When I was a school counselor, I can’t begin to tell you how many times parents would adamantly let me know that I was not allowed to recommend a liberal arts college to their teen. That career spanned 1982-2012; however, the message was more forceful during 2006-2010. You can imagine how tense our college meetings were in 2008.
In 2010, I was asked by a faculty member to speak to one of the school’s clubs about liberal arts colleges, due to an article I had shared with our community newsgroup about its value. Additional articles presented an interesting perspective…in 2008, many jobs were favoring liberal arts grads over designated majors because of their skill diversity. This was definitely a perk for the LA grads since jobs were a scarce commodity at that time.
The concern about its value as a curriculum necessity, K-12, or a worthy college major will always be an interesting dinner discussion. The article below, Making the Case for Liberal Arts, by Colleen Flaherty, allows doubting Thomases to scratch their head.
From states considering differential tuition that would be punitive toward the humanities to talk of tying state funding to the production of “high-demand” degrees, there’s a general sense that the humanities and social sciences are under attack. But a new report out today argues that they play a vital role in growing an informed, career-oriented population equipped for leadership in an increasingly interconnected world.
“At the very moment when China and some European nations are seeking to replicate our model of broad education in the humanities, social sciences and natural sciences as a stimulus to innovation and a source of social cohesion,” the American Academy of Arts and Sciences’ “The Heart of the Matter” report reads, “we are instead narrowing our focus and abandoning our sense of what education has been and should continue to be – our sense of what makes America great.”
The report notes the challenges facing the humanities and social sciences – including decreased funding and a lack of integration between K-12 and higher education – in the United States, and makes recommendations for overcoming them, in both education and the broader culture. The report seeks to advance three goals: educating Americans in the knowledge, skills and understanding they’ll need to thrive in 21st-century democracy; fostering a society that is innovative, competitive and strong; and readying the nation for global leadership.
Recommendations for higher education include making the case for the liberal arts, especially as doubts about its value grow. “[C]olleges must do their part to control costs and assure that resources are aligned with their fundamental mission,” the report reads. “But even as they do so, colleges have important work to do in explaining what the value of their education consists of, and assuring that they are living up to this promise.” The central message must be that thriving long-term in the job market depends on developing “qualities of mind: inquisitiveness, perceptiveness, the ability to put a received idea to a new purpose, and the ability to share and build ideas with a diverse world of others.”
Faculty, as guardians of the curriculum, are particularly responsible for “assessing offerings in light of high liberal arts ideals,” the report says. Research-oriented course offerings are valuable, but “college and university curricula must also offer the broad-gauged, integrative courses on which liberal education can be grounded, and such foundations need to be offered by compelling teachers.” That means a curriculum that meets students’ needs broadly and prepares them for the lives that await them, the report states, “not one that simply mirrors the map of current faculty specializations.”
The commission applauds the efforts of some colleges and universities that already have created strategic planning groups and reform measures to invigorate liberal arts instruction, and encourages dialogue across campuses to share best practices. It also praises efforts to promote greater integration across curricular domains. “Interdisciplinary research centers, which often stand at the crossroads of the arts and sciences, offer opportunities for undergraduates to take a direct role in exploration, and to bring the parts of their study into a coherent whole,” says the report, which also encourages the increasing diversity of online course offerings in the humanities.
The study’s recommendations for K-12 education also have implications for academe. Citing a disconnect between primary, secondary and higher education, it calls for college and university faculty “to reach out to their teaching colleagues in K-12 schools, and teachers should be encouraged to participate in the broader intellectual exchanges that has been, for decades, the purview solely of higher education.” That means lifting the professional status of teachers, as well as their professional qualifications. Fewer than 30 percent of public high school teachers are taught by a history teacher with a degree and certification in history, for example, and this may be reflected in student learning outcomes: In 2010, just 45 percent of high school students demonstrated at least a basic understanding of U.S. history, according to one cited study. The commission encourages states and school districts to facilitate the entry of advanced degree-holders into K-12 teaching through revised certification procedures and fellowships, as well as federal loan forgiveness programs.
It also recommends the creation of a humanities-focused national initiative similar to the STEM Master Teacher Corps proposed by President Obama last year to attract and retain talent and encourage teacher cooperation to advance discipline education across the country.
The academy assembled a 41-member, blue-ribbon Commission on the Humanities and Social Sciences in 2011 to complete the report, following a request from Senators Lamar Alexander (R-Tenn.) and Mark Warner (D-Va.), as well as Representatives Tom Petri (R-Wisc.) and David Price (D-N.C.) to identify top actions that Congress, state governments, universities, educators and others should take to “maintain national excellence in humanities and social scientific scholarship and education, and to achieve long-term national goals for our intellectual and economic well-being; for a stronger, more vibrant civil society; and for the success of cultural diplomacy in the 21st century.” It also meant to serve as a counterpoint to a similar research effort on the future of the sciences by the National Academy of Sciences. Members included college and university presidents, former governors, corporate heavyweights and celebrities, some of whom contributed to the report’s accompanying film of the same name by Ken Burns.
The academy, which is currently without a president, referred questions to Richard Brodhead, commission co-chair and president of Duke University. Brodhead said the commission met several times as a group and as subgroups, and held forums throughout the country to gather data and opinions for the report. Although the commission included people from careers as varied as politics and engineering, he said, “When asked if you’d like to be part of something to lift up the value of the humanities and social sciences, everybody instantly said yes.” The enthusiasm continued throughout the project, he added.
“Many of us felt that we’re living in a time when education is more important than ever, and the public discussion is quite narrow in focus,” he said. “Various people have advocated shortsighted ways of measuring the value of an education, but the main thing about education is that, when it’s done right, it sets you up for life.”
Other key recommendations include supporting full literacy as the foundation for all learning; increased investment in research and discovery, both from the federal government (which has been reduced disproportionately in recent years; the humanities and law were the only research fields in which the federal share of academic research expenditures were appreciably smaller in 2011 than six years earlier, according to the report) and through public private partnerships; and encouraging all disciplines to address global “Grand Challenges” together.
To compete on an international platform, the commission recommends promoting language learning at the K-12 and college levels; expanding education in international affairs and transnational studies through the creation of a new “National Competitiveness Act” which, similar to the National Defense Act, would include funding for education in international affairs and transnational studies; encouraging all students to study abroad, in part by increasing support for the Fulbright Program and the Education Department’s Title VI international and language programs; and developing a “Culture Corps” to match veterans, artists, library and museum personnel, among others, with schools and community centers to share humanistic and social science expertise from one generation to the next.
Steven Knapp, president of George Washington University and a member of the commission, said the report aimed not to diminish the so-called STEM (science, technology, engineering and math) fields, but rather to ensure that the humanities and social sciences don’t get “neglected” in higher education discussions that increasingly are focused on immediate, practical goals.
“The main thing about this is to start a conversation and a national dialogue about the possibility of losing something that’s really critical to the health of our nation here,” said Knapp, who has testified before Congress as to the value of the humanities. “It’s about keeping alive and present all those sources knowledge of that are perceived by other nations as something to emulate.”
Asked about the commission’s next steps, Brodhead echoed Knapp. “We’ve always understood that the publication of this report is just the beginning of a long process,” he said — one that will involve persuading the federal government, private and public institutions and the general public to “pull together in the name of the overriding value of the humanities and social sciences.” He noted that the America COMPETES Act promoting excellence in science, education and technology, wasn’t passed until 2007, several years after the publication of the report that inspired it, “Rising Above the Gathering Storm: Energizing and Employing America for a Brighter Economic Future.” In that report by National Academies, author Norman Augustine argued that said if the U.S. didn’t advance its math and science education, it would fall behind in global competitiveness. (Augustine, retired chairman and chief executive of Lockheed Martin Corporation, also served on the humanities and social sciences committee.)
Warner said he commended the commissioners for the work. “Having a strong knowledge of civics, comprehensive reading and writing skills, and an appreciation of history are important for a well-rounded member of the 21st-century world,” he said. “We must use this report as a foundation to continue to engage with the public on how best to keep our humanities and social sciences robust.”
The report has earned early praise from leaders in the humanities and social sciences. Rosemary Feal, executive director of the Modern Language Association, called the report “spot-on” in its recognition of the centrality of language study in education and the need to support language teachers.
“The report provides sound documentation for the value of the humanities and I hope that administrators, government agencies and private citizens will take the recommendations seriously and cooperate in a broad effort” to reach its identified goals, Feal said. “If people read the report carefully, I don’t see how they can disagree with the goals or ignore its recommendations.”
James Grossman, executive director of the American Historical Association, said the report succeeding in making the critical point that the humanities aren’t at odds with career-oriented education, but rather underpin them.
By fostering a deep appreciation for the past and contextualization, “what the humanities prepares you for is a trajectory,” he said. “Humanities education may not prepare you for a job, but humanities education prepares you for a career.”
Additionally, he said he agreed with the report’s support emphasis on having trained historians teaching history in U.S. schools. “A teacher cannot properly convey content knowledge unless a teacher has an understanding of the discipline.”
In a statement, Richard Ekman, president of the Council of Independent Colleges, also praised the commission’s work. “The goals and recommendations offered in the report certainly will spark a much-needed, national conversation about the imperative to foster the critical thinking, complex, problem-solving, and written and oral communication skills of all Americans,” he said.
Construction Management Program at Universities at Shady Grove to Launch New Co-op Education Partnership:
Award-winning, Rockville-based Firm Offers Students Chance to Gain On-the-Job Training, Experience, While Earning Academic Credit from Univ. of Md. Eastern Shore
(Rockville, Maryland) – The Universities at Shady Grove (USG) announced this week a new cooperative education agreement with Grunley Construction Company, Inc. that will provide students in the University of Maryland Eastern Shore’s (UMES) Construction Management Technology program hands-on training with the full-service, award-winning construction firm.
Leaders from the UMES School of Business and Technology, USG and Grunley signed a memorandum of understanding to formalize a partnership aimed at providing “meaningful, co-curricular learning opportunities for students, while growing a diverse talent pool of candidates for Grunley’s employment pipeline.” USG is a regional campus of the University System of Maryland, which offers academic programs in collaboration with nine state universities, including UMES in Princess Anne. Grunley’s headquarters is in Rockville less than a mile from the USG campus in Montgomery County.
“Our company is firmly committed to excellence and to doing all we can to ensure that the construction management industry in this fast-growing region is helping to prepare, attract and retain the highest quality professionals possible,” said Gregory M. Druga, President of Grunley Construction.. “We’re excited to be teaming with UMESand USG to launch such an innovative co-op program that will give the university’s construction management technology students an incomparable on-the-job learning experience and an intensive opportunity to explore their career interests and develop their skills.”
“UMES is pleased to provide our well-respected Construction Management Technology program at The Universities at Shady Grove and we are excited to partner with Grunley Construction Co., which has such an outstanding reputation in our region,” UMES President Juliette B. Bell said. “This is a ‘win-win’ for our students, who will have opportunities to gain critical, real-world experience while earning academic credit toward their bachelor’s degrees.”
“One of the aspects of The Universities at Shady Grove that we are so proud of is that virtually everything we do to provide students with the best possible experience starts with creating and maximizing the benefits of unique partnerships,” said Dr. Stewart Edelstein, Executive Director of USG and Associate Chancellor for Academic Affairs for the University System of Maryland. “This new partnership with UMES and Grunley Construction is a prime example and will generate phenomenal opportunities for students who are selected to participate in the program.”
Among the stated objectives in the newly forged pact between UMES, USG and Grunley are the following:
•Support and promote student recruitment, internships, career development and employment in the field of Construction Management.
•Develop educational and engagement activities beneficial to UMES, USG and Grunley.
•Prepare and empower students to achieve their professional and career related goals through collaborative and innovative experiential learning programs.
•Prepare students to become future professionals, while also meeting the evolving workforce needs of Maryland, Montgomery County and the surrounding region.
•Identify and develop a highly qualified talent pool for sustainable employment with Grunley Construction.
In order to apply for the co-op program – in which eligible students will be able to earn both an hourly wage from Grunley and academic credit from UMES, students must be currently enrolled in the UMES Construction Management program at USG, as a junior or senior, with an appropriate grade point average.
Participating students must also go through an established pre-screening process conducted by USG’s Career and Internship Services Center. Upon successful completion of required work, UMES will award participating students with two credits for every 240 hours worked. The students may receive up to four credits maximum through this co-op program.
Other opportunities for participating students will include the chance to earn a book scholarship from Grunley upon placement in the program; a monetary bonus for successful completion of each of four departmental rotations within the company; certification opportunities; and professional development, including an assigned mentor from the Grunley team.
Visit www.shadygrove.umd.eduand search for “Grunley” for more information on the cooperative education partnership between UMES, USG and Grunley Construction Company, Inc.
University of Maryland Eastern Shore: Founded in 1886 as the Delaware Conference Academy, the school became the University of Maryland Eastern Shore in 1970. It is a well-respected historically black institution that is committed to its mission of providing distinctive learning, discovery and engagement opportunities in teacher education, agriculture, marine and environmental sciences, technology, health professions, hospitality management, and engineering and aviation sciences. UMES is also a comprehensive teaching/research institution offering degrees at the bachelor’s, master’s and doctoral levels. The technology program at UMES offers a Bachelor of Science degree in Construction Management Technology and is offered both on the home campus in Princess Anne and at The Universities at Shady Grove, in Montgomery County. The program is designed in such a manner that supports the growing construction industry demands in the state of Maryland. The characteristics of the Construction Management Technology program provide opportunities for close partnerships with industry and government agencies and undergraduate research opportunities for students.
The Universities at Shady Grove: Established in 2000, The Universities at Shady Grove (USG) is a unique partnership of nine University System of Maryland (USM) institutions, located in the heart of Montgomery County, Maryland’s largest county. Representing a true partnership between education, state and local government, USG offers access to more than 75 highly sought after upper level academic programs selected in accordance with area workforce needs, including programs in business, science, technology, education, nursing, pharmacy, and the social sciences. In response to input from our business, government and education partners, USG has added 32 new degree programs over the past five years, with more programs to come, especially in the vital areas of bioscience, health science, and engineering and STEM teacher preparation.
Grunley Construction Company, Inc.: Grunley Construction Company, Inc. is a full-service, award-winning construction firm with expertise in high-profile, complex projects for both public and private sector customers. Headquartered in Rockville, Maryland, Grunley specializes in building new facilities as well as additions, renovations, restorations, and modernizations of large-scale institutional, commercial and government buildings. The firm has expanded its presence in the construction and renovation of college and university facilities. This encompasses academic facilities, research and teaching laboratories, performing arts centers, athletic facilities, residences, libraries, student unions, and administrative buildings. Grunley is ranked #175 on the Engineering News-Record’s list of Top 400 Contractors, has annual revenues in excess of $325 million and more than 300 employees.
June 7, 2013 – By: Caroline Duda
With the beginning of summer and the end of the school year very nearly upon us, now is the perfect time to begin thinking about preparing for next year’s SAT. But where should you start? While the Critical Reading section may seem most familiar to many of the students who take the SAT, it is also a portion with one of the longest preparation times. As you begin to build a game plan to tackle it (and, really, strongly consider starting now), use the four things worth knowing that are discussed below to guide your process.
1. You can’t learn vocabulary in 24 hours. Rome wasn’t built in a day. While vocabulary practice is an excellent way to increase your score on the SAT, know you’ll need time to do so. Cramming can be a tempting option if you find yourself growing nervous the night before the test, but you’ll only forget those words or confuse their meanings. Precision is key to success when dealing with the Critical Reading section.
Instead, focus on several new words each week. Identify their roots (which may come in handy with other unfamiliar vocabulary) and any prefixes or suffixes. Then try using these words in context, in your day-to-day life. You’ll find that they stick better than they would have had you crammed right before the test.
2. Not everything you read is important. When you first glance at the passage-based section of the Critical Reading exam, you may wonder how you’ll possibly manage to absorb everything in the time you’re given. Factor in that the passage topics may be unfamiliar to you, and you’ve got a frightening situation on your hands. The good news is that you only need to focus on certain parts of each passage.
As you read, note the main idea of the selection. What is the author claiming? What is his or her purpose? What are the arguments that support this main idea? Most questions in this section of the test will ask you about big ideas, not small details.
3. There is no perfect response. Keep this in mind as you work through those long passages or sentence completions. While x + 11 = 3 has a single correct answer, the Critical Reading portion of the SAT tests your ability to differentiate between several possible responses. Language like “most closely means” is a clue to look for the answer that has the best fit. If it isn’t ideal, that’s okay.
Process of elimination, here, is still a good friend to use. One, perhaps two, answers will not fit at all. Cross them out. Then pay close attention to the words that remain. How does each change slightly in meaning? Which compliments the context of the sentence best? You will find it gets easier to work with shades of gray the more you practice.
4. You can and should prepare for this test. All too often, I hear high school juniors and seniors declare the Critical Reading section “easy,” not to mention “a waste of time to study for.” The answers are already in the passages, right? And we all learn how to skim for important information well before junior year, right?
It’s not quite that easy. While many SAT test-takers are accustomed to completing vocabulary tests and examining a passage for comprehension clues, the SAT environment is an entirely new beast. To best it, review. Allotting yourself sufficient time to study the contents of the exam and practice the strategies mentioned here and in other articles will go a long way toward ensuring that you earn the score you want.
Caroline Duda, a professional SAT tutor, has an impressive track record of helping students prepare for the exam and learn the tools and techniques they need to increase their SAT score.
June 14, 2013 – By BRENNAN BARNARD
Brennan Barnard is the director of college counseling at the Derryfield School in Manchester, N.H.
Whether you are counting down the last days of school or have already started your summer break, we hope your summertime plans involve a good book. We’ve asked a number of college admission deans and high school counselors for their summer reading suggestions. What follows is a sampling of their recommendations. Some are specific to college admission, and others are just great reads.
“Admission Matters: What Students and Parents Need to Know About Getting Into College” by Sally P. Springer, Jon Reider and Marion R. Franck. Mentioned in The Choice, “College Admissions Books for Your Summer Reading Pleasure”
“The Overachievers: The Secret Lives of Driven Kids” by Alexandra Robbins Recommended by Alison Slater, assistant director of admissions, Denison University, Granville, Ohio
“The Unlikely Disciple: A Sinner’s Semester at America’s Holiest University” by Kevin Roose Recommended by Peter Jennings, director of college counseling, Concord Academy, Concord, Mass.
“Better: A Surgeon’s Notes on Performance” by Atul Gawande Recommended by Timothy Pratt, director of college advising, St. Paul’s School, Concord, N.H.
“Blink: The Power of Thinking Without Thinking” by Malcolm Gladwell Recommended by Paul Sunde, director of admissions, Dartmouth College, Hanover, N.H.
“The Childhood Roots of Adult Happiness: Five Steps to Help Kids Create and Sustain Lifelong Joy” by Dr. Edward M. Hallowell Recommended by Brennan Barnard, director of college counseling, the Derryfield School, Manchester, N.H.
“The College Solution: A Guide for Everyone Looking for the Right School at the Right Price” by Lynn O’Shaughnessy Recommended by Aaron Fulk, associate director of college counseling, St. Margaret’s Episcopal School, San Juan Capistrano, Calif.
“How Children Succeed: Grit, Curiosity and the Hidden Power of Character” by Paul Tough Recommended by Cathy Davenport, executive director of admissions, Dickinson College, Carlisle, Pa.
“The iConnected Parent: Staying Close to Your Kids in College (and Beyond) While Letting Them Grow Up” by Barbara K. Hofer and Abigail Sullivan Moore Recommended by Betsy Dolan, director of college counseling, Phillips Exeter Academy, Exeter, N.H.
“I’m Going to College — Not You! Surviving the College Search With Your Child” by Jennifer Delahunty Recommended by Roland M. Allen, director of college counseling, St. Margaret’s Episcopal School, San Juan Capistrano, Calif.
“Learned Optimism: How to Change Your Mind and Your Life” by Martin E. P. Seligman Recommended by Matthew J. DeGreeff, director of college counseling, Middlesex School, Concord, Mass.
“Mindset: The New Psychology of Success” by Carol Dweck Recommended by David S. Bonner, director of college counseling, King Low Heywood Thomas School, Stamford, Conn.
“The Parents We Mean to Be” by Richard Weissbourd Recommended by Gretchen Bean Bergill, associate director of college counseling, Phillips Exeter Academy, Exeter, N.H.
“SAT Wars” by Joseph A. Soares Mentioned in The Choice, “College Admissions Books for Your Summer Reading Pleasure”
On College Admissions:
“College Admissions for the 21st Century” by Robert J. Sternberg Recommended by Conor O’Rourke, assistant dean of admissions, Pomona College, Claremont, Calif.
“College (Un)bound: The Future of Higher Education and What It Means for Students” by Jeffrey J. Selingo Recommended by Karen Pellegrino, dean of enrollment, Fairfield University, Fairfield, Conn.
“College: What It Was, Is and Should Be” by Andrew Delbanco Recommended by Holly Macy, director of college counseling, the Dublin School, Dublin, N.H.
“Colleges That Change Lives” by Loren Pope Mentioned in The Choice, “College Admissions Books for Your Summer Reading Pleasure”
“The Gatekeepers: Inside the Admissions Process of a Premier College” by Jacques Steinberg Recommended by Kaitlin Carlin, assistant director of admissions for campus visit, Elon University, Elon, N.C.
“Getting In” by Karen Stabiner Mentioned in The Choice, “College Admissions Books for Your Summer Reading Pleasure”
“My Beloved World” by Sonia Sotomayor Recommended by Karen Bartlett, admissions counselor, Middlebury College, Middlebury, Vt.
Other Summer Reads:
“City of Light” by Lauren Belfer Recommended by Chris Antal, associate director of admissions, University of Rochester, Rochester, N.Y.
“Dandelion Wine” by Ray Bradbury Recommended by Lars Farabee, assistant director of admissions, High Point University, High Point, N.C.
“The Fault in Our Stars” by John Green Recommended by M. Beverly Morse, associate dean of admissions and director of international admissions, Kenyon College, Gambier, Ohio
“The List” by Siobhan Vivian Recommended by Brad Battaglia, director of college counseling, the Birch Wathen Lenox School, New York, N.Y.
“Little Princes: One Man’s Promise to Bring Home the Lost Children of Nepal” by Conor Grennan Recommended by Michele Koenig, associate director of college counseling, Proctor Academy, Andover, N.H.
“The Other Wes Moore: One Name, Two Fates” by Wes Moore Recommended by Matthew Cohen, associate director of admissions, Skidmore College, Saratoga Springs, N.Y.
Greetings from Florida’s Beacon College, the premier accredited college offering both bachelor and associate degrees exclusively for students with specific learning disabilities and ADHD.
I just wanted to send you a quick update letting you know that we are still accepting applications for classes beginning this August (Fall 2013). Students can begin the application process by submitting an ONLINE APPLICATION. We are waiving the application fee for all applications received through June 28, 2013. This represents a $50-savings for your students!
The best way to learn about Beacon College is to visit. Prospective student and professional (consultant, guidance counselor, etc.) visits include a campus tour, speaking one-on-one with an admissions counselor, and most importantly, getting a feel for campus life. We offer small group campus visits:
· Mondays, Wednesdays, or Fridays at 9:30 AM
· Mondays or Wednesdays at 1:30 PM
Prospective students might also be able to visit with our financial aid department regarding funding options and scholarships. All visits should be scheduled in advance to ensure that your specific questions can be adequately addressed. To RSVP for a campus visit, please click here.
If you or the students you’re working with have any questions about Beacon College or the application process, I’d love to walk you through the steps and show you how we shed a new light on learning!!!
Assistant Director of Admissions
Admissions Main Phone: 855-220-5376 or 352-638-9731
Direct Phone: 352-638-9730
Fax: 352-787-0796 (Admissions) or 352-787-0721 (Main Campus)
105 E. Main Street; Leesburg, FL 34748
Important Memo from Randolph College!!
We’re committed to enrolling 210 current high school seniors who are serious, community-minded students for Randolph College’s Class of 2017, and we have just 27 places left.
Randolph College is offering a $25,000 annual undergraduate grant, renewable each year, provided these students maintain good academic standing.
For the remaining 27 places in our class, 2013-2014 tuition will be $7,240 and room and board just $11,120. This exceptional grant provides the student and family with an unparalleled private liberal arts education and outstanding value. We require at least a 3.0 GPA and a math and verbal SAT score of at least 1050 for this special offer.
Randolph College boasts a historic, beautiful, and safe campus nestled in a residential neighborhood in Lynchburg, Virginia. Faculty work closely with students to prepare them for careers and for graduate school; we have a chapter of Phi Beta Kappa. There’s a beautiful view of the Blue Ridge Mountains from our newly-renovated Student Center, WildCat Stadium is an exciting venue for athletes and fans alike, and there’s always something happening on campus or at one of four other institutions in town.
Karl Donus Sakas Jr, Admissions Counselor
Office: (434) 485-8025 Cell: (434) 262-2960
Toll Free: 1-800-745-7692
Founded as Randolph-Macon Woman’s College in 1891
2500 Rivermont Avenue
Lynchburg, VA 24503
The excitement of summer has already started for some students in the Maryland-DC-Virginia districts; yet, some are still anxiously waiting for the final bell in about one more week. Even though the last day of school is almost the finale of the 2012-13 school year, there is still one last rite-of-passage that puts closure on the term. The arrival of the final report card, usually late June, can “make or break” a summer for many students.
For some students, the dreaded report card could mean summer school and/or retainment in last year’s grade. And as always, there will be many students who will be excited to receive this final evaluation, because they have worked hard and deserve to reap the benefits of their effort with summer perks.
Weinfeld Education Group will be offering an evaluative intervention that will help families review last year’s performance, and offer solutions and strategies to improve success for 2013-14. Think of it as a check-up that will investigate and diagnose the problem; offer suggestions for improvement; and support and navigate next school year’s achievement with attainable goals and objectives.
WEG’s “Summer Check Up” consultation is not limited to students with an IEP or 504-plan. They are reaching out to all students who did not meet their expected achievement level during the year, and are perplexed about what to do. This is an opportunity for students and parents to work collaboratively with educational experts who will help prepare for a successful school year.
Weinfeld Education Group LLC
Solutions and Strategies for Student Success
The Weinfeld Education Group is proud to announce the One-Hour Summer Check-Up!
This all-new consultation with a WEG expert can answer the questions critical to education success. As you ready yourselves for report cards and look back at the school year ask yourselves:
“Did my child have a successful school year?”
“Was my child happy in school and make steady progress?”
“Does my child qualify for a 504 plan or Individualized Education Plan?”
“Is our current IEP or 504 Plan sufficient?”
“Does my child need extra help?”
Call 301-681-6233 to schedule a Special Needs Education Check-up!
This innovative summer opportunity is open to ALL students!!