Eye Level of Dublin
Radhika Shah, the director of the Eye Level of Dublin center in California, was a Montessori teacher for 12 years, teaching many different ages. In 2014, she decided to start her own business in the education field. At the time, her two children had been attending a Kumon center. But due to the changing standards in U.S. school curricula, Radhika wanted to look for a program with a different approach and method than that of Kumon. She saw the Eye Level booklets and fell in love with the philosophy and curriculum.
Though the decision of which business was determined, there was still a long road ahead before she could open the doors. Radhika and her husband encountered many bumps throughout the location process—finding the ideal spot for the center proved a challenge. The doors to the Dublin center finally opened in July 2016. The local residents have responded well to the Eye Level program and the center is seeing an influx of new customers from word-of- mouth referrals.
Radhika has recognized the key factors that have contributed to her growing customer base. The first being that she has two children, one in elementary school and the other in middle school. This has given her a deeper understanding of what the schools expect and what parents are looking for to complement the schoolwork. Volunteering at their schools has enabled Radhika to connect with teachers. Additionally, her previous years of teaching experience has allowed her to build upon her network of parents and apply previous experiences to benefit the instruction at the center. She also stays in regular communication with her regional office to discuss management, marketing, and instructional topics. This has allowed her to grow beyond her initial expectations.
Radhika uses the national events to her center’s benefit. Much of her center’s new enrollments this spring have been non-member registrants from the 2017 Critical Thinking Challenge. She notes that 77% of her registrations for the event are non- members. Of the center’s 20 non-member registrations, 17 have already enrolled as students.
Lastly, her familiarity with Facebook is one of her strengths. She uses the social media network as a way to connect to friends and local parents about her business. Her Facebook presence has helped her center see smooth, continuous growth.
The staff at Eye Level of Dublin believes that connecting with the students and their parents is paramount to success. Radhika, as the center director, strives to understand the parent’s point of view. When conducting parent orientations, the parents consistently ask how long it takes for students to complete levels and move on to new material. She explains that education is not a race, but a journey to help the student become an independent thinker and lifelong learner. Her confidence in the Eye Level program and proactive efforts will continue to lead Eye Level of Dublin to further success.
Level A of Eye Level English focuses on the transition from preschool to Kindergarten concepts and is critical for providing the foundation from which students later build their knowledge of letter sounds. Level A is the introduction to the letter names and letter recognition. By the end of the level, students are expected to be able to recognize upper and lowercase letters by name and shape. This level also assists with basic study skills, the ability to sustain concentration for appropriate periods of time, as well as fine motor skill development. Students’ concentration and skill levels vary significantly in preschool and kindergarten. As such, some Level A students will work quite quickly, while others will need significant help. Consider starting the student with two booklets per week—one in class and one at home—and adjust as needed. Although some students may be able to progress at a good speed, be sure to maintain an appropriate pace while considering other factors, such as the student’s learning style and development of fine motor skills.
There are a few things to remember when working with students in Level A. Do not expect students to be able to read the directions on each page. They must be read to the students, or students have the option to listen to directions utilizing the audio component. Fine motors skills will vary greatly. Some students may not be able to complete all of the writing in a booklet. If this is the case, students can take a break or complete the booklet simply by pointing or “drawing” with their finger. Some students may want to stand; try to encourage them to sit as they complete their work. Don’t let students get stuck within the booklets. If they are unable to answer a question, help them think about previous questions from the booklet and guide them to understand.
There are a few components that may help with the progress of students in Level A:
1. Remember to use the audio component to your advantage. Students can listen to
directions as well as listen to the Alphabet Readers when they need a break.
2. Utilize the letter writing practice sheets either during class or for homework.
These sheets, which can be found in the Resource Book, are a great way to reinforce
letter writing skills, break up class time when needed, or give additional practice at
home throughout the level.
3. Alphabet Readers are a great tool to either break up the class session when younger
students need a break or as practice for students to use the sentences as a form of
letter identification. Remember that the Alphabet Readers are not decodable, and
younger students are not expected to be able to read them. They should be read aloud
to students just as you would read a traditional storybook. If timing becomes an issue,
utilize the online audio component for students to listen to the readers independently.
Level 18 Booklet 23 – Pages 3 & 5
Find a particular value in repeated number or letter patterns.
- If the student is confused between the number of skips and the numeral location, let him think about the numeral location as a letter (such as 1 designated as A in the image above).
- To complete the table, follow the directions to move from one numeral location to the next, such as jumping from location 1 (or A) to location 3 (or C), and so on.
- From the table, it can be seen that the pattern repeats after every seven skips, which indicates each cycle will take seven times to return to the beginning.
- To find the numeral location for the 21st skip, one can use division (21/7=3). This means three cycles were completed, and the 21st skip is the same as the 7th skip, which is numeral 1. (This concept is similar to that of Level 15 Booklet 23.)
Level 18 Booklet 23 – Pages 9 & 12
Learn how to add a sequence of numbers by pairing.
- This topic is related to Level 18 Booklet 20 where the student learned to add a sequence of odd or even numbers by using squares (N × N) and rectangles (N × N + 1).
- This booklet focuses on using the pairing up method.
- To solve the question, simply pair up the first and the last number, the second and the penultimate number, and so on. Then multiply the sum by the total number of pairs in the sequence.
- To easily find the number of pairs, take the total amount of numbers in the sequence and divide it by two.
- From 21 to 40, there is a total of 20 numbers. When pairing up, there is a total of 10 pairs. The sum of the first and the last number in the sequence is 21+40=61. Therefore, the sum of all the numbers is 61×10=610.
Level 20 Booklet 23 – Pages 3 & 4
Determine the number of hidden figures.
- The content is related to increasing patterns and repeating patterns.
- When necessary, let the student label the pattern and draw the missing objects on the image.
- Based on the requirement, determine how many more shapes are needed and fill in the shapes to complete the pattern.
- Above, there are six total diamonds, but only four are visible as two are hidden behind. Draw two diamonds and then add the pearls that would be needed.
- As can be seen, we would need five more pearls. Therefore, the total number of hidden diamonds and pearls is seven.
- Level 20 Booklet 23 – Pages 9, 10 & 11
Find the sums of odd numbers in various situations.
- This topic is related to Level 18 Booklet 20 and 23 (the example above).
- Check if the student notices that the relationship between adding a sequence of odd numbers is related to the square numbers from the table.
- To solve the question, find the total amount of odd numbers in the sequence and multiply it by itself. Note: This method works for odd number sequences that begin with number 1.
- If there are N consecutive odd numbers starting from number 1, then the sum would be N × N.
- Verbally test the student to check his understanding. “What is the sum of all odd numbers from 1-40?” (Answer: Since there are 20 odd numbers in the sequence, the sum would be 20×20=400).
This year, once again, Eye Level Learning Centers can expand their services during the summer to include two summer programs. These summer-only programs can be an interesting way to retain current families through the summer, and entice prospective customers to enroll.
Summer Reading Club
The Summer Reading Club is a reading and writing program that can be offered from June – August at Eye Level centers. Students will select from a list of Fiction and Non-Fiction literary works and prepare written responses to their weekly reading assignments. Once the book is completed, the student will prepare a book report based on the provided structure. The fiction book list has been updated to include more recent books. It is not mandatory for students to select books from the provided list. The list is provided to make the implementation of the program easier for busy centers. However, it is fine if you want to create your own book list, let students choose from books already in your center, or let them pick their own books from the library or school book lists. All materials have been updated and are available on the ORL(http://training.eyelevelnytc.com/course/view.php?id=38).
Summer Math Brain Boost
The Summer Math Brain Boost focuses on building up students’ critical-thinking skills. This summer, the program has been updated to include the new Math Word Problem Booklets. The math summer program is an extra day every week that focuses on CTM books and word problems to prepare students for a stronger school year in the fall.
Please refer to the details that were emailed on March 7th. For any questions, please contact Spencer Webb (firstname.lastname@example.org).
Daekyo America is planning to hold a National Franchisee Conference this summer in Chicago, IL. The dates for the event are July 21 - 23. We will be sending more information soon, as well as collecting RSVPs - so remember to save the date. We look forward to seeing you there!
In conjunction with the National Franchisee Conference, we are adding a national final round to The Critical Thinking Challenge on July 23. Regional winners will now advance to the final round, which will take place on Sunday morning, July 23 in Chicago.