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.