September-October 2021

ISSUE 9- 10

September - October 2021

New NHEG Heights Magazine Educational | September Group - October

www.NewHeightsEducation.org

EDITORIAL TEAM

NHEG MAGAZINE

TABLE OF CONTENTS

PAGE 30-35

NHEG INTERNET RADIO

PROGRAM

PAGE 114-119

KELLY BEAR PRESS

PAGE 42-43

PAGE 124-125

EDITOR IN CHIEF

Pamela Clark

NewHeightsEducation@yahoo.com

MISSING CHILDREN

PAGE 46-47

ATTENTION POTENTIAL

GUESTS!

PAGE 126-127

PRODUCTION MANAGER

PROOFREADERS/EDITORS

PHOTOGRAPHERS IN THIS ISSUE

Marina Klimi

MarinaKlimi@NewHeightsEducation.org

Laura Casanova

LauraC@newheightseducation.org

Brendan Kelly

Pamela Clark

Fran Wyner

Caroline Chen

PAGE 02

EDITORIAL TEAM

STUDENTS’ ARTICLES

PAGE 50-59

THE NHEG LEARNING

ANNEX

PAGE 62-63

NHEG DATA

PAGE 64-65

NHEG BIRTHDAYS

ANNIVERSARIES

NHEG SUPPORT GROUPS

PAGE 128

VOLUNTEERS RATINGS

PAGE 132-137

RECIPES

PAGE 140-141

GET YOUR FREE EBOOK

PAGE 144-145

PAGE 04

THOUGH OF THE MONTH

PAGE 70-71

THE WALK IN AND OUT

OF DARKNESS

NATIONAL HISTORY BEE

NATIONAL SCIENCE BEE

PAGE 146-147

PAGE 12-19

NHEG MEDIA PACK

PAGE 22-25

THE STEVIE® AWARDS 2021

PAGE 74-75

VIRTUAL READING

PROGRAM

PAGE 82-89

PRESS RELEASES

FUN CORNER

PAGE 152-153

NHEG PARTNERS

& AFFILIATES

PAGE 28-29

VOLUNTEERS PAGES

PAGE 94-105

FEE ARTICLES

PAGE 106-107

SUPPORT NHEG WITH

YOUR DONATIONS

2 2 3

3



Thought for the Month

As we enter another Fall Season,

we wish each of you a joyous

transition.

We hope that your school year is

full of creativity

and enjoyable learning.

Pamela Clark

Founder/ Executive Director of

The New Heights Educational Group,

Inc.

Resource and Literacy Center


http://www.NewHeightsEducation.org

Learning Annex

https://School.NewHeightsEducation.org/

A Public Charity 501(c)(3)

Nonprofit Organization

New Heights Educational Group Inc.

14735 Power Dam Road, Defiance, Ohio 43512

+1.419.786.0247

Welcome to the official

New Heights Educational

Group store.

Where you can purchase

NHEG branded products.

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

4 4 5

5

2020 Top-Rated

Nonprofits using GreatNonprofits

You can read it at the following link

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

NHEG MEDIA PACK

Pamela Clark

Founder/Executive Director



www.School.NewHeightsEducation.org

14735 Power Dam Road by appointment only

Defiance, Ohio 43512

419-786-0247

Mission Statement

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

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

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

acquisition of materials.

We promote a healthy learning environment and enrichment programs for families

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

Student Services

New Heights Education Group promotes a healthy learning environment and enrichment

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

needs.

Student

Parents and Teachers

● Tutoring ● Classroom Resources

● Academic Growth Assessment ● Education Technology

●

Support for Children with Special

Needs

●

Teacher Resources and Training

● Computer and Internet Resources ● Tutoring Resources

●

Scholarship Searches and College

Exam and Prep

● Private Library (in progress)

● Leadership Opportunities

● Online Courses

● NHEG Baton Corp. and NHEG Color

Guard

Discounted and Free Online Classes

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

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

homeschooled or attending a charter, private or public school.

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

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

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

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

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

partnered with others who provides free courses through our site.

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

courses and Roots and Shoots.

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

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

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

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

our volunteer teachers or tutors.

More Student Services

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

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

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

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

difference.

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

outlet for adults to have a voice in improving education.

NHEG Travel Programs offer students and teachers the opportunity to experience

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

More Student Services

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

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

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

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

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

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

More Services

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

photographers for school and senior pictures.

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

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

Silicon Valley High School.

Comic book

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

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

82,593 views.

Find us on….

Social Media

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

Education Hero of the Year

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

OF THE YEAR

Julia Landy

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

YEAR & American Business Awards/ PRODUCT DEVELOPER OF THE YEAR

Marina Klimi

5th Annual 2020 Pillar World Awards

Advancing Diversity Within Community

GOLD WINNER

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

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

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

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

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

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

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

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

Congedo, Leah Sedy

X3

Click on the image to go to NHEG

site


Advancing Global Diversity

SILVER WINNER

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

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

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

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

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

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

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

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

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

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

Hammond


Diversity Hiring Team of the Year

GOLD WINNER

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

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

Caroline Chen, Nimisha Basarkar

Diversity Leadership of the Year

GOLD WINNER

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

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

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

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

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

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

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

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

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

Diya Sharma Dannah Altiti Ashmeet Kaur Mariam Qudoos Israa Hammond


Diversity Team of the Year

SILVER WINNER

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

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

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

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

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

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

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

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

Ashmeet Kaur Mariam Qudoos Israa Hammond


Management Diversity of the Year

GOLD WINNER

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

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

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

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

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

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

7th Annual 2020 Customer Sales and Service World Awards

Executive Excellence | Creative of the Year

SILVER WINNER

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

Executive Excellence | Leader of the Year

Bronze

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

change | Pamela Sue Clark

Executive Excellence | Rising Star of the Year

SILVER WINNER

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

Executive Excellence | Rising Star of the Year

BRONZE WINNER

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

program | Allene Yue

7th Annual 2020 Customer Sales and Service World Awards

Executive Excellence | Team Builder of the Year

SILVER WINNER

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

volunteers. | Jyoti Aggarwal

Executive Excellence | Visionary of the Year

GOLD WINNER

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

Business Development Outstanding Performance of the Year

GOLD WINNER

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

website for 4 years | Michael Anderson

Business Development Outstanding Performance of the Year

SILVER WINNER

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

many projects | Pamela Clark and her team of volunteers

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

International Business Awards

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

Organizations - Medium-size category - International Business Awards

3987 Human Resources Executive of the Year Anusha Nemali 2020 Stevie

Awards for Great Employers (Main) Bronze Stevie Winner

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

Great Employers (Main) Bronze Stevie Winner

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

(Main) Gold Stevie Winner

X3

Customer Service & Support Staffer of the

Year (non-executive)

New Heights Educational Group | Defiance, OH

USA | Michael has been volunteering with us for

the last 4years. | Michael Anderson


USA | Production Manager of our Magazine,

publishing bi-monthly | Marina Klimi

Product Developer of the Year (non-executive)


USA | Production Manager of our new comic book

| Tyler Maxey-Billings

2020

2020 ABA Gold Award Winner -

Product Management/Development Executive of the Year

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

2020 ABA Bronze Award Winner -Product Developer of the Year

2020 ABA Bronze Award Winner - Support Staffer of the Year

Stevie Winner -Silver – Sales & Customer Service

2019

Bronze – Sales & Customer Service

Bronze – Product Management/Development Executive of the Year

Golden Bridge Awards

2019

Company of the Year

(Diversified Services)

Gold

Company of the Year

(Non-Profit or Government Organizations)

Gold

Company of the Year

(Education and Training)

Bronze

2019

Letter from Representative Craig S. Riedel

Letter from Senator Sherrod Brown

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

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

Educator Grant.

Guidestar Platinum - 3 years in row

Guidestar Gold - 4 years in a row

Student Video

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

Statistics

https://youtu.be/TJAXzKJ377g

Groups

https://youtu.be/pcrv7zkDWo8

Parents looking for help

https://youtu.be/p72mVegaFpQ

Volunteering

https://youtu.be/KkE86hDicNk

Learning Annex

https://youtu.be/Pexki5Sb6PI

Program and Services

https://youtu.be/gv7vanN-OkY

NHEG Color Guard and NHEG Baton Corp.

https://youtu.be/dRIg2c3o8MM

Achievements and Awards

https://youtu.be/UQerxgyDxzs

New Heights Show on Education

https://youtu.be/SBHizbhPafw

2021 Julia Landy 5 star

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

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

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

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

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

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

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

2020 Joagg 5 star

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

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

opportunities.

2019 Tammy Marie Barham 5 star

Testimonials I

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

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

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

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

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

family.

Testimonials II

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

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

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

extremely thankful to continue partnering with their wonderful team members.

KBuchhop - General Member of Public

11/24/18

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

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

thankful to have found you!

Frances T

9/17/18

More testimony:

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

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

Testimonials III

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

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

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

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

feel at home.

savleengrewal

10/12/17

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

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

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

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

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

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

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

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

students.

Sapna Shukla

10/11/17

Testimonials IV

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

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

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

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

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

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

CelticKat (2016)

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

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

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

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

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

would recommend New Heights to everyone.

Misty Brittig (2015)

Testimonials V

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

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

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

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

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

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

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

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

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

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

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

NHEG has helped me tremendously.

Desiree (2014)

Testimonials VI

NHEG Media Pack 2021

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

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

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

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

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

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

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

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

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

kids and insights she gets for kids.

Billy S (2014)

Many more testimonials can be seen by visiting:

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



www.School.NewHeightsEducation.org

14735 Power Dam Road by appointment

Defiance, Ohio 43512

419-786-0247

NHEG Brochure 2021

Please vote for us

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

2021 American Business Awards® Stevie Award Winner

Press Release

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

2021 American Business Awards®

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

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

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

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

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

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

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

Tickets for the virtual event are now on sale.

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

for consideration in a wide range of categories,

including

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

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

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

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

NHEG Awards Won

22 23

The Stevie® Awards 2021

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

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

The following nominations are honored as

Gold Stevie Award winners:


Bronze Stevie Awards:


Bronze Stevie Awards:

Nomination: Pamela Clark - Education Hero of the Year

Category: Education Hero of the Year

Status: Gold Stevie Winner

Nomination: Julia Landy - Support Staffer

Category: Support Staffer of the Year

Status: Bronze Stevie Winner

Nomination: Marina Klimi - Marketer of the Year

Category: Marketer of the Year


Nomination: Marina Klimi - Product Developer of the Year

Category: Product Developer of the Year


24 25

New Heights Educational Group (NHEG) announces

a new affiliation with FedEx.

NHEG will receive an income percentage

with orders placed through the FedEx website!

Pamela Clark,

Director of NHEG, believes that many know the

name of this company and utilize their services.

FedEx is familiar!

Thank you FedEx for this amazing opportunity to

help us grow!

26 27

VOLUNTEER PAGES

New Volunteers

Volunteers of the Month

Nina Le

Date of Hire: 7/14/21

Student Leadership Council

Name Samantha Caldera


Graphic Designer/Cartoonist

Dylan Schnur

Date of Hire: 7/27/2020 - 6/16/21

returned to volunteer again on 7/17/21

Statistical Data Assistant/Compiling

Educational Resources

Delilah Caldera


Cartoonist/Graphic Designer

Meng Wang


Compiling Educational Resources/Data

Entry

Widya Imanesti


HR Coordinator

Jyoti Aggarwal

Michelle Alwin

Michael Anderson

Hamsatu Bolori

Jody Bowden

Katie Buchhop M.

Samantha Caldera

Delilah Caldera

Laura Casanova

Sampan Chaudhuri

Erika Hanson

Katherine Hayes

Rhone-Ann Huang

Kristina Kafle

Meghna Kilaparthi

Marina Klimi

Chandra Kudumula

Julia Landy

Nina Le

Joyce Lin

Alina Sheikh

Olaniyan Taibat

Satya Vedula

Meng Wang

Elizabeth White

Sheila Wright

Frani Wyner

Allene Yue

Anish Chelliserikatil

Yichen Liu

Caroline Chen

Tyler Maxey-Billings

Kristen Congedo

Nayana Mogre

Javier Cortés

Alexandre Oliveira

Vy Dinh

Arianna Penzo

Sarika Gauba

Charlotte Picardo

Greta Gunnarson

Dylan Schnur

Sad Goodbye to Arianie McGee and Khrista-Cheryl

Cendana - we wish you both all the best!

Daniela Silva we wish you each the very best

THE INTERNET RADIO PROGRAM FROM

NEW HEIGHTS EDUCATIONAL GROUP

Internet Radio Show Spots now available

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

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

All advertisements must be family friendly.

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

If interested, please visit our website for more details.

https://Radio.NewHeightsEducation.org/

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

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

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

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

that lists all the shows that have been released.

U.S. PRESIDENT’S VOLUNTEER SERVICE AWARD

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

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

VOLUNTEER HOURS

About PVSA

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

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

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

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

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

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

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

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

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

Criteria

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

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

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

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

factor considered for the award.

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

Awards are issued by approved Certifying Organizations.

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

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

Eligibility

Pamela Clark – Bronze – Silver – Gold – Life Time

Briana Dincher – Gold

Khrista- Cheryl Cendana – Bronze – Silver

William Naugle – Bronze – Silver – Gold – Life Time

Michael Anderson – Bronze – Silver – Gold

Robert Hall – Bronze – Silver – Gold

Sapna Shukla – Bronze – Silver

PVSA RECIPIENTS

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

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

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

38 39

For every new subscription to PEACE Readers INTL

$25

will be donated to:

New Heights Educational Group

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

FAQ’s: https://read4peace.org/faq/

Contact: d.white@read4peace.org

Good Info, Better People, a Greater Cause

40 41

DOB: Jan 12, 2007

DOB: Dec 12, 2003

Sex: Female

ANYONE HAVING INFORMATION SHOULD CONTACT

DON’T HESITATE!

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

NCMEC: 1426169

NCMEC: 1427993

Missing Since: Jul 14, 2021

Missing From: Columbus, OH

Missing Since: Aug 6, 2021

Missing From: Youngstown, OH

DOB: Jan 28, 2004

Wiilson Riivera

Age Now: 14

Isaabeellllaa Saavaagee

Age Now: 17

Sex: Female

Sex: Male

Race: White

Race: Hispanic

Hair Color: Brown

Eye Color: Green

Height: 5'5"

Weight: 115 lbs

Hair Color: Brown

Eye Color: Brown

Height: 5'7"

Weight: 136 lbs

Wilson was last seen on August 6, 2021.

Isabella was last seen on July 14, 2021.


Case handled

by


Case handled

by

NCMEC: 1427018

NCMEC: 1422124

Extra Phhootoo

Missing Since: May 30, 2021

Missing From: Hamilton, OH

Missing Since: Jul 27, 2021

Missing From: Columbus, OH

DOB: Jun 4, 2006

Shalisha Nall

Age Now: 17

Age Now: 15

Joohhnn McCoonnnnellll

Sex: Male

Race: White

Race: Black

Hair Color: Red

Eye Color: Hazel

Height: 5'10"

Weight: 225 lbs

Hair Color: Brown

Eye Color: Brown

Height: 5'3"

Weight: 110 lbs

Shalisha was last seen July 27, 2021. She may wear wigs.

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


Case handled

by


Case handled

by

42 43

44 45


Is education important for kids to succeed?

Written by Charlotte Picardo and Proofread by Laura Casanova

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

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

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

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

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

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

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

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

than in school or other institutions.

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

school district it is in.

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

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

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

learning in several parts of the world.


4. Reading/writing learners

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

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

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

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

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

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

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

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

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

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

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

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

Helpful links to check out:

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

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

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

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

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

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

1.Visual learners

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

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

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

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

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

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

2.Auditory learners

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

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

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

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

3.Kinesthetic learners

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

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

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

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

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

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

46 47

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

StackSocial, and their affiliate links, including StackSkills,

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

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

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

high-quality courses on NHEG’s website.

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

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

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

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

affordable opportunities to all students and their families.”

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

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

“Congratulations! Pamela Clark, a recognized

NSHSS Educator at

New Heights Educational Group Resource

and Literacy Center,

is honored to share this

opportunity with students that earn placement in

the National Society of High School Scholars."

https://www.nshss.org/

48 49

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

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

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

course taught by one of our volunteer teachers or tutors.

NHEG is launching a Genealogy and Education

Course and a DNA and Education Course.

Taught by Heather Ruggiero, our Financial

Literacy course is a self-taught class that helps

you build a better understanding of your finances.

HOLIDAYS AROUND THE WORLD

The orphan trains operated between 1854

and 1929, relocating about 200,000 orphaned,

abandoned, or homeless children.

This class will instruct students on how to apply for a

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

This Class is free to the public and will be available

through Google Classroom.

ENROLL HERE

ENROLL HERE

ENROLL HERE

ENROLL HERE

ENROLL HERE

http://School.NewHeightsEducation.org/

FOREIGN LANGUAGES

This course will also teach students basic writing. For

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

course will assist students in getting theirs!

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

week and will be open for middle school to adult students

will learn to speak and write Japanese

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

speaking and literacy skills of the Spanish speaking. This

course will help facilitate functional English both at work and

during the student’s daily life.

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

speaking and literacy skills of the Spanish speaking. This

course will help facilitate functional English both at work and

during the student’s daily life.

ENROLL HERE

ENROLL HERE

COMING SOON

COMING SOON


MUSIC COURSES

NHEG Music Program will offer many musical opportunities including:

Music Theory, History of Music, Famous Composers, Famous

Musicians, individual lessons, instrumental lessons, and much more.

These lessons will range in price from free to low cost classes.

Google Classroom Code: qaqcewm

INTRODUCTION TO PIANO: ALLENE

Google Classroom Code: etgactm

ENROLL HERE

FAMOUS COMPOSERS OF THE PAST: ALLENE

Google Classroom Code: ebdjipk

ENROLL HERE

Violin Vision is a course dedicated to educating

scholars on playing the violin and sight-reading music.

The course has been divided according to the level of

difficulty of content across various topics, including

music theory and actual violin playing.

ENROLL HERE

ENROLL HERE


Pre-Algebra course is taught by Meghna Kilaparthi. It is an online course with recorded lectures that will help you strengthen

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

your mathematic and, more specifically, algebraic skills. This course will encompass topics such as adding, subtracting, multiplying

and dividing whole numbers, fractions and decimals as well as discussing percentages, powers, roots, measuring the

area and volume, negative numbers and solving algebraic equations with and without variables.

Topic 1 – Adding, Subtracting, Multiplying and Dividing Whole Numbers

(Chapter 1 and 2)

Topic 7 – Negative Numbers (Chapter 11)

Topic 6 – Simple Algebra Equation (Chapter 10)

Topic 2 – Fractions (Chapter 3, 4, and 5)

Topic 8 – Longer Equations (Chapter 12)

Topic 3 – Decimals (Chapter 6)

Topic 9 – Combining x’s and Fractions with x’s (Chapter 13 and 14)

Topic 4 – Percents (Chapter 7)

Topic 10 – Powers and Roots (Chapter 15)

Topic 5 – Measuring Length, Area and Volume (Chapter 8 and 9)

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

Pre-Calculus with Chinmay Arvind Chapters 1 - 7, (special note for Sarika, we might

need to have another instructor finish this course)

Learn Function Basics, Polynomial Functions, Rational Functions, Exponential and

Logarithmic Functions, Radical Functions, Power Functions, Triangle Trigonometry,

Trigonometric Functions, Trigonometric Identities, Vectors and Polar Coordinates,

Systems, Matrices, and Determinants, Analytic Geometry, : Sequences, Probability,

and Statistics, Introduction to Calculus, and many more topics. All off which will

prepare you for the Calculus course.

Sign up now free with members to our Learning Annex.

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

ENROLL HERE

The Animation Course

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

of creating stories & animating them.

Purchase Course

The Drawing Course

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

animation course to increase your drawing skills.

Purchase Course


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NHEG BIRTHDAY

NHEG ANNIVERSARIES


SEPTEMBER

OCTOBER

SEPT 02

Janene Kling

OCT 7

Jane Wen

SEPT 20 Michael Anderson

OCT 12 Victoria Lowery

SEPT 13

Marina Klimi

OCT 10

Ming Wei Chong

SEPT 18 Caroline Chen

OCT 15

Michael Anderson

SEPT 23

William Atkinson

OCT 19

Kristina Kafle

SEPT 26

Aayush Gauba

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65

65

66 67

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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/

70 71

72 73

VIRTUAL READING PROGRAM OVERVIEW

New Heights Educational Group is now offering a free three-tier Reading Program. Available for multiple

age groups.

If you don’t have Zoom, go here to sign up and download the software on your computer.

One Tier

is a virtual reading program designed for young children to read books along with

6-year-old Rishaan Gupta twice a month. (Pre-school – 1st grade students)

No sign-up is necessary just visit YouTube to listen to his playlist or sign up to access

the Google Classroom.

Two Tier

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 “Hog Mollies”

books were written by 2nd & 7. Each book is 30 pages and contains a different lesson and moral. There are

13 “Hog Mollies” books, and we have now read all of them. Don’t worry “Hog Mollies” is releasing another

book this summer. Check back for updates.

All second-graders are welcome to join.

All virtual readings are available from our site and YouTube Channel.

Three Tier

We are excited to announce the launch of a brand-new book club!

Only teens and high school-aged students can join at this time!

How can you say no to the following?

Books of “Your Choice” to be read together!

First focus will be on YA books

Resources to access books

Zoom meetings bi-monthly with meeting times selected by club members!

Prizes! (Maybe NHEG Books to be given away to readers or other prizes?)

Sign up starts now! Book club will start on September 10, 2021.

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

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Press Releases

08/16/2021

New Heights Educational Group WINS Gold and Silver STEVIE®

Winners to Be Celebrated During Virtual Ceremony on December 8

Defiance, Ohio – August 16, 2021 – New Heights Educational Group (NHEG) was named the winner of two Gold

Stevie® Awards in the categories of Company of the Year - Diversified Services - Medium-size and Education Hero of

the Year. The organization was also named the winner of one Silver Stevie® Award Company of the Year - Business or

Professional Services - Medium-size category in The 18th Annual International Business Awards® today.

The International Business Awards are the world’s premier business awards program. All individuals and organizations

worldwide – public and private, for-profit and nonprofit, large and small – are eligible to submit nominations. The 2021

IBAs received entries from organizations in 63 nations and territories.

As the ongoing COVID-19 crisis will prevent winners from receiving their awards on stage during a traditional gala IBA

banquet, winners will be celebrated instead during a virtual ceremony on Wednesday, December 8.

More than 3,700 nominations from organizations of all sizes and in virtually every industry were submitted this year for

consideration in a wide range of categories, including Company of the Year, Marketing Campaign of the Year, Best New

Product or Service of the Year, Startup of the Year, Corporate Social Responsibility Program of the Year, and Executive

of the Year, among others. This year’s competition also featured a number of categories to recognize organizations’

and individuals’ responses to the COVID-19 pandemic.

Some of the judges comments include:

--You are doing a noble job in education.

--NHEG is providing a lifeline for people with special needs. This is a very good cause and worthy of recognition. A few

testimonials from the beneficiaries and schools would have been great supporting material.

--This is a very good initiative

--Great social cause and appreciate Pamela’s fearless leadership.

--This is an inspirational story about a very good initiative. Keep up the good work!

--Very good accomplishment towards reading and learning and giving back to the community.

--Impressive work done by this organization in a segment that is often ignored. The organization clearly fulfills a need,

and appears to have done well. Their efforts need to be honoured.

--New Heights Educational Group (NHEG) has done phenomenal work with children affected with ADHD, bipolar disorder,

autism and neurological disorders.

Pamela Clark, Executive Director of NHEG, stated, “We are honored by this win, the volunteers who work tirelessly for

our organization, the families we serve and the judges’ comments. I’m blessed with a supportive family as well. This

organization is my life’s work, and something I’m passionate about. Being blessed with those who support the cause is

crucial to what we do and continue to accomplish.”

Stevie Award winners were determined by the average scores of more than 260 executives worldwide who participated in

the judging process from June through early August.

“What we’ve seen in this year’s IBA nominations is that organizations around the world, in every sector, have continued

to innovate and succeed, despite the setbacks, obstacles and tragedies of the ongoing COVID-19 pandemic,” said Stevie

Awards president Maggie Gallagher. “All of this year’s Stevie Award winners are to be applauded for their persistence and

their resilience. We look forward to celebrating their achievements with them during our December 8 virtual

awards ceremony.”

Details about The International Business Awards and the lists of Stevie Award winners are available at

www.StevieAwards.com/IBA.

About NHEG

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

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

and acquisition of materials.

We promote a healthy learning environment and enrichment programs for families of preschool and school-age children,

including children with special needs.

About the Stevie Awards

Stevie Awards are conferred in eight programs: the Asia-Pacific Stevie Awards, the German Stevie Awards, the Middle East

& North Africa Stevie Awards, The American Business Awards®,

The International Business Awards®, the Stevie Awards for Women in Business, the Stevie Awards for Great Employers,

and the Stevie Awards for Sales & Customer Service. Stevie Awards competitions receive more than 12,000 nominations

each year from organizations in more than 70 nations. Honoring organizations of all types and sizes and the people behind

them, the Stevies recognize outstanding performances in the workplace worldwide. Learn more about the

Stevie Awards at www.StevieAwards.com.

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2021

New Heights Educational Group (NHEG) Wins Globee® in the 6th

Annual 2021 American Best in Business Awards

New Heights Educational Group Named Winner in the 6th Annual 2021 American Best in Business

Defiance, Ohio —July 13, 2021 —NHEG and its Executive Director Pamela Clark announced today that The Globee®

Awards, organizers of the world’s premier business awards programs and business ranking lists, has named New

Heights Educational Group a 4x winner in the 6th Annual 2021 American Best in Business Awards.

6/18/2021

People’s Choice Award Nomination and Voting

Because of NHEG’S following nomination(s) has won a Stevie® Award in one of the Company of the Year categories in

The 87th Annual International Business Awards®, it has been automatically included in voting for the People’s Choice

Stevie Awards for Favorite Companies, which is now open for voting at http://peopleschoice.stevieawards.com:


Voting will conclude on 1 October at 11:59 pm ET / 23:59. The top vote-getter in each category will receive a crystal

People’s Choice Stevie Award trophy. Winners of the People’s Choice Stevie Awards will be shipped their awards, at no

Executive Hero of the Year | Effective Leadership During COVID-19

--BRONZE GLOBEE® WINNER

New Heights Educational Group | Defiance, Ohio, USA | Amazing Online Growth and Achievements | Pamela Clark,

Executive Director

cost, prior to the 8 December virtual award ceremony.

Only nominees with a minimum of 100 votes will be eligible to win.

Special notes for Marina: You can influence the results of the People’s Choice voting by encouraging your customers,

employees, fans, and followers to vote for your organization. Simply place the following image on your web site, in

your social media communications, in your email templates, and/or in special email messages to your customers and

Education Hero of the Year

--GOLD GLOBEE® WINNER

New Heights Educational Group | Defiance, Ohio, USA | Amazing Online Growth and Achievements |

others. Following the image is the HTML code to associate with it. When your customers, employees, fans and followers

click on the image with the associated HTML code, they will automatically be taken to the People’s Choice voting

web site, where they will vote for your organization simply by clicking the VOTE button.

--BRONZE GLOBEE® WINNERS

Another option to encourage voting is to distribute the Short Code provided below. This Short Code is unique to your

Team of the Year | During COVID-19

nomination. Your customers, employees, fans and followers will be able to input this Short Code at http://peopleschoice.stevieawards.com

and automatically vote for your organization.

New Heights Educational Group | Defiance, Ohio, USA | Amazing Online Growth and

Achievements | Board Members: Pamela Clark, Jon Aitken, Sheila Wright, Kristen Congedo

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

--SILVER GLOBEE® WINNER

SVHS for continued sponsorship and support of NHEG

For donating the Mystery Photo Package $75 for Recognition Day

Raffle from Frani Wyner

Walmart $500 Grant

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2021

New Heights Educational Group | Defiance, Ohio, USA | Amazing Online

Growth and Achievements | Board Members: Pamela Clark, Jon Aitken,

Sheila Wright, Kristen Congedo

The American Best in Business Awards are open to all organizations with at least one or more offices in the United

States of America. All organizations operating in the U.S.A. — large to small and startups, government, public and private,

for-profit and nonprofit — are eligible to submit nominations for the American Best in Business Awards in a wide

range of categories honoring achievement in every aspect of business and work life.

More than 35 judges from a wide spectrum of industry experts participated in the judging process.

Our Mission:

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

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

and acquisition of materials.

We promote a healthy learning environment and enrichment programs for families of preschool and school-age children,

including children with special needs.

“The New Heights Educational Group is proud to have been named a 4x winner by the Globee Awards,” says Pamela

Clark. “Behind this distinguished success is our team of volunteers from around the world and our relentless drive to

stay customer focused and help families achieve their dreams and inspire people to know that all things are possible

through hard work, a good work ethic and team spirit. We strive to give people with educational woes the opportunity to

fall in love with education and enjoy learning.”

See the complete list of 2021 winners here:

7/17/2021


New Heights Educational Group, (NHEG) was named Best Literacy

Promotion & Support

Pamela Clark, Executive Director of NHEG, stated, “We are thankful for this honor and want to thank the organization

and judges of Acquisition International for this honor.”

Acquisition International (Al) is honored to formally announce the results of the inaugural Non-Profit Organisation

Awards. Through our merit-driven initiative, Al has sought to recognize and reward those working tirelessly within their

given dedicated sector and cause. Our 2021 victors have demonstrated an award-worthy commitment to positive

change, as well as striving to make a pragmatic and effective impact for those in need of their support.

The Acquisition International team is committed to recognizing these organizations who work tirelessly for the well-being

of others, and as such the Awards Coordinator for 2021, Harwinder Pawar, has said — ‘l offer a sincere congratulations

to all of the well-deserved victors of our inaugural awards. I hope the accolade stands as a testament to your

unwavering efforts and hope it sets you in good stead for the rest of 2021 and onward!’

Acquisition International prides itself on the validity of its awards and winners. The awards are given solely on merit and

are awarded to commend those most deserving for their ingenuity and hard work, distinguishing them from their competitors

and proving them worthy of recognition.

To learn more about our award winners and to gain insight into the working practices of the

“best of the best”, please visit the Acquisition International website

(https://www.acquisition-international.com/) where you can access the winners supplement. You can view NHEG’s Recognition:

https://www.acquisition-international.com/winners/New-Heights-Ed ucational-Group/.

https://globeeawards.com/american-business-awards/winners/

Stay posted and read success stories of organizations by subscribing to the Globee

Newsletter: https://globeeawards.com/subscribe/

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6/29/2021

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

2021 Golden Bridge

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

Business and Innovation Awards

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

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

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

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

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

BEE® WINNER

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

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

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

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

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

BRONZE GLOBEE® WINNER

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

BRONZE GLOBEE® WINNER

New Heights Educational Group | Defiance, OH USA |

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

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

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

Yue, Linghua Ding, Leah Sedy, Meghna

About the Globee Awards

Globee Awards are conferred in eleven programs and competition: the American Best in

Business Awards, Business Excellence Awards (Best Employers), CEO World Awards®, Communications Excellence Awards, Customer

Sales & Service World Awards®, Cyber

Security Global Excellence Awards®, Disruptor Company Awards, Golden Bridge

Awards®, International Best in Business Awards, IT World Awards®, and Women World Awards®. Learn more about the Globee

Awards at https://globeeawards.com.

twitter @globeeawards #globeeawards #americanbestinbusiness #americanawards

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Congrats to NHEG Volunteer

Bruno Moses Patrick on his

upcoming nuptials.

We wish you both all the best.


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Virtue, Not Virtue Signaling: Grammy-Winning Pop Singer

Unveils Plan to Open Free Private Schools for

Underprivileged Kids

By Brad Polumbo

More celebrities should back up their

rhetoric with this kind of tangible action.

Tuesday, June 8, 2021

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

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

school system.

Did Public Schools Really Improve American Literacy?

By Brad Polumbo

The popular assumption is that most

Americans were illiterate before the

creation of our public education system

in the 1830s, but is it true?

Tuesday, June 8, 2021

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

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

school system.

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

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

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

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

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

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

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

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

up and take flight.”

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

up and take flight.”

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

failing, one-size-fits-all system.

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

failing, one-size-fits-all system.

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

Source: The Foundation for Economic Education (FEE)

https://fee.org/


https://fee.org/

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By the way, the failure of government schools doesn’t affect everyone equally.

Parents with economic resources (such as high-profile politicians) can either send their kids to private schools or move to communities where

government schools still maintain some standards.

But for lower-income households, their options are very limited.

Minorities disproportionately suffer, as explained by Juan Williams in the

Wall Street Journal.

The Failure of Public Schooling in One Chart

By Daniel J. Mitchell

Public school spending has become a

costly failure.

While 40% of white Americans age 25-29 held bachelor’s degrees in

2013, that distinction belonged to only 15% of Hispanics, and 20% of

blacks. …The root of this problem: Millions of black and Hispanic students

in U.S. schools simply aren’t taught to read well enough to flourish

academically. …according to a March report by Child Trends, based on

2015 data from the National Assessment of Educational Progress (NAEP),

only 21% of Hispanic fourth-grade students were deemed “proficient” in

reading. This is bad news. A fourth-grader’s reading level is a key indicator

of whether he or she will graduate from high school. The situation is

worse for African-Americans: A mere 18% were considered “proficient” in

reading by fourth grade.

Wednesday, December 21, 2016

While I have great fondness for some of the visuals I’ve created over the years (especially “two wagons” and “apple harvesting“), I confess that

none of my creations have ever been as clear and convincing as the iconic graph on education spending and education outcomes created by

the late Andrew Coulson.

I can’t imagine anyone looking at his chart and not immediately realizing that you

don’t get better results by pouring more money into the government’s education

monopoly.

But the edu-crat lobby acts as if evidence doesn’t matter. At the national level, the

state level, and the local level, the drumbeat is the same: Give us more money if you

care about kids.

So let’s build on Coulson’s chart to show why teachers’ unions and other special

interests are wrong.

Gerard Robinson of the American Enterprise Institute and Professor Benjamin Scafidi

from Kennesaw State University take a close look at this issue.

But Juan points out that the problems aren’t confined to minority communities.

The United States has a national education problem.

The problem isn’t limited to minority students. Only 46% of white

fourth-graders—and 35% of fourth-graders of all races—were judged “proficient”

in reading in 2015. In general, American students are outperformed

by students abroad. According to the most recent Program for International Student Assessment, a series of math, science and reading tests

given to 15-year-olds around the world, the U.S. placed 17th among the 34 Organization for Economic Cooperation and Development countries

in reading.

This is very grim news, especially when you consider that the United States spends more on education – on a per-pupil basis – than any other

country.

Here’s a table confirming Juan’s argument. It lacks the simple clarity of Andrew Coulson’s graph, but if you look at these numbers, it’s difficult

to reach any conclusion other than we spend a lot in America and get very mediocre results.

Juan concludes his column with a plea for diversity, innovation, and competition.

…education is important to the economic and social well-being of our nation, which is why it

is the No. 1 line item in 41 state budgets. …Schools need extra money to help struggling students, or so goes the long-standing thinking of traditional education

reformers who believe a lack of resources – teachers, counselors, social workers, technology, books, school supplies – is the problem. …a look back at the

progress we’ve made under reformers’ traditional response to fixing low-performing schools – simply showering them with more money – makes it clear that

this approach has been a costly failure.

And when the authors say it’s been a “costly failure,” they’re not exaggerating.

Since World War II, inflation-adjusted spending per student in American public schools has increased by 663 percent. Where did all of that money go? One

place it went was to hire more personnel. Between 1950 and 2009, American public schools experienced a 96 percent increase in student population. During

that time, public schools increased their staff by 386 percent – four times the increase in students. The number of teachers increased by 252 percent, over 2.5

times the increase in students. The number of administrators and other staff increased by over seven times the increase in students. …This staffing surge still

For black and Hispanic students falling behind at an early age, their best hope is for every state, no matter its minority-student poverty rate, to take full responsibility

for all students who aren’t making the grade—and get those students help now. That means adopting an attitude of urgency when it comes to saving a

child’s education. Specifically, it requires cities and states to push past any union rules that protect underperforming schools and bad teachers. Urgency also

means increasing options for parents, from magnet to charter schools. Embracing competition among schools is essential to heading off complacency based

on a few positive signs. American K-12 education is in trouble, especially for minority children, and its continuing neglect is a scandal.

He’s right, but he should focus his ire on his leftist friends and colleagues. They’re the ones (including the NAACP!) standing in the proverbial

schoolhouse door and blocking the right kind of education reform.

P.S. This is a depressing post, so let’s close with a bit of humor showing the evolution of math lessons in government schools.

P.P.S. If you want some unintentional humor, the New York Times thinks that education spending has been reduced.

exists today. From 1992 to 2014 – the most recent year of available data – American public schools saw a 19 percent increase in their student population and

a staffing increase of 36 percent. This decades-long staffing surge in American public schools has been tremendously expensive for taxpayers, yet it has not led

P.P.P.S. Shifting to a different topic, another great visual (which also happens to be the most popular item I’ve ever shared on International

to significant changes in student achievement. For example, public school national math scores have been flat (and national reading scores declined slightly) for

17-year-olds since 1992.

Liberty) is the simple image properly defining the enemies of liberty and progress.


https://fee.org/

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They see opportunities for entrepreneurship more clearly.

The surface area for opportunities to come to them is greater, because they’re around in the real world and exposed to them.

Both of these advantages make a big difference.

2. Freedom to Lean Into Opportunities

Back when I was working my first office job, I remember my CEO’s homeschooled kids coming into the office to run a bake sale.

They had made the connection that their dad had a bunch of hungry employees, that they had baking skills, and that those two things went

well together. They made cookies and Rice Krispy bars and some cute signs and brought them all into the office one Friday around lunchtime.

If I remember correctly, they made bank.

It is our natural inclination as children to mimic the behavior of others in the real world. Just think about how much small children love toys

like cash registers and play kitchens. Little kids tend toward play-mimicry; as kids get older, they start gravitating toward real-world emulation

and experimentation.

3 Reasons Homeschoolers Often Become Entrepreneurs

By Hannah Frankman

Saturday, June 19, 2021

There are some very tangible reasons

why homeschoolers so often thrive

as entrepreneurs.

Ι learned the word “entrepreneurship” when I was 12. I had just started my first business, and my mother informed me I was now an “entrepreneur.”

I didn’t know what the word meant, but I liked the way it sounded.

Even better, I liked having a business. I was selling hand-knitted dolls, made from patterns I had designed myself. I sold them for $24 apiece,

which, at 12 years old, was good money. It would only take me four sales to make nearly $100, and $100 significantly upped the balance I

scrawled on the lid of my money box.

That number excited me when I first got started. Little did I know I would surpass it many times over in the years I was in business.

The money was nice. More importantly, I was learning real-world lessons about life, business, and being opportunistic—skills that served me

well in my future entrepreneurial ventures, such as breaking into the startup world and becoming a professional development coach.

It wasn’t until I was an adult that I realized how much of an advantage being homeschooled gave me when it came to thinking entrepreneurially.

There are some very tangible reasons why.

1. Immersed in the Business World

I grew up watching my parents engage in business. I’d sit at the kitchen table to do math in the morning, while my mom made lunch a few

feet away. In the afternoon I’d go out with my parents to run errands, and I’d get to watch my mom make transactions at the bank and decisions

at the store.

I didn’t realize it at the time, but the world of a homeschooler is very different from the world of a public schooler.

The world of public school is divided into segments: ages divided by grade, days divided by period, life divided by school vs. work vs. activities.

The world of a homeschooler, on the other hand, is organic. It’s all one world: work and play, learning and recreation. The adult world is not a

distant thing to be engaged with “someday.” It’s just part of the sandbox kids are playing in on a daily basis.

When there’s less distinction between things you “have to do” and things you “want to do,” between “kid stuff” and “grown up stuff,” it’s much

easier for the worlds to blend.

And on a practical level, homeschooled kids just have more time. If you’re not waiting for bells and periods and other students, your school

work doesn’t actually take that long.

Most kids I knew growing up could get their work done in two or three hours a day, which left them with the rest of the day to play with.

Literally. They could play, they could explore their interests, they could have fun.

3. How Play Evolves Into Entrepreneurship

Often it’s an organic transition from play to entrepreneurship: such a fine line that it isn’t even discernible to the naked eye.

I started my doll-making business by accident. I was playing with knitting patterns, found an idea I liked, and made the doll—just for fun.

Then I gave it to my little sister as a present—just for fun.

One of the homeschooling moms I knew loved the doll and asked if she could buy one. So I sold her a custom order—just for fun.

And then I realized that this was a process I could rinse and repeat—and make money off of. And slowly my opportunistic tendencies kicked

in. But it all stemmed from play.

There are many valuable things that we’re naturally drawn to. But it’s only when we’re given the freedom to play that we get to go explore

them, try them out, find how they’re valuable and make them stick.

And since we’re just playing, it’s always fun.

And since it’s always fun, we keep going.

And since we keep going, we’re more likely to succeed.

So the connections between “people do that” and “I could do that” happen organically.

While the public schooler is stuck in class, the homeschooled kid is home to watch the landscaper pull up and take care of the neighbor’s

lawn. The possibility is presented to them: “what if I did that?” A push mower and a weedwhacker later, a new landscaping venture is born.

Of course, this doesn’t mean a public schooler can’t start a landscaping business too. Many do, I’m sure. But the homeschooler has two distinct

advantages:


https://fee.org/

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The X for Boys, on the other hand, is demonstrating the great impact that the organization has had on the lives it has already touched. Randall

points out those who go through the program have a 86 percent reading comprehension rate, a 91 percent improvement in grades, an

82 percent proficiency in general contracting, and a stunning 0 percent rate in criminal recidivism.

A Philosophy of Self-Responsibility

What accounts for such impressive results? One possibility is the program’s philosophy.

“Do for self,” the catch phrase Randall instills in his kids, emphasizes personal responsibility and using the free market to get ahead in life

without relying on politicians or the government. Randall’s curriculum includes skilled blue-collar work, such as plumbing, electrical, construction,

car repair, etc. None of these subjects have an adequate public counterpart within the regular Dougherty County high schools. All of

the statistics and programs offered using the X for Boys Motto point to the Life Preparatory School potentially being a formidable competition

for the government-run school system.

Georgia Public School Board Blocks Charter School Due to

‘Competition’

By Olivia Rondeau

Monday, June 21, 2021

Αfter raising enough money to purchase 40 acres of land, King Randall seemed poised to realize his dream.

‘X for Boys’ founder King Randall

says that public education officials

refused to sell his organization an

abandoned school building unless

And apparently for some, fighting back against the competition that a private alternative would provide to public education is more important

than student achievement and turning around the lives of at-risk boys.

“We wanted to partner with the local school system in order to help the children, unfortunately, we are being forced to be handcuffed to buy

the property,” Randall tells FEE. “I no longer wished to try and negotiate after certain comments were made by one of the highest ranking

officials on the Dougherty County School Board,” referring to the administrator who is concerned about “competition.”

Randall, a 21-year-old Christian and Marine veteran from Albany, Georgia, felt called to start “The X for Boys,” a program dedicated to addressing

the problems facing black boys in his community. His projects include teaching at-risk youth vocational job skills, giving them proper

education, and rescuing them from unsafe environments. Many of the children in his custody are fresh out of abusive homes, homelessness,

and/or juvenile detention centers. To expand his operation, Randall set his eyes on purchasing a defunct school building in Dougherty County

to turn into a private boarding school for the children in the organization’s care. In a video fundraiser for the X for Boys “Life” Preparatory

School, Randall shared why he is on this particular mission.

The Education Monopoly

This outrage is a perfect example of how the public school system is a state monopoly in education. Instead of rising to the challenge of able

competitors, state monopolies simply ban the competition or cripple them with regulations, like how the Dougherty County School System is

crippling “The X for Boys” by requiring them to adopt the state’s own failed curriculum.

In his 2013 book The School Revolution: A New Answer for Our Broken Education System, Ron Paul explained in advance exactly what the

Dougherty County education monopolists are doing here:

“Our communities are being plagued by death. Our young men are falling by the wayside. They are becoming dead mentally, and a lot of

them physically,” says Randall. “They are becoming a modern-day Lazarus, but as one scripture says; it took one man to stand up, and say

‘Lazarus! Come forth!’”

“The state uses tax funding to build schools, and it uses the regulatory system to restrict the creation of rival schools. This is the classic mark

of a monopoly. (…)

Randall’s plans, however, hit a sudden snag. (VIDEO: https://www.youtube.com/watch?v=TXdY-QBvKKs)

Bureaucrats in the field of education, which is almost exclusively nonprofit education, have a bias against price-competitive academic programs. They assume

A Life-Changing Alternative

After negotiating with the public school board to buy the building for $500,000—a steep price to pay for a building scheduled for demolition—

Randall received a contract with the stipulation that he must use the public school curriculum instead of his own.

that these programs are of low quality. They think it is a good idea to close the market to sellers of any kinds of curriculum not certified by educational bureaucrats.

They have greater control over the content and structure of education when they can restrict entry into the marketplace. In the name of helping children,

these promoters of self-interested restrictions on entry conceal the fact that they are able to exercise greater power over education and then charge more for

the privilege of doing so.”

Last month, as a guest on Lawrence B. Jones’ show on FOX Primetime, Randall claimed that the Dougherty County School System refused to

donate or sell the abandoned building with no curriculum requirements attached to The X for Boys due to “competition.”

Tragically, such self-interested exercises of power by education monopolists block education entrepreneurs like King Randall in their efforts

to uplift the youth in their communities.

Randall alleged that a board administrator told him that his organization, which holds the motto “Make men great again,” is seen as “competition”

which is why he was against simply donating the school building.

However, Dougherty County may have reason to fear competition from private schools such as Randall’s. Dougherty County Public Schools

are ranked in the bottom 50 percent of all 212 school districts in the state of Georgia based off of 2017-2018 math and reading proficiency

data.

Source: Reason Foundation

https://reason.com/

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New findings by Harvard Medical School researchers confirm that it’s not the children who are failing, it’s the schools we place them in too

early. These researchers discovered that children who start school as among the youngest in their grade have a much greater likelihood of

getting an ADHD diagnosis than older children in their grade. In fact, for the U.S. states studied with a September 1st enrollment cut-off date,

children born in August were 30 percent more likely to be diagnosed with ADHD than their older peers.

The study’s lead researcher at Harvard, Timothy Layton, concludes: “Our findings suggest the possibility that large numbers of kids are being

overdiagnosed and overtreated for ADHD because they happen to be relatively immature compared to their older classmates in the early

years of elementary school.”

This Should Come as No Surprise

Parents don’t need Harvard researchers to tell them that a child who just turned five is quite different developmentally from a child who is

about to turn six. Instead, parents need to be empowered to challenge government schooling motives and mandates, and to opt-out.

As universal government preschool programs gain traction, delaying schooling or opting out entirely can be increasingly difficult for parents.

Iowa, for example, recently lowered its compulsory schooling age to four-year-olds enrolled in a government preschool program.

Harvard Study Shows the Dangers of Early School

Enrollment

By Kerry McDonald

Friday, November 30, 2018

For a weekly newsletter from Kerry McDonald on parenting and education, sign up here.

Every parent knows the difference a year makes in the development and maturity of a young child. A one-year-old is barely walking while a

two-year-old gleefully sprints away from you. A four-year-old is always moving, always imagining, always asking why, while a five-year-old may

start to sit and listen for longer stretches.

Are ADHD rates rising because we send

children to school at younger ages?

As New York City expands its universal pre-K program to all of the city’s three-year-olds, will compulsory schooling laws for preschoolers follow?

On Monday, the New York City Department of Education issued a white paper detailing a “birth-to-five system of early care and education,”

granting more power to government officials to direct early childhood learning and development.

As schooling becomes more rigid and consumes more of childhood, it is causing increasing harm to children. Many of them are unable to

meet unrealistic academic and behavioral expectations at such a young age, and they are being labeled with and medicated for delays and

disorders that often only exist within a schooled context. Parents should push back against this alarming trend by holding onto their kids longer

or opting out of forced schooling altogether.

Source: Reason Foundation

https://reason.com/

Growing Expectations vs. Human Behavior

Children haven’t changed, but our expectations of their behavior have. In just one generation, children are going to school at younger and

younger ages, and are spending more time in school than ever before. They are increasingly required to learn academic content at an early

age that may be well above their developmental capability.

In 1998, 31 percent of teachers expected children to learn to read in kindergarten. In 2010, 80 percent of teachers expected this. Now, children

are expected to read in kindergarten and to become proficient readers soon after, despite research showing that pushing early literacy

can do more harm than good.

In their report Reading in Kindergarten: Little to Gain and Much to Lose education professor Nancy Carlsson-Paige and her colleagues warn

about the hazards of early reading instruction. They write,

When children have educational experiences that are not geared to their developmental level or in tune with their learning needs and cultures, it can cause

them great harm, including feelings of inadequacy, anxiety and confusion.

Hate The Player, Love the Game

Instead of recognizing that schooling is the problem, we blame the kids. Today, children who are not reading by a contrived endpoint are

regularly labeled with a reading delay and prescribed various interventions to help them catch up to the pack. In school, all must be the same.

If they are not listening to the teacher, and are spending too much time daydreaming or squirming in their seats, young children often earn an

attention-deficit/hyperactivity disorder (ADHD) label and, with striking frequency, are administered potent psychotropic medications.

The U.S. Centers for Disease Control and Prevention (CDC) reports that approximately 11 percent of children ages four to seventeen have been

diagnosed with ADHD, and that number increased 42 percent from 2003-2004 to 2011-2012, with a majority of those diagnosed placed on

medication. Perhaps more troubling, one-third of these diagnoses occur in children under age six.

It should be no surprise that as we place young children in artificial learning environments, separated from their family for long lengths of

time, and expect them to comply with a standardized, test-driven curriculum, it will be too much for many of them.

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Abetted by school closures and related pandemic policies, the education sector is ripe for “creative destruction,” the term used by economist

Joseph Schumpeter in his 1942 book, Capitalism, Socialism, and Democracy, to describe the dynamic process of new business models and

enterprises replacing legacy organizations and industries. He explained that capitalism is “the perennial gale of creative destruction,” fueled

by entrepreneurship and innovation. Schumpeter writes: “The opening up of new markets, foreign or domestic, and the organizational development

from the craft shop to such concerns as U.S. Steel illustrated the same process of industrial mutation—if I may use that biological

term—that incessantly revolutionizes the economic structure from within, incessantly destroying the old one, incessantly creating a new one.

This process of Creative Destruction is the essential fact about capitalism.”

As parents demand more education options beyond an assigned district school, the opportunity for creative destruction grows. New federal

data reveal that overall K-12 public school enrollment fell three percent during the 2020/2021 academic year, while preschool and kindergarten

enrollment dropped by an astonishing 13 percent. Many parents opted out of district schooling for homeschooling, which tripled from

pre-pandemic rates to over 11 percent of the US K-12 school-age population. Black homeschoolers led the surge, with a five-fold increase in

homeschooling rates from the spring of 2020. Moreover, voter support for school choice policies that allow education funding to follow students

instead of school systems has just reached an all-time high this month.

Famous Investor: The Homeschooling Boom Is Just

Beginning

By Kerry McDonald

Wednesday, June 30, 2021

Parents want more educational

choices. Entrepreneurs are ready to

provide them.

Speculation abounds over whether or not the pandemic-induced growth in homeschooling is temporary. While there are several signs indicating

that parents won’t be sending their children back to public schools this fall, and homeschooling continues to be a popular choice, the

question remains: for how long and to what extent?

Parents want more choices and entrepreneurs will provide them. Legacy schooling models are on borrowed time, as new educational prototypes

gain popularity and support. But Marc Andreessen warns that the process of disrupting the educational status quo won’t be easy.

He explains that “new education startups should be ready to come under just withering assault from Washington or from Sacramento because

all of the teacher unions, and all of the universities, and all of the people who are basically wired into those systems are going to just try to kill

it.”

With the enthusiasm of millions of parents and learners, and the support of prominent investors, there’s never been a better time for entrepreneurs

to battle the entrenched education bureaucracy–and win.

According to remarks by one prominent investor, this is just the beginning of a widespread shift away from conventional schooling models toward

disruptive innovation in education–with homeschooling leading the way. “It certainly feels like we’re on the front end of a pretty dramatic

homeschooling boom,” said Marc Andreessen, co-creator of the original Mosaic web browser, co-founder of Netscape, and co-founder and

general partner of the leading venture capital firm, Andreessen Horowitz.


https://fee.org/

Speaking on the “Invest Like the Best” podcast this week, Andreessen said the pandemic has been a catalyst for parent-driven, technology-enabled

educational change that will have a large and lasting impact on the education sector. For one thing, the pandemic gave parents a closeup

opportunity to view what was happening in their children’s classrooms.

“I think it’s the first time parents saw what their kids are getting in the classroom at the K through 12 level, in many, many years,” said Andreessen.

“Most parents, if you’re in your thirties or forties and your kids are in sixth grade or eighth grade, you were taught in the classroom

30 years ago, it turns out some things have changed. So the current curricula is quite a bit different at a lot of schools. I know a lot of parents

were just shocked, absolutely shocked at the stuff that was coming across.” He added that “some set of parents are like, I’m not sending my

kids back to that.”

Andreessen explained that his investment firm is eagerly backing online learning startups that can accelerate disruption in the slow-tochange,

regulatory-laden education space. An article on the firm’s website provides more details on the forward-looking changes they expect

to see in education technology startups as a result of COVID-19’s impact, as well as their investment strategy. In particular, the firm expects to

move away from investing in founders who are focused on selling products and services directly to schools in favor of those founders who are

selling directly to parents. “Many parents are taking an increasingly pronounced role in the academic experience, and we’ve seen the emergence

of new platforms for supplemental education and homeschooling,” the article states.

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SUPPORT NHEG WITH YOUR DONATIONS

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


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

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

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

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

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

NHEG envisions a Computer Lab and Learning Center.

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

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

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

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

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

locations for our offices and our very own library.

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

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

To reach this goal we need $438,707.

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

we will start planning for a Montessori School.

How would you like to help?

ANNUAL BASIC COSTS

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

ANNUAL BASIC COSTS WITH SALARIES

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

NHEG BUDGET - ALL PROGRAMS AND FEES 2021

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

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National News Reports in Education

Has Homeschooling Doubled? Harvard Panel

Debates Growth

HSLDA

Dave Dentel. | May 19, 2021

campaign=5-19-2021

Minecraft: Education Edition Opened to

Homeschoolers

HSLDA

Darren Jones, Esq.. | May 18, 2021

https://hslda.org/post/has-homeschooling-doubled-harvard-panel-debates-growth?utm_source=HSLDA&utm_medium=WU&utm_

https://hslda.org/post/minecraft-education-edition-opened-to-ho-

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

paign=5-19-2021

The Growth of the Hybrid Homeschool

Movement

CITY Journal

Eric Wearne | May 14, 2021

More parents pick home-schooling after

pandemic

THE HILL

LEXI LONAS | MAY 17, 2021

https://thehill.com/homenews/state-watch/553140-more-parents-pick-homeschooling-after-pandemic

https://www.city-journal.org/the-growth-of-the-hybrid-homeschoolmovement

South African Mom Proves Homeschooling

Works as Her Son Enrolls in University

at Age 16

news24.com

Athenkosi Mndende | may 14, 2021

https://www.news24.com/parent/learn/home-schooling/local-homes-

Harvard Panelist: Homeschooling Does Not

Endanger Children

HSLDA

J. Michael Smith | June 08, 2021

chooling-mom-proves-it-works-as-her-son-enrolls-at-university-aged-

just-16-20210514

https://hslda.org/post/harvard-panelist-homeschooling-does-not-en-

Tirado: The Final Piece of the Homeschooling

Regulation Puzzle?

HSLDA

Peter Kamakawiwoole, Esq. | May 17, 2021

danger-children?utm_source=HSLDA&utm_medium=WU&utm_cam-

paign=6-9-2021

https://hslda.org/post/tirado-the-final-piece-of-the-homeschooling-regulation-puzzle?utm_source=HSLDA&utm_medium=WU&utm_

campaign=6-9-2021

Antsy School Officials Monkey with Paperwork

Deadline

HSLDA

Thomas J. Schmidt, Esq. | June 08, 2021

https://hslda.org/post/antsy-school-officials-monkey-with-paper-

work-deadline?utm_source=HSLDA&utm_medium=WU&utm_cam-

paign=6-9-2021

Harvard Panel: Homeschool Parents Share

Success Stories

HSLDA

Dave Dentel |June 23, 2021

https://hslda.org/post/harvard-panel-homeschool-parents-share-suc-

cess-stories?utm_source=HSLDA&utm_medium=WU&utm_cam-

paign=6-23-2021

Athlete Turned Away from Basketball Tryouts.

HSLDA Calls Foul.

HSLDA

Daniel Beasley, Esq. | June 15. 2019

https://hslda.org/post/athlete-turned-away-from-basketball-tryouts-

hslda-calls-foul?utm_source=HSLDA&utm_medium=WU&utm_cam-

paign=6-16-2021

Analysis: Public-school enrollment drops

almost 3%

edweek

Eesha Pendharkar | June 17. 2021

https://www.edweek.org/leadership/more-than-1-million-studentsdidnt-enroll-during-the-pandemic-will-they-come-back/2021/06

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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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http://www.kellybear.com

AGGRESSIVE GIRLS

by the aggressive child, hence they continued to conform for fear of

being isolated. They found a higher level of aggression within these

groups.

Girls often feel pressured to be compliant and not show negative emotions.

When they cannot assert their true feelings directly, resentment

lingers and their anger manifests itself indirectly. Excessive relational

aggressiveness can become a habit that can cause a lifetime of problematic

relationships. Therefore, a girl who exhibits this behavior needs

adult intervention and guidance. It should be stressed that these girls

often have leadership ability, but they need assistance to channel it in

a positive direction.

Relational aggression in girls has a negative affect on school climate

and culture, as well as on the perpetrators and their victims. According

to Crick (1996), relational aggressive girls are disliked more than most

children their age. They exhibited adjustment problems and reported

higher levels of loneliness and depression. These girls often have

difficulty creating and sustaining social and personal bonds. Ridiculed

children have adjustment difficulties, as well. The rejection and hurt

they feel can last a lifetime. They are more likely than peers to be

submissive, have low grades, drop out of school, engage in delinquent

behavior, experience depression, and entertain suicidal thoughts.

What can school personnel do to combat the negative impact of relational

aggression on perpetrators and their targets?

• Increase awareness among school staff so that they understand

what relational aggression is and discuss ways to combat it. Consequences

for relentless covert aggression will vary depending on

school discipline procedures, the action, and the age of the girls.

Consequences could include a referral to a counseling group or

losing privileges.

• Observe children in the classroom, at lunch, in the hall, on the

playground, and before and after school, noting students’ nonverbal

reactions to peers. Ask yourself:

• Who is alone on the playground?

• Who is a group leader?

• How do her followers act toward others?

• Discuss relational aggression with your students to make sure

they know that starting rumors, ridiculing others, and other forms

of covert aggression are not acceptable.

• Reinforce student social interaction skills through the use of

role-playing exercises, literature, writing assignments, and other

means. Emphasize considering the feelings of others, developing

listening skills, and exhibiting other character traits that are critical

to forming lasting friendships.

• Help girls understand that conflicts are a natural occurrence in

friendships and provide them with an opportunity to practice being

supportive of one another. Encourage them to honestly resolve

problems through open discussion and compromise. (See Finding

Solutions Through Peer Mediation.)

• Believe the victim. Relational aggressive girls are skillful at concealing

their bullying. Hence, many educators are blinded by the

appearance of a model student who they feel would never engage

in covert aggression.

• Understand that having at least one friend buffers a child from

relationship aggression, so facilitating friendships between girls

will help them cope with a relational aggressive child. Encourage

girls to choose friends who are considerate and trustworthy, not

exclusive or mean.

• Model respect and caring. Assist each girl in developing the belief

that she is a capable person who has many strengths and who

can stand up for herself by reinforcing these attitudes at every

opportunity.

• Find assistance for the victim and perpetrator. Contact a parent

and/or work with staff to foster their social and emotional

development. (See Guidelines for Educator-Parent Conferences

Concerning Angry Children.)

ATTENTION-DEFICIT/HYPERACTIVITY DISORDER IN CHILDREN

By Leah Davies, M.Ed.

Attention-Deficit/Hyperactivity Disorder (AD/HD) begins in childhood

and can last into adulthood. In the majority of cases, symptoms

appear in children between the ages of four and six, although they

sometimes occur earlier. According to the Diagnostic and Statistical

Manual of Mental Disorders (DSM-IV-TR)*, there are three patterns

of behavior that indicate an AD/HD disorder. The categories are the

predominantly inattentive, sometimes called ADD; the predominantly

hyperactive-impulsive, that does not show substantial inattention;

and the combined type that displays both inattentive and hyperactive-impulsive

symptoms. Having this disorder can contribute to a

child having low self-esteem, problematic peer interactions, and poor

school performance. However, students with the disorder can be

highly intelligent.

In a classroom of 25 to 30 children, it is probable that at least one

child has AD/HD. Distinguishing a hyperactive-impulsive child from

that of a normal, active child can be difficult. One clue is that children

with this disorder tend to be sensitive to stimuli such as sights,

sounds and touch. If they become overstimulated, they can

exhibit out-of-control behavior. On the other hand, children with the

inattentive form of AD/HD may seem oblivious to their surroundings.

Different settings bring about different symptoms in these children depending

on the demands of the situation and the child’s self-control.

A child who is in constant motion, disruptive, and acts before thinking

will be noticed, but the inattentive child may not. Yet, both of these

students may be viewed by a teacher as unmotivated.

Since a child’s symptoms may be caused by another disorder, he

or she must receive a thorough evaluation and be diagnosed by a

well-qualified professional. The child’s impairment should exist in a

minimum of two areas of a child’s life, for example, in the classroom,

on the playground, or at home. Thus, if the problem is with a particular

teacher or only with parents, the child does not have the disorder.

Children who have the inattentive form of AD/HD are easily distracted

and forgetful. These children make careless mistakes and fail to complete

schoolwork. They have trouble listening, sustaining attention,

and following through on instructions. They avoid work that requires

sustained mental effort and have difficulty learning and organizing

new tasks. These students often skip from one activity to another and

may appear easily confused or lethargic. However, if they are doing

something they enjoy, they can pay attention for extended periods of

time.

The signs and symptoms of children who have hyperactivity-implusive

disorder are fidgeting with their hands or feet and/or squirming while

sitting. They are in constant motion and have difficulty playing quietly.

They are often out of their seat and may run or climb excessively. Other

traits these children can exhibit are excessive talking, interrupting,

and being unable to wait their turn or to contemplate consequences of

their actions. These children may make inappropriate comments and

openly display their emotions.

The most common treatment for children with AD/HD is the use of

psychostimulant drugs such as methylphenidate or dextroamphetamine.

Many students on medication show academic improvement

due to an increased ability to concentrate and stay on task. However,

the use of these drugs is being evaluated, since psychostimulant

medications do not cure the disorder. Although they relieve the

symptoms of AD/HD, some students report that the medications

make them feel “restricted” or “empty” inside. Preferential classroom

accommodations, school counseling, and individual or family therapy

can help these students improve overall functioning. With appropriate

assistance and self-confidence, social interaction skills and academic

performance can improve. A close working relationship among educators

involved with the child

Open discourse with the student’s parents is critical.


Aggression or bullying can be defined as any action that inflicts physical

or mental harm upon another person. Girls usually differ from

boys in the type of aggressive behavior they exhibit. While boys tend

to inflict bodily pain, girls most often, though not exclusively, engage

in covert or relational aggression. Girls tend to value intimate relationships

with girls, while boys usually form social bonds through

group activities. Aggressive girls often gain power by withholding

their friendship or by sabotaging the relationships of others.

Relational aggression is calculated manipulation to injure or to

control another child’s ability to maintain rapport with peers. For example,

a relational aggressive girl may insist that her friends ignore

a particular child, exclude her from their group, form secret pacts to

humiliate the child, call her names, and/or spread rumors about her.

Examples of manipulation include, “If you don’t play this game, I’ll

tell Sara that you called her stupid,” or “You have to do what I say,

or I won’t play with you.” Children in preschool have been observed

excluding peers by saying, “Don’t let her play,” or using retaliation,

“She was mean to me yesterday, so she can’t be our friend.” In older

girls, the gossip can be more vicious, for example, “I saw her cheating,”

“Her mom’s a drunk,” or “She’s a slut.”

Though often subtle, nonverbal communication of an aggressive girl

is unmistakable. For example, she may roll her eyes, glare, ignore,

turn away, point, or pass notes to a friend concerning the rejected

child.

In 1995, Crick and Grotpeter (1995) found that members of groups

run by aggressive girls appeared to be caring and helpful toward

each other. However, they also observed a higher level of intimacy

and secret sharing in these groups. This closeness puts followers at

risk because the aggressive child is privy to personal information

that she can disclose. They also noted a higher level of exclusivity in

groups run by relational aggressive girls. In other words, the followers

usually have few other friends to turn to if they are rejected

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A guidance counselor and/or special education teacher can help teachers

and parents understand the student’s disorder and share effective

ways to help the child. Guidance counselors can work with individual

or small groups of AD/HD children to foster social and anger management

skills as well as feelings of self-worth. Depending on the severity

of the disorder, these children may receive Special Education services.

BUDDY PROGRAMS FOR ELEMENTARY SCHOOLS

Buddy programs consist of upper-grade students reading and/or

completing activities or projects with younger children. Older students

are paired with younger children from their buddy class and the most

effective programs have at least two grade levels between students.

The experience provides children with stimulating opportunities for

learning and skill development.

Younger children especially enjoy the one-to-one attention they receive

from their older buddy. They make comments such as, “He makes me

feel special;he says nice things to me!” and”We do lots of fun things

together. She`s my friend.” Teachers report that participation in buddy

programs enhances children`s cooperative learning behaviors such as

taking turns, listening, sharing knowledge, praising another`s effort,

helping one another, and completing a task. Due to the extra attention

and assistance, the younger children`s work often improves. As the

older students assume the role of the teacher, they are motivated to

do their best. They also experience pride in their ability to be helpful.

The younger children bond with the older buddy and friendships flourish

as the year progresses.

By Leah Davies, M.ed.

Buddy classes start each fall and meet weekly, bi-monthly, or monthly

throughout the year. The children usually spend between thirty to forty

minutes together. Some buddy programs include special education

students. A teacher may pair older children with preschool or elementary

age children in special education classes to read together or

participate in activities. (Information on Best Buddies, an International

Buddy Program for people with intellectual disabilities, can be found

If the students are to meet often, it is helpful if the two participating

teachers have similar teaching styles. The schedules can be flexible

since there are only two teachers involved.They typically take turns

planning the sessions. If possible the two classes of children meet

once or twice before buddies are paired. Playing “Getting Acquainted

Games” (see Getting to Know Each Other Activities Parts 1,

2, and 3) can be beneficial.Then, if the teachers want input from

their students in deciding matches, they ask the children to write

down three names of students they would like as their buddy. The

teachers match the children by considering the requests as well as

the academic, emotional, and social development of their students.

They may partner children who both have reading difficulties, a shy

child with an outgoing one, or a calm child with an active one.

Depending on the age of the students and make-up of the classes,

student genders may be mixed -- but usually they are not. Also, if

there are more children in the older class than the younger one, a

child may have two buddies. Pairing older students who are good

friends is not recommended since they may pay more attention to

each other than to their buddy.

A training session is sometimes held for the older children before

a program begins. Team-building exercises and role-plays can be

included to provide students with listening and non-judgmental

responding skills. Guidelines for a successful program, such as

no “put-downs” and how to model enjoyment of learning, can be

emphasized.

If buddies are matched up by the teachers in advance, the first

meeting can include a short interview, a game or an activity. The

older students can read to their new friend and/or listen to the

younger child read. The session can include a snack and be held in

either classroom, outdoors or anywhere it is convenient.

Activities that buddies can do together vary widely and are only

limited by the imagination of the teachers, the age of the students,

and the boundaries provided by the administration. They can read

books, write stories, plan skits, do science experiments, play math

games, cook, sing songs, go on scavenger hunts, complete art

projects, or go on field trips. In some schools, young children dictate

stories to the upper grade students who write everything down in a

Teachers may allow time for the children to reflect on how the program

is working. If a student is not relating well to his or her buddy, teachers

need to offer guidance, support, and possibly make changes. The

program can also include a mix of small group work as well as partner

projects. For example, if the students decide to present a play at the

end of the year, they could write it, assign parts, practice lines, paint

scenery, make costumes, and perform it for faculty, students and/or

at www.bestbuddies.org).

Buddy Journal. Projects can be presented to other students and/or

6. My grandma died.

displayed in the library, hallway, or classroom.

Active listening can be used in short encounters to defuse a situation.

7. I had a bad dream and I couldn’t go back to sleep.

Buddy programs promote a favorable school atmosphere. In some

Providing guidance in a computer lab is another way buddy programs

For example, if a child says,”I hate Justin…” the teacher might respond,

8. I get to go to the beach!

cases, the students sit with their buddy during lunch or have time

function. Computer activities provide an opportunity for older

“You’re really angry.” The child may say, “Yes, I am. He hit me for no

9. Nobody likes me.

together on the playground. Some younger students make posters

students to show what they know. As a result, computer skills are

reason!” Then the teacher might state, “Would you like to write down

10. She made fun of me.

and cheer for their older buddies who are on sports teams. Treats are

fostered by both partners. Since the younger children look up to the

what happened?” or “Would you like to tell Justin how you feel?”

11. I can’t do this work.

sometimes shared for holiday celebrations and students may exchange

older students, the older buddies try hard to be of assistance and

The teacher could then encourage the student to use the “When you

12. My dad moved out.

notes or cards for special occasions.

their feelings of self-worth are enhanced.

______, I feel__________, because _________” statement.

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parents.

Students who are new to a school or are English language learners

benefit from having a buddy assigned to them. For example, students

entering a school for the first time, or moving to a new school district

need help to make a successful transition. A buddy can be an older

student or a classmate who assists them in finding their way around

and answering their questions. A student who speaks the newcomer`s

language is a great asset to the learner.

A peer-tutoring program is similar to a buddy program. However, it only

includes children in need of academic assistance. An older student is

paired with a child that he or she tutors once or twice a week, before or

after school or during school hours. Some programs are coordinated by

an elementary school counselor or by a school librarian.

Teacher comments confirm that buddy programs have a positive influence

on the students involved. The form they take is varied and flexible.

A program may begin by a principal asking two interested teachers to

establish a partnership. As Sue Gruber, a kindergarten teacher whose

class buddies with a sixth grade class wrote,”It is wonderful to see the

bonds that form.... It really brings out the best in the kids.”

EDUCATOR`S GUIDE TO ACTIVE LISTENING


Active listening focuses attention on the speaker and includes listening

and restating what was heard. This form of listening helps students

feel valued and connected to the adults in their school and enhances

mutual understanding. Studies demonstrate that when children sense

that they are an accepted part of a school community, they are more

motivated to learn.

For example, the child could say, “When you hit me, I felt sad and

angry, because I don’t treat you that way.” The child may answer,

“I’m okay,” or “I’ll talk to Justin.” Most children do not like to write

down the details of what happened, but it can be offered as an

option.

Since the child’s feeling was acknowledged, he or she would

probably be less resentful. If the teacher had said, “You’re okay.

Get your book out,” or “You shouldn’t be angry,” the student might

have absorbed the anger and then later expressed it inappropriately.

Helping students express their negative emotions without

fear of being judged or punished can have a positive impact on

their actions.

When educators participate in active listening, they set aside their

prejudices and opinions. They do not disagree, pry, warn, lecture,

evaluate, diagnose, or demand. The following words inhibit communication

and decrease the chance that the child will deal with

his or her own difficulty in a constructive way:

“You should know better...”

“You think you have it bad...”

“Your problem is...”

“You had better...”

“Here is where you are wrong...”

“Who? What? When? Why?” (Asking too many questions

can put the child on the defensive.)

Since identifying feelings is a fundamental part of active listening,

completing the following activity may be helpful.

Read each child’s comment separately, listening carefully for the

underlying feelings; discard the content and write only the feelings

being expressed. For example, if a child could be feeling frustrated,

angry or inadequate if he says, “I hate school!” Write the

feeling word or words that you detect in the following statements.

1.My mom’s in jail.

2. He tripped me on purpose!

3. I spilled my juice and everyone laughed.

4. My mom had a baby and she doesn’t play with me any more.

5. I got an A+ on the test!



For example, a teacher could respond to the last comment with something

like, “You seem very sad.” The student might answer, “My dad

may never come back!” The teacher could say, “You’re really worried

about not seeing your dad again,” and the student might reply, “I’m

really going to miss him.” At this point, if the teacher needed to attend

to other students, she might express sympathy by saying, “I’m sorry.”

In this short interaction the child would feel understood and valued.

In-depth active listening requires effort, yet the time spent with a troubled

student will often have beneficial results.

The following are the steps you can use:

1. Locate a private place to meet away from other students, noise, and

interruptions. Sit facing the student, make eye contact, be silent and

listen.

2. Show interest by giving your undivided attention to the child.

3. Be open, accepting, respectful and nonjudgmental no matter what

is being expressed. You are not agreeing with the child, only reflecting

what you hear to help further the student’s self-understanding.

4. Watch for non-verbal clues and listen for underlying feelings, as well

as for information.

5. Make sure your facial expression and body language match what

the student is saying. Uncross your arms and legs and relax. If a child

says, “My grandpa’s in the hospital,” look sad, lean forward, put yourself

in the child’s place and try to understand his or her perspective.

6. Restate what you think the child said in your own words.

7. You could say something like, “You feel (state the feeling) because

(state the content).” However, be careful not to overuse this sentence

structure.

8. Avoid long comments; short, simple ones are more effective.

9. Continue to listen and repeat feelings and content heard.

10. Use an occasional nod of encouragement and say “uh-huh” now

and then to demonstrate that you hear the student.

11. Ask clarification questions when necessary, such as “Could you

tell me more?”

12. Try to avoid misinterpreting what the student says.

13. Help the child feel free to correct any of your misunderstandings

by saying something like: “Let me see if I’ve heard you correctly....”

Then after reiterating ask, “Is that right?”

14. Keep the focus on the child and his or her main concern.

15. Summarize by bringing together main thoughts, facts and feelings.

16. Ask the student what he or she will do next.

Active listening takes thought, practice and a desire to put the

student’s feelings and concerns above your own. Educators use this

method to help children cope with their problems. Active listening is

also used to neutralize negative emotions and to enhance the adultchild

relationship.

A former student wrote: “After my mom died, my teacher knew what

happened, but when I tried to tell her about it, she walked away.

Maybe I would not have felt so alone and maybe my grades would

not have fallen if she had listened and acknowledged my sadness.”

Apparently, using active listening can make a meaningful difference

in a student’s life.

EDUCATOR`S GUIDE TO CHILDREN AFFECTED

BY PARENTAL DRUG ABUSE

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

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

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

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

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

therefore do not receive assistance. Schools, however, are a logical

place to reach them.

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

to provide a stable home environment. Emotional mistreatment,

physical violence, and a lack of cohesiveness are often characteristics

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

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

members by discouraging outside relationships so their children may

be unaware of ways healthy families function. Silence regarding the

“family secret” is instilled in these students. Consequently, they are

often confused, frightened, and lonely. Their experiences can result in

anxiety, depression, rigidity, and relationship difficulties as they grow

older.

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

These children come from all socioeconomic groups and exhibit a

wide range of academic abilities and social and emotional development.

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

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

healthy;these students are typically the family placaters and can

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

a classroom of active children. These students internalize their pain

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

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

family scapegoat who diverts attention away from the parental drug

use.


Through careful observing and listening, school personnel can identify

children in need of assistance.Watching the ways children interact

with peers, paying close attention to their drawings and stories, and

being aware of the following behavioral indicators can assist educators

in recognizing these students. (Note: The following list of behaviors can

also be indicative of other difficulties a child may have. The observer

needs to be cautious as he or she puts together as much information as

possible concerning the child before seeking help for him or her.)

A child in a drug-abusing home may:

• Appear unkempt or dress inappropriately;

• Be tardy or absent frequently;

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• Complain of psychosomatic symptoms such as stomach or headaches;

• Exhibit inconsistent academic work;

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

• Be the “class clown”;

• Have emotional tirades or other disruptive behaviors;

• Seem uncomfortable during a discussion of alcohol and other drugs;

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

scheduled conferences;

• Have a parent who seems indifferent toward their child;

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

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

the influence of alcohol or another drug.

Children who live within these families need an opportunity to relate to

an adult who will listen, support, and help them stay safe. Often that

person is the school counselor, but the adult could be a teacher, another

school professional or a relative. These children need an individual who

will provide encouragement by saying something like, “You are a special

person and I care about you. What is happening is not your fault. I will be

glad to listen when you need to talk to someone.”

Ways a School Counselor Can Assist Students of a Drug Abusing Parent

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

to help normalize some of the children¹s feelings and encourage them

share their concerns. In addition, provide classroom guidance lessons on

other topics such as individual problem solving, resiliency, self-control,

life skills, etc.

2. Provide small support groups

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

learn about alcohol and drug addiction.

b. Provide outlets for the children to explore and openly express

their anger, fear, and/or pain.

c. Use a variety of methods such as discussion, bibliotherapy,

games, activities, dramatic play, role play, art, etc. to reduce their

feelings of isolation, guilt, and/or worthlessness.

d. Increase their protective factors such as enhancing their communication

skills, building on their strengths, learning positive

coping skills, and developing a feeling of self-worth and autonomy

(see articles, Ten Ways to Foster Resiliency in Children and

Helping Children Succeed).

e. Teach the children that:

• It is not their fault that their parent abuses drugs.

• There is nothing they can do to make the parent stop

using drugs.

• There are individuals who care about them and who

can be helpful to them.

• There are things they can do to take care of themselves.

f. Practical Ideas

• Help the children plan where and when they will do

their homework.

• Have them make a list of phone numbers of a relative,

neighbor or other adult that they could use if

needed.

• Help them identify a safe place they could go, if

necessary.

• Provide support such as furnishing school supplies,

teaching a child how to use an alarm clock, providing

a warm coat, etc.

The friendships that develop in these counseling groups and the

knowledge that others live in a similar environment can provide

these students with hope that they can be successful in spite of

their family situation.

3. Increase knowledge and awareness among school personnel of

the existence of these students. Share the behavioral indicators and

discuss ways that they could assist these children.

4. Initiate a tutoring program consisting of empathetic older students

or adults who would serve as positive role models. In addition,

they could help selected children improve their academic skills.

5. Be a referral source for the students and families in need of help.

Resources can include a community mental health center, Alcoholic

Anonymous, Al-Anon, Alateen, alcohol/drug treatment programs,

family support groups, or other services available in your area.

positive coping skills, and developing a feeling of self-worth and autonomy

(see articles, Ten Ways to Foster Resiliency in Children and

Helping Children Succeed).



PEOPLE CAN FIND OUR ORGANIZATION BY SEARCHING 43512

https://www.boxtops4education.com/How-To-Earn

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NHEG OFFICE CURRICULUM LIBRARY

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

tutoring and other educational activities in this location and plan to continue

offering classes, tutoring, and some afterschool events in Defiance.

Short term goals: Our vision includes reacquiring a building in Defiance,

Ohio. This can be achieved either by obtaining funding or a donated building.

This building will house our curricula library, public educational events

and providing fill-in-the-gaps, high-quality tutoring, place for families to

come in and use technology including computers, obtain a GED, or educate

their own children on site.

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

question.

Longer term goals:

We foresee a daycare for young mothers and fathers in high school

(main target) and college and

will provide affordable daycare in hopes of keeping them in school.

HELP SPREAD THE WORD!

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Attention potential guests!

4/20

Attention potential guests!

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

Heights Show on EducaƟon.”

Option 1.

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

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

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

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

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

Option 2.

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

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

and approved by our research department.

Option 3.

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

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

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

within 24 hours of clicking the link.

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

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

options above.

Guidelines:

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

1. All guest posts must be original content.

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

up and use them as a series of posts.

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

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

subject line. Send in plain text.

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

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

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

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

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

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

author.

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

posting date.

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

https://www.paypal.me/NHEG

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

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

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

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NHEG SUPPORT GROUPs

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

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

STUDENT LEADERSHIP COUNCIL STUDENT ADVISORY GROUP VETERANS & FIRST RESPONDERS

SUPPORT GROUP

ADULT ADVISORY GROUP

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

HOME SCHOOL FAMILY SUPPORT GROUP

Learn More About AAG

CHARTER SCHOOL SUPPORT GROUP


PUBLIC SCHOOL SUPPORT GROUP


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NHEG Membership Levels

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

of the New Heights Educational Group website.

Audio

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

broadcast and 3 times during rebroadcast):

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

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

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

produced for a $250 fee.

Video Streaming

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

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

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

Becoming a Member of NHEG

1. Select the membership level

1. Fill out the registration form

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

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

Banner Advertising

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

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

Level

Standard NHEG Member

Student Membership expires after 6 Months.

Teacher Membership expires after 6 Months.

Price

Free

$10.00 every 6 Months.

$35.00 every 6 Months.

Full: $7,000

» 13-week sponsorship of show series

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

(3 during live broadcast, 3 during rebroadcast)

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

» Opening & closing billboards on show

» One live mention by host

» Banner ad on host page

» Banner ad on host personal/business website

Half: $3,000


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

(2 during live broadcast and 2 during rebroadcast)




» Possible guest appearance with NHEG staff. (subject to

approval)

NHEG Membership Navigation

1. Account Profile

1. Account Confirmation

1. Membership Levels

1. Membership Checkout

1. Account Invoice

1. Cancel Account

1. Billing Info

Quarter: $1,750


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

(1 during live broadcast, 1 during rebroadcast)




» Possible guest appearance with NHEG staff. (subject to

approval)

Optional Advertising for Half and Quarter Sponsors


» Audio commercial production: $250

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

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

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

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

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

and slows development.

VOLUNTEERS RATINGS

Joagg

Volunteer 12/31/2020

Rating:5

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

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

celticmggie 7/2/21

Rating:5

New Heights Educational Group has helped me with all four of my children over the years. That help has ranged from receiving online

tutoring in certain subjects to creating legal high school diplomas for my home schooled kids.

This is a caring, honest, top-notch organization.

3ccS

Client Served 08/09/2021

Rating:5

Very well organized Homeschool organization with lots of personalized one on one help and advice.

Ninale


Rating:5

I’ve been trying to find virtual opportunities to volunteer, and I must say, this non profit organization has helped me find that. That’s

not all, this organization is professional, sincere, generous, and very thoughtful about the needs of others. They are not only virtual,

but also remote with their own headquarters. Working with them, I was able to pursue something I loved while helping others. I received proper

training and met lots of great people. I am proud to say, I am happy to be part of helping this wonderful nonprofit organization.

jyotia


Rating:5

I worked as a Lead Human Resource Coordinator with an amazing team at NHEG. Ms Pamela Clark is an amazing leader. I enjoyed

working with the team because the Organization is very well structured, streamlined processes and recognizes each team member

and gives an opportunity to grow.

Macne


Rating:5

New Heights Education is a very diverse community of students with empathetic leaders. It is organized and contains numerous

courses along with a varying array of events and clubs. The groups’ experience with youths is obvious.

Hamsatu Shehu U.


Rating:5

I joined the New Heights educational group last year as a volunteer. New Heights Educational Group is a wonderful nonprofit organization

that puts tremendous efforts in education by providing useful resources to help children improve in various aspects of

learning. I am so excited and honored to continue being apart of this warm caring Family.

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OUR RECIPES

OUR RECIPES

GRILLED BLUE MARLIN WITH LEMON-BUTTER SAUCE RECIPE

INGREDIENTS

• 150 grams blue marlin

• rock salt

• 1 tbsp calamansi juice

• 1 tsp garlic salt

• 1 tbsp seasoning

• dash paprika

• 1 tbsp melted butter

• 1 tsp chopped garlic, fried

• Lemon Butter sauce:e N

• lemon

• butter

• salt

• parsley

DIRECTIONS

1. Wash and clean fish with rock salt. Rinse and set aside.

2. Mix together calamansi juice, garlic salt, seasoning, paprika and

butter.

3. Marinate blue marlin in mixture for few minutes, turning both

sides from time to time.

4. Over hot charcoal, grill the fish 15 minutes or until done on both

sides.

5. Baste blue marlin with marinade all over while cooking.

6. remove from heat and serve with lemon and butter sauce. Sprinkle

with fried garlic for the finale then serve.

MALTESE STUFFED MARROWS RECIPE

INGREDIENTS

Ingredients

• 800 grms large marrows - not “zucchini” type but if only those are available

use the largest possible.

• 1 large onion finely chopped

• 1 clove of garlic minced

• 2 fresh bay leaves

• 3 large tomatoes, chopped

• 2 tbls tomato paste

• 600 grams minced beef (Traditionally, 300gms meat and 300gms corned

beef - the type you get in a can- was used - frugal gourmet style!)

• 150 grams of bacon (vegetarians can use 700gms of ricotta mixed with some

parsley and a bit of milk)

• 2 eggs beaten

• 4 tbls of grated parmesan cheese

• Olive oil

• Semolina

• Sea salt & freshly ground pepper

DIRECTIONS

1. 1. Preheat the oven to 180C/350F

2. 2. Cut the marrows lengthwise in half and scoop out the insides with a teaspoon. Reserve about half the pulp.

3. 3. Fry the onion, garlic and bay in some olive oil until soft. Add the chopped tomatoes and tomato paste and cook for a further few

minutes.

4. 4. Place the bacon in a food processor and blend until finely minced.

5. 5. Add the beef and bacon to the onion mix and cook until done. (vegetarians, add the ricotta mix)

6. 6. Stir in the marrow pulp and then allow to cool.

7. 7. Once cool add the eggs and cheese and season the mixture to taste.

8. 8. Fill the marrow halves with the meat mixture and then lightly sprinkle with semolina. Place in a lightly oiled baking dish and then

drizzle a little more olive oil over the filled marrows

9. 9. Bake for about 45 minutes until the meat mixture is golden and crisp. Another alternative is to slice about 6 potatoes and an onion

MARIE BISCUIT CAKE RECIPE

INGREDIENTS

• 200g of butter,

• 200g of caster sugar,

• five small eggs, (beaten well)

• 250g of plain chocolate,

• About 2 cups of strong coffee,

• Two packets of plain biscuits (see above).

DIRECTIONS

1. Melt the chocolate ( I use the microwave, checking it and stirring it until it melts.

You can also use a double boiler )

2. Beat the butter with the caster sugar until light and creamy.

3. Beat in the melted chocolate and then the eggs, one at a time.

4. Dip the biscuits into the coffee

5. Use a largish dish that isn’t too shallow make layers of coffee-moistened biscuits alternating with layers of the chocolate cream.

6. Refrigerate for at least 24 hours.

7. If you really want to be decadent, top with some fresh whipped cream!

8. Grate some chocolate curls on top.

PIONEER WOMAN’S CHICKEN STREET TACOS RECIPE (GLU-

INGREDIENTS

• 6 boneless skinless chicken breasts, cut into pieces

• 2 Tbs. olive oil

• 3 garlic cloves, minced

• 1 onion, chopped

• 2 Tbs. chili powder

• 2 tsp. paprika

• 1 Tbs. cumin powder

• Salt and pepper, to taste

• 1 Tbs. taco seasoning

• 14 oz. can tomato sauce

• 1/2 cup water (or more)

• 1 pkg. corn tortillas

• 1-2 cups shredded cheese

• Tomatoes, diced (or salsa)

• Fresh cilantro, chopped

• Sour cream or salsa ranch

ORANGE SPICED TOFU RECIPE (GLUTEN FREE)

INGREDIENTS

• 1 (16 ounce) package of firm tofu (sliced into 16 pieces and prepared according to

above directions on pressing)

• Non- Stick cooking spray

• 3 tablespoons of Duck sauce

• 5 tablespoons of orange juice

• Â¼ teaspoon each of salt, cumin, garlic powder, turmeric, ginger powder & paprika,

combined for seasoning mixture

• 1 teaspoon toasted sesame seeds

DIRECTIONS

1. 1 In a separate bowl , mix duck sauce with orange juice and seasonings.

2. 2 Place tofu in a medium size rectangular dish. Pour marinade over tofu and refrigerate for at least an hour.

3. 3 In a large frying pan over medium high flame, spray non-stick cooking spray.

4. 4 Remove tofu with a flat slotted spoon from marinade and sear tofu slices for 4 minutes on each side. There should be slight browning.

5. 5 In a separate small pot under a medium flame, bring reserved marinade to boil. Once boiling pour remaining marinade over the tofu

slices and serve with sprinkled toasted sesame seeds.

DIRECTIONS

1. Cut the chicken breasts into small pieces and set aside. Dice the onion into small pieces. Heat a large saute pan to high heat. Add the olive oil

to the pan. Add the chicken pieces to the pan. Let the chicken pieces heat in the oil, until it’s golden brown. Toss the chicken and continue to

cook on the other side. Add the onions and seasonings and continue to saute. Turn the heat down to medium heat and then add the tomato

sauce and water to the mixture. Simmer the chicken until it thickens and the chicken is cooked through.

2. For the tacos, heat a griddle to medium heat. Place several corn tortillas onto the griddle. Add some shredded cheese on to the tortillas. Add

some chicken onto the tortilla. Once the cheese is melted, remove the tacos from the griddle. Serve with chopped cilantro, tomatoes, salsa,

etc. If you like a creamy aspect to your tacos, mix together ranch and salsa and serve the tacos with this sauce.

ALL RECIPES ARE FROM THE COOKEATSHARE

https://cookeatshare.com

FUNDRAISING FOR NHEG

Fundraising for NHEG earns money through various fundraising programs,

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

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

especially if you have accounts with these partner websites already.

BOX TOPS FOR EDUCATION

BOOKS BY THE BUSHEL

JANE GOODALL'S

ROOTS & SHOOTS PROGRAM

LITTLE CAESAR’S PIZZA KIT

FUNDRAISING PROGRAM

AMAZONSMILE

DONATE A CAR

For more details, visit our website

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


F U N C O R N E R

What You Need:

• Bird Seed

• Flat Baking Tray

• Large Pine Cone (or papertowel roll)

• Smooth Peanut Butter

• Table Knife

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

• String messy!)

• String

Ιnstructions:

1. Cover the table with newspaper or plastic.

2. Pour some bird seed into your baking tray

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

papertowel roll

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

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

cone (papertowel roll)

Birds usually take a few days to locate new food.

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

of birds are visiting the bird feeder?

When the pine cone is pecked clean, make another!

www.booksbythebushel.com

MAKE YOUR OWN SNOWGLOBE

What you need:

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

and turning it upside-down

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

• Waterproof glue (super glue, hot glue)

• Glitter

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

stores)

• Water

Instructions:

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

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

the bottom of the lid

3. Let the glue dry completely

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

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

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

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

www.booksbythebushel.com

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


FREE LITERACY ACTIVITIES

Download as many as you like!

Join our e-newsletter to receive more

Monthly Theme Calendars

Community Helpers

Curious George Activities

Farm Activities

Reading Activities

Social Emotional activities

FREE classroom activity ideas!

FREE activities and worksheets!

www.booksbythebushel.com/free-literacy-activities

Kindergarten Readiness

Misc. Activities

Nature Activities

Social Emotional Activities

seasonal activities

weather activites

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NHEG AFFILIATES & PARTNERS

NHEG couldn’t provide the support and educational needs of the children and adults without the support of our many affiliates and partners across the country.

We would like to take this opportunity to acknowledge and thank everyone for their support.

NHEG is reliant on corporate support in many ways. Strategic partners provide cash, goods in kind and pro-bono contributions both for service provision and in support of fundraising efforts.

Below you can see all the businesses and organizations that have supported NHEG and our mission to provide educational support to adults and children in Ohio.

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September-October 2021

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