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.