

Journal quoted Baker. “I mean, there’s no better example of that right now than the parochial schools in Massachusetts. They have 28,000

kids and 4,000 employees who have been back in-person learning since the middle of August, and they have a handful of cases.”

More Low-Cost, Private Options

Parent demand for in-person learning during the pandemic is prompting an expansion of private education possibilities, including low-cost

options that are more accessible to more families. Pandemic learning pods are widely popular, allowing small groups of children to gather

together in private homes with a hired teacher, or with parents taking turns facilitating instruction. As these affordable, versatile pods take

more children away from district schools, it’s perhaps not surprising that bureaucrats are declaring war on them with regulatory burdens. But

parental demand for flexible, high-quality, low-cost learning options is unlikely to wane, particularly as parents gain a greater appreciation for

private education during the pandemic.

Thales Academy, for example, is a North Carolina-based network of low-cost private schools that is expanding during the pandemic even

as public school enrollment in the state plunges. Founded more than a decade ago by entrepreneur Bob Luddy who was frustrated with the

bureaucracy and poor outcomes of North Carolina’s public schools, Thales Academy has grown to 11 campuses in three states, enrolling more

than 3,600 students at an annual tuition cost of about $5,500 a year, plus generous scholarship programs to off-set the cost even further for

many families.

The pandemic has disrupted families’ lives in countless ways, and the impact of school closures and remote learning has been particularly

challenging. Many parents are embracing homeschooling and other private education options that are more flexible and responsive to their

needs. With an assortment of innovative, low-cost, high-quality private education options attracting more families, plummeting public school

enrollment during the pandemic may become permanent.

Other states are seeing similar shifts away from public schooling this fall. In Utah, public school enrollment has dropped for the first time in 20

years, while homeschooling numbers in the state have tripled this year. In Arizona, public school enrollment is down 50,000 students, or about

five percent of the school-age population, with an associated uptick in homeschooling. The state has also seen a 14 percent drop in kindergarten

enrollment. In Montana, public school enrollment is down approximately 3,300 students over last year and homeschooling numbers are

up. School officials there are worried about state funding cuts as public school enrollment falls.

Source: The Foundation for Economic Education (FEE)

https://fee.org/

Indeed, this is a prime moment to advocate for education choice policies, such as education savings accounts, that enable education funding

to follow children wherever they learn, rather than funding the bureaucratic school systems that more families are rejecting. Critics argue that

the flight from public schools toward private options during the pandemic deepens inequality, but expanding education choice mechanisms

ensures that all parents have the opportunity to select the learning option that works best for their children.

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Public School Enrollment Plummets

Driven in large part by new homeschoolers, public schools across the country are experiencing plummeting enrollment. For instance, in Arizona,

public school enrollment is down five percent compared to last year, and in Massachusetts it’s down four percent.

In addition to the homeschooling surge, some families have opted out of their district school for private and parochial schools that have been

better able to meet parent demand for in-person learning during the pandemic. A new analysis of private school enrollment finds that 70

percent of private schools surveyed experienced either increased or constant enrollment compared to last year. Of those indicating that their

enrollment remained the same, it was due to already being at capacity.

Declining enrollment in public schools has some people worried. State funding of public schools is often directly related to the number of

students enrolled in these schools. With the recent public school exodus, states like Texas and California have decided to freeze enrollment

at pre-pandemic levels to maintain school funding rates. But many parents and taxpayers may be getting frustrated that public schools continue

to receive full funding while, in many cases, not offering their full education services for students. This could partly explain why parent

support for school choice has soared during the pandemic.

Homeschooling More Than Doubles During

the Pandemic

By Kerry McDonald

Kerry McDonald

State-level data show just how dramatic

the surge in homeschooling

has been.

Many families took one look at their school district’s remote or hybrid learning offerings this fall and said “no, thank you.” That’s the message

gleaned from national and state-specific data on the surging number of homeschooled students this academic year.

Prior to the pandemic and related school closures last spring, there were just under two million homeschoolers in the US, representing about

3.4 percent of the total K-12 school-age population. According to recent polling by Education Week, that percentage has more than doubled

to nine percent this fall, or nearly five million homeschoolers. This estimate mirrors related polling from Gallup in August suggesting that 10

percent of US students would be homeschooled this year.

State-level data show just how dramatic the surge in homeschooling has been, particularly in areas where many district schools continue to

be closed for full-time, in-person learning. In Massachusetts, for example, the Boston Globe reported last week that 7,188 students statewide

transferred from public schools into homeschooling this year, compared to only 802 homeschooling transfers last year.

In North Carolina, homeschooling filings nearly tripled, with over 10,000 parent forms submitted over the summer, compared to about 3,500

last year. In fact, so many parents in North Carolina completed their online intent to homeschool forms during the first week of July (when the

system began accepting filings for this year), that it crashed the state’s nonpublic education website.

In New York City, homeschooling increased by nearly one-third this fall. More than 10,000 students withdrew from the city’s public schools this

year for homeschooling, compared to about 2,500 student withdrawals last year. In Vermont, homeschooling applications were up 75 percent

compared to last year, with similar patterns seen in neighboring New Hampshire. In Wisconsin, homeschooling

filings more than doubled this year, and in Connecticut, more than six times as many

students have left the public schools for homeschooling compared to last year.

According to the Education Week survey, it’s lower-income families who are more likely to be

According to a recent RealClear Opinion Research poll, support for school choice policies that encourage funding to follow students instead

of schools has jumped 10 percent since April, to 77 percent.

Sustained Surge in Homeschooling

With a COVID-19 vaccine on the horizon, hopes of returning to normal life are higher than they were at the start of this academic year. Many

of the families who recently withdrew their children from a district school in favor of homeschooling or private schooling will likely return

to their district when the pandemic ends and standard schooling resumes. But some families may find that they prefer their new learning

options.

Some of the now nearly five million homeschoolers and their parents may discover that they weren’t so fond of standard schooling after all

and appreciate the freedom, creativity, and flexibility that homeschooling offers.

Parents I have interviewed told me that they had been considering homeschooling for a long time but lacked the catalyst to give it a try

until now. Seeing their children flourish outside of a conventional classroom could lead many of these parents to continue homeschooling

post-pandemic. As an article in The Atlantic stated: “COVID-19 is a catalyst for families who were already skeptical of the traditional school

system—and are now thinking about leaving it for good.”

Once life returns to normal, new homeschoolers may also discover that real homeschooling is much better than the pandemic version they

have experienced. Local homeschooling groups will regain their full vitality and sociability. Museums, libraries, and local businesses and

organizations will return to offering their suite of homeschooling classes. Daily activities will take place more often outside one’s home than

inside it, and homeschoolers will once again be deeply connected to the people, places, and things of their communities.

This fall, millions of new homeschooling parents have realized that their children can learn without school. When the world reopens to them,

they will find that homeschooling is even better than they imagined.

choosing homeschooling during the pandemic. This challenges the continued criticism that

“pandemic pods” and other family-centered learning models are only options for more privileged

families. Indeed, as the New York Times pointed out in July in response to these criticisms, “the

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


https://fee.org/

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According to an August survey of workers who were forced to work from home due to the pandemic, 55 percent of workers said that they

were struggling with burnout with more than half of the respondents saying that working from home actually increased their workload.

Additionally, 39 percent of respondents said that working from home made it more difficult for them to balance work and personal life, worsening

their mental health state.

Perhaps things would have been different if businesses had been allowed to deal with the pandemic on their own, but lockdowns imposed

working arrangements on people who were simply not mentally prepared for them.

3. Shopping Therapy Is Turning Into an Addiction

Among workers forced to lock up in their homes during most of the pandemic, many reported that dealing with previous addictions or mental

health issues while locked away proved ambitious. But even otherwise healthy people found themselves struggling while in isolation, as time

away from family and friends helped to turn them into shopping addicts.

According to a CouponLawn.com survey, out of the 1,100 U.S. work-from-home workers who participated at least 63 percent claim they

overspend while working exclusively from home. Additionally, 48 percent said they feel their overspending habit has become a problem that

may require therapy.

The average weekly spending of respondents gravitated between $277.54 for Gen Z to $331.36 for Gen X workers, the group that tends to

spend the most while working from home. Baby Boomers, on the other hand, spend an average of $223.90 weekly, the group with the lowest

spending overall.

4 Ways Lockdowns Are Affecting Young People

By Chloe Anagnos

Saturday, December 5, 2020

Some trends are familiar. Others may

surprise you.

As America nears the end of a messy election process, COVID-19 remains a hot topic. But as concerns regarding the potential dangers associated

with the virus vary greatly depending on what side of the political spectrum you find yourself, there’s yet another related aspect that has

caused a great debate: the effects of lockdowns.

As more information comes in, we’re better equipped to understand how far the effects of these lockdowns go. Below are four ways lockdowns

are impacting young people in America.

1. Lockdowns Brew Political Divisions

Whereas President Donald Trump has long been an advocate of lesser restrictions, Democratic presidential hopeful Joe Biden seems to take

the opposite route.

Not only does he see lockdowns as a must, but he also promises to push for federal mask mandates, believing that a stroke of his pen will be

enough to force 328 million people to cover their faces until “COVID is under control.”

Moreover, according to research from the Brookings Institute, political party support is usually the most important variable in explaining attitudes

and behaviors surrounding the COVID-19 pandemic.

In fact, Democrats are more likely than Republicans to overstate the risks of death to young people, whereas Republicans are more likely to

mistakenly believe that the flu is more deadly than COVID, as Zacc Ritter of Gallup has reported.

By politicizing the pandemic and turning it into a means to restricting Americans’ freedoms, politicians further deepened the ideological gap

between left and right, prompting many to call for a definitive end to the country as we know it.

But consolidating tribal feelings among the population isn’t the only negative consequence of widespread lockdowns.

2. Mental Health on Decline

Since mid-March, states have implemented stay-at-home orders in a variety of degrees. By labeling businesses as “essential” and “non-essential,”

state officials forced many businesses to shut down. But as business owners who dared to go against state orders were slapped with

fines and even imprisonment, other businesses managed to survive — even if in a limited capacity and only after laying workers off.

In some cases, workers were told they could carry their business from home, prompting many to wonder if the then growing work-from-home

trend was going to accelerate.

If anything, this shows that the different environments may have changed a lot about their daily routine, making them more likely to use

retail therapy as a coping mechanism. Boredom or perhaps the overreliance on the internet due to the social distancing mandates may have

also played a role.

Whatever the reason, the fact is that working-from-home is a legitimate way to get things done. To some, however, being forced to work from

home without much training became a source of stress.

4. Lockdowns and Children: More Suicide Attempts

In California, medical professionals told reporters they were seeing more patients being rushed to the hospital due to suicide attempts during

the lockdown than COVID-19. In Georgia, hospitals such as Grady Memorial Hospital in Atlanta have seen a 25 percent rise in trauma cases

during the lockdown, many involving “penetrating trauma” such as gunshot wounds and “blunt force trauma” such as falls.

But the stress caused by the stay-at-home orders isn’t just impacting adults — children are also suffering.

As public school officials still discuss whether schools should open for in-person training, doctors at Cook Children’s Medical Center in Fort

Worth, Texas, told reporters they are seeing an “alarming” rise in suicide patients, especially in August.

While the desire to save lives that may be gravely impacted by COVID is understandable, there seems to have been a lack of consideration

regarding lives that were directly and abruptly changed due to the lockdowns.

Failing to factor in the suffering of the young is suddenly becoming costly.

Conclusion

To millennials and zoomers complaining that their new work-from-home habits are hurting their pocketbook, the thought that the government

might implement another lockdown might sound terrifying. After all, the US economy shrank at a 4.8% annual rate in the first three

months of the year, all the while over 100,000 small businesses that were forced to shut down due to the COVID lockdown report are now

closed forever.

With workers seeing changes described as temporary becoming the “new normal,” their financial and career prospects will certainly suffer. In

many cases, they might have to continue to work from home for a much longer period of time.

What should we expect to see as they witness their income shrink?

More anxiety? Depression? Suicide attempts?

Officials might have a real reason to worry about pandemics, but using government force to restrict businesses, even those whose customers

are willing to do business despite the potential health risks, is clearly immoral.

As government officials use the sanctity of life as an excuse to keep people from living their lives, we lose people to hopelessness. And perhaps

that alone proves that lockdowns are simply not worth it.

Employees who were suddenly thrust into this type of environment reported mixed reviews.

Some loved it, claiming they felt more connected to their family, less stressed, and more likely to become more efficient. Others reported that

things were not looking up.

In some cases, people saw an increase in negative behavior while others reported difficulty dealing with addictions, depression, and other

mental issues.


https://fee.org/

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A key benefit of ASU Prep Digital is that it allows enrolled students to attend concurrent online classes through Arizona State University, accumulating

college credits while still in high school and dramatically reducing the cost of college when those credits are ultimately transferred

to a four-year university. Moreover, students who do well academically at ASU Prep Digital automatically meet the admission requirements to

attend Arizona State University.

The best news? ASU Prep Digital is tuition-free for Arizona residents and, at just under $7,000 a year, an affordable option for many out-ofstate

high school students as well. When parents consider that the tuition includes college credits during high school that ultimately defray

university costs, it becomes even more appealing.

Sure enough, enrollment at ASU Prep Digital skyrocketed 700 percent this year over last year, to 4,500 students. The school’s CEO, Julie

Young, led the Florida Virtual School from its inception in 1997 as the nation’s first public, fully online school. She told Inside Higher Ed that

school shutdowns and related remote learning plans are responsible for ASU Prep Digital’s recent enrollment surge.

“We are definitely hearing from families that the pandemic is a catalyst for our growth,” she said, acknowledging that many parents were

uncertain about the quality of their school district’s remote learning approach and valued more well-established, reputable online learning

options.

Zoom School Gets An F, But Some Online Learning

Providers Excel

By Kerry McDonald

Tuesday, December 15, 2020

While remote education has largely

been a failure, many private online

learning providers are seeing their

enrollment numbers climb, as parents

search for better options.

Students in 40 percent of school districts across the country haven’t been inside a classroom since last spring, and others are now returning

to virtual “Zoom school” as coronavirus cases rise. Remote public schooling as a response to school shutdowns has been a disaster for many

children, with a record number of F grades issued this academic year. Both parents and kids are fed up with Zoom school, and teachers are

frustrated with it as well. The Washington Post ran a headline this month saying we must finally admit that “remote education is a failure.”

It’s important to make a distinction here: Remote pandemic public schooling may be a failure, but remote education more generally is flourishing.

Many private, online learning providers are seeing their enrollment numbers climb, as parents search for high-quality, virtual education

options for their children and teens. Here are three remote education programs that are excelling during the pandemic:

My Tech High

My Tech High was launched 12 years ago by entrepreneur and educator, Matt Bowman, and it has experienced rapid growth. With the 2020

school shutdowns, My Tech High’s popularity surged, growing 150 percent over last year to serve nearly 20,000 students in eight states. Most

of the students attend tuition-free, accessing My Tech High through innovative partnerships with charter school networks and some school

districts that allow for a more personalized, home-based education for young people ages 5 to 18. It’s been a particularly big hit with military

families who move around a lot and value the program’s consistency and customization.

“We have seen that when it’s done right (i.e. NOT Zoom-schooling all day), students can truly thrive in a personalized education program like

My Tech High,” says Bowman. Entrepreneurship is a cornerstone principle at My Tech High, and children of all ages are encouraged to be

creative and inventive. “With our focus on tech and entrepreneurship,” says Bowman, “we have students as young as 5 years old learning the

basics of coding and we’ve had 8 year old students start their own profitable businesses.”

Arizona State University (ASU) Prep Digital

ASU Prep Digital is a K-12 virtual charter school network affiliated with Arizona State University that offers a particularly innovative program

for high school students across the country. Fully online and self-paced, the ASU Prep Digital high school program is high-touch with regular,

live, online check-ins with teachers and mentors. It is fully accredited and students can receive a high school diploma if they choose. They can

Galileo

Galileo is an online, self-directed learning program for homeschoolers, unschoolers, worldschoolers and other students who are seeking a bit

of structure, access to more classes, and a lot of community. Daily, virtual check-ins with a teacher and small groups of students around the

globe offer opportunities for consistent social connection, goal-setting, group presentations, and accountability. Classes are offered throughout

the week on a wide range of topics, from history, math, and foreign languages to debate clubs, music clubs, book groups, and entrepreneurship

incubators. Tuition plans start at $2,000 per year, or parents can choose a monthly option that allows them to cancel at any time.

Launched in the summer of 2019 by a group of parents, educators, and software developers, Galileo has grown from 20 students in its

inaugural group to 159 students this fall in 28 countries. Lizz Quain, a director at Galileo, says that while some of these students likely would

have joined Galileo regardless of the pandemic, school shutdowns and remote learning have boosted enrollment. “Some former public and

private school families who were disillusioned with the traditional school system and wanted a change anyway did enroll, are enjoying this

new (to them) way of learning, and plan to stick around,” Quain told me in a recent interview. “Some of those parents were so aghast at how

their previous schools were handling distance learning, realized that their kids weren’t getting a good education, decided to look for a better

online learning environment, and found Galileo.”

Quain believes that the trend toward remote learning was already emerging before 2020 and that parents will continue to seek enriching

and effective virtual education models for their children. “The future of online learning was happening pre-pandemic. The pandemic just

brought it to the forefront and to the masses,” says Quain. “Unfortunately traditional schools don’t know how to do online learning well. Future-focused

and innovative edtech companies such as Galileo are being created to disrupt the traditional education model by truly engaging

students, making learning fun again, and allowing for individualized learning, for students to pursue their passions and to create life-long,

independent learners.”

Pandemic Zoom school may be a short-lived failure, but online learning is set to soar. Families have grown more comfortable with virtual

interactions this year, more parents will telework post-pandemic, and many students appreciate flexible, customizable education approaches—particularly

when they offer an accelerated pathway to college or career goals.

Innovative, private online learning providers will continue to emerge and expand, offering more high-quality, low-cost, individualized education

options for students and families. As Quain says: “Once students get a taste of the freedom to choose what they want to learn, it’s not

the easiest transition to return to a top down, authoritarian, and institutional learning environment.”

also enroll as a part-time student, taking a la carte classes to supplement other learning.


https://fee.org/

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Why?



“It’s likely that private schools face stronger competitive pressures to provide a safer school environment and improve mental health if they

want to remain open,” Dills explained. “Public schools, on the other hand, are more likely to be burdened with government regulations that

make it difficult for them to control discipline policy and create strong school cultures.”

These results only supplement the evidence showing that school choice improves test scores and family satisfaction.

The lesson here goes beyond how school choice improves youth mental health, as important as that may be. This study offers yet another

demonstration that public policies that embrace competition and choice will always outperform those that force one-size-fits-all solutions.

This article has been republished with permission from the Washington Examiner.


https://fee.org/

School Choice Reduces Teen Suicide, New Study Finds

By Brad Polumbo

Sunday, December 20, 2020

When students who face bullying at

their public school can go elsewhere,

it literally saves lives.

Elijah Robinson attempted suicide as a teenager. Why? Well, as a queer and mixed-race student, he faced vicious bullying in his public school.

Thanks to a Florida program, he was able to switch schools and attend a private Christian school where he did not face bullying or discrimination.

Students at private schools are statistically less likely to have bullying problems. Robinson later concluded, “If I had stayed at my previous

school … I honestly think I would have lost my life.”

A new study confirms that Robinson’s experience is not an outlier. It shows that alongside reopening schools, which science shows are not

sources of significant coronavirus transmission, school choice policies can help heal the mental health crisis plaguing youth.

Happy Holidays & Happy New Year from The Stevie® Awards

Hi Pamela,

This is of crucial importance because adolescent suicide and mental health problems were already major issues before the coronavirus pandemic.

Suicides among those aged 10 to 24 spiked 56% from 2007 to 2017, becoming the second-highest cause of death among teenagers

and young adults.

Now, with lockdowns and school closures sapping away their social bonds and quality of life, we have witnessed a disturbing rise in suicide

and mental health issues among young people. The Centers for Disease Control and Prevention reported that 1 in 4 young people contemplated

suicide during a one-month period over the summer amid the first pandemic peak and harsh lockdowns.

School choice programs can help alleviate this pain and suffering by allowing more young people the educational opportunities that best fit

their needs. These policies include the expansion of charter schools and tuition voucher programs that provide low-income families with money

to attend private schools.

From everyone at the Stevies, we’d like to take this opportunity to wish you a well-deserved rest this holiday season

and wish you a Happy New Year.

May your talents and success propel your business forward in 2021!

Stay safe and healthy,

The Stevie Awards

With those options, families don’t have to remain trapped into sending their child to the local public school by default. So, for students who

face bullying or are not at schools that suit their needs, they can go elsewhere. Families who like their public schools and students who are

succeeding there are, of course, free to choose to stay put.

The new study shows the benefit that choice brings to those who need it. Authored by the Reason Foundation’s Corey DeAngelis and economist

Angela Dills, it provides empirical backing to the intuitive conclusion that school choice can reduce suicide among teenagers.

It concludes that “the estimated effect of a charter school law translates to about a 10% decrease in the suicide rate among 15 to 19-yearolds.”

It also finds that 30-year-old adults who had attended private school were 2% less likely to report having a mental health condition.

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Most of my important life skills came from the root of play and unguided exploration. The classes I took were helpful, and the guidance I

had was invaluable. But the things that really equipped me for life were the times when I was given something new — be it a new tool or raw

information — and let loose to go play with it.

Case in point: when I was in first grade, my mom signed me up for a class that involved learning how to knit. I learned from that class, of

course. But the real learning came after, when I was knitting just for fun. I learned new stitches, because I was fascinated to discover what I

could make with my hands. I learned new patterns, and then I made my own.

That was the root of my business when I was 12—selling handknitted dolls to friends and the moms in our homeschool community, made

with patterns I’d designed myself. This new exploration led to building new skills—like bookkeeping, because I wanted to keep track of the

money I’d suddenly discovered how to make.

And thus my childhood of play became a teenagehood of real-world exploration, which in turn became an adulthood I was well-equipped to

embrace.

As I got older, I started to notice the same trend in other homeschooled kids. They were just more interesting. They’d had the freedom to go

explore things, and their explorations had led them to interesting places. I see the same trend now working with young adults — the ones

Why a Childhood of Play Is the Best Education

By Hannah Frankman

Monday, December 28, 2020

When I was a kid, my parents let me play.

I grew up homeschooled, so I had more time than other kids—the bulk of which was spent running wild.

My education was helpful. But only

to the extent that I’d been given the

freedom to play with it.

I did do schoolwork—I wasn’t unschooled. But the bulk of my memories from childhood are of playing: constructing forts in the woods, building

Playmobil towns in the living room, making up stories I could dress up and act out.

I wasn’t stuck in a classroom all day, and I wasn’t tied up with after-school programs either. Instead of shuttling me from soccer to band to

who had the freedom to explore as children seem to find it easier to succeed as adults.

In his book How Will You Measure Your Life, Clayton Christensen talks about the resources we provide our children (summer camp, sports,

dance lessons, other organized activities), our culture’s obsession with them, and the potential cost.

“When we so heavily focus on providing our children with resources, we need to ask ourselves a new set of questions: Has my child developed

the skill to develop better skills? The knowledge to develop deeper knowledge? The experience to learn from his experiences?” writes

Christensen, who served as the Kim B. Clark Professor of Business Administration at the Harvard Business School until his recent death.

He goes on to make the argument that focusing too much on activities puts children in the position of absorbing, but not knowing what to do

with all these resources — like a child who can memorize in school but can’t use that information to create anything new.

clarinet lessons, my mom let me loose to do whatever I wanted (within reason).

We’re so worried about giving children the best raw resources that we don’t give them any time to learn what to do with them.

So I built things. I read stories. I drew pictures and ripped holes in my jeans and got muddy and made a mess of the house and had the most

amazing time.

And because there was nothing I had to do, I wanted to try everything.

When I read novels, it inspired me to write my own. When I read about Laura Ingalls Wilder making her own clothes, I tried to teach myself

how to sew too. When I looked at doll catalogs and couldn’t pay for the doll clothes I wanted, I used my new sewing skills to make my own

versions.

I thought I was just having fun, but really I was learning an important lesson: how to be self-directed. I didn’t need instructions from anybody

else. And that’s a foundational life skill.

When I was in early elementary school, I discovered that my grandparents’ friends thought my exuberance was cute and were willing to encourage

my creations by “buying” them for a few quarters. At age 12, I started a full-on business.

Not because I wanted to work — it was all play, but it was play bleeding into real life. When you’re free to pursue your interests, the lines between

the two can blur fast.

Building a fort in the living room becomes rearranging your own room, which quickly leads to real organizational and interior design skills. And

that’s a life skill. People make careers as interior designers — and even if someone only ever uses that skill in their own home, it still improves

Christensen again:

“The end result of these good intentions for our children is that too few reach adulthood having been given the opportunity to

shoulder onerous responsibility and solve complicated problems for themselves and others. Self-esteem — the sense that ‘I’m

not afraid to confront this problem and I think I can solve it’ — doesn’t come from abundant resources. Rather, self-esteem

comes from achieving something important when it’s hard to do.”

When society measures the success of parents by the amount of camps they’ve signed their children up for, it’s scary to pull away from that.

What if you’re doing something wrong?

But what if it’s not your pulling away that’s wrong, but rather the premise that children learn from activities, rather than from the spaces in

between?

When I grew up and struck out into the world for the first time, the lessons that guided me weren’t the ones that came from the classes I’d

taken or the activities I’d shown up for. The lessons that guided me were the ones I gained from play — learning to the task, entrepreneurship,

self-direction, even self-knowledge.

The rest of my education was helpful. But only to the extent that I’d been given the freedom to play with it.

their quality of life.


https://fee.org/

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NHEG Adult Advisory GROUP

Our Adult Advisory Crest was updated by Courteney Crawley- Dyson,

with helpful advice provided by Jeff Ermoian and Mike Anderson.

Original design from Kevin Adusei and Student Group members.



NHEG has created an Adult Advisory Group that offers support and advice to the founder and board members

during in-person/online meetings.

If your interest is piqued, please keep reading.

WHAT IS THE ADULT ADVISORY GROUP?

The Adult Advisory Group brings unique knowledge and skills to complement those of the board

members and help the organization grow and succeed.

ADDITIONAL INFORMATION

Members will not be compensated for their time

One-year minimum commitment

Members must sign a confidentiality agreement

Group cannot issue directives

Members may be replaced at the director’s discretion.

BENEFITS

Opportunities to give back to community and improve local education

Positive public exposure

Atmosphere full of different ideas/perspectives

Networking

MEMBER RESPONSIBILITIES

Assist with public relations and fundraising

Meet every three (3) months

Offer the director and board members honest, constructive and positive feedback for correcting

identified problems

OPTIONAL SUPPORT

Offer financial and/or expert support

Assist with daily functions and activities

https://www.NewHeightsEducation.org/who-we-are/NHEG-groups/Adult-Advisory-Group/

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order to feel safe, shy children often stand back and watch an activity.

They begin the socialization process by observing and listening to the

interactions of others. When they feel comfortable they move closer.

Listening, smiling, and enjoying social interactions. Have them smile

and say things such as, “It’s fun to play this game with you!”

Making simple conversation about school work, sports, or television



truly know the pain of another. Use books and workbooks which deal

with loss in helpful ways.

http://www.kellybear.com

THE SHY CHILD

By Leah Davies, M.Ed.

Shyness is often misunderstood because it is not one emotion, but

a mixture of fear, tension, apprehension and/or embarrassment.

Shy children seem to lack confidence and are self-conscious especially

in new surroundings or when they are the center of attention.

Changes in the environment and school pressures are also factors

that affect a child’s demeanor. Symptoms of shyness may include

gaze aversion, a soft tone of voice, and/or hesitant or trembling

speech. It is noteworthy that shyness is not necessarily a negative

attribute. Many shy children exhibit an ability to please and think for

themselves. Being reserved can also be a worthy personality trait. It

is when shyness is severe that educators need to be concerned.

Heredity, culture, and environment can each play a role in a child’s

shyness. If a child’s family tends to be aloof and sequestered, there

is a likelihood that the child will be somewhat inhibited. In addition,

if the adults in a child’s life constantly call attention to what others

think of the child or allow him or her little autonomy, shyness may

result.

Later, they may speak to a teacher or peer, and after time begin to

relate to other children.

What can educators do to facilitate the development of a shy child’s

social skills?

1. Create a caring relationship with the child by attempting to understand

his or her thoughts, fears and other emotions. Reassure

τhe child that all children feel inhibited at times.

2. Since a shy student may become more self-conscious when confronted

with a loud voice, speak softly and clearly. Be prepared to wait

patiently for a reply to a question because the child may need time to

respond.

3. Be accepting of a shy child’s reticence to participate. Allow the

child time to adjust to a situation. This will increase his or her sense of

security and self-confidence.

4. Refrain from forcing a child to participate in group activities. Instead,

provide nonthreatening ways for the child to interact with peers.

Sometimes pairing a quiet child with an extroverted child can produce

a positive learning experience for both students.

5. Notice and comment on a child’s strengths including qualities such

as kindness and athletic or academic ability. If you feel the attention

will embarrass the child make the compliment in private.

6. Help the child see that everyone makes mistakes and that no one

is perfect. Encourage him or her to keep trying by emphasizing that

making an effort is what you consider important.

7. If you label a child as “shy,” your description may become a permanent

characteristic of the child. Instead, say something like, “Everyone

shows. Comments the children may make are: “I like reading too.”

“What sport do you like?” or “What’s your favorite TV show?”

Being good listeners and not interrupting.

9. Meet with the parent or guardian. Ask the parent to reinforce the social

skills listed above. Encourage the parent to help the child do things

for him or herself. Brainstorm ways to increase positive peer interactions

for the child so that he or she can become more outgoing and independent.

Stress that the parent should not label their child “shy” or call the

shyness a “problem.” Instead, have the parent call the child a “thinker.”

Help the parent recognize that every child is different and that it’s okay

for a child to take time before responding or participating.

If the above measures are unsuccessful and extreme shyness and/or

anxiety persist, refer the child for additional professional help.

HELPING CHILDREN COPE WITH LOSS


The death of a parent, family member, friend or even a pet can be

devastating to a child. Parental separation, divorce, relocation, illness

or accident may be traumatic as well.

Yet, there are actions school counselors and teachers can take to help

children cope with loss. When working with hurting children, remember,

they do not “get over” a significant loss, instead they learn how to

live with it

3,Reassure the child that feelings of shock, sadness, loneliness, anger,

anxiety, fear and guilt are normal reactions to grief. Expect some

new behaviors and provide a safe emotional outlet for negative feelings.

These may include tearing up old magazines, punching a pillow,

scribbling on paper, pounding clay or blocks, writing down feelings,

yelling, or crying. Let the child know that it is natural to feel angry, but

it is not okay to hurt others.

4,Provide opportunities for the child to participate in activities designed

to help in the healing process. These may include: writing, reading,

telling stories, creating crafts, planting plants, making a memory

book or treasure box, paying tribute, participating in rituals.

5,Accept that each child’s experience with loss is unique; the reaction

can be intense as well as sporadic. A grieving child often needs to

take a break and engage in play activities since emotions concerning

loss are so powerful. As a child passes through life’s developmental

stages, these feelings often resurface. Attempts to hurry the healing

process can be detrimental.

6,Provide a support group for bereaved children who are facing similar

circumstances. The group can provide acceptance, companionship,

and an environment where emotions and concerns can be freely

expressed. If prolonged periods of change in a child’s temperament,

eating, sleeping, and/or interests occur, additional professional attention

may be required.

is different. Melissa is a thinker. She watches and learns about what’s How can you help?

The problem with a child being extremely shy is that he or she may

happening before participating.”

1,Acknowledge a child’s grief through kind words, gentle actions, and

be perceived by peers as unfriendly and disinterested. Children

8. Teach specific social skills through various means including role

unconditional support. Whenever possible, coordinate with the family

may avoid playing with a shy child, thus hampering his or her social

playing, and/or using dolls or puppets. Have the children practice:

so that the child receives consistent messages. Help the parent see

development and increasing the chances of a child having low

that protecting the child from the truth can have negative consequences

like increasing confusion, fear and resentment. Together, help the

self-esteem. With few friendship or communication skills, shy children

may become lonely and depressed, which can interfere with

Holding their heads up, smiling and making eye contact when they are

speaking. Say, “If you look at me while you are talking, I will be able to child face reality by using simple, straightforward language like “He

reaching their full potential. Educators can assist children, whose

hear what you have to say.”

died,” not “He has gone to sleep,” or “She’s gone away.”

shyness interferes with their social development and learning, by

Greeting a peer with enthusiasm. For example, have the children say

helping them relate comfortably with others. If no assistance is

things like, “Hi, my name is Tommy! What’s your name?”

2,Show understanding by being compassionate and offering your

provided, shyness may worsen.

Beginning a conversation by saying, “What school did you go to last

calm, silent presence. If the child shares an emotion, reflect and validate

it by restating the feeling. For example, say, “That was very sad.”

year?” or “What do you like to play?”

It should be noted that the process of socialization takes time. In

Saying, “I know how you feel,” is not helpful because one can never

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HELPING CHILDREN COPE WITH SCHOOL TRANSITIONS

By Leah Davies, M.ed.

Children report that moving, leaving friends, and changing grades,

schools or classes can cause great anxiety. Transitions for some

students result in academic difficulties, social/emotional problems,

decline in self-concept, poor motivation, decreased attendance, and

increased dropout rates. Since schools are charged with helping

children become well-adjusted citizens, school personnel have an

important role in assisting students’ adaptation to change.

When children enter a school, they are confronted by standards of

behavior, teacher expectations, and social pressure to fit in with their

peers. Children who are different in any way often have difficulty ad-

• In the spring preceding a major school move, have the younger

students write questions regarding the new setting. Then

ask older students to participate in a panel discussion of the

concerns. Or, have older students visit each lower classroom to

share what the next year will be like and to answer questions.

Various formats may be used, but the chosen plan needs to

provide younger children with an opportunity to share their

fears and to hear encouraging responses to them. Thus, they

can build favorable expectations during the summer months.

• Provide a new school orientation program or open house for

children and parents. Include staff introductions, curriculum

and scheduling information, school procedures, student expectations,

disciplinary actions, and other pertinent policies. A

Power Point or video presentation may be included along with

However, Dr. Gardner contends that a broader, more in-depth study of

disciplines is necessary for mastery to be achieved. He also states that

not enough consideration is paid to children who demonstrate artistic,

musical, kinesthetic, and other intelligences and that many talented

children do not receive reinforcement for their particular intellectual

gifts. Since some children do not easily grasp the curriculum presented

in a standard way, he theorizes that they may be labeled as underachievers,

Learning Disabled (LD), Attention Deficient Disordered

(ADD), or as having another disorder.

One of the features of the Multiple Intelligence theory is that there are

more than verbal/linguistic and logical/mathematical ways to learn. If

a teacher is not reaching a student, the theory emphasizes the importance

of using several other teaching methods. Various schools in the



________ Foster a sense of humor.

________ Seek out and maintain at least one close personal

friend.

Make a list of things that you enjoy doing that are good for you.

Arrange to do one a day.

Write down how you see yourself a year, five years, or ten years

from now.

Share your ideas and goals with someone you trust.

Write down at least five of your worries.

Rank order your list by their importance in your life.

By each worry write ACCEPT, CHANGE, or REJECT.

For each worry decide what your first step will be toward accepting,

changing or rejecting it.

Carry out the steps you listed.

justing to new environments. Hyperactive and special needs children

may find conforming difficult and may require individual consideration.

Children who do not speak the predominant language used at

a tour of the school and a question and answer session.

• Often student orientation programs occur during an assembly

at the beginning of the school year. Or they may be held for

United States have adopted the MI approach that is flexible, child-centered

and fosters independent thinkers. Teachers at these schools

determine how each child learns best and then adapt their instruction

SUCCESSFUL TEACHERS


school have an additional challenge to overcome.

Transitional periods are also opportunities for growth if children have

learned coping skills and are given an opportunity to understand and

adapt to their new environment. Ideally, a transition team is composed

of school counselors, teachers, administrators, parents and

students. They collaborate, plan and support student transitions by

acknowledging student concerns and by creating a sense of belonging

in the new environment.

Some strategies for helping children cope with change are as follows:

• Provide parents and students with a clearly written handbook in

their language concerning school regulations, policies, procedures,

parent involvement, classes, study skills, and other

details.

• Since many parents can access the Internet, furnish a school

website with basic information. It could include a virtual tour of

the school, procedures for enrolling, registration forms for new

students, and other facts to help children transition more easily.

• Greet visitors with a welcome sign and have student art work

displayed throughout the building. Offer school tours for new students

and their parents by individuals who are enthusiastic and

knowledgeable about the school, classes and activities.

a day or more prior to school starting. Representatives from

clubs and organizations are asked to describe their group in

some unique way. In addition, an orientation program may

MULTIPLE INTELLIGENCES


In 1983, Howard Gardner, a noted Harvard psychologist and educator,

wrote Frames of Mind. In it he claimed that human intelligence was

more than a score gleaned from administrating an intelligence (IQ)

test. He said that IQ tests cover verbal, logical, and some spatial intelligence,

but lack acknowledgment of other forms of intelligence. After

much research, he theorized that there are multiple intelligences that

dictate how children and adults process and understand information.

Dr. Gardner’s Theory of Multiple Intelligences (MI) validates what

teachers have observed. Children think and learn in different ways. His

work provides educators with a framework for reflecting on alternative

methods of teaching and assessing student learning. He proposes

that schools adopt the MI approach as an effective way to help every

student master material. Using his approach, teachers identify and

support each child’s capabilities.

and curriculum accordingly. These teachers often have creative freedom

to explore various teaching approaches, such as:

• Helping children identify and develop all of their intelligences;

• Teaching lessons using music, art, drama, movement, cooperative

Before educators can help students cope with their problems and be

ready to learn, they must first take time to care for themselves. The

following are ways educators can take control of their lives and manage

their own stress so that they will be available to assist their students.

________ Accept yourself as an imperfect human being.

________ Believe that you have value and that you can make a contribution

to humanity.

________ Accept responsibility for yourself and your behavior.

________ Exercise.

________ Eat well-balanced meals.

________ Get enough rest.

COPING WITH STRESS


________ Avoid using tobacco, alcohol or other drugs.

________ Cultivate a hopeful attitude by saying encouraging things to

Teachers set the tone in a classroom and can affect children’s lives

in profound ways. What teachers do and say encourages or discourages

their students. When teachers model acceptance and caring

for all children, the students are likely to follow their example. The

resulting classroom climate is conducive to children’s growth and

development. Children thrive when teachers:

• Sincerely like them and believe in their worth

• Are dedicated to helping children learn

• Are enthusiastic about teaching and inspire their students

• Are prepared, consistent and firm

• Provide a nurturing, safe environment

• Accept themselves as imperfect and freely admit to making mistakes

• Model fairness, honesty and dependability

• Listen carefully and give recognition freely

• Are sensitive and respectful of children’s individual differences

• Provide an opportunity for children to help formulate classroom rules

• Help children feel important by allowing them to make choices

• Have clear, high, reasonable expectations for children’s work

• Acknowledge children’s efforts and successes no matter how small

• Stress that it is okay to make mistakes because they are a natural part

of learning

• Avoid threats, sarcasm, favoritism and pity

• Focus on solutions to problems rather than on punishment

• Teach children how to solve their problems peacefully by listening to

each other and by compromising

• Provide opportunities for children to encourage and applaud one

another

• Involve parents or guardians as partners in their children’s education

• Invite them to dream, share goals, and to think of themselves as being

successful

Most teachers and administrators in the United States are required to

place emphasis on linguistic and logical/mathematical abilities.

yourself.

________ Develop effective communication skills.

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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

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.

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=AQAAAAEBAQEBAQEBAQEBAQEBAQEBJhjBeBolhNg3r1dBvplztUDw2CNJI6h4z3i5IvJ80knjrQYlQTPn8NYX7f-

CZBQD_3dfqTwXfFpDbi78E6g_aVQ==

New Video

https://youtu.be/KHkfw6VPgYc

Sincerely,

Erin Anderson

HELP SPREAD THE WORD!

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Attention potential guests!

4/20

Attention potential guests!

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

Heights Show on EducaƟon.”

Option 1.

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

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

hosts, and your product or service will be shared on our blog and in one edition of our bi-monthly magazine. All products

must be educational and family friendly, and they must respect NHEG values and beliefs. Products will also need

to be approved by our research department before you can be a guest on our show.

Option 2.

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

to NHEG. This includes outside instructors looking to sell courses via our website. All such services will be reviewed

and approved by our research department.

Option 3.

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

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

posts. That way, if someone clicks on it and downloads it, we earn a percentage of anything that person ends up buying

within 24 hours of clicking the link.

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

book or product, yours is considered a sponsored post, and we suggest you refer to our advertising costs or one of the

options above.

Guidelines:

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

1. All guest posts must be original content.

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

up and use them as a series of posts.

1. We welcome submissions from both experienced and beginner writers.

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

subject line. Send in plain text.

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

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

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

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

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

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

author.

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

posting date.

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

https://www.paypal.me/NHEG

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

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

your post being rejected (this is valid for both individual authors and those submiting through tour companies).

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NHEG SUPPORT GROUPs

NHEG Support Groups provide various support to not only our board members but to students, parents and the teachers in Ohio.

Each group provides a pivotal function in our organization to strengthen our programs and services plus help support and educate children and adults, so they can build a much stronger educational background

STUDENT LEADERSHIP COUNCIL STUDENT ADVISORY GROUP VETERANS & FIRST RESPONDERS

SUPPORT GROUP

ADULT ADVISORY GROUP

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

HOME SCHOOL FAMILY SUPPORT GROUP

Learn More About AAG

CHARTER SCHOOL SUPPORT GROUP


PUBLIC SCHOOL SUPPORT GROUP


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NHEG Membership Levels

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

of the New Heights Educational Group website.

Audio

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

broadcast and 3 times during rebroadcast):

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

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

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

produced for a $250 fee.

Video Streaming

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

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

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

Becoming a Member of NHEG

1. Select the membership level

1. Fill out the registration form

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

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

Banner Advertising

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

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

Level

Standard NHEG Member

Student Membership expires after 6 Months.

Teacher Membership expires after 6 Months.

Price

Free

$10.00 every 6 Months.

$35.00 every 6 Months.

Full: $7,000

» 13-week sponsorship of show series

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

(3 during live broadcast, 3 during rebroadcast)

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

» Opening & closing billboards on show

» One live mention by host

» Banner ad on host page

» Banner ad on host personal/business website

Half: $3,000


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

(2 during live broadcast and 2 during rebroadcast)




» Possible guest appearance with NHEG staff. (subject to

approval)

NHEG Membership Navigation

1. Account Profile

1. Account Confirmation

1. Membership Levels

1. Membership Checkout

1. Account Invoice

1. Cancel Account

1. Billing Info

Quarter: $1,750


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

(1 during live broadcast, 1 during rebroadcast)




» Possible guest appearance with NHEG staff. (subject to

approval)

Optional Advertising for Half and Quarter Sponsors


» Audio commercial production: $250

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

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

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

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

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

and slows development.

VOLUNTEERS RATINGS

Joagg

Volunteer 12/31/2020

Rating:5

I am currently working as a Volunteer Lead HR Coordinator. I am blessed to have Pamela as my supervisor. Its a great

place to work and learn new things. Join NHEG if you are looking for career growth opportunities.

OUR RECIPES

STUFFED CROWN ROAST OF PORK RECIPE

INGREDIENTS

Number of servings

14

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

OUR RECIPES

Watercress, for garnish, optional

Special equipment: roasting pan fitted with roasting rack

DIRECTIONS

Preheat oven to 375 degrees F. Set rack on the bottom third of the oven so the roast will fit completely inside.

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.

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.

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.

Fill the cavity with Apple Pecan Stuffing.

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

DAING NA BANGUS RECIPE

INGREDIENTS

• 2 pcs. Boneless Bangus ( Milkfish ), Butterflied with skin-on

• 2/3 cup vinegar

• 1 tsp. salt

• 1/4 tsp. freshly ground black pepper

• 4 cloves crushed garlic.

• 4 tbsps. of cooking oil

BANANA SPLIT “CAKE RECIPE

INGREDIENTS

• 9 HONEY MAID Honey Grahams, crushed (about 1-1/2 cups)

• 1 cup sugar, divided

• 1/3 cup butter, melted

• 2 pkg. (8 oz. each) PHILADELPHIA Cream Cheese, softened

• 1 can (20 oz.) crushed pineapple in juice, drained

• 6 bananas, divided

• 2 pkg. (3.4 oz. each) JELL-O Vanilla Flavor Instant Pudding

• 2 cups cold milk

DIRECTIONS

1. Marinating Instructions:

2. Flatten Bangus with skin on top and place in baking pan (or any flat surface

like baking pan)

3. Sprinkle the crushed garlic on all the Bangus surface

4. Now pour in vinegar, then season with pepper and salt.

5. Safely cover and narinate Bangus in the refrigerator overnight to get full flavor.

6. To Cook:

7. In a hot frying pan, add the 4 tbsps. of cooking oil and heat till it just starts to smoke over medium-high heat.

• 2 cups thawed COOL WHIP Whipped Topping, divided

• 1 cup chopped PLANTERS Pecans

DIRECTIONS

1. MIX graham crumbs, 1/4 cup sugar and butter; press onto bottom of 13x9 inch pan. Freeze 10 min.

2. BEAT cream cheese and remaining sugar with mixer until blended. Spread carefully over crust; top with pineapple. Slice 4 bananas;

arrange over pineapple.

3. BEAT pudding mixes and milk with whisk 2 min. Stir in 1 cup COOL WHIP; spread over banana layer in pan. Top with remaining COOL

WHIP. Refrigerate 5 hours. Slice remaining bananas just before serving; arrange over dessert. Top with nuts.

8. Place the Bangus fillet, skinside down.

9. Lower heat to medium and cook uncovered about 4 minutes each side.

10. Brown the marinade garlic and place it on top of the bangus.

11. Serve Daing na Bangus with rice, and atchara.

CORNBREAD, JALAPENO MAPLE BACON RECIPE (GLUTEN FREE)

INGREDIENTS

• 1-1/2 C Good cornmeal (coarse is nice)

• 1/2 C All-Purpose flour (or Domata gluten-free flour)

• 1/8 lb hog jowl bacon, diced (your best smoked bacon)

• 1/4 C of the best, pure maple syrup you can acquire

• 2 jalapeno peppers, (split, with ribs and seeds removed) diced

• 1 T + 1 tsp baking powder

• 1/2 tsp fine salt

• 1 C whole milk OR 1/2 each -whole milk & buttermilk (try it - or you

can use whole milk)

• 1 lg egg

• 1/4 C oil (use the bacon fat first, then top up with canola)

DIRECTIONS

1. Turn your oven to 425 degrees with the rack in the middle, as you

bring everything together

2. In a medium bowl, combine all the dry ingredients and whisk and

shake until well mixed

3. In another bowl, combine the buttermilk, maple syrup, and eggs.

Whisk vigorously to frothy

4. In a 7 inch to 10 inch cast iron skillet, saute the minced bacon over

medium heat to render as much fat as possible. When the bacon is

well cooked, remove the bacon with a slotted spoon to a little dish

to cool

5. Roll the bacon fat in the skillet around to well coat the sides of the

pan, then pour the fat into a measuring cup and, if necessary, top

to 1/4 C with canola - some fat left in the skillet is fine

6. Put the cast iron skillet back on the now-turned-off burner

7. Incorporate the wet ingredients with the dry ingredients - just

enough to combine them. You now have a batter.

8. Whisking, slowly add the 1/4 C of oil to the batter

9. Turn the burner on medium-high under the oiled, empty skillet

10. Add the cooked bacon and minced jalapenos to the batter and mix

well with a whisk or spatula for 1 minute. The pan should be smoking

about now

11. Pour the batter into

the hot skillet - hear

it sizzle? Turn off the

flame and pick up a

pot holder

12. Move the hot, batter-filled

skillet into

the oven quickly and

close the door

13. Set the timer for 25

minutes. When the timer goes off, your cornbread should be done,

with a beautiful golden top, and a toothpick or skewer stuck down

to the bottom in the middle of the cornbread should come out

clean. If not, pop the skillet back in the oven for 5 minutes. Opening

the oven door has dropped the heat, so 5 minutes will not burn

your bread, but will dry it a bit more. Now. It is done!

14. Set the pan on a cooling rack for about 5 minutes. If you have properly

seasoned your skillet, you need only place your hand close to

the cornbread and turn the pan upside down. Give it a little shake

and the round should drop onto your hand. You can then put the

plate on it and flip it right side up.

15. Otherwise, put a plate over the skillet and, holding the skillet and

plate firmly, flip them to dislodge the cornbread onto the plate.

If the bread doesn’t drop, hold the inverted skillet just above the

plate and tap the botton of the skillet with the butt of a knife. The

cornbread will be upside down, so repeat with a second (serving)

plate to get it right side up.

16. Or you can serve in out of the skillet, cutting it into about 8 wedges.

Try this with my Texas Chuck Wagon Chili...

CREOLE PERFECT SWEET POTATO PIE RECIPE

INGREDIENTS

• 4 large eggs

• 2 C cooked sweet potatoes or yams (mashed, sieved, blended or processed)

• 1 C dark brown sugar

• 1/2 tsp fine sea salt

• 1/2 tsp ground ginger

• 1/2 tsp ground cinnamon

• 1/2 tsp grated nutmeg

• 1/2 tsp pure vanilla extract

• 1/8 tsp ground cloves

• 1-3/4 C half & half or evaporated milk

• 1 pastry shell for a 9 inch pie (works great in a gluten-free crust)

DIRECTIONS

1. As the oven preheats to 450 degrees, whip the eggs in a bowl until well combined.

2. Add the pureed potatoes and whisk to combine

3. Add the brown sugar, salt and all the spices and whisk

4. Add the half & half (or evaporated milk) and whisk

5. Ladle the filling into the pastry shell

6. Bake 15 minutes at 450 degrees

7. Reduce the heat to 300 degrees and bake approximately 30 minutes longer, or when a toothpick inserted 1 inch from the pie’s center

comes out clean

8. Remove from the oven and allow to cool on a rack

9. Serve cooled, with a dollop of real whipped cream or ice cream - or Rice Drean, if you are lactose intolerant,

ALL RECIPES ARE FROM THE COOKEATSHARE

https://cookeatshare.com

FUNDRAISING FOR NHEG

Fundraising for NHEG earns money through various fundraising programs,

so the more you participate, the more we earn for our student programs and services.

We provide step-by-step instructions for participating in each program,

especially if you have accounts with these partner websites already.

BOX TOPS FOR EDUCATION

BOOKS BY THE BUSHEL

PIZZA HUT DOUGH FOR

DOLLARS PROGRAM

LITTLE CAESAR’S PIZZA KIT

FUNDRAISING PROGRAM

AMAZONSMILE

DONATE A CAR

JANE GOODALL'S

ROOTS & SHOOTS PROGRAM

For more details, visit our website

https://www.NewHeightsEducation.org/support-NHEG/fundraising-for-NHEG/

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:

How and Why…

Home School Math

can be vastly

Superior to

Public School Math

VastlySuperiorMath.com/NHEG

“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


F U N C O R N E R

What You Need:

• Bird Seed

• Flat Baking Tray

• Large Pine Cone (or papertowel roll)

• Smooth Peanut Butter

• Table Knife

• Something to cover the table (this activity gets messy!)

• String messy!)

• String

Ιnstructions:

1. Cover the table with newspaper or plastic.

2. Pour some bird seed into your baking tray

3. Help your child spread the peanut butter on the pine cone or

papertowel roll

4. Roll the pinecone (papertowel roll) in the bird seed

5. Tie a piece of string (at least a foot long) to the top of the pine

cone (papertowel roll)

Birds usually take a few days to locate new food.

Keep a bird book handy. Can you and your child identify what kids

of birds are visiting the bird feeder?

When the pine cone is pecked clean, make another!

www.booksbythebushel.com

MAKE YOUR OWN SNOWGLOBE

What you need:

• A clean jar with a water-tight lid (test it by filling it with water

and turning it upside-down

• Waterproof figurine that fits inside the jar (legos work!)

• Waterproof glue (super glue, hot glue)

• Glitter

• Glycerin-makes the glitter float (optional and found at drug

stores)

• Water

Instructions:

1. Remove the lid from the jar and set the jar aside

2. Place the lid upside down on a hard surface and help your child glue the figurine(s) to

the bottom of the lid

3. Let the glue dry completely

4. Have your child add a few dashes of glitter to the jar, along with a few drops of glycerin

5. Help your child fill the jar almost to the top with water

6. Screw the lid on tight and turn the jar upright

7. Have your child shake gently and watch the glitter float around!

www.booksbythebushel.com

http://www.booksbythebushel.com/free-literacy-activities/


FREE LITERACY ACTIVITIES

Download as many as you like!

Join our e-newsletter to receive more

FREE classroom activity ideas!

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

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seasonal activities

Social Emotional activities weather activites

126 127

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.

January-February2021

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