WorkKeys and the National Career Readiness Certificate
What is the National Career Readiness Certificate?
The NCRC is a certification of foundational skills used most often in the workplace:
- Applied Math
- Workplace Documents
- Graphic Literacy
It is awarded at 4 levels:
- Bronze which qualifies the holder for 17% of jobs
- Silver which qualifies the holder for 69% of jobs
- Gold which qualifies the holder for 93% of jobs
- Platinum which qualifies the holder for 99% of jobs
It is a registered, nationally recognized certificate issued by ACT, the same people who do the college entrance exam. Download the following *.pdf files for more information.
Why do we need this? View this case study from the PBS News Hour.
What is WorkKeys?
WorkKeys is the examination that is taken to obtain the National Career Readiness Certificate. WorkKeys assessments measure skills that employers feel are essential to success in the workplace. Students, job seekers, and seasoned professionals can use WorkKeys to learn more about their strengths and weaknesses and gain a valid way to demonstrate their abilities to employers. Educators and employers can use it to help take the guesswork out of determining student, applicant, and employee qualifications.
Each WorkKeys assessment offers varying levels of difficulty. The levels build on each other, incorporating the skills assessed at the previous levels. For example, at Level 5, individuals need the skills from Levels 3, 4, and 5. The complexity can also increase as the quantity and/or density of the information increases.
Successful completion of WorkKeys assessments in Applied Mathematics, Locating Information, and Reading for Information can lead to earning the National Career Readiness Certificate™ (NCRC®), a portable credential earned by more than 3 million people across the United States. Examinees that complete Spanish-language versions of the assessments are eligible to earn the ACT National Career Readiness Certificate en Español.


This course has tried and true strategies that will help you, or your child, reach the greatest level of success! You will start with goal setting, and learn how to create action plans for each goal. You will learn to how to create a home study area, what materials to include, and how to use a study calendar and determine target dates for assignments. You will also learn how, and why, to create a home filing system, why graphic organizers are important to use, and the different types for different assignments. You will finally learn how to create note cards according to the latest brain research, and how to add mnemonic devices will help you remember information better, faster, and retain the information longer.
Take this class, and end up at the HEAD of the class!
These are strategies that will continue to strengthen your abilities as you move from elementary school to middle and high school, and into college and the work force. These are life skills that will lead you to greater success.
11 lectures presented in 1 hour and 42 minutes!
Dr. Susie Wolbe was a classroom teacher in both public and private schools before serving as K-8 principal in a private school for fourteen years. She has a B.S. and M.S. in Elementary Education, holds an Ed.D. in Educational Supervision with a Concentration in Curriculum and Instruction, is a Certified Academic Language Therapist, and is certified as a Mindful Schools instructor. She currently works with adults and children in both group and individual settings and is a continuing education provider for the state of Texas (CPE# 902209).
Dr. Wolbe has used mindfulness strategies to learn how to manage life’s sometimes-overwhelming demands. She is now committed to helping other people do the same, especially as it applies to students, educators, and parents. Beyond the classroom, Dr. Wolbe has manufactured children’s clothing and holds a real estate broker’s license. She and her husband have five children and seven grandchildren.
D. Wolbe is the author of The Empowered Teacher: Proven Tips for Classroom Success and PROTECT PROJECT EMPOWER.


(10 July 1895, Munich - 29 March 1982, Munich)
Carl Orff was a German composer best known for his operas and dramatic works and for his innovations in children music education. At the age of 5 he started to study the piano, and also took organ and cello lessons. Soon after, he found that his interest in composing was far greater than in studying to be a performer. His first compositions were for staged puppet shows that he regularly gave for his family, the music that was meant to accompany these shows was composed for piano, violin, zither, and glockenspiel.
Although he never studied harmony or composition, by the time he was a teenager Orff was writing songs, and with the help of his mother, learned musical notation in order to write down his works. Largely self-taught, he learned the art of composing by studying classical masterworks on his own. This may have laid the foundation of the development of his musical education methods. His first works were published in 1911, at the age of 16. Many of his youthful works were songs, often settings of German poetry. They fell into the style of Richard Strauss and other German composers of the day, but with hints of what would become Orff's distinctive musical language.
In 1911/12, Orff wrote Zarathustra, Op. 14, an unfinished large work for baritone voice, three male choruses and orchestra, based on a passage from Friedrich Nietzsche's philosophical novel Thus Spake Zarathustra. The next year, he composed his opera Gisei, das Opfer (Gisei, the Sacrifice). The colorful and unusual combinations of instruments used by the French Impressionist composer Claude Debussy influenced Orff so much that he began to incorporate such combinations in his orchestration.
He studied at the Munich Academy of Music, graduating in 1914, and with the German composer Heinrich Kaminski. Afterwards, he held various positions at opera houses in Mannheim and Darmstadt, later returning to Munich to pursue his music studies. In 1930 he published his Schulwerk, a manual describing his method of conducting. Another noteworthy influence was the Russian-French émigré Igor Stravinsky, who at that time was an inspiration to many other composers.
Orff edited some 17th-century operas and in 1937 produced his secular oratorio Carmina Burana. Intended to be staged with dance, it was based on a manuscript of medieval poems. This work led to others inspired by Greek theatre and by medieval mystery plays, notably Catulli carmina (1943; Songs of Catullus) and Trionfo di Afrodite (1953; The Triumph of Aphrodite), which form a trilogy with Carmina Burana. His other works include an Easter cantata, Comoedia de Christi Resurrectione (1956); a nativity play, Ludus de nato infante mirificus (1960); and a trilogy of “music dramas”—Antigonae (1949), Oedipus der Tyrann (1959), and Prometheus (1966).
These works, as well as some compositions on Christian themes, followed the composer's established dramatic and compositional techniques, but failed to repeat the tremendous success of Carmina Burana. His last work, De temporum fine comoedia (A Comedy About the End of Time) premiered at the 1973 Salzburg Festival. Nine years later, Carl Orff died in Munich, where he had spent his entire life.
Although his fame rests on the success of a single work, the famous and frequently commercially mutilated Carmina Burana, Carl Orff was in fact a multi-faceted musician and prolific composer who wrote in many styles before developing the primal, driving language which informs his most famous work. Orff’s system of music education for children, largely based on developing a sense of rhythm through group exercise and performance with percussion instruments, has been widely adopted.
Here you can find a list of compositions by Carl Orff.


Schools are struggling these days — operating costs continue to rise — and that means “extras” like music education in grades K-12 are taking a hit. In many school districts, athletic programs are now “pay to play,” but music departments are not always able to manage that type of layout. In many schools, music instruction is no longer a necessity – it is only an unaffordable luxury. Private lessons may be intimidating and not for everyone. Group music lessons, however are typically more cost-effective but mostly, they teach children how to work together toward a common goal: making beautiful music.
Exposing young children to strings, keys, horns and flutes is a great way to get them started on a path to music appreciation. While opinions vary as to the actual time in a child’s life to begin music instruction, most elementary school children are usually ready for structured beginner lessons. One-on-one tutoring is good, but so are group lessons — they motivate children to work with others in a fun and more relaxed atmosphere. When school-aged kids play games together, there is often a competitive drive to “succeed.” Playing music together in an extra-curriculum group setting that is outside the confines of the schoolhouse can help children find their own talent and niche. They’ll learn how to play well together, how to push each other and how to cast off the shyness as they learn how to perform for one another.
For some children, music is more than something pleasant to the ear — it is a lifeline to normalcy. Often children diagnosed with auditory and visual perception issues, ADHD (Attention Deficit Hyperactivity Disorder) and other learning disabilities can benefit from structured music lessons and exposure. Scientists say music enhances brain function; that drives the ability to read, speak, focus and problem-solve. Children with ADHD and learning disabilities who play a music instrument can often concentrate better and show notable improvements in self-esteem, self-expression, motivation and social connection. Music is therapy — playing together with other children can provide life skills and stability.
And, Another Thing …
Another reason to enroll children in after-school group music classes is the exposure to new and different relationships and experiences. Kids are used to seeing their own classmates every day but bringing them to a group setting, where they’ll be “outside the box,” allows boys and girls to develop new friends with different scholastic backgrounds. With group lessons, children learn more than just music, they will come to understand more about everyday life!
If you’re ready to sign your child up for group music lessons, call us at 626.445.5397 or contact us today!


The Pre-K 3 program is a more advanced extension of the toddler care system for 3-4 year-old learners. This comprehensive, research-based curriculum is aligned with critical age-appropriate learning goals, including those defined by Early Reading First, Head Start, NAEYC, IRA, NCTM.
As your child ages, this program encourages learning, researching and developing interactive practices and skills on a more challenging level. Small group projects, circle time and whole group experiences help supplement the child’s development by directed and guided choices. Within this program, we utilize the Houghton Mifflin Harcourt’s Pre-K resources to aid our teachers. This program is a hands-on, minds-on curriculum that is based on scientific research. Aligned with key Pre-K learning goals, our Pre-K 3 program provides children with the foundational skills they need to succeed as lifelong learners. Houghton-Mifflin Pre-K also contains strategies to ensure social/emotional development which fulfill the character development requirements of the School Readiness Program.


Curriculum and Assessments
BILINGUAL AND ENGLISH AS A SECOND LANGUAGE PROGRAMS
The Bilingual Education and English as a Second Language programs are offered to English language learners (ELLs) in grades K-5. Students whose home language is Spanish may participate in the bilingual program. These programs are in place to ensure that their academic and linguistic needs of
English language learners are met.
Bilingual Education - According to state law, bilingual education is required in elementary when there are 20 or more students across the district at any elementary grade level whose first language is a language other than English.
The district’s bilingual education program is implemented through two dual language models: One-way and Two-way. Both models are research-based and promote optimum academic and linguistic development in both English and Spanish. Additionally, biculturalism is emphasized to ensure that the ELLs successfully integrate into and participate in important aspects of cultures, values, and belief systems.
One-Way Dual Language Model provides 50% of instruction in Spanish and 50% of instruction in English instruction to Spanish speaking language learners. The language of instruction is dependent on the content area.
Two-Way Dual Language Model serves two populations: Native Spanish Speakers and Native English Speakers. Students of both language groups are integrated all day and are provided content instruction in an environment, which promotes language and social equality while supporting full bilingual proficiency.
Teachers who provide instruction in these classrooms are bilingual or ESL certified. Campuses that are implementing this model are Hackney (PK), Garrett (PK/K), Burley Primary and Slack Elementary.
TPRI and Tejas Lee
K-2 students are given the Texas Primary Reading Instrument (TPRI) and/or Tejas Lee which is a diagnostic assessment to assess their progress in the area of Reading three times a year in their native language. These assessments are designed to allow teachers to observe and record student performances in areas important to literacy development. Notification of student performance is sent home to parents after the testing window is complete.


At Foundations we believe children learn by playing within the natural environment. Educators are encouraged to incorporate the natural elements into their program wherever possible including sand and mud, water, stones, rocks, wood and the wide open spaces.
The educators recognise each child as an individual and allow the children to develop skills and interests at their own pace.
All practices at Foundations are underpinned by The National Quality Framework which includes Early Years Learning Framework. For more information go to www.acecqa.gov.au/
Every child is an individual and has wonderful potential. It is the responsibility and the privilege of the adults around each child to support and encourage that child: To be themselves, to belong to their family and community, and to become whatever they want to be.
Foundations Family Day Care have a strong belief that children learn and grow through interactions with nature, other people and their community. We encourage our Educators to take children to places where they will be free to interact with natural environments, or to bring them into the home, so the children can learn and grow their skills and interests at their own pace.
In these interactions, children will build their self-confidence alongside their respect for themselves, others and the world around them. They will develop the skills and knowledge necessary to become life-long learners.
What makes us different?
- Our strong focus on children as individuals, to build their self-confidence and resilience
- Our encouragement for children to participate in natural environments and experiences wherever possible, including the use of stones, mud, rocks, wood, sand and wide open spaces, and support for our Educators to do so
- Our support for young children in developing pre-literacy and pre-numeracy skills
- Our desire to share our learning with others both within about outside our service, including families and our own and other services’ Educators
- Our ability to provide quality early childhood education and care in a home based setting
- We have two Service Supplied Educator Assistants available 24 hours per day, 7 days per week.
Foundations Family Day Care offers greater flexibility for various childcare needs including:
- Full-time, Part-time or Casual care.
- Before/after school care for 5-12 yr olds.
- School holiday care for 5-12 yr olds.
- Care outside normal working hours.
- Weekend care.
- Respite and emergency care.
- Care for overnight and shift work.
- 24 hour care.


The Early Childhood and Elementary Education Division monitors the Kindergarten’s curriculum planning and provides teacher training and support to the Kindergarten.
Our school-based curriculum is based on the principle of 'developmentally appropriate practice' (DAP), with support received from the teaching team of the Early Childhood and Elementary Education Division.
With an emphasis on 'learning through play', activities are tailored according to the different needs and competence of individual children.
We stimulate children’s motivation for learning through a diverse range of 'theme-based' and 'project-based' activities. During their participation in these activities, children learn the importance of exploration, experience and reflection.
Information and Communication Technology (ICT) has been fully integrated into the school curriculum in order to familiarize young children with the world of modern technology.


Music Technology and the Conservatory Curriculum
Music conservatories play an important role in the musical development of musicians (Clarfield, 2004). Many students often choose a particular conservatory for specific faculty members, prestige of the conservatory and the location of the conservatory (Landes, 2008). Nettl (1995) maintains that students and teachers in a conservatory setting build a family-like bond throughout their working relationship. It is for this reason that students often focus on teacher choice when selecting potential conservatories to attend. While the student-teacher relationship is important, other factors such as mature social skills, self-confidence, musicality and charisma contribute to student growth in conservatory settings (Jarvin & Subotnick, 2010). Clarfield (2004) argues that while music conservatories prepare students to become highly competent musicians, they do not necessarily adequately prepare students for life as a musician outside of the conservatory walls.
The use of technology in music education can positively impact the overall experience of students and create a deeper level of engagement that has the ability to augment and strengthen educational experiences (Rudolph, 2004). That being said, technology is not the only factor in student success. Student achievement and growth in music using technology is only possible with the presence of sound goals that are tightly integrated into curricula. Without imaginative integration into present pedagogical practices, the implementation of technology may not be relevant to student learning (Cuban, 2001).
Overarching Research Themes
- What role do music technology courses play in the music performance and music composition curricula of the conservatory?
- What are the student perceptions of the current state of music technology in the conservatory?
- What are the faculty perceptions of the current state of music technology in the conservatory?
- What relationship, if any, exists between traditional music performance and composition programs and programs that utilize music technology as a learning tool?
STEAM (Science, Technology, Engineering, Arts and Mathematics)
STEM refers to Science, Technology, Engineering and Mathematics education. STEAM, an extension of STEM research, is beginning to gain traction in the academic community. STEAM includes the arts in STEM education to foster creativity.
Research has shown that students are more likely to choose STEM majors in post-secondary environments if they are exposed to STEM learning through technology-based activities in classrooms (Lee, 2011). Capturing students’ interest in STEM learning at an early age can increase the likelihood of continued STEM leaning, and ultimately, career pathways (DeJarnett, 2012). In recent years, increased attention has been focused on the low number of students who are pursuing STEM disciplines in colleges and universities throughout the United States (National Science Board, 2010). Students in the United States are quickly falling behind other countries such as China and India in entering STEM career fields (Lewis, 2006). STEM education has become a national priority in recent years. This trend reflects the need for more people to become increasingly literate in careers that involve technology and engineering (Avery, 2010).
Scratch is an easy-to-learn programming language that allows users to quickly begin building applications in a fun and engaging way. Myriad projects have been created in this visual programming environment. These projects include online games, animated stories, and music projects. More information about Scratch can be found on the project web site.
Raspberry Pi is a nearly-pocket-sized computer system that can be purchased for less than $100. It functions in the same manner as a traditional computer, but it is designed to be affordable and accessible to everyone. The primary goal of the Raspberry Pi creators is to make programming accessible to a great number of people through their system-on-a-chip (SoC) solution. More information about Rasperberry Pi can be found on the project web site.


New Insights: This first article addresses the growing recognition of diversity of learners across age ranges, including adult learners. Student populations are rarely homogenous, and classrooms are not static settings; rather, they are sites where many languages, cultures, and learning styles co-exist. While this diversity has great potential for enhancing, there is also room for misunderstanding and misrepresentation of minorities. The questions that have been arising for many educators are concerned with issues such as equality, marginalization, social justice, stereotypes, etc. For many years as an educator, I became more conscious of this growing diversity and began to reflect on my own pedagogical assumptions and underpinnings. Did my teaching approaches allow for expression of diverse cultural perspectives and experiences? Was I reinforcing dominant cultural values and literacy practices through my teaching? How could I encourage all students to bring their linguistic and cultural resources in to the learning activities? These were the kinds of questions that led me to enter the Languages, Cultures, and Literacies program in the Faculty of Education at Simon Fraser University (SFU).
Trends: Digital storytelling is becoming a popular way for learners to share information about themselves and related to many topics. Stories are increasingly recognized for their potential to build connections between tellers and listeners. They make information personal, and this personal element can lead to increased empathy. I know a professor at SFU who has students tell the story of their literacy development from earliest childhood to the present through digital storytelling. That way they can share the cultural practices around narrative, influential books, teachers, etc that are part of their unique learning pathway. Since students of all ages use a variety of media tools and devices, the scope of story telling can be expanded from words on a page to still and moving images, sounds, etc.
In Hernandez’s article, he offers educators some salient tips on steps that ensure a successful outcome to the digital storytelling project, practical steps, and benefits of this learning tool. Enhanced thinking, research, writing skills, and public speaking skills are just the beginning. Transformation of social relations and communities is possible, according to Hernandez, and I have no trouble imagining the positive changes that could occur. Adult learners, I believe, respond to stories with as much curiosity as children do and have as much desire for their stories to be known.


The foundation of Moore's approach was direct carving, something he derived not only from European modernism, but also from non-Western art. He abandoned the process of modeling (often in clay or plaster) and casting (often in bronze) that had been the basis of his art education, and instead worked on materials directly. He liked the fierce involvement direct carving brought with materials such as wood and stone. It was important, he said, that the sculptor "gets the solid shape, as it were, inside his head... he identifies himself with its center of gravity."
Related to his commitment to direct carving was a belief in the ethic of 'truth to materials.' This was the idea that the sculptor should respect the intrinsic properties of media like wood and stone, letting them show through in the finished piece. A material had its own vitality, Moore believed, "an intense life of its own," and it was his job to reveal it.
Often regarded as the father of modern British sculpture, Henry Moore’s large-scale bronze and marble sculptures can be found in public parks and plazas around the world. Working in various styles and mediums, Moore is perhaps best known for his highly abstract and interpretive renditions of the human figure, often portrayed in the reclining position. He was influenced by Classical, Pre-Columbian, and African art, and bySurrealism; his biomorphic style has been compared that of Salvador Dalí and Jean Arp.
What stood out to the students in the presentation of his works was the size. They were in awe of what it would take to execute such a large piece. They also enjoyed talking about how it would look from different angles - especially the pieces installed in fields and gardens. They took into consideration the weather and how that would affect how it was viewed. They wondered how much planning he was involved in with the final location of the larger pieces.
Our production was a small clay sculpture. We used air-dry clay. It's more brittle than fired clay, but we didn't have kiln time. Some used the opportunity to make Mother's Day gifts instead. Most were inspired by Henry Moore's style.


Music Assemblies Fill Many Needs
Recent school cutbacks in music education have put added pressure on community symphonies and other groups that bring music education into the classroom.
“The more the schools are faced with cutbacks, the more the orchestras are being invited to come in,” says Krishna Thiagarajan, president of Symphony in C Orchestra in Camden, NJ. “But, it’s a difficult proposition because orchestra programs are designed to support, not replace existing programs in schools.”
Teaching the Basics
When students have a limited knowledge of music and instruments, school assembly programs must pick up the slack. The Symphony in C offers a classroom program in which an ensemble of four or five musicians and the assistant conductor play and discuss classical music. Kids learn how the instruments function and sound, and how musicians work together creatively.
Many children today are unfamiliar with classical music, even compositions designed for kids such as Sergei Prokofiev’s Peter and the Wolf, Benjamin Britten’s Young Person’s Guide to the Orchestra or Wolfgang Amadeus Mozart’s Toy Symphony. Outside groups can bring these classics to students in a fun and interesting manner. For example, when it presents Peter and the Wolf, Symphony in C assigns different instruments to particular characters in the piece.
“We give each of the instruments a personality that the kids can relate to,” explains Thiagarajan.
Combining Music with Curriculum
A new trend integrates music assembly programs with schools’ core subjects, including math, science, English and social studies. “This fosters students’ multiple intelligences in learning, so we’re gearing our music programs to what’s relevant in the students’ lives,” explains Lisa Vaupel, education programs coordinator for the Delaware Symphony Orchestra.
Adventures with Fractions is an interactive program that gives students an understanding of simple fractions and their use in music by talking about how time is divided into parts. The course culminates in the students composing their own music, which the Delaware Symphony’s string quartet plays.
“Kids love it because it’s their own work and they understand that by making the fractions add up to these whole units, they’ve created music,” says Vaupel.
Lesson guides are available to support teachers in using music to enhance the teaching of core subjects.
For example, in the Delaware Symphony Orchestra’s Scheherazade program, smart board lessons are available in geography, as well as a lesson in ancient Persian art and history. The unit culminated in a field trip to the Symphony to hear the piece the students had learned about on many levels.
Incorporating Relatable Themes
Schools are eager to bring in assemblies related to anti-bullying, and some include a music component. Willow Grove, PA-based electric violinist Caryn Lin incorporates stories about not being bullied into her program Bach to Rock. She says her presentation combines performance, music education and self-esteem building.
Other popular themes for music enrichment programs include anti-violence, character building and conflict resolution.
Keeping Students’ Attention
It helps to have a hook that draw kids in, whether it involves a discussion or big-screen videos that relate to the music. Creatively incorporating technology into music programs often heightens students’ interest, particularly for older kids who require more detailed programs.
Caryn Lin recently added a Power Point presentation to give her program a visual component. “When I would talk about electronics, the kids could never see it before, so now there are pictures and fun illustrations that go along with the show,” she says.
“You have to be much more interactive with your student crowd,” says Thiagarajan.
Terri Akman is a contributing writer to MetroKids


When it rains, it pours!
Here are my latest articles about Learning Differences & Reading on Noodle.com. They cover a range of topics, so there should be something for everyone…
- 7 Best Ways to Help your Kids Learn to Read: an article about reading comprehension strategies
- Transitioning from High School to College: What Students with Learning Differences Need to Succeed: an article about the changes in law & logistics in this important transition, with help from the folks at New Frontiers in Learning
- Language Development Milestones: What to Watch for in your Child: a list of “Watch For”s and “Don’t Worry About”s
- Children with Learning Disabilities: What Services are Public Schools Required to Provide? a summary of eligibility and the IEP process, plus a list of resources for further reading
For a list of all of my articles on Noodle, click here. They mostly encompass Learning Differences, reading, writing, and assistive technology.


The education system in Haiti is governed by the Ministry of National Education and Professional Training (“MENFP”). It includes preschool, “Fundamental” Education, secondary education and higher education. According to the 2002-2003 education census cited by the World Bank, only 8 percent of Haitian schools were public, while approximately 92 percent were privately owned and financed (this makes many schools unaffordable and inaccessible to the majority of Haitian families).
Preschool is not compulsory, but approximately 23% of children below 6 years of age have access to preschool education.* Elementary education, or “Fundamental Education,” is compulsory for children between 6 and 11 years of age. Fundamental Education consists of three cycles of three years each. The third cycle is completed either in elementary or in secondary school. 81.5% of children in this level go to private schools and pay fees, often due to the limited availability of public schools. 50% of primary school age children are not enrolled in school and more than 50% of children attending school are overaged. 60% of students will abandon school before sixth grade.
Starting at the second cycle of Fundamental Education, students have the option of following vocational training programs.
The third cycle of Fundamental Education consists of 7th, 8th and 9th grades, where the student studies a range of general education courses. These three years are called “Année Fondamental.” After completing the primary Fundamental Education, the student must pass an official national exam in order to earn a certificate of completion and advance to the secondary level. French is the principal written and administrative language of Haiti, and used in the classroom and on the national tests. This creates a language barrier since most Haitians speak Creole, but only the most advantaged Haitians speak French. Less than 22% of children move on from elementary to secondary education. Of this 22%, 75% go to private schools.
The first year of secondary school is called “3eme” and the second year is “2eme”. In these years, chemistry, Haitian and French literature, and geology are added to the curriculum. For the final two years of secondary school, Rheto and Philo, the student is finished with general education courses and selects a focused curriculum based on their own interests and objectives. The student must pass another official national exam after Rheto in order to be admitted into Philo. These exams are challenging for most students and require a great deal of preparation by the student as well as additional fees. The student earns their diploma and is eligible to attend post-secondary education once they have passed both Philo and the final national exam following Philo.
Vocational training in Haiti is given at different levels between the second half of secondary school and the first half of university. These include technical education and professional education, housework skills, and professional training.
There are a limited number of regional public universities and public institutions associated with their respective ministries, and again, many private institutions with higher tuition and fees. Less than 1% of the college age group are enrolled at the university level.
Although we all realize the importance of education in breaking the cycle of poverty, our children face many roadblocks in attaining this education: lack of financial resources to pay for school, transportation to school or other school expenses, lack of familiarity with the French language in order to pass their mandatory state tests, the need to work and provide for their families, and so much more. At Haiti Scholarships we are trying to remove as many of these roadblocks as possible so our students can focus on their education and improving themselves, because we believe in the power of education.
Your donations are in investment in the future of Haiti’s youth. They will help send bright, deserving students to good schools, and help them receive the education they need to break out of the poverty cycle. By donating to Haiti Scholarships you are providing a brighter tomorrow for the country of Haiti and its children.
*Current statistics for Haiti are hard to find. The statistics in this post range in dates from 2008 to 2012. Our hope is that many of these numbers are outdated, but the sad reality is that these statistics probably still hold true today.


The principal aims of the art programme are to provide opportunities for students:
To enrich their lives and make a contribution to their intellectual, emotional and cultural development through using visual media.
To develop the skills of investigation necessary to take an informed interest in the environment and their place in it.
To be aware of the influences of the visual arts and design upon their own lives and that of the community.
To develop the ability to express their ideas and feelings primarily individual, but also in verbal, terms.
To develop the skills to solve design problems.
In Grades K-5, students take art classes twice per week from a specially trained teacher. Students are exposed to skills and techniques using a wide variety of materials and through a diverse range of subjects. There are opportunities to use drawing, painting, modelling, collage, and to build sculptures. The art teacher works closely with the classroom teachers to integrate topics of study.
The Middle School Art Programme continues to develop the visual awareness of the students through, looking, seeing, using and considering art, in all aspects of their lives and environment. Middle School Art is full of creative exploration and personal expression, and students have the opportunity to work in a variety of different activities, including painting, ceramics, printing, drawing, computer work and sculpture. Students are exposed to a variety of artists and artworks to help develop a working vocabulary relevant to the subject and an interest in, and a critical awareness of other practitioners, environments and cultures.
The course is designed to introduce students to visual terms, to enable them to master various skills and to experience different techniques in two and three dimensions that provide them with a good basis for further art development. Emphasis is on individual work and creativity and guiding each student to their highest potential.
Middle School Art is open to students in Grades 6, 7 and 8. Students can opt for a year-long course or a semester-long course in Art.
The course is designed to accommodate mixed age and ability groups by covering units of work. These units are not sequential but stand independently as a learning experience. Each unit is tailored to the requirements of both the beginner and the experienced student. The units, which are theme-based, will be explored through the following disciplines: drawing, painting, ceramics, textiles, printmaking, graphic design, and various other crafts.
The aim of this course is to enable learners to develop an ability to identify and solve problems in visual forms as well as progress in visual awareness through a critical and cultural understanding.
Incorporated into each unit are all aspects of art appreciation, including visits to galleries and visiting artists to help establish investigative, analytical and interpretative skills which will aid practical and expressive skills in final artworks.
This course will also guide students through a variety of skills involved in designing and making. They are encouraged to use an organised approach through the use of the Design Process and Gantt charts to promote self-directed learning.
Students are encouraged to be creative and practical when given Design Briefs as a starting point to each unit. Students attend various workshops on technology, both within the school environment and the wider community. These workshops include animation and 3D design, to enable students to develop and explore the concept of design and making.
Students choosing this course in both Grades 9 and 10 will be able to take the IGCSE Art and Design exam. Cambridge IGCSE Art & Design syllabus aims to encourage a personal response by stimulating imagination, sensitivity, conceptual thinking, powers of observation and analytical ability. Learners gain confidence and enthusiasm as they develop technical skills in two and three dimensional form and composition, and are able to identify and solve problems in visual and tactile forms. Students also learn how to develop ideas from initial attempts to final solutions. An ideal foundation for further study, Cambridge IGCSE Art & Design also develops a greater awareness of the role played by the visual arts in society and in history, broadening cultural horizons and individual experience.
The syllabus helps equip learners with lifelong skills including:
• confidence and enthusiasm as they develop technical skills in two- and/or three-dimensional form and composition
• the ability to identify and solve problems in visual and tactile forms
• the ability to develop ideas from initial attempts to outcomes.
This course aims to balance a thorough knowledge and understanding of a subject and help to develop the skills learners need for their next steps in art education.
For more information visit Cambridge IGCSE Syllabus - Art & Design 0400
Prerequisite: a previous High School art course and a commitment to be self-directed.
Students enrolled in this two-year course are assigned the task of developing a portfolio of works, either in one medium or in a variety of media. This will culminate in an exhibition of the student's work. In addition, students must embark on a detailed study displayed in a research workbook. Considerable self-direction and working outside school hours is expected in this course.


Austin Kleon’s new book, Steal Like an Artist, offers lots of insights into the work and process of art making but how does it specifically relate to polymer? Kleon, who is both a writer and an artist, nails the crucial issue in his title. What is it to “steal like an artist”? Isn’t our cultural ideal to be original in all ways, so why
is he advocating stealing to make something novel? Historically, the concept of originality is relatively new. The well used cliché, “there is nothing new under the sun” can be traced to a biblical origin. Throughout time, artists have learned by copying, imitating, and observing. It is the basis for apprenticeships and much of traditional art education. But according to Kleon and many others, it is what someone does with all this input that matters.
Within the short history of polymer art, so much art work and innovation has been driven by technique. Artists have found another way to do this, imitate that, or even invented novel uses of the material. Artists working in polymer have benefited from the on-going technical evolution and many of the resulting skills have spread globally via the internet, workshops and other forms of media.
What Kleon’s book explains is that technique is only one portion of the ever changing recipe for individuals who make art. Artists are urged to look at others’ art, in fact, to look at everything of visual interest so that they can absorb what is meaningful to them and add it to their personal file of ingredients for creating art. This is the “stealing” part. Kleon writes about the process of accumulating what you like for your own cupboard of ideas as well as the need to discard what is no longer of use. Then you have to mix it all up so that what emerges from the oven of your creativity is something that represents your take on whatever. He proposes artists start making work even if they do not quite know exactly what it is they want to make since you never know how any blend of ideas might congeal. Your influences can be wide and deep but the art you make should be yours.
Sometimes these influences are quite straightforward. For example, Sonny King acknowledges that at times his work has been directly inspired by the painter, Edward Hopper. The moods evoked by Hopper’s paintings tend to be more starkly sober than King’s, but the sense of architecture, place and lighting are related. Yet, by moving beyond Hopper’s paintings into a 3D interpretation of Hopper’s style and infusing his own sensibilities, King created work that is his alone.
Other times the source of inspiration is less obvious. Over the years, Karin Noyes has spent lots of time knitting complicated patterns which involve graphic repeats and stylized bits of flora and fauna. A casual observer would be unlikely to make the connection between this experience and her intricate assemblage caned bowls. However, looking at samples of Fair Isle knitting enables one to see the potential influence of multiple small motifs arranged in endless variations.
Kleon’s short and graphic text brings together many ideas from the vast body of writings on creativity and the process of art making. He recommends as well habits and tools that work for him. By the end of the book, he has created a good compilation of what matters when making art and has done so in a way that is accessible and fun. Kleon has stolen from many and gone on to create something uniquely his.


- slide 1 of 5
New Literacy Teaching Books
Many teachers come across students who have learning disabilities in the classroom, sometimes without even realising it. They may be given a formal diagnosis and information on optimal ways of teaching a student with a particular learning disability, or they may simply observe that a student is struggling more than their peers with various aspects of learning such as decoding, retaining information, short and long term memory, handwriting or keyboarding on the computer, applying information or focusing and concentrating. Often these students benefit from tailored programs for literacy development to help reinforce the basic information which may have been missed in the primary years of schooling.
- slide 2 of 5
Who Are These Books For?
This set of two literacy teaching books for teaching adolescent literacy has been written for students who:
- have learnt English as a second or additional language
- have missed critical periods of their schooling
- have an intellectual, reading or learning disability
- have struggled with their literacy skill development
- have a reading problem such as dyslexia
- are struggling adolescent readers who have not been formally diagnosed as having a reading problem
The books have been written to suit teachers of adolescent literacy, but using literacy skill levels which are set at around the upper primary level. The focus of these literacy teaching books is on providing practical, life skills oriented literacy activities and structured literacy lessons that can be done individually, in small groups or as a whole class activity.
- slide 3 of 5
Sections included in the books are:
Book 1 -
- Public Transport
- Feelings and Emotions
- Personal Communication
- Personal Safety
Book 2 -
- Healthy Living
- Living for Tomorrow
- Using Forms
In Australia, the books have been popular with Special Education teachers teaching struggling adolescent readers in mainstream schools, as well as in community and vocational education settings.
The books are published by Phoenix Education.
- slide 4 of 5
The advantages of using literacy teaching books such as Everyday Literacy to teach struggling adolescent readers are:
- it promotes the ability of the teacher of adolescent literacy to adapt the teaching program easily to suit the needs of individual students
- the focus of the literacy lesson plans is on practical, life skills activities which relate closely to the everyday life of many teenagers
- the use of language and visual images in many of the literacy activities and literacy worksheets is designed to appeal to a teenage audience
- the inclusion of easy to use sidebars to order the pages, makes it easy for a teacher working in the classroom with struggling adolescent readers to locate the required page
- the use of photocopiable literacy worksheets so teachers can reproduce a worksheet as part of their literacy lesson plans or literacy activities quickly and easily
- slide 5 of 5
Some of the language and examples in the literacy lessons and literacy activities used in the book may be challenging for an American audience, as they have been written initially for Australian students. However, this is likely to be limited only to sections such as 'Public Transport' where the types of transport available and the examples may not be as relevant to American students.
Most sections could be easily used with an international adolescent literacy teaching audience, as the focus is on providing literacy activities and literacy lessons which cover general skill areas such as communication, sustainability, shopping, and feelings and emotions. As most teachers are quite capable of a few quick adaptations, in general these books are highly suitable for teaching students with learning disabilities in the classroom, particularly at the junior to middle secondary level.


Josef Albers’s Interaction of Color is a masterwork in twentieth-century art education. Conceived as a handbook and teaching aid for artists, instructors, and students, this timeless book presents Albers’s unique ideas of color experimentation in a way that is valuable to specialists as well as to a larger audience. Originally published by Yale University Press in 1963 as a limited silkscreen edition with 150 color plates, Interaction of Color first appeared in paperback in 1971, featuring ten representative color studies chosen by Albers. The paperback has remained in print ever since and is one of the most influential resources on color for countless readers.
Read more at Yale
And the App ….
The classic text achieves its full, interactive potential in this stunning new application for iPad. The full app is free to download, and allows you to sample Chapter 10, including accompanying text, video commentary, two interactive plates, and the palette tool. The complete app–featuring the full text, 125 plates, 60 interactive studies, and over two hours of video commentary—can be unlocked through an in-app purchase, and features the following:
• Full text and plate commentary, describing Albers’s renowned principles on how to see and understand color.
• Over 125 original color studies, including flaps and moving pieces.
• Over 60 interactive plates that reproduce the experience of working with paper, a captivating feature inspired by Albers’s teaching methodologies.
• A beautiful new palette tool, in which colors are manipulated like paper.
• The ability to create, save, and export your final designs and palettes into any vector-based design software.
• Over two hours of video commentary, including archival video of Albers and interviews with experts explaining key principles, making even the most challenging problems easy to understand.
• Interviews with leading designers and artists explaining how they use color in their professional practices.
This revolutionary new digital edition will transform the way color is taught and understood among teachers, students, designers, artists, and anyone interested in learning how to perceive and use color.
Read more at itunes


Today I was able to take the time to walkthrough almost all of the classrooms at my school. I was particularly looking for evidence of 21st Century skills being taught. I saw some impressive things going on. Here are a few . . .
In Mrs. J's math classroom, two things stood out. First was the math word wall - its so important to bring that focus on literacy into every class! On a bulletin board I also noticed posters sharing the different responsibilities for student roles when working in cooperative groups. It is vital that our students learn to work in collaborative groups in order for them to be college and carreer ready, unfortunately this is a skill that doesn't come naturally and can be quite challanging. Setting up guidelines for the roles can help students begin to learn how in a collaborative group, every member has an important job and responsibility to the other members!
Mrs.T had some students working on their argument for a court case the class was working on. She discussed with a student how she would be the judge and they would have to convince her of their opinion. Such a powerful real life us of writing and speaking skills!
Mrs.S's Social Studies students were working in the Media Center on a project which Mrs.S had collaborated on with the Media Specialist. Students in her class got to see their teacher working cooperatively with other faculty, and at the same worked in groups with their peers to research and create a project focused on an aspect of life in Ancient Greece or Rome. The project allowed students to practice skills of finding information from multiple sources, and then creatively design a product to reflect their learning. It was so exciting to walk in the media center and see all the project materials out and in use! The learning environment was a polar opposite of the traditional read and be silent atmosphere of a library. Students were engaged and active in their learning which resulted in noise and mess, but most importatnly powerful learning for students!
Something I noticed was that our teachers have gotten very adept and comfortable at using our technology such as computers and Interactive White Boards to present instruction, which is great. To up the level of impact on student learning, now teachers need to get students engaged with the interactiveness of the technology -- a good goal for me to help the faculty to work on.
Who am I?
Sarah Allred is the Instructional Lead Teacher at Braxton Craven School, an all 6th grade middle school. She has 15 years of teaching experience at the middle school level. Her educational background includes a Bachelor of Science degree in Elementary Education earned at the University of NC Greensboro, National Board Certification in Early Adolescent English Language Arts, and a Master of Arts in Education in Instructional Technology earned at East Carolina University. She has taught language arts, social studies, science, and technology. She serves her school in many leadership roles. Her passion is searching for new ways to use technology to improve student learning. Additional roles she fills are mother of two amazing kids, and wife of a police officer. She enjoys reading, gardening, and digital photography.


The mission is simple: educate, inspire and motivate children through music education by providing public elementary schools with a free, innovative and turnkey supplemental music program.
We are all too aware of the budget cuts in our public schools. They’ve slashed away at the arts until programs like music education are reduced to mere days per month or completely eliminated. It’s really exciting to see Music Workshop take up the challenge with their innovative program that any public school can implement for free!
We dropped by to check out a recent Music Workshop episode this week at Raleigh Hills Elementary School where 3rd-graders were immersed in the story of Jazz. They watched segments of a documentary on the history of Jazz, the players, the terms, the styles. Narrated, by the way, by Iris Harrison, a 2012 OMHOF inductee! Even at this restless but inquisitive age, the students knew their stuff in the Q&A segments. Next documentary from Music Workshop will be on the story of rock ‘n roll. Sign ME up!
Amy Richter, Music Workshop’s Executive Director, lays out the lesson to the class. The question? What instruments do these students play? (We heard “drums, recorder, trombone, guitar, piano…..”)
From left, OMOF’s Janeen Rundle, Music Workshop’s Amy Richter, and program editor Amira Dughri. OMHOF’s Board member Inessa on the far right.


Language Development: An Introduction (7th Edition)
This best-selling book addresses language variations among children, new advances in linguistics and neurology, and the importance of literacy, as well the impact of these issues on our understanding of individual development. In addition, this clearly written and comprehensive book features sections on culturally and linguistically diverse children to reflect the realities of schools in the United States. Developed within a practical framework, Language Development: An Introduction examines every aspect of syntax, morphology, semantics, phonology, and pragmatics. New features to this edition include: A new chapter (Ch. 11) on School-Age Literacy Development.Updates to the chapter on Cognitive, Perceptual, and Motor Bases of Early Language and Speech (Ch. 4) that include the latest in brain imaging information to convey links between anatomy, physiology, cognition, and language, as well as the roles these links play in the development of language abnormalities.Updated Companion Website that now includes extensive audio examples of child language.
Specifications of Language Development: An Introduction (7th Edition)
|Author||Robert E. Owens|
|Publisher||Allyn & Bacon|
|Number Of Pages||528|
Write a review
Note: HTML is not translated!
Rating: Bad Good
Enter the code in the box below:


If your career has anything to do with children, you’ll need some kind of childcare training on your resume. It could be teaching, medicine, even a babysitting business – the basics remain the same. From creating learning environments for kids to collaboration with parents, families and fellow teachers, a course in childcare studies is a powerful asset to anyone looking to work with children.
The childcare sector is booming right now, due to the rise of nuclear families, tough schedules, as well as increasing pressure on single parents. With rising disposable incomes, parents are willing to spend on specialized caretakers instead of leaving kids over at the grandparents. Training For Me has a great childcare training and early childhood diploma programme that you must explore if you’re interested in working with kids.
Childcare work involves addressing a child’s immediate needs when parents and other family members aren’t available. Job opportunities include becoming a nanny or a babysitter, but a host of child services occupations with the government are also possible, to deal with orphans or those scheduled for foster care. Duties include feeding and bathing children, liaison with medical staff, and providing them happiness through mental stimulation and emotional support while family members are away.
A teacher’s assistant or a para-educator works with teachers in a classroom environment to provide educational staff time and resources for lesson planning and access to individualized attention. They do with through logging grades, maintaining records or and classroom supplies. Non-academic settings include monitoring children during play or meal times. 2 years of college and an early childhood education are mandatory to become a teacher’s assistant. Associate’s degree program in early childhood education gives students access to at-risk children, teaching them movement, music and art.
Elementary School Teacher
Kindergarten teachers work on basics of math, science, and reading, as well behavioral skills. Teaching grades K-5, elementary school teachers usually work in small classroom settings and often specialize in a single subject. An elementary school teacher also monitors student performance and development, work on lesson plans and work closely with parents on their child’s needs. Requirements include a bachelor’s degree and licensing for state schools, for which degree programs in early childhood education or elementary education are sufficient. Aspiring teachers may need to work on supervised student teaching, as well as educational theory.
Preschool Teachers and Administrators
Teaching academic subjects to children before kindergarten (ages 3-5), preschool teachers also help the student improve motor and interpersonal skills. Preschool has been found to be an important experience for mental development. Many preschools have special education staff on board to work closely kids with special needs. Teachers may require additional training.
Educational administrators coordinate activities across the preschools, spanning both academic and nonacademic needs. They also address proper care for children.
For early childhood education, many Perth schools are increasingly hiring from the institutes like https://www.trainingforme.edu.au/ which conducts holistic childcare courses in Perth. These courses cover different facets of childcare and enable learners to transition into respectable jobs in the childcare sector.


Many children show interest in music at an early age. Plus, as a parent, you should want them to anyway. That’s because there have been numerous studies which have shown that children who play instruments benefit quite substantially from them. The benefits are many including being better at creativity, socializing and overall learning. But just what are the best instruments for your children to learn to play? At age is appropriate for them to start learning? The following guide contains the 10 best instruments for kids to play to help you with those questions.
The Piano –
Most experts agree that the piano is by far one of the best instruments for children to learn to play. Many of the world’s most renowned composers such as Beethoven began playing the piano at an early age. In fact, Beethoven performed in public at the ripe age of seven. The
piano can teach kids how to learn to read Treble Clef and Bass Clef. In addition, it will also prepare them for using numerous other instruments. The piano is great for any children ages 4 and above.
Don’t miss reading about The Benefits Of Music Education For Children
The Guitar –
There are several variations to consider when it comes to guitars. You have both acoustic guitars and electric. Either one are very good for children to embark on their musical journey. A lot of teachers recommend this instruments for children. This is especially so if the kids don’t have much experience on stringed instruments. The recommended ages are between 5 to 8.
The Violin –
Countless of famous composers and musical greats began their journey into music playing the violin. It makes a lot of sense for kids because it is very small in size. This makes it very easy for children to handle it. Another plus from the violin is that kids will learn to play in tune. It is ideal for kids ages 4 and up.
The Flute –
Kids will have a fun time learning to play the flute once they hear themselves making tunes. This instrument is very good for letting your child’s talents take form at an early age. There are also smaller size flutes for beginners. For kids who may have difficulty balancing the flute, it is best to learn with the left hand. The best ages is 10 and above.
The Drums –
While this instruments tends to drive many parents crazy as their kids first learn, it is a great one to consider. There is a 5 piece drum set for kids who may not be ready for the full size one. They can begin to learn to make noise – at first – until they finally find their rhythm. Recommended for children ages 10 and up.
The Double Bass –
While this instrument is a bit large in size for most kids, it is still a great one for them to learn. In part, the double bass will teach them several different kinds of music. They can learn classical and jazz, as well as other genres. Some children do become intimidated by its size at times. But there are now smaller sizes available just in case. Ideal for kids ages 6 and up.
The Xylophone –
Even toddlers will enjoy playing the xylophone at an early age. And while they may not make the best of tunes, it will still get the ready for what comes later. All kids love to be able to tap and make music by hitting the keys on this instrument. A lot of kids are also drawn into the eye-catching design the xylophones offer. Kids as young as 3 and above can play.
The Trombone –
There are plastic and mini trombones available for kids who are interested in brass instruments. The trombones are awesome because they are colorful, light and easy to care for. Plus, the children will appreciate the way they will make sounds that comes from within them. Recommended for ages 6 and up.
The Cello –
The cello can be viewed as a large size violin. This is a wonderful string instrument for kids to learn to play at an early age. While they are big in size, children can play it sitting down. They also will hold it between their legs. The cello is great for kids ages 6 and above.
You should also read about The Importance of Music for Children
The Maracas –
For parents that want an instrument that their kids can play at a real early stage, the maracas are a great choice. These fun musical apparatus help kids develop large motor skills. Children as young as 2 years old can learn to play them. The maracas can open the door in children for the interest in other instruments later on.


Science News for Kids
On this site, they also provide great problem-solving tips too under the “extra” button.
Science for Kids
This site also lists many fun science experiment ideas.
Science for Kids…Explore student activity books and science teaching guides for grades K–8
Offers news about plants, animals, and other life science issues. Also includes pop quizzes, and pictures. Site is available in Spanish.
As teachers, administrators, students and parents are all working on finding the 2012-13 school year groove, we would love to hear about some great sites you have discovered.
When we all come together for the common good, amazing things can happen!
May we all continue to seek knowledge in all things~


The study, published online in the journal Applied Developmental Science, followed a group of children from birth through 5th grade to track the influence of early home learning environments on later cognitive skills and understand the factors that might explain long-term influences.
"There is growing evidence for the power of early learning environments on later academic success," said Catherine Tamis-LeMonda, the study's lead author and a professor of applied psychology at NYU Steinhardt. "Our study confirms that strong home learning environments arm children with foundational skills that are springboards to long-term academic achievement."
Research shows that the home learning environment powerfully shapes children's language and cognitive development. Children's participation in learning activities, the quality of parent-child interactions, and the availability of learning materials like books and toys are three key features of the home learning environment that support language and pre-academic skills in early childhood.
In this study, Tamis-LeMonda and her colleagues examined early home learning environments and whether they predict 5th grade academic skills for children of families from ethnically diverse, low-income backgrounds. The researchers studied 2,204 families enrolled in the Early Head Start Research Evaluation Project.
Children's learning environments were measured through a series of home visits at 14 months, at 2 and 3 years, and at pre-kindergarten. The researchers looked at literacy activities (including book reading, storytelling, and teaching letters and numbers), learning materials in the home (including books, toys, or games that facilitate expression and learning), and the quality of mothers' interactions with their children. Examples of high quality interactions included labeling objects in the environment and responding to children's cues; these sensitive interactions are attentive to children's needs and cognitively stimulating.
Learning environments were again assessed in 5th grade based on the number of books in the home and the quality of mothers' engagement with children, both spontaneous interactions and during a discussion-based task.
At the pre-kindergarten and 5th grade visits, children were assessed on age-appropriate academic skills. The pre-K visit included measures of vocabulary, letter and word identification, and math problem-solving; the 5th grade visit measured vocabulary, reading, math, and general cognitive abilities.
The researchers found that early learning environments supported the emergence of pre-academic skills that persisted into early adolescence to predict children's 5th grade academic skills. Pathways from early learning environments to later academic skill were similar for children from White, Black, Hispanic, English-speaking, and Hispanic Spanish-speaking backgrounds.
Notably, learning environments were highly stable over the 10-year study, suggesting that the experiences parents provide their infants as early as the first year of life may solidify into patterns of engagement that either continue to support or impede children's emerging skills.
The study highlights the importance of early childhood experiences for children's skill development and long-term academic success, and reinforces the notion that families have a major influence on children's academic outcomes.
The researchers note that the findings have implications for policy and practice, including the design of interventions for young children and parents from disadvantaged backgrounds.
"Improvements to early learning environments, whether it be in the home or through early childhood programs like Early Head Start, can effectively support the development of children exposed to socioeconomic disadvantage," said Tamis-LeMonda, who also co-directs the Center for Research on Culture, Development and Education at NYU Steinhardt.


What is a Brief Intervention?
Brief interventions are evidence-based practices design to motivate individuals at risk of substance abuse and related health problems to change their behavior by helping them understand how their substance use puts them at risk and to reduce or give up their substance use. Healthcare providers can also use brief interventions to encourage those with more serious dependence to consider seeking more intensive treatment within the primary care setting or a referral to a specialized alcohol and drug treatment agency. (SAMHSA-HRSA, 2013). While originally developed for use with substance use disorders, the brief intervention model is also a useful way to structure brief conversations about health care in general.
Brief interventions can take place in various settings, such as primary healthcare settings, and can be implemented by a variety of trained behavioral and primary healthcare providers. Brief interventions consist of feedback about personal risk, explicit advice to change, emphasis on patient’s responsibility for change, and provides a variety of ways to effect change. Brief intervention techniques include an empathetic style and support for the patient’s perception of self-efficacy or optimism that they can change. (Colorado Clinical Guideline Collaborative).
Here is an example of SBIRT with a patient involved in an alcohol related accident:
Find out more:
Brief interventions are typically based on the use of motivational interviewing skills; these skills can be learned and applied by a wide range of helping professionals. There are many methods of training for these foundational skills; some are web, or telephone, based and others are in-person. In-person trainings provide many benefits when learning a new skill set, so consider using such training initially, with web, or telephone, based follow-up sessions for learning reinforcement. Follow-up training and skill-building combined with face-to-face training is ideal for optimal learning.
Our interest is in providing practical approaches that can be sustained in practice settings.
Contact us to learn more about our tools, training and redesign expertise.


B. Measurements: 2. The student compares, contrasts, and converts within systems of measurement (both standard/nonstandard and metric/customary).: 3-5: The student...
MA.B.2.2.1 Add Website - Add Activity
uses direct (measured) and indirect (not measured) measures to calculate and compare measurable characteristics.
MA.B.2.2.2 Add Website - Add Activity
selects and uses appropriate standard and nonstandard units of measurement, according to type and size.
The Daily Math Problem-Solving Website offers interesting real life situations that pertains to solving everyday problems. It includes various strategies and different approaches to math. Children will love it.


A Different Place
By Kwok-Sze Wong, Ed.D., executive director of the American School Counselor Association
Nicole Pfleger's mother is an elementary school teacher, so naturally, Nicole wanted to follow in her footsteps. Shortly before she graduated with her degree in elementary education, however, Nicole realized she wanted to reach more students than she could as a classroom teacher. Instead of looking for a teaching job after graduation, Nicole stayed in school to earn her master's degree in school counseling.
Now in her sixth year as a school counselor at Nickajack Elementary School in Smyrna, Ga., Nicole doesn't work with students in just one class, she works with every one of the almost 1,000 students in the school.
Although she lives in the same community where she grew up and works in the same school district where her mother still teaches, Nicole is in a much different place than she ever thought she'd be. Nicole is in the 21st-century world of school counseling.
School counseling as a profession began over 100 years ago in response to the industrial revolution and other social changes. Technological advances gave workers more choices than simply working on the family farm or staying in the family business. Schools began providing vocational guidance to help students sort out all the opportunities now open to them, while continuing to help improve learning so students could pursue those new opportunities. Eventually, schools also began providing mental health services to help students cope with the increasing pressures of childhood and adolescence in the 20th century.
Today, school counselors guide their students through three parallel paths that lead to the same destination: success. School counselors help their students through personal and social development to improve their academic achievement so they can prepare for successful careers and lives as contributing members of society. Rather than providing a service just to students who need them, school counselors manage comprehensive programs for every student.
At Nickajack Elementary, the foundation of academic achievement is a spirit of character education that permeates the school. The school wanted to reduce the number of disciplinary actions so teachers and students could focus on learning instead of behavior. Nicole helped implement the Rachel's Challenge Program with the goal of 5,000 random acts of kindness, which were tracked using paper links that form a chain throughout the school. The students doubled their goal by performing 10,000 acts of kindness, and disciplinary referrals decreased by 53 percent between 2007 and 2011.
The school also discovered that almost 37 percent of its economically disadvantaged students were not meeting math standards. Working with their county's Homeless Education Program, Nicole and other staff members set up a tutoring center at the homeless shelter to provide tutoring during the school year and programs during the summer. As a result, the number of economically disadvantaged students who met or exceeded math standards increased 17.5 percent from 2009 to 2011.
School counselors, like other educators, have suffered from an image problem because of misconceptions, misunderstandings and, yes, misguided counselors. It seems everyone has a story about how their "guidance" counselor told them they'd never amount to anything. We're happy those stories are dwindling, and hope today's students won't have those stories to tell about their school counselors. Nicole and thousands of school counselors like her are working hard every day to change the negative image by helping every student succeed.
For all her accomplishments, Nicole Pfleger was named the 2012 School Counselor of the Year by the American School Counselor Association. And that's a place she never dreamed she'd be.
Views expressed in this post are strictly those of the author and do
not reflect the endorsement of the Learning First Alliance or any of its


By Teachers, For Teachers
Promote school safety in your classroom by trying the activities below.
The Fire Drill
We have all gone through the fire drill evacuation process a countless number of times. So we know that if we don't have our students properly prepared, this could lead to great misfortune. One very effective key to being prepared for a fire drill is to have a planning sheet listed with all students names, the exit route that is needed to get out of the building, and a list of the responsibilities (with names) that will help you exit quickly. This procedure needs to be reinforced and repeated until students can do it automatically. Being prepared for a fire drill will give your students an advantage that will save their lives.
Properly prepare for fire drill by creating a fire drill planning sheet and post it by all exits. On this planning sheet, assign important responsibilities to mature students. Here a few suggestions on what to assign students:
Fire Prevention at Home
Help students prepare for a fire at home by enlisting the help of their parents for this activity. Ask students to go home and create a fire safety plan with their parents. Have students draw their "safe place to meet" if a fire was to occur at home. Students should add a map detailing where to go, along with neighbors contact information in case of an emergency. Once students have completed this activity at home with their parents, encourage them to bring their completed pictures to school to share with their classmates.
School Bus Safety
According to research, more than 22 million children ride the bus to school each day. Studies show that riding the bus to and from school is the safest form of travel. With that said, unfortunately bus-related injuries still do occur. Many of these injuries happen when students are entering or exiting a bus. To help these incidents from ever happening, school bus rules should be taught at a very early age.
Try the following activities to help reinforce students' knowledge on bus safety. Tell the students to:
Discuss Safety Rules
Tell students to:
Promote Bus Safety Rules
A fun way to reinforce bus safety rules is to have students create a bus safety poster. Divide students into groups of two and ask them to select one rule from the list above. Encourage students to be creative and design a poster that will help their classmates learn the bus safety rules.
Communication Can Save Your Life
Discuss how the way students act and react in a situation can save their life. Discuss different incidents with your students and have them tell you how they would communicate in that particular situation. For example, if there was a fire at school, how would they communicate with their teacher, classmates? What would they do? What if someone was to get hurt on the bus, how would they react in that situation? Use these questions as a springboard to get students thinking about how they communicate their wants and needs in a scary situation. By learning the "right way" to react and communicate in a crisis, can save their life.
Do you have any creative ideas or activities to help enforce school safety? Please share in the comment section below. We would love to hear your thoughts.
Janelle Cox is an education writer who draws on her 15 years of professional experience in the education system. Janelle holds a Master's of Science in Education from the State University of New York College at Buffalo. She is also the Guide to Elementary Education for About.com, where she provides educational information and lesson plans for teachers across the United States.


GCSE Maths Passports Grades 1 to 9 Revision
The new grades 1 to 9 GCSE maths passports are a resource designed to encourage students to have independence of their revision. However the maths GCSE passport resources also provides direction for the students about how to revise maths, which maths topics to revise and where to look for maths resources. Students commonly struggle to be able to correctly revise mathematics. Many believe reading through a revision guide is enough no matter how many times you tell the students the need to complete maths questions.
Since the new 1-9 curriculum has been launched, I thought very carefully over whether to make a new version of the passports and I have decided it would agian be useful. A word of caution I have given each passport targeted grades, this does not mean the subjects inside the passports are grade x, it is just roughly what I see students of each ability are generally able to achieve.
The new grades 1 to 9 GCSE maths passport resources are more detailed than ever before. Instead of there being only three passports there are now five. The GCSE maths passports support students with revision of basic numeracy skills up to complex mathematical concepts. There are five different passports in total two foundation, one cross over foundation/ higher and two higher passports.
Passport Break Down
New Grade 1 to 9 Maths GCSE Revisom Passports
Students need to work through each topic using the content provided, if students don't have access to a QR Code reader then there are web links below each QR code. The maths passports resource link to both support videos and practise questions. (These are links to Corbett Maths, Hegarty Maths, MissBsResources and Diagnostic Questions) Unlike previous passports I have categorised the topics into number, algebra, shapes and measures and statistics. I've also eliminated the majority of overlapping topics and questions between the passports and made sure each passport is in line the with the new GCSE specification. However, this isn't an exhaustive list of topics.
Students need to provide evidence to their teacher that have done the tasks, as wel as answering the exam style question in the maths passport. If you are happy a student has completed the topic then you sign it off. This allows you to have a way to check up on the students revision and there revision practices.
I like to keep track of students in a simple spreadsheet of which maths passports and topics they have completed. This also gives me data I can easily provide to parents and tutors to help futher support the student.
Each new maths passports also includes four traveling quizes. The categories are;
- Shapes and Measures
These provide students opportunities to attempt topics which may not have appeared in the passport but are still just as relevant.
So it's time for students to collect their maths air miles by completing the new maths GCSE passport revision resources.
|One||F||1 to 4||Passport One||Answers|
|Two||F||3 to 4||Passport Two||Answers|
|Three||F & H||4 to 5||Passport Three||Answers|
|Four||H||5 to 6||Passport Four||Answers|
|Five||H||7 to 9||Passport Five||Answer|
(I am currently wokring my way through compiling the answers).
I Hope you find these resources useful.


April 13, 1924–January 25, 2001
With a bent back and powerful hands, an African American man figures prominently in a large mural in Houston's Blue Triangle YWCA. To his left, Harriet Tubman leads weary slaves to freedom. To his right, Sojourner Truth stands while children march proudly into a schoolhouse.
Dedicated in 1953, this mural—titled The Contribution of Negro Women to American Life and Education—was a milestone in the career of artist John Biggers. A longtime Houston resident, Biggers found his voice by depicting the heroic survival of his people. He said, "I began to see
art . . . as a responsibility to reflect the spirit and style of the Negro people."
Biggers achieved recognition as an artist for his drawings and sculptures, but he is best known for his murals. These murals form a rich part of Houston’s visual and public landscape at Texas Southern University, the University of Houston, Tom Bass Park, and Christina V. Adair Park.
In 1949, Biggers was named chairman of the art department at the institution that would become Texas Southern University. Over the next thirty-four years Biggers trained the next generation of African American artists and teachers that form a vital part of Biggers's legacy.
John Biggers left behind a body of work that as Maya Angelou stated, "leads us through his expressions into the discovery of ourselves at our most intimate level."
The University Museum at Houston’s Texas Southern University houses a collection of John T. Biggers's works.
The Houston Oral History Project includes the transcript of a 1975 interview with Biggers.
Biggers's papers are at Emory University.
Barr, Alwyn, and Robert A. Calvert, eds. Black Leaders: Texans for Their Times. Denton: Texas State Historical Association, 1990.
Biggers, John Thomas. Ananse: The Web of Life in Africa. Austin: University of Texas Press, 1996.
Biggers, John Thomas, and Alvia Jean Wardlaw Short. "Contribution of The Negro Woman to American Life and Education: A Mural." Callaloo 5 (February 1979): 127–134
Biggers, John Thomas, and Carroll Simms. Black Art in Houston: The Texas Southern University Experience. College Station: Texas A&M University Press, 1978.
Biggers, John Thomas, John Mason Brewer, and Alvia J. Wardlaw. Aunt Dicy Tales: John Biggers' Drawings for the Folktale. Austin: Ransom Center, 1999. Published in conjunction with the exhibition Aunt Dicy Tales: John Biggers' Drawings for the Folktale shown at the Harry Ransom Center.
"John T. Biggers (1924–2001)." The Journal of Blacks in Higher Education 31 (Spring 2001): 130.
John Biggers: My America, The 1940s and 1950s: Paintings, Sculpture and Drawings. Foreword by Whitfield Lovell. New York: Michael Rosenfeld Gallery, 2004. Published in conjunction with the exhibition John Biggers: My America shown at the Michael Rosenfeld Gallery.
Theisen, Olive Jensen. A Life on Paper: The Drawings and Lithographs of John Thomas Biggers. Denton: University of North Texas Press, 2006.
Theisen, Olive Jensen. "Two New Murals by John Biggers: Salt Marsh and Nubia, Origins of Business and Commerce." Art Education 54, no. 4 (July 2001): 20–24.
Theisen, Olive Jensen. Walls That Speak: The Murals of John Thomas Biggers. Denton: University of North Texas Press, 2010.
Wardlaw, Alvia J. The Art of John Biggers: View from the Upper Room. New York: Harry N. Abrams, 1995.
Wardlaw, Alvia J. "'Strength, Tears, and Will': John Biggers' Contribution of the Negro Woman to American Life and Education." Callaloo 5 (February 1979): 135–143.


Providing learning support at home can help children better cope with the changing national curriculum that the UK government is planning to introduce from 2014.
Whether the changes go through quickly or not, we can expect the schooling system to be in a certain state of flux for several years as teachers adapt to the new material.
That’s why early childhood learning can be beneficial. By introducing basic ideas from the new curriculum at home and creating a home environment where learning is encouraged, children can have a head start on the school curriculum. And starting to learn in a positive way at home can prove vital for future progress within the school system.
Research shows that parental involvement is a key factor in how kids perform and behave in school. Creating a positive attitude to learning in the home is shown to improve kids attendance records and their attitude to school, and has a positive impact on their academic achievements later in life.
Although family life in the UK is changing, with busier parents, smaller families and more sole-parent households, it’s important to remember that parents, close family and carers are still shown to have the most impact on the child’s development in their early years. In fact, studies show that parental involvement in education affects a child’s social and intellectual development more than the family’s education or income levels.
Early learning creates a “learning culture” in the family that can help parents to better support children’s academic progress through the school system.
Here is what learning at home can look like at different stages of a child’s school career.
Early childhood is the time to foster a positive foundation for later learning. Sensitive, responsive and caring parenting with lots of talking, play, cuddles and smiles will help create a secure attachment. Children gain most at this age by just having someone talk and sing to them, hold them and dance with them.
Now is a great time to introduce early years education at home. Try to focus on fostering good socialization, with lots of positive interactions and activities to help children develop curiosity and a good attitude to learning, while developing concentration and empathy. This is the perfect time to start using early literacy teaching resources
such as alphabet books and flashcards, because children’s language and speech skills are developing fast at this age. Play lots of games with words and music as well as physical games to help them acquire good physical, language and social skills.
Early childhood 6 to 8:
By now, you can start supporting the school curriculum by fostering a love of reading. Read to them, play spelling games, and give them access to plenty of books (and let them see the adults in their household reading too). You can also teach basic computer literacy, and use primary maths resources to prepare children for the more complex maths concepts to come.
Pre-teens age 9-11:
Children at this age will be learning more under the new curriculum about geography, history, science and computing. They will have better logic skills by now and will be able to learn to think abstractly. You can help by encouraging them to learn cooperative skills through board games and role-playing games to help them experience other points of view and learn to resolve conflict. Encourage strategic thinking with games of chess and checkers, play science games and teach magic tricks, and encourage children to create and organise collections. This is the time to encourage them to pursue new hobbies and interests and take music, sport and language lessons if they want. Help them at home to expand their vocabulary and learn their times tables and simple algebra problems.
By now, the learning environment and attitude you’ve fostered at home should be starting to pay off. You can encourage good self-directed learning and study habits by creating a quiet place for them to study alone, while continuing to support the school curriculum. At this age, young people are ready to learn to manage complexity, and can tackle quite sophisticated questions about the world and people in it. This is a good time to encourage lively debate and hypotheticals as part of the family’s daily routine. You can also help teenagers identify their vocational interests by looking closer at their hobbies and interests.
Karen Talbot is a former teacher turned stay-at-home mum who loves to share teaching and parenting advice for improving kids education.


Teaching With a Mountain View: The Best Anchor Chart Paper Ever & A Giveaway!
Aboriginal Art: Symbols and Stories
Aboriginal Art - Dot Painting for kids.
Zilker Elementary Art Class: February 2012 - aboriginal paintings - like how they did this.
Art with Mrs. Seitz: 3rd Grade Australian Dot Painting/ x-ray painting. My students did this project with dowel rods and neon tempera paint.
Australian aboriginal symbols
Aboriginal dot painting on stones
#6 DREAMTIME AUSTRALIA Animated Aboriginal Dot paintings art education elementary video on YouTube (sadly it is cut off abruptly!)
Teacher's Pet Displays » Aboriginal People Posters » FREE downloadable EYFS, KS1, KS2 classroom display and teaching aid resources » A Sparklebox alternative


What are Graphomotor Skills?
Graphomotor skills are handwriting skills. The development of the handwriting process occurs in the early elementary grades and includes not only the mechanical and visual perceptual processes of graphics and handwriting, but also the acquisition of language, learned spelling and phonology. There is a developmental sequence of graphomotor skills and as children develop, their scribbling and picture drawing evolves into handwriting.
What are some factors necessary to handwriting?
Some factors necessary to handwriting include:
- Small muscle development in the hands
- Hand-eye coordination
- The ability to hold utensils or writing tools
- The ability to form basic strokes smoothly, such as lines and circles
- Letter perception – the ability to recognize forms, notice likenesses and differences, motor plan the movements necessary for the production of the forms
- Orientation to printed language, requiring visual analysis of letters and words along with left-right discrimination
Some foundational skills required for handwriting include:
- Visual-perceptual skills: these involve the ability or capacity to accurately interpret or give meaning to what is seen;
- Orthographic coding: referring to the ability to both store in memory and retrieve from memory letters and word patterns;
- Motor planning and execution: mainly the ability to conceive/ideate, organize/plan, and execute a novel task;
- Kinesthetic feedback: comes from the sensorimotor system and is required for any motor action. Kinesthesia is the knowledge of where each body part is and direction in which it is moving. It is a component of motor control for legible handwriting produced at an acceptable rate; and
- Visual-motor coordination: the ability to match motor output with visual input. It is this gross monitoring that prevents us from writing on the desk or crossing over lines, and keeps us within margins.
The development of graphomotor skills begins with scribbles on paper at 10-12 months. At 2 years, the child begins to imitate lines–vertical, horizontal and circular. At 3 years, the child copies lines clearly. When a child is 4-5 years, he copies a cross, diagonal lines, squares and some letters. He may also be able to write his name. At 5-6 years, a child copies a triangle, prints his own name and copies most lowercase and uppercase letters.
Our approach at North Shore Pediatric Therapy
To evaluate graphomotor skills, our therapists use standardized evaluations such as the Beery-Buktenika Test of Visual Motor Integration, 5th edition, the Evaluation Tool of Children’s Handwriting (ETCH), and finger and hand strength testing, in addition to clinical observations.
To improve graphomotor skills and handwriting readiness, we incorporate activities aimed at improving fine motor control, isolated finger movements, fine motor strength, enhancing right-left discrimination and visual perception, promoting prewriting skills, and improving orientation to printed language, while also promoting a fun atmosphere. Our therapists use various models of practice to improve graphomotor skills, such as:
- The neurodevelopmental approach: this approach focuses on the child’s ability to execute efficient postural responses, movement patterns, limb control, muscle tone, and proximal stability.
- The acquisitional approach: this approach views handwriting as a complex motor skill that can be improved upon with instructional guidance, practice, repetition, feedback, and reinforcements.
- The sensorimotor approach: this approach incorporates a sensory integrative view of handwriting intervention by providing various sensory opportunities so the child’s nervous system may integrate information more efficiently to produce a satisfactory motor output.
- The biomechanical approach: this approach addresses performance in terms of range of motion, strength, endurance and posture. This approach also takes into consideration paper positioning, pencil grip, type of writing tool used, and type of paper used. Finally, the psychosocial approach for handwriting intervention focuses on improving the child’s self control, coping skills, and social behaviors.
Since children learn best when they are interested and having fun, our therapists strive to promote an exciting atmosphere which encourages learning and success.


Audubon New York's For the Birds! is an elementary education program that teaches environmental awareness and appreciation of nature through the study of birds. During this six week session students in grades two through five learn about their natural environment through classroom lessons, outdoor field trips, a live bird program and a conservation project designed to provide bird habitat in the local community. In partnership with Constitution Marsh Center & Sanctuary.
Space is limited to 20 students—RSVP early to get a spot. Students should be available for all six sessions.
Thursdays. February 7, 14, 21 & 28; March 7 & 14.
Meeting Place: Scenic Hudson’s River Center
QUESTIONS OR TO RSVP? Contact SCA Education Assistant Abi Locatis: email@example.com, 845-473-4440 x265.
Directions: From Newburgh-Beacon Bridge, go 1.8 miles south on Route 9D, right on Beekman St., Right on Red Flynn Drive then immediate left on Long Dock Rd.


Parents are the first and most important teachers of their children. The Family Literacy program meets parents and caretakers where they are and provides training to meet their family’s goals for child development.
The Family Literacy program provides:
- Childcare while adult learners are in classes at HACC
- Workshops about educational children’s games and activities that promote brain and motor skill development
- Training in cooking nutritious and affordable meals
- Bonding activities to create healthy, strong bonds between parents and their children
Family Literacy participants also go on field trips to the park and library, and in the summertime on special trips to family friendly places like Lincoln Park Zoo and Chicago Botanic Gardens.
Ages: 3 months – 5 years’ old
Currently enrolled Adult Education students and their children while adult learners are taking classes.


Quality Assurance is one of the most important components of the ‘Bologna’ process. When discussing quality assurance, it is crucial to be clear about the various types of quality assurance. In general, the definitions used by the AEC in its work on this theme are the following:
- Quality assurance: the collective term for the systems by which courses, qualifications and the institutions which run them are monitored to ensure reliability, consistency and the maintaining of fair, rigorous practices and high standards
- Quality assurance system: the organisational structure which sets out the responsibilities, processes, procedures and establishes the means to carry out the quality assurance
- Internal quality assurance: the systems that are set up and operated by the institution itself (these may include annual monitoring, the use of external examiners, periodic major review of courses, etc)
- External quality assurance: a system operated by others (such as governments, accreditation agencies).
In its effort to develop knowledge and expertise in the European professional music training sector on all important ‘Bologna’ issues, the AEC has addressed both internal and external quality assurance in various projects:
- Internal quality assurance has been addressed in the ERASMUS Thematic Network Project for Music ‘Polifonia’ by the working group on Quality Enhancement, Accreditation and Benchmarking. Among their outcomes, The WG produced step-by-step guidelines, including case studies, aimed at promoting the use of benchmarking as a quality enhancement tool and to assist those who are planning a benchmarking project within a higher music education setting:
|Guide on benchmarking- Learning from each other||English|
|Guide on benchmarking- Learning from each other:||French|
|Guide on benchmarking- Learning from each other:||German|
- External quality assurance has been addressed in the EU/USA project ‘Music Study, Mobility and Accountability’ and the SOCRATES project ‘Accreditation in European Professional Music Training’. A range of external quality assurance services tailored to the needs of higher music education institutions is offered by MusiQuE - Music Quality Enhancement, the external review body established by the AEC.