Mathematics Tip - Math Word Problems Booklet

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Recently, there are new Try This 2 Word Problem Booklets were launched available only on the ORL. We hope that everyone has had a chance to start to use them in their centers. Just because there are new Word Problem Booklets, this does not mean you should stop using the previous Word Problem Booklets that are available from Distribution. Both set of Word Problem Booklets have benefits to the students in your center.

There are 40 Word Problem Booklets available through Distribution. These booklets should match the student’s CTM level. These booklets are available for Levels 5-15. These booklets were specifically designed to incorporate multi-step word problems to better reflect the needs of the U.S. market. The first booklet of each level has explicit instructions so the students can complete the booklets in a self-directed manner. The purpose of these booklets is to help students apply what they have previously learned. Some of the questions can be challenging; this gives students exposure to how the current skill can relate to advanced concepts.

For levels 5-9 there are two booklets per level. The first Word Problem booklet should be given after booklet number 24 is mastered. The second Word Problem booklet should be given after booklet number 30 is mastered. There is a curriculum chart available on the ORL to record the booklet information. On the first line, you should write the date the booklet is completed and the score that was received. On the last line, circle the question number that was marked incorrect.

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For levels 10-15 there are four booklets per level and an assessment. The booklets are given out after mastery of booklet numbers 21, 24, 27, and 30. The assessment is given out once the four booklets have been completed. On the first line, record the date and score of the booklet. On the third line, circle the questions that were marked incorrect on the booklet. On the fourth line, circle the questions that were marked incorrect on the assessment. On the side, write the date and score of the assessment.

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We hope that everyone is able is use both sets of Word Problem with the students in your center.

English Instructional Tip - The Alphabet


Level A & Level B: Learning to write the alphabet is a major component in building foundational skills for writing as well as reading. Levels A & B focus on the learning of writing the letters of the alphabet as well as the sounds the letters make.

Key Teaching Tips:

  1. Use your EL resources. Students can connect learning the alphabet letters to the Eye Level flash cards or the Pronunciation Chart.

  2. The English Online component is a great resource for students to listen to the different sounds of the letters as well as identify letters when asked. The online component also enables students to practice the different pages of their reading booklets.

  3. Show the students how they can connect their letters to different actions or sounds.

  4. Use a small white board and dry erase marker to have students practice their letter writing.

  5. The same thing can be done with a small chalkboard and chalk. This allows for more options besides paper and pencil.

  6. Have students find things around the room that begin with certain letters. The students can also walk around the center to look for letters at the end of the class session. They can either draw it on paper or even try to spell it with help from the instructor.

  7. Create a set of tactile letters. This can include sand paper, fuzzy material, cotton balls glued on paper or even letter magnets. Have students trace the letters with their fingers. Scrabble pieces are a great resource as well.

  8. Have students look through magazines or books with large print to identify letters they are working with. You can even use the covers of booklets.

Mathematics Tip- Try This 2 Word Problem Booklets

There are new Word Problem booklets that just launched on January 25th, 2019. These new word problems closely match the Try This 2 questions that already appear on page 14. The booklets are designed to go along with levels 5 through 23. Since the word problems are more closely aligned with the word problems students are used to seeing, children will be more likely to be successful.

Nothing is happening to the current colored math word problem booklets for levels 5 through 15 that you can order from Distribution. If you need help implementing the old word problem booklets please use these resources from the ORL:

There are many ways you can use the new Try This 2 Word Problem booklets. Firstly, the word problems can be assigned concurrently with the booklets. Since there are only 4 additional word problems per booklet, it is not that much more that students would have to complete. Secondly, the booklets can be completed with the old word problem booklets. The word problem booklets that are ordered from distribution should be assigned as the student completes the corresponding CTM booklets as explained in the word problem curriculum chart. During this week, maybe only one BTM booklet is assigned the student can really focus on his or her problem-solving skills. Thirdly, a parent may be looking for extra word problems when the state test is approaching. These word problems would be great to utilize at this point. You can print out word problems from various levels so students can see a review of all the work that was done throughout the year. I would not give the student any work that is above their Eye Level level.

Another good to use these word problem booklets is as a review for the level test. For example, let’s say a student is finishing level 5. He is only assigned one BTM booklet, 5-18, because you do not want to go to level 6 before he passes the level test. At this point, the student could get all the word problems for  level 5 so that he is reviewing current work and will be well prepared for the test next week. A different student is finishing level 12. Last week she received 12-17 and 12-18. You may want to grade those booklets before the level test since those are key elements. While you are grading those booklets, the student can work on the word problem booklets so she is continuing to practice her multiplication skills. The booklets can very versatile whether you print them out, or simply write the questions in Key & Note.

I hope you can find good use for the new Try This 2 word problems in your center. The answer key and booklets are only available for download on the ORL. It is located in Math Resources section, or use this direct link that is provided:

English Instructional Tip – Comprehension Strategies & Paragraphs

Within the Eye Level program, Level G and above discuss different kinds of paragraphs specifically in relation to comprehension. Students will learn descriptive, contrasting and how-to paragraphs. They will also be able to determine what makes these paragraphs different from one another. First and foremost, allow the students to understand what each kind of paragraph is. A descriptive paragraph uses adjectives to describe a certain topic. A contrasting paragraph shows how things differ. Discuss the concept of contrast and difference. This means that there are two subjects being talked about in the paragraph. How-to paragraphs are a procedure with sequence using words like first, second, then and last. The following information will give you information of how to direct students in identifying each paragraph as well as writing one.

Descriptive Paragraphs In order to write and identify a descriptive paragraph, students need to first understand what an adjective is. Descriptive writing uses adjectives to develop the main topic. When reading a descriptive paragraph, have the students underline or circle the words that are describing the main topic. When writing a descriptive paragraph, have students first write adjectives that describe their topic. They can use a spider web graphic organizer to come up with different words. Once the students can describe their topics, have them begin to form sentences using their ideas.

    Some students also need to orally tell their thoughts before they can get them on paper. If they are struggling writers, have the student talk to the instructor and verbally discuss their topic. The instructor can take a few minutes and jot down what the student says. The following graphic organizer can help students compose a descriptive paragraph as well as determine if a paragraph is descriptive.


Contrasting Paragraphs Contrasting paragraphs are used to tell how two things are different. Examples could be two different animals, such as a dog and a cat, or two different sports, such as soccer and football. Students need to first understand information that is alike and information that is different. Contrasting paragraphs have two subjects that are being discussed. Students can benefit from using a T-Chart in order to break down the paragraph to determine whether it is a contrasting paragraph or not. Use two different highlighters to highlight the different topics within the text and its details. See the example below of a T-Chart breaking down the differences of amphibians and reptiles.

How-To Paragraphs A how-to paragraph tells the reader how to make or do something. The steps that are used are in order. Examples of these types of paragraphs could be writing about how to make a cake, how to do laundry or how to build a birdhouse. When reading a paragraph have students underline the different steps within the procedure. Before beginning to write, students need to determine what it is they want to write about and write the steps in number order. These paragraphs can also use sequence words such as first, second, then, and last. See the example below describing how to make hand turkeys.


Some paragraphs will have more steps like in the example on how to do laundry.

Allow students to use highlighters as they are reading to identify which type of paragraph they are reading as well as how to answer any questions that may follow. This will help them identify answers as they reading as opposed to constantly referring back to the questions and reading simultaneously.

Mathematics Tip- Upper Level Support (Webinar Announcement)

Some of the topics for Upper Level Math can be quite difficult! Students in Levels 24-32 will generally only have two booklets per week: one BTM and one CTM. Of course, you know your students best! A motivated student may be able to complete 2 BTM booklets as well as 1 CTM booklet.

The booklets in the Upper Levels have 20 pages, 17 of them are included in the SAR (Study Achievement Rate). Students should be getting an SAR of 70%, which is 12/17. If students do not achieve 70% mastery, then they should redo the booklet topic. Repetition in Upper Levels is done like Critical Think Booklets, only when necessary. In the example below, the student started Level 28 in October. His SAR for booklets 3, 4, and 9 were lower than 70%. His SAR was above 70% for the rest. In November, he must repeat booklets 1-4 and 9&10 because those are the topics that had low SAR. He does not have to repeat booklets 5-8 like a student would in the lower levels. The SCT (Standard Completion Time) is not found in Upper Levels.

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On the ORL, there are a lot of resources to help with the Upper Level material. Check them out in the Math Reference Material section. There are more detailed answer booklets to help the instructor determine how the answer was discovered. The most useful information is the Pocket Guide. The Pocket Guide will give ideas for Key & Note and will define all necessary terms. Feel free to provide the Pocket Guide to instructors and students that require it. Provide one level at a time as to not overwhelm the instructor and student.

Although Upper Level Math may seem daunting at first, it isn’t that bad! Follow these three easy steps for success: hire a math instructor who can pass the assessment test, make sure the instructor reviews the material prior to the class session, and utilize the Pocket Guide and Key & Note during the class session. If you have any other questions, there is a webinar on January 25, 2019 at 1:30pm EST. Set time aside to join this meeting and look for the recording to follow on the ORL!

English Instructional Tip – English Class Flow with Online English

Eye Level’s English program contains multiple components that call for smooth transitions during the student’s class session. Maintaining a smooth classroom flow is integral to uphold Eye Level’s Self-Directed Learning (SDL) approach and to ensure that each student receives a quality learning experience. The basic class flow consists of the following components:

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These five components are a critical part to the learning process of the student:

1.     Student check-in

2.     Return of homework

3.     1-1 coaching

4.     Independent study

5.     Wrap-up

Over the past few months and through the upcoming months, centers will be gin introducing the Online English component during class and at home. The class flow within the English classroom will utilize the online component during the Independent Study section. Student can complete their target pages as well as reinforce learned concepts from the booklets. They can listen to Alphabet and Phonics Readers as well as record themselves during the fluency section and play it back. Additionally, students can practice the different comprehension strategies they learn in their corresponding booklets. The class flow ultimately remains the same, with the online component being infused during the student’s self-directed learning.

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 Once introduced to the online component and how-to login to the system, students can begin to navigate their way through the different sections. They can utilize the audio to listen to the target pages, outside of 1-on-1 coaching, and they can view and listen to the readers that provides the visuals, page by page. For some centers, with larger subject number in the English program, it may take some time for those centers to get adjusted to incorporating the online component in the center. Older students tend to have an easier time logging in themselves and navigating through.

Allow students time to complete the additional comprehension that is provided online. Students can listen to comprehension passages and answering corresponding questions. Many students who are ESL/EFL learners benefit from hearing the passages allowed as well as words that they may have difficulties with. All students can also benefit from reviewing all the learned material online to reinforce the concepts that they will see in later levels. The online component is a great way to make learning interactive and fun.

Franchisee Spotlight - Eye Level of Walnut Creek


This month’s Key & News shares the story behind how getting involve in local community has enabled this top engineer/franchisee multiply her subject numbers in two years. 

Priya, a computer science and engineering graduate from University of Madras in Tamil Nadu, India, is a highly passionate and skilled professional with many years of experience in customer service and people management. Despite being deeply involve in both her professional career and personal vocation as a proud mother of 2 amazing children, Priya had past opportunities to volunteer in teaching English while based in Korea, and teaching Tamil language weekly while in her hometown in Pleasanton, CA.   In 2014, she was hooked and convinced to follow her second passion, and that is to engage in children’s learning.

Since then, Priya visited multiple educational franchises and was particularly attracted by the good mix of English and Critical Thinking program offered by Eye Level. When presented the opportunity to purchase an existing center back in September of 2015, with some validation and research, Priya decided to take the plunge.  In February 2016, Priya became the new owner of Eye Level of Walnut Creek, not fully realizing that the center’s location, it’s lack of visibility, as well as the city’s demographic landscape was going to be a challenge. 

The first year was tough for Priya.  Naturally, as the second owner, she lost several students who were loyal to the previous owner.  With much determination, she did not hesitate to seek assistance from the previous owner, and counsel from fellow franchisees.   Daily, weekly, Priya went through self-evaluation to make sure her actions were still aligned with her vision to establish a stronger brand awareness in the community of Walnut Creek. 

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To connect with the community, one of the most time and cost-effective marketing method, she came to realize, was through sponsoring Eye Level booth in book fairs.  Most of the attendees at these events are parents who are looking for great books for their very young kids. The very young kids who eventually joined Eye Level through these book fairs tend to achieve great success with the Eye Level program, and eventually referred more parents to join.  This was not to mention that they tended to stay with the program for a longer period of time.  With this correlation, Priya started placing more careful emphasis in thoughtfully promoting younger age groups of 3-4 years of age through the use of Key & Note to learn reading, writing and forming basic sentences in 5 months! She then presented “kinder ready certificates” for such students who, in turn, achieved great momentum and success with Eye Level. 

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 After getting over the learning curve, Priya has since went through great lengths to thoroughly train her staff and tenaciously track student’s effort and progress.  Today, with more experience and confidence, she found her groove.  In book fairs, not only does Priya share the Eye Level curriculum, she also shares actual Key & Note exercises that displays the great progress her students have made while learning at Eye Level.  She believes that real value attracts parents more than any discounts that she can offer.  She also came to a conclusion that with her burning passion for understanding how children learn combined with persistent hard work, the center will thrive no matter where the center is located.

While Eye Level, as a brand, was a tool that had the potential to impact children’s lives, it really took some soul-searching and deep understanding of purpose for Priya to bring out the best version of herself, in order to bring out the best in her students.



Mathematics Tip- The New Math DT

The new Math Diagnostic Tests (DTs) are shipping this month! It has been a long wait, and now the time has arrived to start utilizing them in the center. You have heard about the math DTs before but are you ready to start using them?

Step 1: Choose the right test. As always, it is important the students are taking the right test. Students should take the DT that they will confident taking. Show the test to the student before beginning to see if it is information that they are familiar with. In general, in June through December students should take the test of the grade that they finished. If it is January through May, students should start with the current grade DT. Students should not make any mistakes on the first page. If this is the case, they will need to take a DT of the grade lower.

Step 2: Begin test. Parents should not be in the room for the DT. During testing time, parents can review the enrollment paperwork and program orientation material. The person administering the test needs to have the appropriate information pulled up on their tablet. First find the student you are looking for. Most likely this will mean filtering by leads or simply type the name of the student you want to find. When you find that student click the three yellow dots.

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Start the DT by clicking on the word DT, choosing the subject and the test that you want. When the student is ready to begin, remember to start the timer.

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Step 3: Taking the test. As the student is taking the test, it will be graded immediately. Check the box of any problem that is incorrect. Swipe right, or click the number, to skip the question. When time is up, click on the number of the last problem and choose the option, “End here and skip all the following.” The remaining questions will turn pink and you can move to the next section. Remember to start the timer for each section. The timer is only there is a guide for the Word Problems and the CTM questions as well as the entire middle school test. The students can take more time if needed.

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Step 4: Finishing the test. When the student is done with all three sections, check any observations that were made. When you submit the observations, the results will pop up. Be sure to save the number of booklets the student will complete each week before moving to the next section. You must type a comment to save the report. You can view the report on the mobile device (you must allow pop up ads) or on a desktop (the most recent test will be at the top of the list).

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Step 5: Parent Consultation. Show the parents the DT result report. This will have great talking points. It will talk about the speed and accuracy, give the starting point, mention upcoming topics, and the projected progress for two years at Eye Level. These are all things that parents want to hear about.

*Special Case*. The paper Kindergarten test is actually four separate tests as you can tell when using Key and Manager. We cannot run the K3 because we do not offer Play Math. The suggestion is to run the K4 for preschoolers and in the beginning of Kindergarten, run the K5 for students in kindergarten, and the K6 for when the student finishes Kindergarten and the beginning of first grade. Look for the colored circles on the side of the pages to know which page to administer for each test.

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So, are you ready? The excitement is buzzing about using the new Math Diagnostic Tests (DTs) and utilizing Key and Manager in the process. If you have any questions, feel to contact the math specialist Jennifer Magrogan at

English Instructional Tip – Comprehension Strategies


Reading comprehension can be easily defined as understanding what is being read. While the definition seems to be simple, the process is no such thing. “Reading comprehension is an intentional, active, interactive process that occurs before, during and after a person reads a particular piece of writing.” (1)  Within the Eye Level program, Levels C through I and 5 through 8, students are challenged with the opportunity to deepen their comprehension skills. The following comprehension strategies can be utilized with their Key & Note as well as directly in their booklets.  

Make Predictions Before the student begins to read, ask them to look at the pictures and title of the text. Ask them what they think is going to happen or who the story is going to be about. While reading, they can revise the predictions or make new ones. Making predictions about a text could activate prior knowledge that will positively affect a student’s comprehension.

Underlining & Highlighting While answering comprehension questions, students should go back in the text and underline or highlight the answers. The students can also use this strategy to express words that were difficult for them to understand. Older students can use their Key & Note to write down those words and find them in the dictionary. After writing down the definition have them take another step forward by using it in a sentence.

Generate & Ask Questions Asking questions can help students clarify information and deepen their understanding of a text. Students must be taught how to ask themselves questions about what is happening within a reading. While reading, stop occasionally and have the student reflect and ask a question aloud relating to the text.

Discuss the Text Structure Students can comprehend a text when they understand the text structure. Some examples include descriptive writing, sequencing, compare and contrast, and cause and effect. During instruction time, discuss with the student the type of structure the story is. This will also help the student determine the main idea of the story.

Make Connections When reading a passage, students can connect to the reading in order to retain the information. When students connect reading to their own lives, they have a better change being able to recall the information in the future as well as make it more personal and memorable.

Visualize Not all students learn through audible range. With the different learning styles and abilities, many students benefit from visualizing what is taking place within a passage or story. Talk with the student about picturing what they read in their head or taking the time at home to draw different pieces of the reading.

Summarize the Story Once the student has read through a passage, have them summarize the main idea and details within the reading. Summarizing allows the students retell the story in their own words as well as discriminate between the main idea and details of the text. This also allows them to talk about the text and provide clarification of understanding.

1. What is Reading Comprehension? (2012). Retrieved from

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.