Franchisee Spotlight - Eye Level of Lake Zurich


Rouaida Alceikh, the owner and center director of Eye Level Lake Zurich has been a part of the Midwest Eye Level family since 2011.  Since then, her center has flourished and is now a part of Eye Level Performance Society.  Rouaida believes that customer retention and satisfaction has been key to the success of her center.  She gave retention the highest priority and it boosted her business. 

Through her experience, Rouaida believes in these four important components for retention: 

1.     Quality - Discussing the goal of parents.  Starting from the initial consultation, asking what the parents’ goals are and what they are looking for, then zooming in on what the parents want to achieve and focusing on their goals.  Some parents focus on their child being gifted and 2+ years ahead. If that is their goal, she has a meeting including the students and explains to them the steps required to get to that goal.  Some parents come with the focus of fixing their child’s inability to work independently at home.  For this goal, she created a quiet study area in the center to allow students to come and do their work.  It is very important to keep the students and parents happy.  Rouaida finds that open communication between parents, staff and students help create this quality.

2.     Creativity - Many families come in with different goals and expectations.  It has required a lot of creativity to produce this quality, but once they are satisfied they stay long term.  Like with many centers, staffing was always a struggle.  Rouaida decided to promote volunteering opportunities at the local High Schools.  Now she has several high school students receiving volunteering credit hours for grading at the center.  Many students look up to the older students and graders who come to the center.  One unique aspect of Eye Level Lake Zurich is that Rouaida offers a completion incentive.  The completion incentive allows students who finish the EL program to help at the center.  This has created many student-to-grader transitions that the students look forward to.  Finding jobs for kids is hard for parents as well, so this allows for a great solution and a great way to motivate the students to finish and be involved.

3.     Flexibility – Roulaida does permit flexibility with scheduling to accommodate her customers.  There is always something coming up, but she will continuously allow for makeup sessions and rescheduling.  She would rather have the child come into the center than taking booklets home.  Many times, this requires coming in herself on Saturdays to be the instructor.  This way the students will always go over key concepts with an instructor, and parents are satisfied. 

4.     Money – It is important to show the parents that she is not after money.  From the initial consultation, Rouaida makes it transparent that the money in relationship with parents comes last.  She does have short, and long-term payment contracts, but emphasizes communication and flexibility.  She doesn’t want her customers to come into the center unhappy and with the mindset of finishing their term and contract.  This eliminates negativity in her center and ultimately generates loyal and long-term customers. 

            As an ELPS member, Rouaida makes it a priority to do all the communication with the parents.  She knows each family that attends her center and all the students’ names and subjects.  With 13+ staff at her center students still nominate Rouaida as their favorite instructor and are excited when she gets to fill in as the instructor.  Rouaida has been able to empower the students through goal setting and support.  Eye Level of Lake Zurich has had several students start in 2011 and finish the math and English program.  Some of them are still at the center, no longer as Eye Level students, but as graders and teacher aids.  Through her years of hard work, she has formed great relationships with her customers and word that she does an excellent job overflows her center and community.   Focusing on knowing her customers has really benefited her customer retention and satisfaction.  We are thrilled to see Eye Level Lake Zurich’s reputation grow.

English Instructional Tip – Launch of Eye Level Online English


Over the next few months Eye Level will be launching the online English component that will parallel with the booklets of the lower levels of the English Program, Level A to Level I. It provides a strengthened focus on phonics development, fluency practice, and targeted grammar exercises that help students develop comprehension and improve their internet-based writing abilities. Additionally, academic vocabulary words are learned through the vocabulary online activities. Students will also be able to practice learned comprehension in previous levels for reinforcement.

There are many benefits that come with the Online English program. Some of these benefits include helping the lower level students with readability as well as breaking up the class session. It reinforces the higher levels in terms of comprehension and it is also a great component for students of ESL & ELL. It promotes Self-Directed Learning once the students are properly trained to login and use the system. As the students move through the program they can also complete the Review Booklets both online and offline. The Review Booklets are a direct replica of the paper book. The online component can be used both in class and at home. As students are completing the booklets at home, they can utilize the online component if they need assistance in terms of understanding directions or listening to the comprehension.

The different components within the online system also provide benefits for center usage. The audio section helps with more accurate responses during the class sessions. Students are read the directions and complete the booklet in its entirety, both in class and at home, making grading easier specifically if booklets are previously turned in incomplete. Students tend to have deeper understanding of vocabulary concepts and online interaction creates more interest from the students. 1-on-1 coaching also becomes more effective with limited careless mistakes and struggling concepts are reinforced online either at home or in the center.

Center management is also the forefront of the Online English Program. Students are more focused and less distracted by others around them as well as being less dependent on the instructor. Although it takes a little time for the students to get adjusted to utilizing the computer or tablet, they benefit from becoming more independent. With many of the activities within the booklets being similar, they can hear what is expected and understand that in the booklets in the weeks and months to follow. Explicit instruction boxes are also read word for word if students need additional explanation.

The online English program will fully Launch in January of 2019. Below you will find the launch plan and some of the important dates to keep in mind. All centers should plan on attending one of the online training webinars to understand expectations, usage, implementation and overall information session.

  • Online Training Webinar

    • Monday, November 12, 2019 @ 10 am & 1 pm (EST)

    • Monday, November 19, 2019 @ 10 am & 1 pm (EST)

  • December 2018: Planning Marketing for Grand Launch

  • January 2019: Full launch to all centers

Mathematics Tip: Utilizing Key and Manager in the Math Session

The new Key & Manager has officially launched! There are many aspects of Key & Manager that are new that you can utilize in your center, so it will run more effectively. For more information, click the links to directly access the user guides on the topics that are discussed.

When coaching with a student, it is no longer necessary to have all the answer booklets taking up valuable space on the desk. All that the instructor will need to have is a tablet. Each of your instructors needs to be added as an instructor on K&M2 have his or her own user account to utilize all the great features that K&M2 has to offer.

When your instructor logs in and views the schedule, he or she will see the time the classes for the day. If the instructor clicks the plus sign, he or she will see the students that are coming for that time.

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During coaching the instructor will click on the three yellow dots. From here there are many options that are available to the instructor that you as the Center Director need to assign. It is important that the instructor at least has access to Progress, Booklet, and Level Test. In the Progress tab, the instructor can see what booklets should be given to the student. The instructor can easily change this if the booklets do not match or different booklets need to be given.

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During math one-on-one coaching time, the instructor should record the SCT for a booklet during class by choosing the Booklet option. After the booklet the student is working on has been selected, there will be the option to time page 2 or page 11 and 12. The SCT should be found using the page 2 option from now on. Start the timer and mark the questions which the student answered incorrectly. Afterwards, it is easy to scroll through the electronic booklet to find the target pages that should be graded. After the target pages are graded, the instructor will skip to page 16 to save the learning progress. The grader will access that booklet next week to finish inputting any errors that the student made during homework.

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During a math Level Test, the student should sit at the instructor desk. The instructor will grade the test at the same time the student is taking the test. Remember to check the box of any questions that the student answers incorrectly. Once the test is completed, the results will automatically generate. If a student does poorly in one section, he should redo those booklets before progressing to the next level. 

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There are a lot of changes that come about because of the updated Key & Manager. These changes will be for the better and I hope you are able to implement them in your center. Try just doing one thing at a time and it won’t seem so overwhelming!

Franchisee Spotlight - Eye Level of Poway


Although Eye Level of Poway has only been open for a year, franchisee Manisha Ovalekar has already shown how creativity, focus and hard work in local marketing, especially marketing within schools, brings big results.  Coming from a business and resource planning background, Manisha’s corporate experience helped her focus and come up with win-win solutions with schools, especially PTAs.  She says these activities have contributed to over 95% of her total subject growth. 

Through her relationship with five elementary and middle schools, which are all located just a couple miles from her center, she is able to participate in all types of school events, including “Back to School” nights, “Tailgate” parties and fundraisers.  However, her participation is not simply setting up a booth or donating money, but Manisha focuses on the goal of enrolling subjects, and creatively comes up with solutions to achieve it.

For example, at Tailgate parties, she not only distributes brochures, but she asks parents to schedule free Diagnostic Tests right at the event.  This has led to dozens of DTs already scheduled just weeks after the event.  For another school, which requested gift baskets to auction at a fundraiser, instead of simply donating a basket of random items, Manisha did provide a basket, but it was full of Eye Level branded products, such as a backpack, water bottle, and fidget spinner, as well as a voucher for a 1st month free at Eye Level.  Including the tuition voucher in the basket enabled new students to join the center, and she was able convert 100% of these students into full-time students.

On average, because she is being invited by the schools to participate in events, the only costs involved is often simply the cost of the materials she is handing out, whether it’s Eye Level brochures, Eye Level pencils, or a laminated page from the Critical Thinking booklet.  This low cost of marketing provides for an incredibly high return on time and money invested.

While Manisha had an existing relationship with one of the five schools, for the other four, she approached them with no prior relationship.  However, Manisha says that because of her confidence, focus on win-win and drive to achieve results, she is able to convince schools how the they will benefit from her relationship with them and now she even has other schools contacting her directly who want her to work with their schools.  It’s a win-win strategy that is paying off exponentially.

Mathematics Tip - Effective Coaching

Routine, routine, routine! Children especially thrive on predictability in their day. It is important in your Eye Level Center to set the expectations for each learner (and instructor!) up front so everyone knows what will happen in each session.

It is important for instructors to remember to have every student come up for one-on-one coaching. Not all students need the same amount of time, but all students do require coaching at some point during the session. A more self-directed student may only need to come up for few minutes, but a preschooler might need 15 minutes. It is also important to realize these minutes do not need to occur consecutively. For a new student, it is especially important to check in at both the beginning and end of the session to make sure he does not have any questions, particularly while he is still learning the routine.

Who should be the first person in the class to receive coaching? To determine this, instructors should understand the coaching priority. An instructor should first consider coaching a young student, a new student, a student receiving a new topic, or a student that struggled last week. Students that have been long-term members already have developed self-directed learning (SDL) habits and therefore can be coached later in the session. 

The first thing that instructors should go over with students is the cover page. Although it may seem insignificant, the cover page will set the expectation of the booklet. By going over the learning goal with the student, the instructor is increasing the learning awareness, so the students know what is coming up. It is also good for the instructor to check to make sure the name and date are written on the booklet.


During coaching time, the Standard Completion Time (SCT) must be recorded by the instructor for all students in Level 1, booklet 5 through Level 23, booklet 18. Moving forward, SCT will be found using page 2 of BTM booklets. Even if a student receives 2 or 3 BTM booklets, it is acceptable to only conduct the SCT once. Be sure to record the SCT in the student’s booklet as well as the new Key and Manager. If a student is taking a level test, this should also be timed at the instructor’s desk.

During coaching time, it is important not to spoon feed the child answers. An instructor should ask guiding questions such as, “What do you think you should do?” and, “Do you recognize this concept from another booklet?” It is also vital to motivate students to be more proactive- coming up to ask the instructor a question should be the last resort. Students must refer to the target page on their own to see how the concept was initially introduced before asking for help. On target pages, anything that has a dotted line should be traced. The tracing helps reinforce the concept. Anything that is not traced should be given back to student before it is graded. All the targets pages in all the booklets do not need to be coached with the student-there simply is not enough time. A booklet that introduces a new topic or is a key element should be coached with the student. A review booklet and non-key elements the student should be able to complete on his own, whether at the SDL desk or for homework.

If a student has some trouble on the target pages, the instructor should continue to coach on non-target pages. Pages 5,6, 11, and 12 are great pages for instructors to implement verbal testing to further check for understanding. At the SDL desk, a student may use her fingers or tap her pencil to help with addition and the instructor might not ever notice. By asking verbal questions, the instructor will be able to see how the child came up with the answer to determine if true mastery has been achieved. If the student had a lot of trouble with the target pages or the review page, the work for the week should be adjusted and previous booklets should be reassigned.

It is not too late to change the behaviors in your Eye Level Center. The beginning of the month is a great time to implement new ideas. Change will not happen overnight, but once the expectations of the class session are set, the students and instructors will slowly begin to follow the new routine.

English Instructional Tip - Level by Level English Instruction Manuals


Over the past few months we have been working very diligently to create and introduce instruction manuals per level, primarily to assist instructors who are working with certain levels as well as provide in depth instruction support overall. The instruction manuals were also created to help standardize the instruction methods within the classroom in terms of improving the overall quality of our service to the students as well as to actively engage students in learning the English language through extra fun activities. It also provides an all-in-one instruction manual for effective classroom management within the different levels (including the Reading Booklets with incorporation of the homework assignments, Writing Booklets and supplemental usage). Franchisees can also provide these to their instructors in terms of practical on-site training. There is a total of 10 Eye Level English Instruction Manuals (Level Pre-A to I).

There are 6 components to each manual which include an overview of the English program, an introduction to the level, an instruction guide for that level, Information in terms of the Level Test and progressing to the next level, materials that can be provided to parents and materials for instructors. The instruction guide carries 4 pages per booklet. Each booklet contains 1:1 coaching – Self-Directed Learning – Feedback – Writing Booklet – Extra Activities (Flashcards, Resource Book, Phonics Reader, K&N Assignments).

All Instruction Manuals for each level, from Pre-A to I, are now ready and uploaded to the Online Resource Library. They can be found in the English Resource section under Classroom Resources. Once you log in to the ORL click on English Reference Materials under the large section Reference Materials. You will then find the folder of manuals under Classroom Resources. For easy access, please click the following link:


Franchisee Spotlight - Eye Level of Missouri City

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Safia Jafri of Eye Level of Missouri City South has taught children from middle school to high school in India, Anrengtina and the US. Her passion for education and owning and managing her own business has resulted in excellent center management. Below she walks us through her success and hope for improvement.

The most important thing for center management is staff management. Our staff is the backbone of our center. Hiring the right staff with an appropriate academic background as well as personalities to match is always a challenge. Eyelevel has the best curriculum however the people delivering it need to be not just knowledgeable but also affable, polite, and friendly. Kids relate to kindness. If they enjoy coming to the center, learning ultimately follows.

My center can become better with keeping up with the quality of education and constant communication with the parents regarding their child’s progress as well as with the staff discussing solutions and way to improve our instruction

My philosophy for my center is “Every child is an achiever and has unlimited potential”. I have kids in the center who have ADD, Dyslexia and are on the Autism spectrum. One mom came to me and told me another learning center sent her child way because he was disruptive. We took him in. He was challenging in the beginning and most instructors were reluctant to work with him However, we found a way to be kind and patient. Today, he has competed a year in our center and is thriving. Implementing a method of positive reinforcement and encouragement and the ability to recognize, not all kids have the same need and therefore as teachers we need to be adaptable, is the cornerstone of our center’s philosophy.

Choosing Eye level amalgamated two of my most important dreams- my love of teaching and owing and operating a franchise. The booklets, I saw as part of the training piqued my interest. My kids were in elementary school at the time. They enjoyed both the Math and English books. Having seen them do the books and benefit from it made my decision both as a mother and a business owner, easier. Now, they are in the 8th grade and sill continue to benefit from the curriculum

English Instructional Tip – Level Test Transition

The English Level Tests are new valuable components to the revised English program. It assesses the student’s abilities of the skills learned throughout the entire level. This comprehensive test, in conjunction with the review booklets, allow instructors and Center Directors to assess student readiness to move forward to the next level. Within the test, the concepts are presented in the same basic order that they are presented in the booklets. Each page is referenced with the section the concept comes from. These tests are scored and should be completed in class. These tests can also be used to determine weaknesses in student understanding. Then, brief reviews can be provided so the student is properly prepared for the next level.

            Plan to assign the Level Test when you feel the student is ready based on performance. Assigning the test can be tricky if students will not have a booklet available for homework. Rather than moving the student on to the next level before the test or the week of the test, consider providing a review booklet or two from the current level to the student. It is not only beneficial for the student to review previous learned concepts, but the instructor is unable to cover new concepts if the student takes the entire class time to complete the assessment. It is important that the student covers new concepts in class with the instructor especially if it is a new level. This will also help ensure that the student is not discouraged if he or she needs to do some significant review before moving on to the next level.

            Level Tests should be completed in class only. Concepts in Level Tests do not need to be reviewed before giving the student the test. Make sure the student can complete the test in a calm, comfortable environment, free of distractions. Before the student begins the test, be sure to write down the start time as well as the end time when they are finished. Students should also complete the entire test during the class time. It shouldn’t take the student any more than one class session to complete the Level Test. If so, it may indicate difficulties in certain sections or potentially a slow reading and answering rate within the comprehension.

Levels such as H & I are mainly comprehension based which require a lot of reading of the student. Within those levels, be sure to constantly check student fluency in terms of the speed of their reading as well as if they understand what they are reading. Be sure to correct the test on that day or prior to the students next class session so the student is aware of how they did as well as indication if review is needed or whether they are able to move to the next level. This will help with student motivation as well.

Review the test to see if the student had any difficulties or gaps in learning. Begin by reviewing the overall score and tally at the back of the test, but do not use this as the only decision point. Review the test page by page to determine the types of errors made. When considering review, it is important to determine if mistakes were a result of not understanding the concept, if they were careless errors, or a result of misreading directions. After reviewing the test, look through the student record to see if there are areas of concern. After considering the test, the student’s progress, and the student’s motivation and ability to move forward comfortably, set up a progress plan for the student. If assigning repetition, keep repetition as limited as possible. Focus only on the aspects that need immediate attention for the student to progress. When planning the new level, consider any areas you think the student may have difficulty based on his or her performance on the test and previous level. The Level Test should be the final indicator that they student has mastered the previous concepts and is ready and confident for the next level.

Mathematics Tip- Effective Progress Planning

Famous director Rob Reiner once said, “two steps and one step back, but I am heading in the right direction.” This saying is very applicable to the Eye Level philosophy. It may seem like a student is not making progress if he repeats booklets or he will make progress more slowly, but that is not true. When a student repeats some booklets, he will be able to complete the work more accurately and quickly. This will build confidence and will necessitate less overall repetition. For Basic Thinking math, it is important that repetition occurs frequently and immediately, especially in the Key Elements. Key Elements are the bolded section of the curriculum chart. The Key Elements provide the essential information of the level and it is extremely important that students master these concepts before moving onto other concepts.

Below is a great example of progress planning for a student in level 3. The student is completing two BTM booklets per week. She is mastering Understanding Numbers before she moves onto adding numbers.


In a student’s first level, repetition should not be necessary, unless the student is very young. If a student is requiring reinforcement through repetition in the first level, he was probably placed in the wrong starting point. It is important that a student is at a comfortable starting point so he will gain confidence and a desire to come to class.

When this student moves to the next concept of level 3 (Adding 1), this is a noted as key element. Since it is important the student will see this concept three times. Since the student is becoming more accurate and can complete the work more quickly, the third time she sees the material she can complete 3 booklets in one week. Again, it is important to note that the repetition occurs within the same concept.


In a student’s first level, repetition should not be necessary, unless the student is very young. If a student is requiring reinforcement through repetition in the first level, he was probably placed in the wrong starting point. It is important that a student is at a comfortable starting point, so he will gain confidence and a desire to come to class.

To effectively progress plan, your graders and instructors also need to make qualitative notes in the record book. This will help you determine things such as the amount of repetition that will be necessary, how to use supplementals (i.e. Key and Note), and if you should change the number of booklets the child is receiving.

Although progress planning is only done officially once a month, it is important to realize that plans can change. If a student is having a lot trouble, then you should allow for more immediate repetition. Your instructor needs to be your front-line person and let you know that the plan needs to be changed mid-way through the month. You should always have a backup supply of booklets of 5 of each level for situations just like this. When it is time to make the next monthly order, you can always order more booklets!

A Filipino Proverb states, “more haste, less speed.” If a student is rushing through the level, he will struggle through each booklet. Take the time to plan for repetition in your center this upcoming month and you will see the improvement in your students speed, accuracy, and confidence.

Eye Level Market Day a Huge Success!

On August 25th Eye Level held the first annual Market Day in Texas where we celebrated children’s achievements and the joy of education. We had hundreds of member and non-members attendees and had several families approach participating centers about registration information. It was a great way to generate leads and kick off back-to-school. We hope more of you will join us next year!

Key & News August 2018


The Eye Level Performance Society (ELPS) is designed to recognize and reward the high-performing Eye Level Learning Centers in North America that have achieved admirable success due to their diligence, hard work, and passion. 

ELPS membership has increased to twenty-six, this is two more than number of centers that qualified for ELPS status at the start of 2018. We are excited to see an upward trend.

Special recognition goes to Cumming South who for the first time in ELPS history has qualified for Diamond status two periods in a row by maintaining an average of 400+ subjects in the past 12 months! Naperville South has also been elevated from Gold to Platinum status!

Please join us in congratulating all the Eye Level Centers that have qualified as ELPS members this period. 


  • Cumming South, GA


  • Alpharetta

  • Naperville South, IL


  • Chesterfield, Chicago, IL

  • Palatine

  • Bartlett

  • Suwanee-James Creek

  • Irvine-North

  • Concord Mills, NC

  • San Ramon

  • Anaheim Hills

  • Charlotte-Ballantyne

  • East Cobb


  • Austin-Avery Ranch, TX

  • Bellevue

  • Johns Creek

  • Lake Zurich

  • Hoffman Estates

  • Suwanee

  • Buffalo Grove

  • Missouri City South

  • East Windsor

  • Frisco South West

  • Charlotte-North

  • Charlotte Ballantyne West

  • Dublin, CA


Since, we opened eight years ago we have maintained a healthy level of patronage at both the Centers and have seen steady growth year over year mostly due to high retention. 2018 is turning out to be the best year at both our Centers. Our customers have largely come through referrals and the growing brand awareness due to the efforts of the Corporation is helping a lot.

My Keys to the sustained growth and customers coming back are the passion I have shown in:

  • Focusing on the success of the child

  • Building relations with parents

  • Providing continuous feedback and engaging parents

  • Maintaining high quality in instructions

In addition, I leverage the below to build the market

  • Referral Program

  • Facebook

  • Local cultural events

  • Email campaign

We use incentives and prizes to keep the students motivated and excited in the class. Students and staff are recognized and special mentions are displayed visibly in the reception. We frequently hold events for them like Lego robotics, spelling bee, Halloween party and started a book reading club.

Conducting workshops at the library, tables at local events like summer fun day and cultural day, and supporting local non-profit organizations get us the best results in marketing. We also leverage the social media to run online campaigns. Over the years we have realized print media is most suited for promoting the brand but is not a great lead generator. 

In conclusion, from the years in business, I have learnt that ensuring quality and showing passion in my line of work gives customers the trust in my ability to help their children. These, I believe, are what have helped my Centers maintain a healthy standing amongst the strong competition that I face in my territories.


Foundational skills in writing can be an essential aspect in student’s ability to write in a more complex manner specifically when it comes to writing in the higher grades. Student’s need to have a solid foundation at a younger age in terms of their writing organization, adding depth and details and providing insight within information and research-based writing. They begin working in the writing booklets building their knowledge of writing complete simple, compound and complex sentences with proper grammar, punctuation and subject-verb agreement. Students learn these different components used in conjunction with the reading booklets. Both components continue to be outlined in terms of the expectations outlined in the Common Core State Standards.

As they continue to build through the program, they ultimately are tasked with writing paragraphs and essays with clear topics, body paragraphs and conclusions.  The students focus their abilities on the four different writing genres of informational, narrative, opinion and research writing with different provided prompts. With requiring multiple steps in the writing process, the number of specific writing assignment gradually declines as students progress. It is essential that they understand the basics of writing prior to moving up through the higher levels. Setting the stage early will help students utilize the graphic organizers when given a prompt within Levels 5-8 of the English program.

Specifically, within Level E, is where there is a significant change to the number of writings and their content. In Level E, students are writing more and beginning to take part in the writing process with a first and final draft. They also begin to use details to create longer sentences. This is where students can begin to have difficulties in terms of adding depth to their writing. It is essential that they focus on the bulk of their writing and how to enhance their sentences. Students should be able to focus on using adjectives within their sentences and beginning to paint a picture for their readers.

Additionally, Level E becomes a transition level for Level F writing which challenges students to write a complete paragraph as well as introduce the concept of pre-writing and a grading rubric to be utilized. If students are having difficulties with adding details in Level E, they are only going to continue to struggle as they are required to write a complete paragraph that includes a topic sentence, reasons and details in the middle and a closing sentence. Students are also held more accountable as they are to use the Writer’s Checklist to review their first draft prior to submitting the next week. The final draft is also scored with a standard rubric that is similar to those used on standardized assessments.

The writing booklets within the lower levels help build foundational writing skills systematically and in a scaffolded manner. They prepare students with a solid foundational in order for them to advance their writing abilities within the higher levels. They learn how to organize their information, utilizing the graphic organizers while getting their thoughts down on paper. Building on this foundational skill, students in Level 5-8 can continue their writing abilities with the Key & Note. Along with using the graphic organizers and additional writing prompts from the Resource Book, they can continue to write longer compositions based on the prompts provided. This is an ideal way to continue to work with students on their writing abilities from the beginning of the English program all the way through the end.


Grading the Basic Thinking Mathematics may seem confusing at first. Although there are 16 pages, not all the pages count towards the SAR (Study Achievement Rate). Why
is that true? Page 1 is the cover page. This page explains the concept that the student will be learning about. There are also no questions on this page and therefore should not be
included in the SAR. It is important to review this page with the student so that he knows what to expect during class time. Page 2 is the Review Page. Since this is about the topic in the previous book, as opposed to the current booklet, it is also not included in the SAR. If a student is having trouble on page 2, then it is necessary to review the previous booklet more in depth.

Pages 8 and 14 are the “Try This” pages. These pages could include mazes, matching, puzzles, and word problems. Page 15 in most booklets is entitled “Thinker’s Corner.”
This page can be quite difficult, or it is a game that the student can play at home. Since these problems are not focused explicitly on the computation, they are not included in
the SAR. Page 16 in most booklets is the Performance Assessment. This is a review of the concept that was found in the booklet. It can include problems that the student has
already completed in the booklet. Since this problem can be found somewhere else in the booklet it does not need to be counted twice.

This leaves 10 pages left in the booklet: pages 3-7 and 9-13. These pages are known as the Main Section. These are the pages that contain computational questions that are related to the concept topic that is found on page one. Since these are the only pages with these basic mathematics skills, these are the ones that are included in the SAR. The SAR is found by determining the number of pages with mistakes. If a student makes 1 mistake on the following pages 2,3, and 4 the SAR is 8 because there are two pages with mistakes in the main section of the booklet. If a student only makes 3 mistakes on page 4 then the SAR is 9 since there is only one page that contains mistakes (even though there are multiple errors on that page). Each level has its own SAR that can be found in the progress booklet. In general, if a student gets below an 8/10 for SAR, the concept should be reinforced. For the lower levels, it is important to review the whole concept and the remainder of the level as opposed to simply one booklet since all the booklets are connected.

For Upper Levels, only the teaching tools, concept comic, and cover page are not included in the SAR. In general, if a student gets below a 12/17 as the SAR, the booklet should be reinforced. Unlike the lower levels, only concepts that are below the SAR should be reinforced as opposed the remainder of the level. When collecting homework, be sure to check for incomplete work. If anything is incomplete, it should be immediately handed back to the student to complete. If tracing is not done, that should also be considered incomplete. It is important that a student traces in the booklet because it reinforces the concept through writing as well as reading. Be sure to visit the ORL to see examples of proper grading and a great handout that
you can print out for your graders.

REMINDER: FREE Enrollment is going on NOW! 


All centers should now be promoting this back-to-school incentive! Help close the deal with parents by offering FREE Enrollment! Some parents just need a small incentive to take the next step in signing up their child. This promotion will run through the end of September, with the exception of Canadian centers who will be running this promotion in September and November. Update your Facebook cover photos with the promotional banner or create a post to bring attention to the promotion at your center. 

Canada will be running Free Enrollment in September and November. 

Back-to-School Giveaway Contest:


This back-to-school season is all about gibing kids an advantage right from the start of the new school year. Our giveaway contest will give them all the tools they need to be prepared, organized and successful throughout the year. 

Children will submit short video clips explaining what they did to prepare for back-to-school. An internal team will then review the entries and assign awards as follows:

1. The top two most prepared children (one member and one non-member) will receive a $100 staples gift card to go towards the purchase of their back to school supplies! 
2. Five runner ups will get to kick off the school year with stylish Eye Level Merchandise like a backpack, pencils and erasers. 

Video entries will be judged based on the following criteria:
1. Children or Parents must select GOING on the Facebook Event Page
2. Video's should be uploaded to the comment section on the event page
3. Submitted video’s must be no longer than the 30 second time limit
4. Video’s must be submitted on time (no later than September 3rd at 11:59 PM). 

Video content will be judged based on the child that has proven they have completed their back to school prep (examples are: Memorizing addition, subtraction, multiplication or division facts; Giving us a summary of their summer reading book; Completing their summer reading essay, etc…) 


Ask your students why they are prepared for back-to-school and record their responses. Upload the video to the comment section of the Facebook Event Page. Use this promotion as an opportunity to promote an activity in your center.  Please reach out to Ayat, with any questions regaring this event. 

Key & News- July 2018


Eye Level of Herndon has seen a rapid ascension in the Virginia market since opening. Business partners Ramya Krishnamurthy, Kavitha Thiyaghu & Priya Krishnan have found success in attending external events where they have connected with parents , children and members of the community. Participating in these events has resulted in increased inquiries and enrollments. Understanding the value that comes from building a network, this trio held several internal events to draw in new members. 

An event that was particularly successful for the Herndon center was the Oratacular. Due to their extensive grassroots community outreach, they had the most Oratacular registrations of all Eye Level centers. They achieved this through Member and Non-Member promotions. Member promotions were achieved through discussing the event and it’s benefits with parents and students, in turn building anticipation and excitement for the event. In addition, they posted event flyers in the center and included them in students take home folders, reinforcing the verbal communication from the instructors and director. Non-member promotions were achieved through connecting to and being active on relevant Facebook groups such as mom and local school groups in the area. In addition, they boosted posts about the event which expanded their audience. Local schools’ businesses also allowed them to post flyers about the event as it was free competition and not a direct commercial ad. Through these efforts they earned a total of 65 students in attendance. In addition to this, one of their students was selected as the National Gold Winner of the event. 

Herndon’s conversion efforts post registration as well as during and post event were equally outstanding. Post registration, they utilized Constant Contact to communicate event details. During the event they ensured they had personal contact with each non-member, providing them with program information and benefits as well as informing them of upcoming events. Post event, Herndon kept the dialogue open with continuous emails to both non-members and members regarding center activity and upcoming events. In addition, they scheduled follow-up consultations with the center director for interested non-member families. 

When it came time to hosting the event, they chose to host internally seeing the value of having 35 non-members onsite to see their operation. They split their two classrooms between younger and older constants enabling them to judge two contestants at once. The Herndon center held the awards ceremony for Aerehan, the National winner and his family who are now looking to enroll in the Fall. 

These efforts laid the groundwork for future events such as the Critical Thinking Challenge – another highly successful event for the center. We’re certain they will continue to see success utilizing these grassroots marketing techniques. 



Writing is an important skill that many parents are continuing to seek out. They are continuing to look for a program that will focus on both reading and writing over a longer time frame, preparing their students for advanced writing as they enter higher grades within the school systems. The writing booklets for the lower level English program have been very well-received over the past year and many centers and parents are looking for more for the higher levels. 

Over the next few months we will be training and rolling out the Writing Booklets for Levels 5 – 8. The students will maintain consistency in terms of writing genres as well as structure of writing up through the higher levels. The will continue to write narrative, informational, research and opinion/argumentative pieces, demonstrating their abilities to write up to a five-paragraph essay. The breakdown of booklets with be consistent to those of Level H & I but requiring more in terms of length and depth. See the structure below. 


In terms of the booklet structure itself, students will continue to complete a pre-writing activity, preview a model essay, utilize graphic organizers and prompting questions, as well as prepare a first and a final draft. They will also continue to have their final draft graded based on the rubric on the back cover. Below you will see an example of the actual structure of the booklet itself. The first three illustrations reflect the introduction as well as the model essay. 


The next three illustrations reflect the prewriting and first draft. 


The final illustrations reflect the Writer’s Checklist, Final Draft and Grading Rubric. The grading rubric should always be utilized when grading the student final draft, just as it is in the previous levels. This is crucial in order to keep consistency as well as the identify strengths and weaknesses of students writing. 


With the length of the writing growing, many students may take upwards of a month to a month and a half to complete one writing booklet. It is important to continue to move at the pace of the student and their abilities. Some students may need to return to the final draft and revise one more time in order to reach proficient or advanced proficient of writing. Keep in the mind that students will also continue to complete the reading booklets as well. Some centers may choose to have student’s complete half of the workbook each week because of the depth of text within the comprehension sections. If need be, students who are in Level 5 or 6 and being within those levels are also able to utilize the lower level writing to prepare them for the longer writing booklets. 

Just as with the lower levels, centers will also be able to order writing grading guidelines which will assist with the grading process, a curriculum chart of the high levels that will include when each writing booklet is to be completed and of course the writing booklets themselves. 


We are all looking for students that are excited to come to class at Eye Level and are proud of their achievements. There is nothing more satisfying when a student is excited to show off his work to the you, the instructor, and/or his parent. How can that happen in your center? 

Firstly, you must stay organized. Materials that students use need to be put back in the same spot every time. Students need to be able to find the supplies independently without having to interrupt the instructor. Everything that an instructor needs during class-answer booklets, level certificates, pencils, etc.- should be readily available. The stock room should be organized so that in case there is an urgent change that needs to be made to a student’s homework, the booklets can be easily found by anyone that works in the center. Parents and students will appreciate how quickly the material is found and that the student can get right back to work. 

Secondly and most importantly, the student needs to be placed in the appropriate level. This is known as the comfortable starting point. When students are placed in a comfortable starting point, they will feel satisfied with their work and might be able to get perfect scores on booklets. Starting in the right level will help them become familiar with the routines of the classroom without being overwhelmed by difficult work. As the material gets harder, the student will still feel confident because you have built them up to handle the harder material. 

If you are giving booklets ahead of time, you have two options. The student can simply continue to work through the material that she is on. Furthermore, you can repeat the level that the student just finished. If a student completed multiplication, it might be hard to start division without the guidance of the instructor. Therefore, the student can repeat level 13 to further reinforce her multiplication skills and in the end will not need as much repetition when she begins division. 

In a student’s first level, repetition should not be needed because the student should have been placed in a level in which the material is known. When the material does get harder, do not fear reinforcing topics through repetition. Last week, while visiting a center I heard a student tell his mom how excited he was that he finished a whole booklet in class. I checked the progress plan, and it was his second time seeing the booklet. He was so excited about the fact that completed his work accurately and quickly that it did not matter it was a booklet that he had previously seen. 

There is a new Mathematics Diagnostic Test that will be implemented soon. This new DT will consider both speed and accuracy when placing a student in a level. When considering both speed and accuracy will allow students to be placed in a slightly higher level, yet it will still be a comfortable starting point. Be on the lookout for resources and trainings to help properly use this new assessment tool. 

Key & News May 2018


Daekyo America will be sponsoring a 2-Week Free Trial campaign again this summer for the months of June & July. We hope this promotion will help you to recruit new students during the summer months! 

Free Trial students must be new students not resuming students. Students that are currently enrolled in only one subject and are interesting in trying a second subject may also register for the Free Trial. Flyers and digital ads have been prepared and are available in the ORL in the Free Trial folder in the Marketing section. 

Students must be registered for the Free Trial in Key & properly. A Free Trial guide has been prepared. Please contact your regional office if you need a copy. Students in the Free Trial recieve a set allottment of booklets based on the information given Key & Manager upon registration. 

If you have any questions about the 2-Week Free Trial campaign, please reach out to your Regional Office. 


While students are learning different genres of writing like narrative and informational, they also need to continue to add details and descriptions to their writing. Within Level 5, students will cover Descriptive Writing. Descriptive writing is like using a “word camera” to take a mental picture of someone or something. This helps the readers get a clear picture in their minds. See the example below of a short writing with description and without description. 

1. Peter is short with brown hair. He is tall and thin. He has a favorite sweater and pants. (Non-Descriptive) 

2. Peter has short, brown hair and green eyes. He is tall like a tree and thin like a pole. His favorite outfit is a blue sweater with white stripes and brown, khaki pants. (Descriptive) 

As students continue to progress in higher level writing, it is important that they focus on the details of their writing. As they write, students can think about their five senses. When describing something within a text, prompt them to think about what it may look like, smell like, sound like or even feel like. If utilizing the Key & Note, create a short graphic organizer as a way to come up with descriptions for their writing topic. This is a great way for students to get their ideas down on paper before compiling a paragraph. See the example below: 


Descriptive writing doesn’t just have to be about animals or living objects. Students can also make personal connections and write about one of their favorite places. This is where descriptive writing will be most vital. Students will be able to discuss different places or even cultures that they have experienced. Many times, when students can connect to the writing, they are able to provide more insight within their writing. 


When students complete the later booklets in Level 5, they will come across the different aspects of descriptive writing. It is important that prior to being introduced to structured writing booklets, they are able to add details to their personal writing. If students can master this skill, they should be able to compile writings that have more depth and meaning. For a simpler activity, provide students with their Key & Note and write one topic at the top of the page. For 5-10 minutes, see how many descriptive words they can compile about the topic provided. This will enable students to get a better idea of what is expected within their compositions. See an example below. 

Remember, the more comfortable students become with their writing, the more in-depth they are able to go. Setting a solid foundation as well as structure for students to write is going to help in the long run when they are compiling five-paragraph essays, research papers and more. 


With summer approaching, it is important to be in touch with parents about the summer plans for their children. This is a time when we usually lose a lot of subjects. However, if you can make the connection that staying in Eye Level will help maintain the great progress their child has made all year, you can convince parents to stay. If you are proactive in reaching out to parents, you will have more influence during the conversation. 

During the summer, you can and should participate in the Summer Brain Boost Critical Thinking Program. Since students usually have more time during the summer, the Summer Brain Boost allows students to come to the center twice a week, without affecting your royalty. Throughout the summer the focus of the mathematics instruction will be critical thinking booklets. The Critical Thinking Program is something that makes Eye Level unique, and so it can motivate current students to stay and new students to join during the summer months. Students in levels 7-17 should also be working on Word Problem booklets. The Word Problem booklet is another under-utilized supplemental material. It is important to try to incorporate all the available resources in your center. If you haven’t tried using the Word Problem booklets before, the summer would be a great time to try it out. 

If a student is going on vacation, even for a whole month, he should still stay in the Eye Level program. For students that are a going away for a week or two, it is easy to make up the classes before or after the vacation. If the student is going away for the whole month, as long as the parents are paying tuition, he can receive his booklets ahead of time and continue to maintain access to Eye Level Math Online. These are great resources that the children will otherwise be missing out on. 

If you are giving booklets ahead of time, you have two options. The student can simply continue to work through the material that she is on. Furthermore, you can repeat the level that the student just finished. If a student completed multiplication, it might be hard to start division without the guidance of the instructor. Therefore, the student can repeat level 13 to further reinforce her multiplication skills and in the end will not need as much repetition when she begins division. 

The last set of benefits begin with the letter M: Mental Calculation, Motivation, and Mastery. Because students are completing the work online, students will not be able to show their work. This will force students to memorize more facts and complete calculations without the use of aids such as tally marks or carry-over marks. There are many games that are available to use with EMO to help motivate students to learn. There are also rankings and leaderboards that are available to view. Students love seeing their name climb up the leaderboard and therefore will want to continue to practice online to improve their position. The final benefit is mastery. Mastery learning is one of the four key features of Eye Level Education. Because of all the previous benefits, students will be able to master any level that they come across because they will be exposed to a topic multiple times in a variety of learning styles. 

According to researchers at Duke University, math skills decline the most during the summer as compared to other academic skills (Mukisa, Math Insider). Since Eye Level hours do not change over the summer, children can go to summer camp and then come to Eye Level afterwards to keep up with their learning. If you are proactive when communicating with parents and willing to work with them, you will be able to show them that you care about their child. Parents, in turn, will want to continue to work with you and Eye Level. 


Key & News April 2018


t a youung age, students focus on different elements of a story such as characters, setting, problem and solution. As they advance into higher levels, those story elements become more complex, forcing students to use more of their imagination and read through the lines. Within booklets 15 and 16 of Level 5, students will focus directly on character, setting, problem/conflict and problem/resolution. Throughout the booklets, students will identify each of these concepts, define them, and differentiate them within the context of a story. 

One aspect that can be a bit difficult for students to master is the concept of problem/conflict or problem/resolution. A simple way to help a student grasp this concept is to show them a picture and ask them what the problem is. Students will do this type of activity within the main book, so it is important for them to master this prior to getting into a full-length story. Recognizing a problem from an illustration helps set the foundation for the student to identify problems within an actual story. See an example below: 


The problem is ________________________________________.

An additional activity that a student ccould do would be to think about stories of their own and identify the problems within their Key & Note. They do not have to write out a full essay but can compose a simple paragraph describing a time in their life in which there was a problem. For younger students in Level 5, allow them to draw a simple picture that depicts the problem they experienced. Connecting the concept to situations in their own lives can help clarify their understanding. Challenging students to write stories with problems of their own helps them retain the information in the long run. On the other hand, the instructor can take a few minutes and tell the student a short story and ask them to write down the problem from the story. This will require a bit more work on the instructor’s part but may help the students better understand how to identify a problem within another person’s story. 

Being able to describe a setting, character, conflict, and other story elements will help students with their writing skills. They will be able to read excerpts and stories that have a lot of depth and learn that good writers include all of these types of details in order to keep the reader intrigued. After student’s complete booklets 15 and 16, they will touch base on Descriptive Writing, which has a direct connection to the story element concepts. They will begin to learn how to add details to their writing such as describing a setting, character emotions and motivations, and even character development throughout a story. 

One of the many under-utilized resources that is available to you is Eye Level Math Online (EMO). As of February, out of the over 10,000 students registered for Eye Level Math in the United States, only 5% are signed up for EMO. Beginning this month, students that are signed up for Math, with or without access to EMO, will all be allowed to receive 20 booklets without penalty. Now is the time to change your math students to EMO and begin employing this great program. 

EMO focuses on the four basic operations: addition, subtraction, multiplication, and division that go along with levels 3-15 of the Eye Level Math program. EMO will complement the paper booklets that the students complete so that they will receive even more practice with these important concepts. Study Achievement Rate (SAR) and Standard Completion Time (SCT) are automatically measured through the program. The student’s entire online experience is timed, but the SCT is measured on the Performance Assessment at the end of the second section. The benefits of EMO can be easily remembered through the acornym ARM. 

The first set of benefits for EMO begin with the letter A: Added value, Arthimetic, and Auto-Grading. EMO will bring added value to your students’ learning. Students love using the computer and with this blended approach, students will be more engaged. Students’ arthimetic skills will be increased. Even if students are in level 8 working on subtraction, they will be able to play the mathematics games at any level so they can further improve their addition skills or begin to learn multiplication. Results can be viewed instantly by students, parents, and instructors because of the auto-grading feature. Students are even able to make immediate corrections and/or print out any missed questions to refer back to later. 

The next set of benefits begin with the letter R: Reinforce, Review, and Report. Since students are completing online work that matches their paper booklets, students get to reinforce topics they are studying in class. Students can look back as last week’s work as well as the current week’s work. Going back to last week’s work can help a student be more successful upcoming weeks. Students can review a booklet up to four times each. If students are taking advantage of this fact, there will be less need to review with paper booklets. Students will be able to progress through levels faster, which will make parents and students happier. Finally parents and students will see immediate results as well as all previous results. The reports are very visual. Below is an example of a report. It is easy to see the SAR (90%), the SCT (10s out of 40s), and total time taken (3:15). At the bottom, it is easy to view the correction note so parents can see what students got wrong and students can continue to practice those questions that were marked as incorrect. 


The last set of benefits begin with the letter M: Mental Calculation, Motivation, and Mastery. Because students are completing the work online, students will not be able to show their work. This will force students to memorize more facts and complete calculations without the use of aids such as tally marks or carry-over marks. There are many games that are available to use with EMO to help motivate students to learn. There are also rankings and leaderboards that are available to view. Students love seeing their name climb up the leaderboard and therefore will want to continue to practice online to improve their position. The final benefit is mastery. Mastery learning is one of the four key features of Eye Level Education. Because of all the previous benefits, students will be able to master any level that they come across because they will be exposed to a topic multiple times in a variety of learning styles. 

With 9,869 questions available, built-in reinforcement, and online games, there are plenty of tools to keep students learning. There are a lot of resources to help you begin using EMO on the ORL located under the category of Special Topics. I hope that you begin using EMO in your centers and find it valuable to students’ education to instill the value of lifelong learning.

Key & News March 2018


We are happy to release the ads for Eye Level's 2018 marekting theme. Our marketing efforts this year will promote the "critical advantage" that children gain by studying at Eye Level Learning Centers. The new ads can be downloaded now on the ORL. 

This theme allows us to highlight and draw attention to our Critical Thinking portion of the math program that is a differentiator between us and competitors. We also want to express that Eye Level is not a tutoring center for struggling students only, but a place for all students to gain an advantage and edge for their future studies and careers. Lastly, the phrase "critical advantage" allows us to bring in the English program as well and not limit the focus to CTM only. There are indespensable advantages to be gained from the English curriculum as well, such as stronger fluency, better vocabulary, analytical reading skills, and so on.


For many students, transitioning from the revised lower level booklets into Levels 5-8 can be a bit of a daunting process. With the upper levels comes an immense amount of reading comprehension and an increased focus on informational text. Students are also limited in terms of supplemental materials that are provided for the upper levels. The change in the booklet structure and format means a different approach to progress planning may be needed for certain students. There are two main ways in which students can complete the main book and the workbook each week. 

Students who can handle two booklets per work can easily complete the main book in class and the workbook for homework. The booklets can also be split in half, allowing the student to complete half of the main book in class along with half of the workbook in class. Once completed, they can finish the rest of both booklets for homework. The only aspect to be aware of is to make sure the students have a grasp of each concept within the main book before they leave the center. 

On the other hand, there are some students who may not be able to complete the main book and the workbook in one week. In this case, the booklets can be split in half over a two-week span. The students can complete half of the main book in class and complete the corresponding first half of the workbook for homework. The concepts for homework are a reinforcement of the class session that has been completed. The following week the students can finish the main book in class and finish the workbook for homework. This may slow the student’s progress a bit but will help in the long run as it will be individualized for the student’s learning needs. 

If students continue to have difficulties in the upper levels, it may be because their level is too high or that they can only handle one booklet per week. Ensure they are completing at least some of the main book during the class session for the instructor to cover any main concepts that students should grasp before moving onto the workbook. It is important that students have the needed guidance during the class time before they leave the center. 

Other students have difficulties with the workbook in terms of the comprehension section. When they are answering the corresponding questions, have them go back into the text and underline or even highlight their answers. Some students can also put the number of the question where they have underlined the answer to the question. This will help the instructor identify the difficulties the student may be having within the comprehension sections, as well as how to address them during the instruction time. While this method may take the student a bit longer to complete the work, it will help the student with going back into the text and analyzing what that they are reading. See an example below. 


Starting in April, the Basic Thinking Math booklets in levels 3-23 will look different. The most noticeable change is that the booklets will be in black and white. Since the BTM booklets are focused on computation, the color on the inside pages does not enhance the content. There was a pilot conducted at the flagship centers, and the parents and students were very receptive to the black and white booklets. 

Secondly, the booklets will be slightly smaller. The booklets will now match the size of the English booklets. The smaller size will allow the booklets to be more transportable. They will fit better on the students’ desks and in their folders. 

Also matching the English booklets, BTM booklets will have a target located around the page numbers of “target pages.” This will make it easier for students to be self-directed and to guarantee that they will find and complete all their target pages.


Furthermore, the timed page will now be on the Review Page located on page 2. This is a truly great addition. The appropriate completion time is listed on the page. The instructor will not have to look up what the Standard Completion Time (SCT) is and will be able to tell immediately if the students are completing the work with speed and accuracy. It is important to time students at least once every session. 


The last change is that there is a Tip and Mastery Criteria located on the cover page. The Standard Completion Time and Study Achievement Rate for the entire booklet are listed as well. Instead of looking in the progress booklet, it will be easy to quickly glance at the cover to find the SAR and STC. When grades are recorded in the progress booklet, it is important to note in the remarks if students are not reaching the SAR and STC so that review/reinforcement can occur. This will ensure mastery. We hope that you find these changes useful as you continue to run your center! 


Key & News Feb 2018


Belief and Passion
The mission of the Arlington Heights North center is to make a positive impact on the life of every child that walks into the center. Priya strives to build her students self-confidence and self-discipline while developing their self-directed learning abilities. She believes it is important for students to be able to manage their time well and to learn to respect themselves and others. The staff at the Arlington Heights North center strives to make learning a fun experience. “Learning and homework should not be a burden!” 

Priya’s Story
Priya’s children went to different supplemental programs before she learned of the Eye Level program. When she came across Eye Level, she was impressed with the Critical Thinking Math booklets. After that, she enrolled her children at an Eye Level center. 

Priya and her husband began thinking about starting a business that she would manage. They considered multiple options, including daycares, but later they easily settled on opening an Eye Level. As she took over the center, she tried to use all the resources available, implementing the SDL Desks, Key & Manager attendance, Eye Level Badges, and the Eye Level dollars. All these things motivated students to look forward to their time at the center. Priya paid close attention to the cleanliness and organization of the center, making sure the soap dispenser was always full, buying a new water cooler, providing hand sanitizer stations, and so on. She believes that these kinds of small changes can make a notable difference. 

Parent Communication
Arlington Heights North maintains regular communication with parents starting from the parent orientation. Priya spends an hour and a half giving the diagnostic test and explaining the program. As the student starts their journey with Eye Level, she ensures that the parents understand why the self-directed learning method is critical for the child’s long-term success in academics and their future career. They discuss the importance of setting short-term and long-term goals. 

Priya makes herself available at the center to answer parents’ questions and concerns, which helps to give the parents a better understanding of the program. She looks forward to hearing from parents and students and provides feedback on each student’s progress, noting where they are excelling and where they could use extra practice. 

Students are the Customers
Arlington Heights North center believes that the instructors and graders are the keys to a center’s success, as their work directly impacts students. When Instructors are hired, Priya looks for knowledgeable individuals that have a passion for working with children. She rewards them with gifts for their hard work and dedication. 

At the end of each class session, she spends a few minutes getting updates from instructors about the students on how they did in class, whether they took a test, and if there were any concerns. This helps to build a strategy for communicating with parents. 

Currently, Priya does the progress planning for each student; she feels that it is fun to learn about each student and reflect on how they are progressing. It also helps her to better understand each student and how she can help the student to reach his or her goals. 

Process, Process & Process!
As Priya’s understanding of the business has grown, it has become clear that effective time management during class is essential. Instructors need to spend quality time with the students, booklets should be individually planned for the week, and students need to get the most from the one hour they spend at the center. All this translated into one thing: the process. Priya would spend hours in the center designing the classroom flow, booklet management process, and class arrangement to better manage the class time. It almost felt like a never-ending pursuit to satisfy all scenarios that were ever-changing, but the important thing is to keep improving and adjusting as required. 

Effective Marketing Tools
Social media, specifically Facebook, is an effective way to connect with potential customers in your local community. Priya joined the local area moms group on Facebook and stayed active by posting messages and contributing in the group, which served to promote her center. Another important marketing tool is a referral program to reward parents with discounts when they refer friends. Events like the Oratacular, Critical Thinking Challenge, and holiday celebrations are always given much importance at the Arlington Heights North location; Priya would promote the events among parents to create opportunities for non-members and member’s friends to participate and learn more about Eye Level. 

The Resource Book is a collection of supplemental activities to be used in conjunction with the reading booklets. It is currently available in PDF format only on the Online Resource Library (ORL). These sheets can be printed freely for reinforcement and/or additional practice. Below is a list of items contained in the Resource Book:

  1. Handwriting Practice Sheets
  2. Sight Word Lists
  3. Phonics and Vocabulary Word Lists
  4. Journal Writing Prompts
  5. Graphic Organizers
  6. My Reading Journal
  7. Phonics Reader Activity Sheets
  8. Fluency Passages (Student Copy)
  9. Spelling Lists for Review Booklets

On the ORL, the sections have been separated to make printing easier. For example, if a student is working within Level A, the Center Director can choose to print the Handwriting Practice Sheets for that student without needing to print the whole PDF file. These sheets are specifically used as the writing component for Level A. They can also be utilized in some of the other levels when a student needs additional writing practice. 


Many centers have printed out the entire Resource Book and keep it in a binder in the classroom for easy access by the instructors. Centers can also print a few copies of the sections that students regularly use and store them in folders. After printing, the sheets can be copied for student reinforcement only. Many of the sections of the Resource Book can be utilized to reinforce the students understanding of different concepts and abilities. 

The graphic organizers provided in the Resource Book can be utilized to assist students as a pre-writing activity before the first draft. If students are completing additional writing work within one of the higher levels, or an extra writing assignment in a lower level, they will have the consistency of the graphic organizers to compile their information. These can be printed and used during class or sent home to assist with homework. The first draft and final draft can be written inside the Key & Note. 


For additional information on the usage of the Resource Book, locate the Resource Book Guide on the ORL under “English Revisions Training”. To view the Resource Book on the ORL, click here.

Coach pages 3 & 5
Use the provided information to determine the number of a certain object.

  • In this topic, we know the total value and the total number of the two objects.
  • Using the data table, start solving the question by assuming there is only one of one of the objects, and the remaining amount is all the other object.
  • Find the total value to see if it matches the given criteria.
  • In the example, there are 10 notebooks; if one notebook is $2, then there must be nine $3 notebooks. This would total $29, but we know the total is $25.
  • Keep moving through the table by exchanging the amount of each notebook until you find the correct combination.

Coach pages 9, 11 & 12
Determine the result or preference of each person from the provided conditions.

  • This topic builds off booklet 24 of Level 12, 17, and 20. At this level, the student should know the method – use the data table to eliminate unnecessary information to solve the question.

Key & News Jan 2018


The Eye Level Performance Society (ELPS) is designed to recognize and reward the high-performing Eye Level Learning Centers in North America that have achieved admirable success due to their diligence, hard work, and passion. 

Twenty-four centers have qualified for ELPS status for this period. This includes a new Diamond ELPS member, Cumming South! This is the second time in the history of ELPS that a member has reached Diamond status. 

Congratulations and thank you to the following ELPS members: 


  • Cumming South


  • Alpharetta
  • New Territory


  • Anaheim Hills
  • Bartlett
  • Chesterfield
  • Concord Mills
  • Dayton
  • Edison North
  • Frisco East
  • Irvine North
  • Naperville South
  • Palatine
  • Piscataway South
  • San Ramon
  • Suwanee - James Creek


  • Austin - Avery Ranch
  • Bridgewater
  • Exton
  • Hoffman Estates
  • Johns Creek
  • Lake Zurich
  • Rye Brook
  • Suwanee

“Education is something that no one can take away from you—something you have for the rest of your life.” Maya and Jonathan Lim embraced this quote while growing up in Indonesia. It is one of the primary reasons the two decided to open Eye Level of Centennial East in December 2016. With a passion and vision for education, the two business partners believed that enriching a child’s life with education would enable the child to become independent and successful in life. 

Having sent her own children to Kumon, Maya was not satisfied with the program and found Eye Level to be superior regarding the curriculum and instructional methods. Additionally, she loved the Eye Level philosophy of understanding the unique perspective and needs of each student. Maya currently serves as the Center Director at the Centennial East location. 

Though operating the center was a challenge the first few months, Jonathan and Maya have become more skilled in center operations, discovered effective marketing opportunities, and gained confidence in communicating with parents. The conversion rate of interested parents is now high and the center environment is happy and welcoming. 

Student Incentives

Maya puts in extra effort to find attractive prizes that students will love. These provide motivation for students to complete their homework and work hard during class. In addition, Maya ensures that instructors make good use of the Key & Note, not only providing supplementary exercises but also including fun stickers, extra stamps, and thoughtful comments so that students are happy and smiling when reading what instructors write. 

Parent Communication

One of the most important reasons why parents choose to enroll and stay at the Centennial East center is the consistent communication and realistic expectations set when the child starts. Maya is honest with parents, emphasizing how each child is different. She ensures the parents understand that the Eye Level program is not a quick fix, but rather a process in which students will build a strong foundation in math and English, along with good organizational skills and study habits. She maintains regular communication with parents regarding their child’s progress. To keep parents informed and involved, Maya and Jonathan publish a monthly newsletter, which includes articles on how to develop student learning, as well as recognizes students’ birthdays and center achievements. 

Staying Active in the Community

Maya has established an outstanding relationship with local schools through sponsorships and school events, which has given her a good reputation within the local school system. Along with this, the center partners with other local educational organizations to jointly market to the surrounding community. This has enabled the center to bring in more inquiries at a fraction of the cost. 

While Jonathan and Maya have put in a lot of hard work into the center, what keeps them humble and grounded is their belief in Proverbs 3:6, which makes them grateful and acknowledges that God is the one who has blessed their center. 

The Centennial East team believes centers are stronger when they work together, so they welcome ideas and collaborations from other centers locally in the Denver area, as well as nationally, to help grow the Eye Level brand together. 


After the devestating effects of Hurricane Harvey in the south, Eye Level put together an online campagin to encourage students from around the country to write and draw a message of hope for the victims. Around 200 students participated and shared thier beautiful and inspiring drawings on our Facebook event page. 

Thanks to the students that participated, Eye Level was able to donate around $2,000 to help classroom relief efforts in areas impacted by the storm. Many classrooms were in need of new books, pencils, iPads, and other tools to help their students learn effectively. 

One of the classrooms that Eye Level was able to was able to help was Angelares' 8th grade class at La Marque Middle School in Texas. 

Teacher Angelares was in need of supplies for class projects that would motivate and engage her students; materials that would get her students focused back on learning after dealing with the destruction of their local community. 

Letter to Eye Level from Ms. Angelares

Dear Eye Level Learning Centers,

I appreciate the time you took giving us your generous donation. The project included many things that is needed to conduct our day to day activities, such as iPads, cases, and many more. The technology you provided has increased our class performance and has motivated students to continue to excel in class. I appreciate the effort you have made selecting our class as one of the many to support and back during these difficult times. We are also including photos of us using the resources in the project.

With gratitude,
Teacher Angelares

Over the past few months, it has become evident that students are continuing to struggle with the transition from Level I to Level 5, primarily because of the depth of the workbook. In order to assist students in progressing successfully through the higher levels, the Level 5 Main Book has been placed back into stock at the distribution center. As students complete Level I, they are now able to move right into the main book and workbook structure, which will be consistent throughout the upper levels of the program. 

Keep in mind that many of the concepts covered in Level H & I will overlap with those in Level 5. The main books will serve the purpose of reintroducing students to difficult concepts as well as prepare them for the higher-level structure. It is important they are comfortable with the change from reading and writing booklets to main book and workbooks. Some students will have the ability to complete the whole main book in class and the entire workbook for homework. For those students who struggle with homework completion, it is perfectly acceptable to split the main book and workbook over a two-week span. While this may slow down progression through the level, it enables the students to move at a pace that is most comfortable for them and more conducive to retention and understanding. 

Level 5 will also help ease students into the comprehension of the upper levels. In the workbooks, they will face more in-depth comprehension and text-heavy passages. For students who struggle with answering comprehension questions, have them use a highlighter or pencil to go back to the text and underline their answers. This will not only help them to use the text as a resource but will help the instructor identify where the student may have gone wrong. This holds the student accountable and forces them to look for the answer as opposed to guessing to finish the booklets more quickly. 

Additionally, if students are placed within Level 5 by their diagnostic test yet struggle with writing, utilize the lower level writing booklets to help support and enhance their writing skills. If students have already completed Level H & I writing, continue to use the additional prompts as well as the graphic organizers from the Resource Book. This will keep the structured writing from the previous levels, but the writing topics will be different. It is important that they are able to learn a structured way of writing as they progress to higher levels where the writing expectations become more complex. 


Coach pages: 3 & 5
Determine the amount of two types of bills that one has based on the given total dollar amount and total number of bills.

  • The concept used is similar to the one in Level 18 Booklet 24, which deals with combinations of payments.
  • To solve the question, students must use the total dollar amount and total number of bills to find the combination that fulfills the requirement.
  • The provided table will assist the student as they try different combinations.
  • When coaching, ensure the student understands that when we take away on larger bill, the same values of smaller bills need to be replaced. For example: one $100 bill is equivalent to two $50 bills.

Coach pages: 9 & 11
Calculate the increase or decrease in scores based on the game rules.

  • Read the question carefully as the question’s instructions are long.
  • Based on the given information, use the data table to start solving the question by assuming one of the people won all games.
  • If there is a specific score for winning or losing a game, multiply the score to each winning game and losing game.
  • Find the difference of the scores between the two players.
  • Since the total of number of games is fixed, when we assume one person won a certain number of games then the other person would be losing the same number of games.

Key & News Dec 2017


Belief and Passion
With a background in children’s businesses, Eye Level is a perfect fit for William Chan, the owner of Eye Level of Burnaby Southwest. As a parent of two in an IB school program, where students need to take initiative and be responsible for their own learning success, William already understood the benefits of Eye Level's self-directed model. As the owner of an education business, William actively seeks out opportunities to partner with schools/businesses, offer jobs, develop staff talent, support youth, charitably give, and impact his community. 

Area Developer with New Center in Surrey
William believes in the Eye Level program and has an earnest desire to see it grow. For this reason, he has become an area developer in this region of BC Canada. William’s newest center, Eye Level of Surrey, will open in the area early next year. Surrey is an ideal location to develop multiple Eye Level Centers because it is one of the youngest and fastest growing municipalities in Canada. The area has nearly 10% yearly growth and one of the largest school districts. 

Collaborative Efforts in British Columbia
In his first year of operation in Burnaby, William has continuously planned for collaborative booth opportunities at the International Village Mall (Chinese New Year), Crystal Mall (seasonal), Taiwan Fest Vancouver (summer), in addition to hosting a Math Olympiad Parent Orientation event with a raffle for parents waiting on their children during the event. Shared knowledge, experience, talents, and best practices motivate more action and positive energy in the region. 

While brainstorming possibilities at monthly franchise meetings, William freely voices one new creative marketing idea after another, shares his network of connections, and helps leverage contacts and marketing opportunities for fellow franchisees that ultimately benefit all in the area. Securing support for regional banners and tent, vendor’s booths in malls, a rink-side banner at a hockey arena, and a charitable giving system for students completing their booklets—these just scratch the surface of the explosion of ideas that have been implemented so far. 

When asked what it takes to be successful in this business, William responded with “honesty, care and respect!” 


Level I focuses largely on expanding students' comprehension abilities. The level begins by covering various complexities of grammar skills as well as different spelling aspects—such as commonly misspelled words and easily confused words. Level I represents a shift from basic comprehension to a concentration on how structural aspects and literary devices impart meaning within texts. Students will study components such as short stories, plot identification, problem, characters, conflict and resolution. The content of the comprehension passages is more sophisticated as well as challenging, covering topics like economics, science and geography. 

Students will conclude the work began in lower levels on Literary Devices and Inferences, which are challenging topics for younger students. It is important that students master these topics within Level I as they will cover them again in the upper levels in a variety of different settings and readings. Level I provides a direct explanation of each literary device and should be repeated, if need be, prior to moving into the upper levels. In comparison with the classroom settings, students will see these topics—such as simile, metaphor, and alliteration—on standardized assessments. 

One booklet should be completed per week in conjunction with the Key & Note, where students can practice writing their own literary devices within the context of sentences and/or paragraphs. Challenge the students to create one paragraph incorporating five different metaphors within their Key & Note if extra practice is needed. Having students compile their own examples will significantly help them identify the devices in their comprehension assignments. 

What I Read + What I Know = What I Infer

Reading deeper into the text using context clues and your own background knowledge to understand what the author doesn’t outright say. 

Example: Inferring that the main character is honest and responsible based on his interactions with other characters. 

Making a guess (with or without evidence) about events or characters. Predictions are almost always verifiable.

What will happen next in the story, how will a character react, how will it end, etc. 

Example: Predicting that the boy will cry when he finds his bike has been stolen. 

Be sure to cover some of the inference sections during the academic coaching time. It is essential that students have a full understanding that making an inference is different from making a prediction.


Coach pages: 3 & 5
Guides how to determine the number of each animal when given a total number of two kinds of animals and the total number of legs.

  • This booklet continues concepts from booklet 24 of Level 14 and 17. In this level, the structure is more complex. Instead of giving the total number of animals, the problem provides the difference between two animals. This is laying a foundation for learning simultaneous equations.
  • Since the total number of legs is provided, and we know that we will have more of one type of animal by a given amount, we can use the data table to determine the possible combination.
  • In the example, there are 3 more puppies than chicks. Begin by assuming there is 1 chick. This will make the number of puppies 4 (3 more than the chick). However, the total number of legs is 18, so 1 chick and 4 puppies do not satisfy the criteria (36 legs). Continue to assume one by one using the data table until the correct combination is found.

When coaching a student, always start by asking her to read the question. Ask questions to the student that will guide her as she works out the problem. 


Coach Pages: 9 & 10
Teaches students to determine the result or preference of each person based on three given conditions.

  • This concept builds from booklet 24 of Level 12 and 17; however, now the table increases from three to four rows.
  • To solve the question, eliminate any unnecessary information (options) as soon as possible (after someone has made a choice).
  • In the example, each child prefers a different kind of animal. Since Marcie likes zebras, we can cross off this choice for others.
  • Based on the information provided, we can cross off tigers from Jude and Vicky, which indicates to us that Sabrina is the one who likes tigers.
  • Now we can cross off the other options for Sabrina, and continue to finish the table with the rest of the information.


The Eye Level Oratacular is a competition in which members and non-members will learn the process of speech writing and delivery in a fun and motivating environment.

It is an in-center event which franchisees can choose to offer. Comprehensive materials will be provided by Eye Level so that centers can easily manage the event. If a franchisee is interested in having the Oratacular event in their center, please let your regional office know.


Online Registration: Jan 8, 2018 – Feb 23, 2018
Event Date: March 2018 (Date & Time set by each center)

As registrations start for your center, be sure to contact the participant immediately to provide the necessary materials and set up a date for a workshop or in-center review.


Each center is responsible for providing prizes for the winners of their event. A participation gift will be provided by Daekyo America for each participant.

One winner can be selected per center to submit for national judging. Record a video of the selected winner's speech (in landscape) and submit it to Spencer Webb ( no later than April 13th.

National winners will be selected and awarded. Number of winners and type of award is still to be decided. 


Participant Materials

  • Tips for Writing Your Speech
  • Speech Template
  • Rehearsal Guidelines

Center Materials

  • Marketing graphics
  • Flyer
  • Judging Template
  • Event Guide

*Posters have been produced and should arrive at centers by the end of the month.

Key & News Nov 2017


Eye Level of Herndon has experienced rapid growth in the Virginia market since opening just ten months ago. Business partners Savitry Krishnamurthy, Kavitha Thiyaghu, and Priya Krishnan were exploring franchise opportunities when they were presented with the chance to purchase the Herndon, Virginia learning center. The partners were already familiar with the Eye Level program and saw this as an opportunity to serve and enrich the children and families of Herndon. 

Savitry, Kavitha, and Priya were familiar with the needs of families in the area as they had been actively involved with the local school system there for years. When Herndon first opened its doors, after the transfer, the partners understood that they needed to focus their marketing activities locally. The Herndon team took the time to assess their target audience and sponsored events like Heritage India and the STEM Symposium. Through events and sponsorships of this nature, they looked to build brand awareness but were mindful that they would need to reach their audience through multiple ways to secure trust and confidence in the brand. Herndon also used multi-channel electronic methods to build brand awareness. 

Process for New Customers

Once a family decides to visit the center, they are met with an abundance of information from their initial meeting with the center directors. Herndon strives to make personal connections with each parent and child and believes in the importance of being proactive with their communications. This begins with the first meeting. The staff spends an average of one hour and thirty minutes on each diagnostic test and parent consultation. This time is spent on carefully reviewing the results and how the self-directed math and English programs can enrich the child’s education. New students often enroll in two subjects, as the assessment and evaluation are given for both subjects regardless of the parents’ original interest. 

The conversion rate from customers that visit the center is very high at the Herndon center. The staff believes this is due to each family’s experience and initial impression of the center. Herndon draws from other student’s experiences, uses the curriculum chart, as well as booklets related to the child’s starting point to show a projected path for the child. The content is made specific and relevant to the child with an emphasis put on how the curriculum will help the child to overcome challenges detected during the DT. 

Instructors and Parent Communication

The instructors at Herndon are a critical part of the program, and it starts with the identification of quality talent. Through and referrals, Eye Level of Herndon has been able to attract top talent in the area. The first thing Herndon looks for when hiring is the instructor’s ability to connect with each child and family. Instructors must be adaptable and have a passion for working with children. The center director plays an important role in staff development. The director must know the curriculum and be able to guide the center’s instructors to maximize their potential. The director must also be able to communicate effectively with parents and relate issues and concerns to other experiences. The Herndon team believes that regular, proactive communication with the parents and children is the biggest factor for new enrollments and retention of subjects. This action has brought many referral subjects as well. 

Eye Level of Herndon makes sure that one of the center directors is readily available to meet with parents. The center has an open-door policy and speaks with parents daily about student progress. In addition to this, they send out monthly newsletters and reminders to sign up for formal conferences. Many of the review conferences with parents are done on a walk-in basis. The instructors also write feedback into each child’s Key & Note so that the center directors can see real-time information while they are still busy in the classroom. This has allowed the directors to answer parent questions about the class sessions that they may not have had direct knowledge of otherwise. 

Student Motivation

Getting rewarded and feeling success is important to every child in the center. After effective communication with parents, student motivation is the next biggest concern at Herndon. The Eye Level dollars provide the students with motivation and reward for their efforts. The Herndon staff is always looking for unique gifts for which the students will be excited to exchange their hard-earned dollars. The Level Completion certificates are given out right away along with additional dollars for completing a level. 

Herndon knows that, even with multiple owners, an Eye Level center requires time and hard work. They are always looking for ways to automate systems to save time and allow for more focus on the students. It is thanks to the Herndon team’s persistence and commitment to serving the educational needs of their community that they have achieved success in the past ten months and will continue to be a leading location moving forward.


At Eye Level of Bolingbrook and Aurora South, rewarding our loyal families is a top priority. A satisfied customer will remain with you, and if you’re lucky, leave a positive review; however, extra effort and initiative are required on the part of the customer to refer their friends and coworkers to your business. To show our appreciation and recognition for this extra effort, our centers began giving out customized gift cards for referrals. 

The practice of giving gift cards to our students, their families, and our staff started during the holiday season of 2014—just after our center opened its doors. At first, it was smaller denominations of $5 to $10 as an instant gratification or incentive. Later when the referrals started kicking in, we were awarding $10, $25, and $50, depending on the number of months the referred families signed up for. At this time, we were letting the families select the gift cards to the business of their choice. 

The reason we awarded a gift card as opposed to gifts was to allow the family the ability to choose their own gift at their convenience. It is also more of a burden on the center director to select gifts, which is a time-consuming process. 

While the response to the gift cards was positive, we felt that there was a connection missing. We wanted there to be a connection that our learning center was the one that gave them a gift card—that them referring a new family to us was a big deal. 

We decided to take it up a notch by personalizing the gift cards that we were giving out! We wanted to make sure that, when they made a purchase with their reward, they would be reminded that it came from our learning center. Gift cards are popular at the moment, and personalized gift cards are even better because you can include a message on the card. 

Personalized gift cards do have an added expense, but it is well worth it. We use to personalize ours. Amazon also has an inexpensive option for personalized gift cards. 

All our parents love the idea of personalized gift cards and appreciate the additional effort we put into personalizing it. They have been excited to share it with their friends and families, which proved to be an excellent marketing tool for us.


Level H enables students to study the construction of various sentences to form complex sentence structures. They continue with grammar concepts from the previous level such as articles and commas. Level H also teaches vocabulary and comprehension strategies by reviewing previous topics in greater detail and introducing others. 

Level H provides opportunities for students to break down words and sentences to identify the meaning. Throughout this level, you may find that some students are not comfortable with a pace of two booklets per week. At this point, it is not uncommon to reduce the workload to one main reading booklet per week—particularly, if the student struggles with the comprehension sections. However, if students can progress at the normal pace of two booklets for the week, let them keep at this pace. For the booklets focusing on comprehension, have the students mark up the passage when needed as they answer the questions. 

In terms of repetition, instructors should focus on booklets 1-5, which deal with standard and online research sources. Students need to understand the difference between reliable and unreliable sources. Additionally, these booklets focus on Text Features—a topic first touched on in Level E. These text features become more complex in Level H and span across the different subject genres. The image below contains text features that many students may not be exposed to at school until middle school or later. Ensure students can pronounce each word and identify each feature by its label on the graphic. 

Booklets 19-24 focus on grammar conventions, which are a vital part of student writing. The topics in these booklets will help students to understand and utilize conventions such as dialogue and detail. Incorporating these new skills into their writing assignments will bring new depth and variety. Remember, it is not only important that students write and answer questions correctly within their main booklets, but that they transfer these skills to their writing booklets. Have them practice in class or in the Key & Note ways to bring these new topics into their writing. If you notice a student is struggling to take what he has learned in the main booklet and put it into practice in the writing booklet, consider using some of the coaching time to look at a past writing assignment. Discuss and practice adding one of the new conventions into the previously written assignment. Alternatively, assign a short writing assignment in class (shouldn’t need more than 5 minutes or so) and require that two or three of the new skills are attempted. 

As with previous writing booklets, the four writing focuses are covered here, along with one response to text, through five writing booklets. One noteworthy change in this level is that the students will be writing longer responses. The pre-writing sections have been expanded, allowing students to generate more ideas. The first and second draft sections now have two pages each for extended writing. The pre-writing can be done in class; this allows for the instructor to verify the student is on the right track before they continue with the first draft at home.


Some students may take longer to complete the writing booklets than in Level F and G, but it is good practice to keep the completion of one booklet limited to three to four class visits. If the final draft of one writing booklet is not yet graded, it is fine to begin the prewriting for the next booklet in class. 


Coach pages: 3 & 4

Find the number of possible coin combinations for a payment when at least one of each type of given coin must be used. 

  • Check if the student knows that each type of coin must be used at least once.
  • Write the value of each coin in the table for easier calculation.
  • Note that in pages 5 and 6, the questions’ directions change to finding a particular value with a fixed number of coins.

Coach Pages: 9 & 10

Determine the number of possible scores based on the given conditions.

  • This topic is related to Booklet 24 of Levels 12 and 15.
  • Make sure students follow the directions carefully, understanding that a fixed number of arrows all hit the target.
  • In the example below:
    1. All four arrows hit on either the 9-point or 7-point sections of the target.
    2. Start with assuming that three arrows hit the 9-point section and one arrow hit the 7-point section. This would give a total of 34 points.
    3. Move on to assume two arrows hit the 9-point and two hit the 7-point section, and so on to complete the chart.

Key & News Oct 2017


Writing is an important part of our daily lives. It is, however, also a difficult skill to learn and master. That’s why, when 26 eager registrants signed up for the 2017 Eye Level Literary Award event at Eye Level of Richmond North, the idea of compiling their work into an anthology was conceived. 

From a business perspective, the compilation of an anthology was more of a strategic marketing decision intended to offer visibility and brand awareness. From an educative perspective, it meant providing these 26 young illustrators and storytellers a platform to develop their writing skills. 

The anthology contains a mish-mash of stories, many of which painted unique landscapes and identities that these writers have constructed. There is a very strong connection between these writers and their friends—real or imaginary—as expressed vividly in body text and iconic drawings. Writing became a powerful form of self-expression, and the anthology itself was telling stories that are quite representative of the writers. 


The anthology was published in September 2017, and a copy was given to each participant for free. A copy is also available at the Richmond Public Library (BC), and an eBook version is accessible from the digital publishing platform ISSUU.


We are proud to recognize and honor Aastha Gupta from the Eye Level Center in Westford for completing the Math Program. For her dedication and hard work, she was awarded the Program Completion Award Globe by the New York area regional representative. 

About Aastha

Aastha initially joined the Eye Level program because she felt that she could use some practice with her math schoolwork. Her brother was already enrolled at the Westford center at the time. “From the beginning,” said Michael Kim, owner of the Westford center, “we saw that she was a bright and hard-working student. She moved through the levels very quickly and she rarely made mistakes with her classwork.” As she was an older student, with a busy extra-curricular schedule, the center did not expect her to stay enrolled for a long time. “But one thing I noticed about Aastha was that when she started something, she liked to see it through,” Michael noted. “When she could not come to class because of busy schedules, she took the work home and learned some of the topics on her own.” 

Other than being an excellent math student, Aastha is also a talented writer. She took part in the Eye Level Literary Contest in 2015 and 2016, winning the Gold Medal for New York/New Jersey/Massachusetts region both years. 

Since completing the math program, she has begun to volunteer at the learning center, helping young students. Great work, Aastha. We expect great things from you in the future!


Students in Level G focus primarily on grammar concepts that build from Level F, including adjectives, adverbs, and abbreviations. These grammar and spelling concepts help students develop deeper level writing in terms of body and details. Additionally, they will begin to establish an understanding of in-depth instruction in various genres such as fiction, cross-curricular information texts, and different forms of narrative text. 

Many Level G students will read quickly and comfortably, while others may struggle. Use the comprehension sections, and particularly the fluency section, to assess each student’s reading ability. When students struggle with concepts or comprehension, have them refer to examples, the passage they are reading, or problems they have completed correctly. Use the review booklets to assess the student’s strengths and to consider possible concepts for review. In terms of repetition, take note of booklets 13-17 and 25-29. Booklets 13-17 cover informational text but also the importance of differentiating Main Idea and Details within a text. Utilizing different color highlighters and single/double underlining within the comprehension texts can be a great way for students to differentiate the two. This helps when answering questions and enables the student to recognize that the main idea does not always come at the beginning of the text. 

oward the end of the level, students will be building on spelling concepts. This plays a large role when students are constructing their writing pieces. Students will touch on prefixes and suffixes again from Level F but will further their knowledge of concepts such as homophones. They should be able to understand the different meanings of words like to/too/two and their/there, not just the differences within their spellings. 

Just like in Level F, there are five writing booklets for the level that cover the four writing text types: narrative, information, opinion, and research. Each writing booklet for Level G will continue to span over a three-week period as students are required to complete a first and final draft. Have the student complete the prewriting in class. This will help him have a sense of structure prior to completing the first draft at home. Once completed, the student should make changes and compile a final draft that will then be graded utilizing the rubric on the back of the booklet. The rubric should always be utilized when grading the final draft. If the student’s score does not fall within the proficient or advanced proficient scale, he should be required to complete an additional final draft based on the corrections as explained by the instructor.

The graphic organizer will help students compile their thoughts, as well as add grade level vocabulary and structure their writing to compile their first draft. 

As with previous booklets, each student's progress will vary. However, most students will be able to complete two booklets per week. Students should be able to complete the target pages for two booklets during the class session and finish the rest of the pages for homework. If a student is struggling to complete the target pages for two booklets in class, restructure his session and have him complete one booklet for the week. By completing one booklet each week, the student will move through the level more slowly but should have a better level of mastery prior to completing the Level Test. For the benefit of the student, try to maintain a consistent flow of completing two booklets per week, making adjustments only when needed.


Coach pages: 3 & 4

The concept and methods in these booklets build on those from Level 14 Booklet 24. 

  • In the example, there are 10 tables. Fill in the provided data table by assuming there is one three-legged table; how many four-legged tables would be necessary? Continue to complete the table one-by-one assuming the number of each table. Then use the table to find the condition that satisfies both total number of legs and the total number of tables.
  • Ask the student questions to verify their understanding, as in the example shown below.

Coach Pages: 9 & 10

The second half of the booklet focuses on analyzing two given conditions to determine which objects three people have or like.

  • Read carefully the given statements to determine the answer; once you find something that satisfies the condition, cross off the unnecessary information. This will help conclude which is the correct answer for the others.
  • In the example, since Kerry’s last name is neither Lewis nor Johnson, it must be Bailey. Cross off Bailey to eliminate it as a choice for Jamie and Mandy.