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School Ranking
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School Ranking
The School Ranking report gives an overall ranking to schools by using several different achievement-related measures in mathematics, English language arts, science, and social studies.
These rankings tell us how a school is doing relative to other schools throughout the state on student achievement, improvement in student achievement, and student achievement gaps. Identifying schools with high achievement gaps is a critical step toward Michigan achieving its overriding goal of closing the achievement gap within schools and reducing the achievement gap statewide. Additionally, identifying schools with low achievement and/or high achievement gaps allows schools to target their resources to areas that need the most improvement.
The statewide percentile rank provides a number on the scale of 0-99, with 99 being the highest relative performance statewide on tested subjects for student achievement and student improvement. The achievement gap percentile rank provides a number on the scale of 0-99, with 99 being the largest relative achievement gap between the top 30% performing students and bottom 30% performing students statewide.
The School Ranking methodology is also used to recognize Reward Schools for the high or highly improving achievement. Reward Schools consist of schools that were identified in one of three ways: 1) top five percent of schools on the overall School Ranking, 2) top five percent of schools making the greatest gains in achievement (improvement metric), or 3) “Beating the Odds.”
View the At-A-Glance overview of Top-to-Bottom rankings for more information.
Content coming soon.
The statewide school ranking percentile is a rank on the scale of 0-99, with 99 being the highest relative performance statewide in student achievement and student improvement by z-scoring student scale scores in each tested subject, combining them schoolwide, and then comparing them statewide to school on a relative basis. The achievement gap ranking percentile is a rank on the scale of 0-99, with 99 being the highest relative achievement gap statewide between the top 30% performing students and bottom 30% performing students. The difference between the top 30% and bottom 30% students is determined schoolwide and then compared to all schools statewide on a relative basis.
Schools only receive a ranking when they have at least 30 students enrolled for a full academic year (FAY) in at least two content areas.
Components within content areas for the overall ranking are weighted at 50% for achievement and 50% for improvement. The achievement gap ranking is weighted 100% on schoolwide achievement gaps in all content areas.
For more detailed information about Top-to-Bottom School Rankings please refer to the Top-to-Bottom School Rankings page.
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Statewide Percentile Rank: schools are ranked on their student performance in mathematics, English language arts, science and social studies.
Improvement: student growth percentiles (SGPs) are used for all subjects in grades 4-11 where available.
Achievement Gap: achievement gap is calculated by subtracting the top 30% of z-scores from the bottom 30% of z-scores.
Achievement Gap Ranking: schools are ranked on the gaps between the top 30 percent of students and the bottom 30 percent of students, based on average scale score in mathematics and English language arts. Schools are ranked with an overall percentile from 99 to 0, with 99 indicating the highest rank (smallest gap), and 0 indicating lowest rank (largest gap).
Z-score: a standardized measure that helps you compare individual student (or school) data to state average data. A Z-score of 0 means the measure is at the state average. A Z-score of 1 means you are one standard deviation above the state average. Negative Z-scores denote a value below the state average.
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School-level z-score: a z-score calculated using scores from the same content area for similar schools.
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More findings about school vouchers and test scores, and they are still negative
Executive summary
Vouchers to pay for students to attend private schools continue to command public attention. The current administration has proposed vouchers in its budget, and more than half of states are operating or have proposed voucher programs.
Four recent rigorous studies—in the District of Columbia, Louisiana, Indiana, and Ohio—used different research designs and reached the same result: on average, students that use vouchers to attend private schools do less well on tests than similar students that do not attend private schools. The Louisiana and Indiana studies offer some hints that negative effects may diminish over time. Whether effects ever will become positive is unclear.
Owner – Pemberton Research
Former Brookings Expert
Principal Scientist – Abt Associates
Test scores are not the only education outcome and some observers have downplayed them, citing older evidence that voucher programs increase high school graduation and college-going. We lack evidence that the current generation of voucher programs will yield these longer-term outcomes. We also lack evidence of how public schools and private schools differ in their instructional and teaching strategies that would explain negative effects on test scores. Both questions should be high on the research agenda.
Vouchers to pay for students to attend private schools continue to command public attention. The current administration has proposed vouchers in its budget, and more than half of states are operating or have proposed voucher programs.
Dynarski wrote in this forum last year about recent studies that had shown negative effects of vouchers on test scores in Louisiana and Indiana. Since that time, new studies of vouchers in DC and Ohio have been released, and the Louisiana and Indiana studies released findings from an additional year.
The four different studies use four different designs but arrive at the same result: on average, students that use vouchers to attend private schools do less well on tests than similar students that do not attend private schools. With voucher programs expanding rapidly and with each of the four studies measuring effects of vouchers differently, it’s worth unpacking each study a bit to see what they say and do not say about effects of vouchers.
Table 1, in the appendix (please see attached PDF), compares features of the four studies, including the populations served by the programs, sample sizes of the studies, the test that studies used as their outcome, and how the studies measured impacts on those tests.
Figure 1, below, shows measures of test-score impacts, starting with the four studies at the top, and then effects on test scores from previous studies, roughly in reverse historical order. The point in the middle of the bars for each study is the estimate of the score effect, which is negative in both subjects in all four studies. The bars are confidence intervals for the estimated effects—when confidence intervals include zero, the effect is not statistically significant. Below the blue divider, we show effects for eight prior studies of vouchers. These show some positive effects for both subjects, though most are not statistically significant.
Figure 1. Findings from four current studies of vouchers and eight previous studies
Source: For discussion and references see http://www.abtassociates.com/Perspectives/March/Do-Vouchers-Lead-to-Greater-Learning-Depends-Where.aspx.
The question is why the pattern of recent studies differs from previous studies. As Dynarski had written previously, public schools and private schools have been under different accountability pressures for the last 15 years or so, which might explain some of the findings. Recognizing that researchers often call for more research, we think that call is merited here. It is rare for policy initiatives to be expanding in the face of evidence that those initiatives may have negative effects on key outcomes.
The District of Columbia Opportunity Scholarship Program
This study is a classic ‘field experiment’ consistent with the authorizing legislation that called for the program to be studied using the ‘strongest appropriate design.’1 Students selected to receive a voucher could attend private schools that agreed to accept the voucher as payment, which was more than half of all private schools in the District. Students and families had no obligation to use the voucher and, after a year, the study reported that about 30 percent of students in fact had not used their vouchers. This is a useful reminder that being offered a voucher expands options for parents but does not by itself require parents to do anything.
The study administered the Terra Nova test at the time students applied for vouchers (generally spring or early summer), and again about a year later. It also collected other data about students and families such as demographic characteristics, parent education, length of time at current residence, and parent ratings of the child’s current school. These characteristics were used in statistical models to adjust for whatever differences remained between students who were offered and not offered vouchers.
The findings showed that after one year, students who had been offered a voucher scored lower on the math part of the test, and the amount by which they were lower was statistically significant (the difference could not be explained by random variation). Students also scored lower on the reading test but the amount by which they were lower was not statistically significant.2
The study considered three possible explanations for the negative results. One was that students not offered vouchers went on to attend high-performing public schools (either traditional or charter schools). This did not explain much, however—students not offered vouchers attended public schools that had achievement levels that were average for the District. A second possible explanation was that students did less well on tests because they were adjusting to new schools. This explanation also did not hold up, in part because more than half of students not offered a voucher also switched schools, either because they had to (such as students who were moving from an elementary school to a middle school) or because they wanted to.
The third explanation was that private schools provided less instruction in reading and math. Data from a survey of principals that the study administered found that instructional time was lower by about an hour a week in both subjects, about twelve minutes a day. The District was not unusual in this regard—the difference in instructional time between private and public schools was about the same as the National Center for Education Statistics reported from a national survey of principals.3 But it’s at least plausible that students in private schools may have scored lower because they received less instruction in reading and math.
The Louisiana Scholarship Program
The Louisiana Scholarship Program (LSP) began in 2012.4 It is a statewide program and almost 10,000 students applied in its first year, making it considerably larger than the DC program, which averaged about 600 eligible applicants a year during the three years when students were enrolled in the study sample. Private schools that elected to participate by accepting vouchers as payment also had to administer the Louisiana state assessment to voucher-receiving students and were graded by the state using the same A-F scheme the state used for its public schools. Private schools whose voucher-receiving students scored poorly and received low grades from the state could be removed from the program.
The study of the LSP is an experiment but it is more complex than the one in DC. The lottery at the heart of the LSP experiment was conducted only when schools did not have enough available spaces at a grade level for the number of students that wanted to attend that school and grade level. A school may have had enough spaces for the number of applying fourth-graders, for example, but not enough spaces for the number of applying third-graders. That would have triggered a third-grade lottery at the school. The combination of applicant priorities, preferences parents expressed for schools, and available spaces resulted in a complex structure with 150 different lotteries, which required a complex analytic approach to measure voucher effects that is described in study reports.
The study estimated that students using vouchers had lower math scores on the Louisiana state assessment—in fact, scores were quite a lot lower. The study presented results for two samples, one that was restricted to students who had baseline scores because they had previously participated in the state tests in public school before they applied for a voucher, and another that included the full sample of students that had a test score three years later regardless of whether they had a baseline score. Scores were negative and statistically significant for the full sample, but less negative and not statistically significant for the sample that was restricted to students with baseline scores. Experiments do not have to use baseline data to estimate effects because simple differences of outcomes at follow-up are effects of the program. And using larger samples can yield more precise estimates. It depends on whether the sample is sufficiently larger to offset not having baseline test scores. In this case, our preference is for the results from the full sample, but the results from both samples point in the same direction.
Media reporting of the findings pointed to the larger negative effects in the first year and smaller negative effects in the third year as good news.5 This is an odd conclusion. There are different arguments for vouchers, such as that they would give parents more choice, reduce the role of government in education, enable parents to transmit values and religion to their children, and deliver cost-effective education. But certainly one of the arguments for vouchers is to enable students to thrive academically in private schools. If this is the case, there should have been no catching up to do in the first place, beyond whatever adjustments students need to make when they change schools. And it’s noteworthy that Louisiana students have not yet caught up after three years.
Some commenters have concluded that the negative effects in Louisiana were the consequence of the program being ‘over-regulated.’6 But the conclusion that the Louisiana program was overregulated relies on unstated premises that private schools that agreed to participate were academically inferior to ones that did not agree but would have if the state did not impose requirements, or that regulation itself impairs academic achievement. Evidence of either is noticeably lacking in the argument. Also, the other three studies discussed here do not have the same regulatory structure.
The Indiana Choice Scholarship Program
Indiana currently operates the largest school voucher program in the country. More than 34,000 students received vouchers to attend more than 300 private schools in the recently ended (2016-2017) school year. Unlike other voucher programs, Indiana gives vouchers to students living in relatively middle-income families, though students living in families closer to the poverty line are eligible for larger vouchers. And, unlike other states operating voucher programs, Indiana requires its private schools to administer the state assessment. Private schools are not new to the test.
The recently released study of the program examines its effects on test scores for students that have used vouchers for one, two, three, or four years.7 These are not the same students—a student that uses a voucher for, say, two years, and then returns to a public school, is not in the sample of students that used a voucher for three or four years. In the study’s sample of students used to measure effects, the number of students that used a voucher for one year is ten times larger than the number that used a voucher for four years (Appendix Table 1).
Indiana’s program did not use lotteries and the research team used quasi-experimental approaches to measure effects. It did this by matching students who switched schools and used vouchers with students who did not, and compared outcomes at later points. The matching approach is the equivalent of looking at a large crowd and picking out a person who most looks like you. A student who is using a voucher and is attending fifth grade, has family income near the poverty line, a particular race or ethnicity, and has low math and reading test scores, for example, would be matched to one or more students who are also attending fifth grade, have incomes near the poverty line, are of that race or ethnicity, and have low reading and math scores, but do not use vouchers.8
This approach sounds a lot like an experiment, but it differs on a crucial dimension—the characteristics of students or families that explain why some did and some did not use vouchers may not be the same. For example, voucher-using students might have more motivation to succeed academically, or parents of those students might be so inclined, or parents may have attended private schools themselves and want their children to attend them, too. There can also be ‘negative’ selection, such as if students struggling in public schools are more likely to use vouchers. In either case, these ‘unobserved’ variables get in the way because students using vouchers may have had different academic outcomes even if there were no voucher program. Not being able to control for these unobserved variables is what separates quasi-experiments from experiments. Lotteries, which are true experiments, are blind to unobserved variables and they end up equally distributed among those who win them and lose them.
The study takes pains to look at alternative matching approaches and different ways to estimate effects on test scores. But the main finding is the same as the other two studies discussed above. Students who used their vouchers to switch from public to private schools were more likely to score less well in math, and were about the same in reading.9
The study notes that students using the voucher for more years appear to have smaller negative effects, but, as noted above, these are not the same students being followed for more years, which is the case in Louisiana (and will be in future reports for the DC study). They are different students that have used vouchers for longer periods. That some students used vouchers for longer periods puts more strain on the matching method because the case that unobserved variables are affecting their outcomes gets stronger. A useful opportunity exists here to explore differences between ‘long stayers’ and ‘short stayers,’ which may improve our understanding of which kinds of students benefit from voucher programs.
The Ohio EdChoice Program
The Ohio ‘EdChoice’ program provided vouchers for more than 18,000 students in the 2013-2014 school year, and recent legislated changes are likely to expand this number. Ohio did not conduct lotteries, but state assessments were administered to all students receiving vouchers, and the study matched students using vouchers to similar students that did not use them.10
One of the eligibility criteria for the Ohio program was that the public school that students currently were attending had to score below a threshold on the Ohio ‘Performance Indicator’ measure. The study used that threshold to identify schools near the threshold, and it matched students in schools that were on one side of the threshold with students that were in schools on the other side. Doing so is likely to reduce issues about unobserved variables, though the study acknowledges that it pays a price in terms of the representativeness of the findings. Most schools are well above or well below the threshold and they are not represented in the sample.
Comparing scores on the Ohio statement assessment for matched students found large negative effects for mathematics and for reading. The other three studies found evidence of negative effects for math—the Ohio study is the only one that found negative and statistically significant effects for reading as well. The main findings were not affected when the study estimated different kinds of models and made the sample larger by including students that became eligible for a voucher in any year after the program initially started in 2007.
The Ohio study also looked at whether the program led to changes in academic achievement for students that were in schools that were close to being eligible for the program. It found that students in these schools had higher academic achievement, a ‘competitive effect’ that echoes a previous study of competitive effects in Florida.11 Competitive effects are interesting because they potentially include many students not using vouchers but benefiting academically from the voucher program. However, they also create a tension. Students using vouchers experience academic losses that are larger than the academic gains experienced by students not using vouchers.
Where are we now?
Four recent studies, four different programs, different research approaches, but the same general finding—using vouchers to attend private schools leads to lower math scores and, in one study, lower reading scores too.
Some previous studies showed positive outcomes for older students such as higher graduation rates and higher college-going rates.12 Citing these and other studies, Greene has argued that test scores should be downplayed because they are weakly correlated with adult outcomes such as college-going and earnings.13
This argument begs the question about how large correlations should be to be considered as indicators of adult outcomes, and it also discounts recent research showing that test scores improvements related to effective teachers were correlated with gains in adult labor-market outcomes.14 This research suggests being very cautious when presented with evidence about public programs producing negative effects on test scores. Researchers need to consider ways to measure other outcomes that are meaningful in the debate, such as by designing studies with long follow-up periods to enable future research on high school graduation, college-going, and labor-market outcomes. It means waiting longer for answers, but the value of knowing the answers is clear.
None of the four studies unpacked the education that is happening inside the public and private schools that study participants attend. The Indiana study mentions using qualitative approaches to interview private school administrators about their experiences adjusting to incoming voucher students, and that seems like a fruitful vein. There are a range of tools that researchers could use here—value-added measures that distinguish between the level of a school’s test scores and gains of students on test scores (gains probably are what parents care about, and levels are a noisy signal of gains), school climate surveys, teacher observation instruments, descriptions of curricula. Without these measurements, we really have no idea how private and public schools compare in how they go about educating students.
If the four studies suggest anything, it’s that private schools have no secret key that unlocks educational potential.
The authors were not paid by any entity outside of Brookings to write this particular article and did not receive financial support from or serve in a leadership position with any entity whose political or financial interests could be affected by this article.
Money, Race and Success: How Your School District Compares
We’ve long known of the persistent and troublesome academic gap between white students and their black and Hispanic peers in public schools.
We’ve long understood the primary reason, too: A higher proportion of black and Hispanic children come from poor families. A new analysis of reading and math test score data from across the country confirms just how much socioeconomic conditions matter.
Children in the school districts with the highest concentrations of poverty score an average of more than four grade levels below children in the richest districts. (Reliable estimates were not available for Asian-Americans.)
Even more sobering, the analysis shows that the largest gaps between white children and their minority classmates emerge in some of the wealthiest communities, such as Berkeley, Calif. ; Chapel Hill, N.C.; and Evanston, Ill.
The study, by Sean F. Reardon, Demetra Kalogrides and Kenneth Shores of Stanford, also reveals large academic gaps in places like Atlanta, which has a high level of segregation in the public schools.
There are large gaps between white children and their black and Hispanic classmates. The gaps are largest in places with large economic disparities.
Why racial achievement gaps were so pronounced in affluent school districts is a puzzling question raised by the data. Part of the answer might be that in such communities, students and parents from wealthier families are constantly competing for ever more academic success. As parents hire tutors, enroll their children in robotics classes and push them to solve obscure math problems, those children keep pulling away from those who can’t afford the enrichment.
“Our high-end students who are coming in are scoring off the charts,” said Jeff Nash, executive director of community relations for the Chapel Hill-Carrboro City Schools.
The school system is near the flagship campus of the University of North Carolina, and 30 percent of students in the schools qualify for free and reduced-price lunch, below the national average.
The wealthier students tend to come from families where, “let’s face it, both the parents are Ph.D.s, and that kid, no matter what happens in the school, is pressured from kindergarten to succeed,” Mr. Nash said. “So even though our minority students are outscoring minority students in other districts near us, there is still a bigger gap here because of that.”
By contrast, the communities with narrow achievement gaps tend to be those in which there are very few black or Hispanic children, or places like Detroit or Buffalo, where all students are so poor that minorities and whites perform equally badly on standardized tests.
The data was not uniformly grim. A few poor districts — like Bremen City, Ga. and Union City, N.J. — posted higher-than-average scores. They suggest the possibility that strong schools could help children from low-income families succeed.
“There are some outliers, and trying to figure out what’s making them more successful is worth looking at,” said Mr. Reardon, a professor of education and lead author of the analysis.
The new analysis surveys data from about 200 million standardized math and reading tests given to third through eighth graders in every state between 2009 and 2012. Although different states administer different exams, Mr. Reardon and his team were able to compare the state results with scores on federal tests known as the National Assessment of Educational Progress in order to develop a consistent scale by which to compare districts.
Mr. Reardon said the analysis should not be used to rank districts or schools. Test scores reflect not just the quality of schools or their teachers, but all kinds of other factors in children’s lives, including their home environment; whether they attended a good preschool; traumas they have experienced; and whether their parents read to them at night or hire tutors.
What emerges clearly in the data is the extent to which race and class are inextricably linked, and how that connection is exacerbated in school settings.
Not only are black and Hispanic children more likely to grow up in poor families, but middle-class black and Hispanic children are also much more likely than poor white children to live in neighborhoods and attend schools with high concentrations of poor students.
These schools can face a myriad of challenges. They tend to have more difficulty recruiting and keeping the most skilled teachers, and classes are more likely to be disrupted by violent incidents or the emotional fallout from violence in the neighborhood. These schools often offer fewer high-level classes such as Advanced Placement courses, and the parents have fewer resources to raise extra money that can provide enhanced arts programs and facilities.
“If a school is in a neighborhood that is highly segregated serving students of color and under-resourced, that is going to have a devastating impact on those who are experiencing a crisis,” said Thena Robinson Mock, project director of the Ending the Schoolhouse to Jailhouse Track program sponsored by the Advancement Project, a civil rights group. “But the others who may not be suffering that crisis at home are also going to suffer from not having enough resources or high-quality teachers. So it will impact the entire school community if those factors are at play.”
Even in districts where white students and their minority classmates had similar socioeconomic backgrounds, academic gaps persisted.
In some communities where both blacks and whites or Hispanics and whites came from similar socioeconomic backgrounds, academic gaps persisted. Mr. Reardon said that educators in these schools may subliminally – or consciously in some cases – track white students into gifted courses while assigning black and Hispanic students to less rigorous courses.
Others who examined the data said it raised as many questions as it answered. “This data is giving us a magnifying glass into places that have the same socioeconomic gaps but different achievement patterns,” said Rucker C. Johnson, associate professor of public policy at the University of California, Berkeley. “So we need to use that magnifying glass to figure out what the constellation of other factors” are that affect academics.
In one school district that appears to have beaten the odds, Union City, N.J., students consistently performed about a third of a grade level above the national average on math and reading tests even though the median family income is just $37,000 and only 18 percent of parents have a bachelor’s degree. About 95 percent of the students are Hispanic, and the vast majority of students qualify for free or reduced-price lunches.
Silvia Abbato, the district’s superintendent, said she could not pinpoint any one action that had led to the better scores. She noted that the district uses federal funds to help pay for teachers to obtain graduate certifications as literacy specialists, and it sponsors biweekly parent nights with advice on homework help for children, nutrition and immigration status.
The district regularly revamps the curriculum and uses quick online tests to gauge where students need more help or whether teachers need to modify their approaches.
“It’s not something you can do overnight,” Ms. Abbato said. “We have been taking incremental steps everywhere.”
If you’d like more deep coverage of race and ethnicity, sign up for our Race/Related newsletter.
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ACT will inform you by letter of the results of the score verification about three to five weeks after receiving your request.
If a scoring error is discovered, your scores will be changed and corrected reports will be released to you and all previous score report recipients at no charge. In addition, your score verification fee will be refunded.
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Correcting Errors in Your Score Report
Student errors
If, after you receive your score report, you find that you made a significant error in the information you supplied to us about yourself, or if you want to change your address, you may ask us to correct your record. Write to:
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If you think there is an error (on any information other than your test scores), write to ACT Customer Care—Score Reports at the above address within three months of receiving your score report. Enclose a photocopy or printed pdf of your Student Report describing the error and the change you are requesting.
If an error is our responsibility and requires you to retest, there will be no fee. If the error does not involve retesting, corrected score reports will be released to you and all previous score recipients at no charge.
If an error is not to be found to be made by ACT and you wish to send corrected reports, you must request and pay for Additional Score Reports.
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If you need to change a score recipient, you have until Thursday noon after the regularly scheduled test date.
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In addition to the four institutions you selected upon registering, you can send your scores to others, even after you test. Requests are processed after all scores for your test option—the ACT or the ACT with writing—are ready.
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ACT reserves the right to cancel test scores when there is reason to believe the scores are invalid. See the Compromises/Disruptions in the Testing Process—Limitation of Remedies section of the ACT Terms and Conditions (PDF) for details.
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cancellation notices to any score recipients.
Understanding Your Scores
What does it all mean?
There’s a lot of information provided in the ACT score report.
Follow the link below to learn why we show individual reporting categories, how we arrived at your Composite score—and more!
National ranks
How do you compare?
Your national ranks tell you how your scores compare to those earned by recent high school graduates who took the ACT. Colleges use this information to help make admissions decisions, and scholarship agencies may base awards on it.
How schools use results
Your current and future schools want to learn more about you.
Just as you can use national ranks to get a sense of your strengths and weaknesses, so can your high school and potential colleges. A high rank in a content area may suggest a good chance of success in related college majors and careers. A low rank may indicate that you need to develop your skills more by taking additional coursework in that area. This information is helpful for you as well as your current and future schools.
Should I retest?
43% of ACT test takers chose to take the test more than once last year, and more than half of them improved their scores.
Why every point matters on the ACT test
Did you know improving by just a single test point can be worth thousands of dollars in financial aid for your college education? The ACT® test is important to your future—and can open up new opportunities for college and career.
What scores are reported if I test more than once?
You determine which set of scores is sent to colleges or scholarship programs. We will release only the scores from the test date (month and year) and test location (e.g., National, State, School) you designate.
Can I combine scores from different test dates to create a new Composite score?
Yes – superscoring enables you to combine scores from different test dates.
Can I report only my writing scores or only my multiple-choice scores from a test date?
No. All scores from a test date will be reported together.
Can I combine my writing scores from one test date with my multiple-choice scores from another?
Yes – superscoring enables you to combine writing scores from one test date with multiple-choice scores from another test date.
Test Security Hotline
Cheating hurts everyone – if you see it, report it. You can make an anonymous report by using the Test Security Hotline. Discussing test content—including on social media—is not permitted. Students who don’t do their own work put honest students at a disadvantage. If you suspect that someone is trying to take unfair advantages or encounter anything else out of the ordinary, please report it to ACT.
Report Cheating
Compromises and disruptions
See the Compromises/Disruptions in the Testing Process—Limitation of Remedies section of ACT’s Terms and Conditions for remedies available to examinees affected by compromises or disruptions in the testing process.
‘The results confirm our fears’: Federal school test scores dropped during pandemic
Test scores released Thursday offer the first nationally representative measurement of how the pandemic affected school learning.
Pandemic school disruptions resulted in the largest drop in reading achievement in 30 years, according to newly released national test scores on Thursday, Sept. 1, 2022. | Matt Rourke/AP Photo
Test scores for the country’s 9-year-olds suffered significant declines early this year when compared to early 2020, according to federal data released Thursday that will reinforce the worries of educators and politicians over Covid-19’s impact on children.
Students who took National Assessment of Educational Progress long-term trend tests this past winter scored an average of seven points lower in math and five points lower in reading when compared to 9-year-olds who took the same federal exam in 2020 — just before the pandemic was declared a global health emergency and physical classrooms shuttered.
Those results mean notably fewer students could carry out simple reading tasks or understand texts, or handle arithmetic and early math problem solving.
“This data should remind everyone that we cannot let up in our efforts to accelerate student learning, support their mental health needs, and invest in our educators who are serving students in classrooms every day,” said Education Secretary Miguel Cardona in a statement.
The overall reading score decline marked the test’s largest drop of statistical significance since the 1980s, while the drop in math scores marked the first such drop ever recorded since the government first tested learning trends on the subject during the 1970s.
Hits to math and reading test scores landed hardest among communities of color, as well as lower-scoring students who federal survey data showed were less likely to have consistent access to technology or teachers available to help with schoolwork at least one to two times each week.
“The results confirm our fears that students have not made adequate academic progress,” said former North Carolina Gov. Beverly Perdue, chair of the National Assessment Governing Board, in a statement. “Fewer 9-year-olds now have the basic reading and math skills they need. This puts their futures — and our nation’s — at great risk and should spur us all to action. We can’t keep blaming Covid. We need to accelerate their learning. ”
Thursday’s test scores offer the first nationally representative measurement of how the pandemic affected school learning, and mark a significant preview for more detailed data from separate tests that the government is set to release this fall. The wintertests were administered as Omicron-driven infections led to chaotic school conditions across the country, and while classrooms eased into something approaching more normal in-person learning.
An Education Department official told reporters on Wednesday that there was no dispute students lost unprecedented ground during the pandemic, but also that the test scores reflected a snapshot of a moment in time and should not be used to penalize students or educators.
The falling scores still offer a clearer, if high-level, picture of the state of American education one and a half years after President Joe Biden took office and issued an executive order calling on schools to reopen their doors to in-person learning.
Schools now have access to a share of nearly $130 billion in Education Department-administered stimulus funding, plus billions more approved earlier in the pandemic. But worries over school violence and student mental health have clouded part of this semester’s back-to-school festivities. Meanwhile, teacher recruitment problems inflamed by pandemic labor turbulence spurred a White House Roosevelt Room meeting between First Lady Jill Biden and top government and teacher union officials Wednesday.
“School shootings, violence, and classroom disruptions are up, as are teacher and staff vacancies, absenteeism, cyberbullying, and students’ use of mental health services,” National Center for Education Statistics Commissioner Peggy Carr said of the latest test scores in a statement. “This information provides some important context for the results we’re seeing from the long-term trend assessment.”
Math scores fell in every region of the country compared to 2020, according to the latest results, regardless of whether schools were located in city, suburban or rural communities. Reading scores were lower in every region except for the American West. Lower-performing students fared the worst.
“While we see declines at all performance levels, the growing gap between students at the top and those at the bottom is an important but overlooked trend,” said Martin West, the academic dean and a professor of education at the Harvard Graduate School of Education, in a statement.
“These results show that this gap widened further during the pandemic,” he said. “Supporting the academic recovery of lower-performing students should be a top priority for educators and policymakers nationwide.”
3 stories about studying in unusual schools
Lada Koshman
studied schools
Author profile
Some schools use non-standard approaches to make the educational process more interesting and productive.
Some abandon the usual grading scale, others change the schedule every week depending on the progress of the class. Readers of Tinkoff Magazine who studied at unusual schools or sent their children there told us about their advantages and disadvantages.
These are community reader stories. Collected into one material, carefully edited and formatted according to editorial standards.
Waldorf school: education without grades and textbooks
Ekaterina Sokol
mother of a second grader
Author profile
Why did you choose an alternative education. My son is very emotional, hyperactive, curious and always asks a lot of questions. I was afraid that in an ordinary school they could crush his potential and energy, so I began to look for alternative approaches.
I liked the Waldorf method. It was developed by teacher Rudolf Steiner about a century ago especially for the children of Waldorf-Astoria employees. The program has its own philosophy: to maximize the talents of students in a comfortable atmosphere, and not force them to memorize the material and fit into the framework of a standard school.
Steiner believed that one should be more attentive to the emotional maturation of the child and his sensory perception of the world. In his opinion, children should strive for spirituality from an early age – this is facilitated by creativity, rhythm and music. In Steiner’s philosophy, the cult of childhood is important: students are not immersed from the first grade in preparing for tests and exams, but are allowed to be children – play more, dance, communicate, make crafts.
The teacher also talked about the benefits of natural materials in the classroom and believed that new technologies in education can unpredictably affect the child’s psyche. This does not mean that students using this method cannot use the phone or watch TV, just for some students the load on the nervous system will be normal, while for others it will be excessive.
I realized that with this approach, children are given maximum opportunities for personal growth, they are not squeezed or limited. This method seemed calmer and more careful than the classical one. Therefore, I sent my son first to a private Waldorf kindergarten, which cost us about 35,000 R per month, and then to school.
Admission and tuition fees. In our school, a selection was made for the first grade – an interview with the administration with the child and parents. It is advised to take relatives, grandparents with you. I came with my husband. During the conversation, the leadership determines whether the philosophy of alternative education is close to the family. If parents reject such approaches, there will be no point in teaching. My son was accepted, now he has moved to the second grade.
The school is private, we pay 40,000 R per month, plus sometimes there are additional costs.
Educational process. In Waldorf schools, grades 1 to 8 are not graded at all. More precisely, they can be put on the list for formality, but they will not focus on them. Fives should not become motivation, children study for the sake of knowledge and self-development, and this is valuable. Teachers do not compare children with each other and do not artificially stir up competition in the team.
There are no test papers in elementary grades that are written in ordinary schools. There are no textbooks either – children draw and create textbooks themselves in their notebooks. In secondary school, due to the complication of the program, familiar manuals appear closer to the exams. Of course, the students of the Waldorf school also pass the OGE and the Unified State Examination, but they prepare for them on their own or with tutors.
This school has 12 grades, so children graduate at 19. The founders of the methodology believe that only at this age, not earlier, the student understands what he wants to do in the future. Such a late graduation does not bother me, because today’s graduates are often completely at a loss after graduation and do not know what they want.
/gap-year-pros-cons/
Pros and cons: is it worth going to university right after high school?
In elementary school, instead of Russian, mathematics and reading, there is a “main lesson” subject – this is a combination of all three disciplines that children take turns taking turns.
The Russian language begins to be studied from the beginning: how it was formed, how sounds are pronounced. The purpose of the program is to live, to feel the material: in the lessons, instead of writing, they draw large letters on A3 sheets, they come up with an association for each letter, for example, “K” is the king.
In mathematics, numbers are also drawn on large sheets. My son brought home all year and showed his family drawn letters and numbers – he liked it.
While reading, children constantly learn poems by heart, begin to perceive literature through sounds and rhymes. They memorize large pieces of poetry and add movement in the process. This year, the children learned the whole “Sleeping Princess” by Zhukovsky – and they taught her only in class.
I like that at school children from the first grade learn two languages — English and German. There is no choice of languages, as this is a German technique. In elementary school, the material is studied in a playful way through poems and songs. In this way, students practice pronunciation and gain a base. For the first four years, grammar is not studied, all this appears later.
This is what the timetable looks like for the first grades at school
At the secondary school, the usual school subjects are already being added to the timetable. From the third grade, children study history, literature, geography and other disciplines – comprehensively, through immersion in different historical eras. For example, in the lessons on Ancient Greece, children get acquainted with the Dionysian theater and sing hymns in Greek. By graduation, students are approaching the present.
Waldorf education implies creativity and manual labor. There is even a separate item for this – needlework. During classes, the guys sew, make furniture, chairs and stools, sculpt from clay, bake bread themselves, knit toys in the shape of animals, phone cases. At the same time, crafts do not depend on gender. Surprisingly, my son likes to knit and sew, he does it even in his spare time and makes gifts for his relatives.
Workshop in our school
Not only the creative component of the educational process is important, but also physical activity, rhythm. There is a special subject in the schedule – eurythmy, it’s something like modern yoga. Children on this subject repeat the same movements, learn to feel the rhythm and interact in a team. True, many guys do not like this subject and consider it boring.
All students in the school play musical instruments. Already in the first grade, they master recorders, which cannot be played badly, they correct the sound themselves. And after the second grade, a commission is convened at the school, which determines which instrument the student can play, what he is predisposed to.
Particular attention is paid to holidays: Maslenitsa, Christmas, Easter. Such events are important in part because each is associated with a particular season, and according to Waldorf philosophy, they need to be lived and felt. The whole school is carefully preparing for them.
It happens that on holidays children sing songs of a religious nature, but no one reads prayers. In the dining room, before eating, the children say: “Thank you for our meal, bon appetit.” There is some religious bias in this aspect, but my son does not feel uncomfortable about this. The hymns confuse me a little, but within the framework of the philosophy of the school, this is appropriate. If a child became fanatical about this, I would take him out of school.
Teachers. The role of the teacher in Waldorf schools is truly all-encompassing. Teachers are specially trained: they attend specialized seminars and trainings, and methodologists monitor the process. Therefore, teachers try to preserve traditions and pay attention to all the little things in the educational process.
After the questions, the teachers maintain a long pause so that everyone has time to think and express their opinion. The class is always encouraged to clap, cheer and rejoice at each other’s successes.
Children do not associate teachers with coercion and fear. They speak quietly, lead lessons without raising their voice, but always bend their line and gently guide the students. If a problem child tries to disrupt the lesson, the teacher will not yell at him, but will ask him to sit down and do some business related to the use of fine motor skills, such as knitting, so he will switch the student’s attention from destructive to constructive.
/bad-lessons/
“A little bit, I went to cry in a corner”: 10 painful memories of school teachers
Children are not punished for misdeeds, but they are made to understand that they need to correct their mistakes. One day my son and his friends threw another boy’s pencils behind the closet. After that, they called me and asked my husband to come and move the closet together with the supply manager in front of the child: this way he will understand that any pranks have consequences.
At least once during the entire period of study, the teacher comes to the student’s home and observes how he lives, communicates in the family and behaves outside of school. After such a visit, the teacher can give advice to parents on how to guide the child in their studies. For example, Waldorf teachers believe that a child must have a personal space at home. They haven’t come to our family yet.
There is another useful practice: at the end of the year, teachers call parents for an interview and talk about the progress of the child, point out strengths and weaknesses. In May, I went to such a meeting. The information remains confidential: there is no “debriefing” with all parents.
Pros and cons. For me, all the features of Waldorf schools are pluses. The child learns with great interest. Thanks to the delicate individual approach, no one injures his nervous system. In addition, at school, he manages to do physical activity on eurythmy and do something with his own hands on needlework. This is a comprehensive, deep approach to raising children.
In addition, the Waldorf schools organize competent team building. During the first year, my son made many friends, warm relations developed in the team.
The system, of course, has its shortcomings. These are, for example, hymns and songs, too much emphasis on spirituality. But I am impressed by the depth of the methodology and the experience that children get. Now they are developing as individuals and, perhaps, the results will be felt only in adulthood. The Waldorf school suits my child, so my son continues to study according to the experimental method.
CPM school: studies with an emphasis on preparing for the Olympiads
Lina Karmolieva
graduated from the CPM school
Author profile
Why did you choose an alternative education. Since the sixth grade, I have been preparing for the Olympiads at the Coalition Education Center and attended the Center for Pedagogical Excellence, where Moscow schoolchildren are trained for the Olympiads.
In the eighth grade, I won the regional stage of the All-Russian Olympiad in Literature, despite the fact that I studied at the chemical and biological profile. Even then, I understood that I still wanted to study literature at the Olympiad level. Therefore, at the end of the school year, I decided to leave for another school, since my district school did not provide the required level of knowledge.
In 2019, when I entered the ninth grade, the MTC school was opened. Her curator wrote to me and said that they were recruiting students. This did not surprise me: the normal practice among schools is to try to lure the winners and prize-winners of the Olympiads.
The curator explained that their goal is to provide the most comfortable conditions for students who are involved in the Olympiad movement: reduce the workload in non-core subjects, invite Olympiad teachers and provide a flexible schedule.
I applied to the MTC school, but the required number of people did not get into the literature class. As a result, in the ninth grade, I changed two places of study, but their level did not suit me, and I was still looking. Therefore, when a year later I again received a message with an invitation from the CPM, I tried to do it again.
Admission and tuition fees. The school conducts qualifying exams in general erudition, Russian, mathematics, English and in a specialized subject. You can get additional points for success at the Olympiads. I additionally passed literature – the test consisted of a couple of test questions and a long essay. Before that, I did a lot of Olympiads, so the tasks did not seem difficult to me. This time the group got together, and I moved to the tenth grade of the TsPM school, where I studied for the next two years.
/list/vse-olimpiady/
4 types of school Olympiads that will help you to enter a university But there is an opportunity to study on a budget for those who enter without entrance tests, or with a 90% discount if they score a certain number of points in the qualifying exams. For me, education was free thanks to the success at the Olympiads.
Educational process. The main feature of the school is that it is aimed at intensive Olympiad training. The student chooses a specialized subject for in-depth study, which he needs for admission – for me it was literature.
View of the CPM school campus at
Olimpiyskiy Prospekt The workload at the school was small: only 21 academic hours a week, that’s two or three classes a day. The Department of Literature – that’s what we call the teaching staff – gave a lot of free time for independent reading. We also wrote a lot of literary analyzes and other Olympiad assignments.
Other humanitarian disciplines were also related to literature and could help at the Olympiads. For example, essays were often asked on history and MHC. They could be asked to read a comic and write a review on it, or watch a movie and highlight the main features of the era and the political system.
Non-core subjects – mathematics, natural science, life safety, geography, physical education – were taken to a distance course. To pass them, it was enough to watch a video lesson once a week and complete test tasks. This saved a lot of time and helped me not to fill my head with unnecessary information. We received the necessary minimum of knowledge, the attitude towards grades was adequate and not strict. No one had the goal of flunking a student and spoiling his certificate.
/my-vseros/
I entered MGIMO without admission and earned more than 500,000 R at Olympiads
Teachers. Tutoring is developed at the school. Tutors are people who act as class teachers and also collect documents for important events. For example, if a student goes to an Olympiad training camp, they prepare all the certificates for him and try to ease the bureaucratic process. It was very convenient in such a stressful period not to waste time preparing paperwork.
Another feature of the CPM school is young teachers, mostly under 25-30 years old, associated with the Olympiad movement. Before different stages of the All-Russian Olympiad, they hold training camps at the school. Once we were all settled in a hostel for a week – the school has its own dormitories. Even me, although I live in Moscow. Classes started early and ended at 22:00. All this time we lived at the school. It was unusual, but we rallied even more and plunged into the atmosphere of preparation. Then the school became our second home in the truest sense of the word.
This is how our graduation went.
Pluses and minuses. Training certainly helped me in the Olympiads. In the tenth grade, I became the winner of the final stage of the All-Russian Literature. This year, in the eleventh grade, however, it didn’t work out anymore: no luck with the inspectors. But I made it to the Russian MHC team and went to the Olympics. As a result, she entered the Faculty of Philology of the National Research University Higher School of Economics in Vseros.
For me, the main advantage of studying at the CPM school is the people and the opportunity to make friends with the same interests. I sincerely love this place. My school is suitable for those who want to study subjects in depth and take olympiads. It is ideal for those who like to study, who have different hobbies, because we have many other activities besides the Olympic preparation: acting classes, volleyball, football, dancing, the opportunity to play musical instruments, soft skills courses, media school and even yoga.
“School of Development”: studying according to a dynamic schedule
Maria Kruglova
chose the Elkonin-Davydova system for her daughter
Author’s profile
Why did you choose an alternative education. When 11 years ago I was choosing an educational institution for my eldest daughter, I had no confidence in ordinary general education schools that continue to work according to Soviet methods. I heard many stories from acquaintances that teachers can afford incorrect statements about students and motivate them only with grades.
I paid attention to the Elkonin-Davydov system. This is an alternative education method for elementary school, which is based on the work of psychologist and teacher Daniil Elkonin and his student, professor and academician Vasily Davydov. With this approach, knowledge is not given in finished form – students get it as a result of discussions with the teacher and among themselves. The ideas of schoolchildren are not harshly criticized, children and the teacher constantly speak out on various topics.
I found an interesting institution – the School of Development. In the classical version, the Elkonin-Davydov system is designed only for the first four years of study, but the director of this school adjusted the methodology so that children from the first to the eleventh grade study according to it.
Reception and cost. In the first grade, the daughter was tested for general development and successfully passed it. It is difficult to remember the specifics of the tasks – it was 11 years ago. The training was free.
Educational process. The main distinguishing feature of the methodology was its own system of evaluation. Instead of the usual five-point scale, teachers used percentages, they were set in proportion to the quality of the work performed. For children, grades were a beacon of progress, not the main goal of education. So they were prepared for adult life, where knowledge and the ability to think are important.
/pay-for-grades-pros-cons/
Pros and cons: is it worth paying a child for good grades
Standard grades were present formally, attention was not focused on them. For my daughter, they did not play any role, so thanks to this system, she did not have an excellent student syndrome.
The students were constantly evaluating themselves. After each independent work, the child took a test, where he noted whether he coped well with it, what he succeeded in and what he did not. Then the students compared their grade with the teacher’s. Sometimes the daughter’s own score was higher than the teacher’s, but in general this was not a problem.
When a child wrote any test paper, he could choose its difficulty level – basic or advanced. You can solve easy problems in basic level mathematics and do them perfectly, or you can take more work on a complex level, but make mistakes. Children themselves set the bar for themselves and determined their potential. The teachers explained it like this: “What is the point of doing simple basic tasks just for the sake of an A, if you can take more difficult tasks for the sake of your development?”
The schedule was dynamic and changed every week. The teachers adapted it to the needs of the class: they analyzed the results of the test papers and adjusted the curriculum. For example, if children did not master material well in mathematics, they were given hours in this subject during the week.
Primary school had the same subjects as in all educational institutions, but from the fifth grade they began to study disciplines in blocks. Russian, mathematics, English and physical education were always in the schedule, and the rest of the subjects – biology, history, geography – took place in turn. One week the students had only history with full immersion in the material, the next week only biology, and so on.
There were no usual daily homework assignments. Teachers gave the children independent work for about a month – a set of different tasks, mostly author’s work. They could be done at least once in one day, at least a little only on weekends. Thanks to this, the daughter successfully combined her studies with sections and circles. Teachers advised students to plan work in advance, allocate time and make a schedule.
There were no diaries at school yet. The children themselves had to come to the conclusion that it is better to write down the task. In the beginning, my daughter was relaxed about school rules and did not understand why write something if it is not necessary. But by the fifth grade it had passed, she had become more responsible and conscious.
From the very beginning of their studies, the guys were constantly engaged in project work outside the classroom. The teachers created groups, which included several people from different classes – from the first to the fifth. Together they prepared a presentation, for example, about the profession of an architect. It was something like a team building: the whole school communicated with each other, the older guys taught the younger ones.
Teachers. In our school, there was no such thing as an elementary school teacher who was responsible for all the curriculum. Already from the first grade, subject teachers came to the children – teachers specializing in only one direction. This improved the quality of education.
Teachers always spoke to schoolchildren in a friendly, polite, respectful way, never shouted. Their main goal was not to kill the craving for knowledge. The students who came to us from ordinary schools felt a huge contrast.
/life-lessons/
“This moment changed everything”: 11 life lessons from teachers
Teachers did not force anyone to do something, but waited without coercion for the student to take the initiative. They were based on the fact that a child is naturally curious and will be drawn to knowledge. In addition, until the fifth grade, a teacher worked together with the teacher, who organized extracurricular activities, and was engaged in after-school work. He was alone in the whole class, you can call him a tutor.
Never scolded for not doing homework. The director said that the student should do the task himself, parents do not need to help him with anything: this makes it difficult to understand at what level the child really is. According to him, all parents need to help is to provide children with a study place at home, they will do the rest themselves.
Pros and cons. I consider the Elkonin-Davydov system to be very effective and interesting. I saw the result with my eldest daughter by the fifth grade. She became responsible, she liked to study, she studied and developed independently. At first, parents just had to be patient.
The system also helped children with nervous system disorders to open up. For example, one child had serious emotional problems: he was psychologically traumatized at his previous school. At first, this boy just went to classes and sat in the back desk, no one asked him or scolded him. A year later, he became the best in the class, revealed himself as a strong techie and the soul of the team. Without pressure, children find themselves and are not afraid to develop.
In my opinion, the disadvantage of the program may be that it is not universal and is not suitable for children who cannot motivate themselves to write homework and plan their time on their own.
For me, there was only one minus in the “School of Development”: in recent years it has lost its authenticity. Unfortunately, due to the recommendations of the Moscow Department of Education, the school abandoned many useful features: they began to give grades on a five-point scale, introduced a regular schedule instead of a dynamic one. In addition, the director, the core of the system, left his post. After him, new teachers came who were not close to the approaches of the previous leader.
Therefore, I had to transfer my daughter after the seventh grade to a rating gymnasium. This year she graduated and entered the university. It is sad that unusual developing schools have to adapt to the standards, because of this, they gradually begin to disintegrate.
traditional school grades are leaving school
The Ministry of Education reported on the improvement of preliminary USE results in 2021. They turned out to be better than last year in a number of subjects. In the meantime, there has been a discussion among teachers about the effectiveness of the current 5-point grading system. The principle of assessments is generally called into question.
Irina Mishina
In most subjects, the results of the USE-2021 coincided with last year, plus or minus tenths of a point. And in such subjects as literature, computer science, mathematics, physics, English and social studies, they have grown. Officials from the Ministry of Education and Science hurried to report: “Our teachers passed this exam with 100 points!”
School grades in recent years have indeed become an indicator of the work of teachers to a greater extent than of students.
“Teachers are forced not to give two marks and not to leave students for the second year. The school reports on progress and wants to be in good standing. If academic performance is low, the director may have problems. As a result, triples are pulled on those who are lagging behind, and conflicts arise around this. Teachers who put deuces have conflicts with the administration. You can get into trouble this way. After all, all schools are fighting for ratings. Under these conditions, the teacher is obliged to demonstrate that progress is growing, the average mark in the class is increasing. This condition is laid down in the regulation on incentive payments. Stimulus payments are tied to the performance of children. And if the teacher’s salary is low, he is likely to inflate grades in order to get incentives., – Olga Miryasova , responsible secretary of the interregional trade union of teachers “Teacher” told “NI” .
Recently, a resonant post appeared on social networks, in which one of the parents was indignant at why his daughter’s classmates get only fives and fours, and those who do not do homework are not given deuces. “Those who studied in Soviet times remember very well that there were two-year students and repeaters in Soviet schools. There were never very many of them, nevertheless, already at 19In the 1990s, the number of “ignoramuses” began to decline rapidly. And by the beginning of the 2000s, losers and repetitions had actually turned into an element of folklore. Where did they disappear to and what was the reason for this, is it really the success of the education system?” the blogger asks.
There is an opinion that a deuce is a way of educating a student. However, if we turn to history, many of the famous people did not shine with grades at school.
The most intelligent Anton Pavlovich Chekhov brought deuces from school regularly. Geography and arithmetic are the subjects that got him relegated twice in the third grade.
The founder of the modern Russian language Alexander Sergeevich Pushkin was a real headache for the teachers of the Tsarskoye Selo Lyceum. They did not find any reason to give him even a deuce in mathematics – Pushkin had a “zero” in this subject.
Leo Tolstoy , who created “War and Peace”, did not study at school – there were enough nannies and tutors in his parents’ house. They failed to instill in the child a love of science, and upon entering the university, Tolstoy failed in geography. Thanks to influential family friends, Tolstoy was still able to enter, but his studies did not go well. He failed the exams in the history of the Russian state and German, and eventually left his studies without completing his second year.
The founder of cosmonautics Konstantin Tsiolkovsky , one of the most brilliant people who ever lived on the planet, self-taught and a loser. The reason is that he suffered scarlet fever as a child and, due to complications, was practically deaf. Classmates laughed at him, and he greatly annoyed the teachers.
Winston Churchill, Prime Minister of Great Britain, who led his country to victories in two world wars and won the Nobel Prize in Literature in 1953, was a loser. In his certificate they wrote: “Out of 13 students – the 13th” …
Are there two-year students and repeaters in modern schools? Their total disappearance is an exaggeration. In the Electronic Journal, in the section “rating of a student in a class”, there is a column “Number of twos”. My daughter’s classmates get deuces and, judging by the menacing letters of teachers, quite often. True, her deuce had nothing to do with studies. This year she was given a deuce for the fact that her desk mate cheated on her math test. Her classmate, who has been studying English almost since kindergarten, once received an “A” in this subject for forgetting a dictionary at home. So school deuces often have nothing to do with knowledge. But “distribute” them more than willingly. However, the school where the daughter studies is most likely not an indicator: the cherished scores are brought to her not so much by academic performance as by the successes of gifted children in olympiads and competitions.
“We have both losers and repeaters,” says director of an educational institution in Moscow, School No. 548 Tsaritsyno, Efim Rachevsky . – Only it’s all called differently now: academic debt. Children stay for the “second year” for various reasons – for health reasons, in connection with a difficult life situation, for example. Look at the USE statistics: for example, in 2029, 6% did not complete the tasks. OGE in my school did not pass 4 people. I know all the “losers” well, I have excellent relations with them. Progress reveals problems, and they need to be dealt with, solved. If you want to know my position, it is necessary to put “twos”. If everyone puts “five” in a row, a person, having got into a university, will not be able to write an elementary dictation. Evaluation, in my opinion, also has an educational meaning. If we stroke the head all the time, we will teach lies from an early age, ”says Yefim Rachevsky.
The principles of a teacher with 46 years of experience Efim Lazarevich Rachevsky are admirable. But today they, alas, are not typical for all Russian schools. In 2016, a scandal erupted in St. Petersburg. Dmitry Gushchin, a computer science teacher who received the title of “The Best Teacher of Russia” in 2007, said that the director of his gymnasium was engaged in forging students’ grades – correcting them for higher ones, and trying to force him to do the same. But he did not want to, for which he was fired. The situation was publicized, the facts were confirmed, and the director lost her position.
In April 2018, in Rostov-on-Don, a month before graduation, Russian language and literature teacher Natalya Sapegina had to quit after half of the students in Gymnasium 76, grades 9 “B,” got bad marks. She wrote a complaint about the actions of the gymnasium management to the Ministry of Education of the Rostov Region and the city education department. At the same time, the teacher openly stated that this was not about a private conflict, but about global problems in the system of modern education, where not the knowledge gained, but the “beautiful” reporting of the educational institution on academic performance came to the fore.
It is obvious that grades today are more of a leverage for a teacher to influence a negligent student. But will a bad grade make you study better, will it instill a desire to gain knowledge? The issue is more than debatable. In this regard, for several years now the initiative to change the grading system at school has been discussed. Supporters of the school “coup” suggest moving from five points to 12. The increase in the range of marks supposedly will give teachers more opportunities to determine academic performance.
However, there has been no unified grading system in Russian schools for a long time. Yes, in most educational institutions they put the usual “fives” and “twos” in the old fashioned way, but formally an educational institution can switch to a different mode or refuse grades altogether. Such a decision is entitled to choose Governing Council of School , which includes the administration, teachers, parents and the students themselves.
By the way, there have been more and more supporters of abandoning school grades among teachers lately.
“I noticed a long time ago that many children from the 7th grade do not need our grades: if they are interested in studying, they study without paying attention to grades, and if they are fed up with everything at school, then they spit on grades . The exception is the “correct” children, whom their parents taught that evaluation is the most important thing in life, but, fortunately, there are fewer of them. Before the introduction of the GIA, grades were needed: you can’t get a job with a bad certificate. But now no one is looking at the certificate, everyone is interested in the results of the GIA and victories in the Olympiads. Grades are needed for those parents who want their children to meet a certain standard (often already outdated) and not require special attention from them,” says Vsevolod Lukhovitsky, teacher of the Russian language and law at the Intellectual school.
Who, then, needs grades?
“There are very good teachers for whom grading is hard work, more unpleasant than writing any reports. I do not want to consider here a situation where a teacher uses an assessment “for educational purposes”, especially since this is prohibited. That’s who needs assessments, so it’s our bosses – directors and officials from education. Because they can’t do anything but write – based on ours – progress reports, grades are their bread and butter. Do we need to take bureaucratic games seriously and believe that the quality of our work is determined by the number of fives received by children? I don’t think so,” sums up Vsevolod Lukhovitsky.
So is it possible to do without these “twos” and “fives” at all, and what will come of it? Schools with ungraded education exist, and their number in Russia is increasing every year. One of them is the Moscow School of Self-Determination Education Center No. 734. Grades in this school are “descriptive”: the teacher analyzes the work of the student, most often in writing. That is, not just talking about whether the work was done well or badly, but explains what was done right and not so well, what is growth, and where you need to work.
As part of the New School project, elementary grades of 38 educational institutions in the Lipetsk region abandoned their usual grades and introduced special achievement sheets to assess children’s knowledge. In them, the teacher writes which topics the student has mastered, and which ones need to be paid additional attention. According to teachers, this approach teaches students to make their own decisions. Students say that it has become easier and more interesting to study under such a system.
In Lyceum No. 9 in Krasnoyarsk, the traditional five-point system for assessing knowledge has ceased to exist. Lyceum teachers are sure that grades are not capable of stimulating students to gain knowledge and fully appreciate them. Now in the Lyceum of Krasnoyarsk teachers keep an electronic journal where they write about the achievements of each student, his degree of progress and difficulties in learning.
Many private schools also try to avoid the grading system. Indeed, human knowledge is not measured by points from two to five. The child’s intelligence, abilities and interest in knowledge also do not lend themselves to these narrow criteria. Actually, the system of school education itself is sometimes far from being considered a standard of knowledge. “School has nothing to do with education at all,” said Winston Churchill. So what’s with the ratings?
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Municipal budgetary educational institution secondary school No.
37 with in-depth study of individual subjects of the city of Stavropol
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About school
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NEKO (independent assessment of the quality of education)
1
Independent assessment of the quality of education (NOKO)
Independent assessment of the quality of education is an assessment procedure that is carried out regarding the activities of educational organizations and the educational programs in their educational organization in order to determine the compliance of the education provided:
with the needs of individuals – consumers of educational services (including parents of minors enrolled in programs of preschool, general and additional education for children and other programs, and adults enrolled in relevant educational programs) in terms of assisting them in choosing an educational organization, educational programs corresponding to individual capabilities of students, as well as determining the level of results of mastering educational programs;
the needs of legal entities (including the educational organization itself) in terms of determining the quality of the implementation of educational programs, the necessary adjustments to these programs based on the results of the examination;
founders, public associations, etc. in terms of compiling ratings (rankings), other evaluation procedures for the subsequent development and implementation of a set of measures aimed at increasing the competitiveness of organizations engaged in educational activities, as well as improving the quality of their educational programs .
A video about an independent assessment of the quality of the conditions for the implementation of educational activities by organizations: No. 37 of the city of Stavropol for 2021-2022
Dear site visitors!
Information on the quality of activities of organizations carrying out
educational activities located on the territory of Stavropol are posted on the official website http://bus.gov.ru (hereinafter referred to as the website bus.gov.ru).
The site bus.gov.ru also has the opportunity to leave a review
citizens about the quality of services provided by the educational
organization (with the invitation of interested persons to use
provided resource and participate in performance evaluation
educational organizations).
Instructions for working with reviews on the bus.gov.ru website are available at
official website of the Ministry of Education in the section “Independent
system for assessing the quality of education” / “Materials on the placement
information about NOKO on bus.gov.ru”;
Hyperlink (clickable) to bus.gov.ru with results
independent assessment of the quality of services provided by social organizations
spheres (https://bus.gov.ru/info-card/81664?activeTab=5).
Manual
I. In order to evaluate an institution, you need:
1. Go to the website www.bus.gov.ru 2. Select a region 3. In the “search” line, type the name of the organization 4. Select the “Rate” tab 5. In the window that appears, put an assessment (on a scale of 1 up to 5) 6. After grading according to the selected criteria, you must enter the characters from the picture and select the “Rate” button
II. To leave feedback on the quality of services provided by educational organizations:
1. Go to the site www.bus.gov.ru 2. Select a region 3. In the search bar, type the name of the organization 4. Select the “Leave feedback” tab 5. If the “Security Policy” window appears, mark the item tick and select “Leave feedback” 6. Fill out the form
To quickly enter the page of MBOU secondary school No. 37 on the bus.gov.ru portal, you can use the LINK.
Regulatory documentation
Federal NPA
Federal Law No. FZ-21.2014 dated 07/21/2014 “On the basis of public control in the Russian Federation”
RF No. 877 of 09/01/2012 “On approval of the composition of regulatory legal acts and other documents, including program ones, developed by federal executive bodies that cannot be adopted without prior discussion at meetings of public councils under these federal executive bodies”
Official website for posting information about state (municipal) institutions – bus. gov.ru
Decree of the President of the Russian Federation No. 597 dated May 7, 2012 “On measures to implement state social policy”
Guidelines for conducting an independent assessment system the quality of work of educational organizations (approved by the Minister of Education and Science of the Russian Federation on October 14, 2013)
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Guidelines for an independent assessment of the quality of educational activities of organizations engaged in educational activities
Guidelines for the calculation of indicators for an independent assessment of the quality of educational activities of organizations engaged in educational activities №183 St. Petersburg
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Independent assessment of the quality of education is aimed at obtaining information about educational activities, the quality of training students and the implementation of educational programs.
An independent assessment of the quality of training of students is carried out at the initiative of the participants in relations in the field of education in order to prepare information on the level of mastering by students of the educational program or its parts, to provide participants in relations in the field of education with information on the quality of training of students.
An independent assessment of the quality of the conditions for the implementation of educational activities by organizations engaged in educational activities is carried out in order to provide participants in relations in the field of education with information on the level of organization of work on the implementation of educational programs based on publicly available information
Legal framework of an independent system assessment of the quality of education in the Russian Federation
Federal
Federal Law of December 29, 2012 No. 273-FZ “On Education in the Russian Federation” (as amended on October 21, 2014) Article 95. Independent assessment of the quality of education
Federal Law No. 392-FZ dated December 5, 2017 “On Amendments to Certain Legislative Acts of the Russian Federation on the Issues of Independent Assessment of the Quality of Services Provided by Organizations in the Sphere of Culture, Social Services, Health Protection and Education”
Decree of the Government of the Russian Federation of July 10, 2013 No. 582 “On the rules for posting on the official website of an educational organization in the Internet information and telecommunications network and updating information about an educational organization”
Decree of the Government of the Russian Federation of May 31, 2018 No. 638 “On approval of the Rules for collecting and summarizing information on the quality of the conditions for the provision of services by organizations in the field of culture, health, education, social services and federal institutions of medical and social expertise”
Order of the Ministry of Education of the Russian Federation dated March 13, 2019 No. 114 “On approval of indicators characterizing the general criteria for assessing the quality of the conditions for the implementation of educational activities by organizations engaged in educational activities in basic general education programs, educational programs of secondary vocational education, basic vocational training programs, additional general education programs”
Order of the Ministry of Finance of Russia dated 07.05.2019 No. 66n “On the composition of information on the results of an independent assessment of the quality of the conditions for the implementation of educational activities by organizations engaged in educational activities, the conditions for the provision of services by organizations of culture, social services, medical organizations, federal institutions of medical and social expertise, posted on the official website for posting information about state and municipal institutions on the information and telecommunications network “Internet”, including uniform requirements for such information, and the procedure for its placement, as well as requirements for the quality, convenience and ease of searching for this information”
Regional
Regional quality assessment system on the website of the Committee for Education of St. Petersburg
Independent assessment of the quality of education on the website of the GBU IMC of the Central District of St. Petersburg
Results of an independent assessment of the quality of educational activities of GBOU secondary school No. 183 by recipients of educational services (2021, January)
American school: grading system
How are grades given in American schools? Are schoolchildren in the US afraid of getting a “deuce”? Skyeng Online English School talks about what grades American children get and how they feel about them.
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Is the American system similar to the Russian one?
The United States uses a five-point grading system. Perhaps someone will now think “Like in Russia” and will be wrong. In fact, the Russian system is four-point, since “1” and “2” are, in fact, the same mark, a non-passing score. But if “2” means only “unsatisfactory”, “1” also expresses the attitude – “unsatisfactory, besides, I don’t like you and I want to further humiliate you.”
In the US, grades are not numbers, but letters, and there are really five of them: A (excellent), B (good), C (fair), D (poor) and F (unsatisfactory). A corresponds to our “5”, B – “4”, C and D are “3”, both of them are a passing mark, but F is “2”.
Like us, teachers often add pluses or minuses to grades, although these marks, strictly speaking, do not affect official academic results.
How important are school grades?
The grades of students in an American school are considered almost private information – at least the teacher will not announce to the whole class that Kirsten wrote the work on A +, and John – on D-. Grades are communicated only to students and their parents. Feeding a diary to a dog is useless – in so many schools, all information about academic performance is contained in the electronic office on the school website. The tradition of arranging a competition from school in terms of the number of good grades is now preserved only in small towns.
Although this does not mean at all that grades are an insignificant thing. On the contrary, when entering a university, it will be taken into account in what percentage of the top ten in terms of academic performance the applicant is. Those who are in the top 10% of the best students receive a High Honors diploma (similar to our honors certificate), and this piece of paper will be a significant advantage when entering a university. The second and third ten give the right to receive an Honors diploma, which is also not bad. The rest will receive only a certificate of secondary education.
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Are students scolded for bad grades?
What does an American parent do when a child brings a backpack full of the infamous D or F from school? A good parent does nothing. The American school is much more active than the Russian school, trying to instill in children the habit of being responsible for themselves, making informed choices, thinking about the future and looking for motivation. The participation of parents in the educational process is not encouraged – an American teacher will never call parents to school and ask them to influence their offspring. And if a parent, worried about poor performance, asks for an audience himself, he will be advised to get off the child and, perhaps, allow him to abandon the unloved subject in favor of what he does better. However, such a desire to control children is mainly characteristic of families of immigrants from China and Japan, where such pressure is considered a blessing and a necessity. American teachers do not agree with this – stress and fear of not meeting expectations leads to the fact that the student does not study better, but even worse than he could. This is confirmed by many scientific papers, in particular, the study of psychology professor Ko Murayama from the University of Reading. Therefore, the main goal of the American school is not to force and control, but to give choice and motivate.
What about without control?
Here it should be mentioned that students of American schools can choose their subjects and the depth of their study. There is a certain set of compulsory subjects, and completely dodging the main disciplines – mathematics, English, science (this subject combines chemistry, physics and biology), social sciences (a mixture of history, economics and sociology) and physical education – will not work. But the student can choose the degree of immersion in the subject. For example, to study social sciences “on top”, and mathematics – in depth.
Optional lessons can be chosen – these are either courses related to the arts (dance, painting, modeling, theater studio), or additional classes in the main disciplines.
So the program is very flexible and can be adapted to the interests of each individual student already in high school. With freedom of choice comes responsibility. The attitude to discipline in the American school is similar to the situation in the university. Teachers do not scold or shame students for poor progress, do not demand explanations and do not send notes to parents. But they will not pull anyone into the next class either. At the same time, the behavior requirements are very strict – no more than 5 lessons can be missed per year without a good reason, homework that has not been done is automatically considered F, and when calculating the final annual score, not only the results of homework are counted, but also activity throughout the year. That is, an inveterate lazy person and a truant and a student who worked all year for the benefit of his certificate will write the final test equally well, the annual grade of the lazy person will still be lower.
You can try the American grading system at Skyeng Camp in the Moscow region! The Skyeng Travel team has prepared a language camp where children will get as close as possible to the atmosphere and traditions of a real American High School. From June 1 to 14, the first shift of the camp will take place, where the guys will communicate in English 24/7 and will be able to experience American freedom and responsibility for education. Sign up for a shift or learn more about Skyeng Camp here.
Are grades important in school
Grades and knowledge – how clear is the direct relationship between these concepts? Successful C students and A-losers are not such a rare occurrence in our lives. So is it worth scolding a child for bad grades? We figure out how important grades are at school, and what to do to develop a child’s motivation to study well.
Perhaps there is not a single parent who would not be happy and proud if their child studies well. Moms and dads of children who are successful at school have no doubts – excellent academic performance guarantees a place in a prestigious university and gives confidence in career prospects!
But with parents of three-year-olds, everything is a little more complicated – someone tries in conceivable and inconceivable ways to “pull up” the child, hiring expensive tutors and changing one school after another, and someone takes the position “grades are not the main thing, it is not yet known who will succeed more in life” and calmly goes with the flow, not grabbing the stars from the sky.
Are school grades so important? Do they always reflect the real level of knowledge in the subject? And is it worth it to panic if the school diary is full of deuces and comments?
With you Mr. Great, a school honors student in the past and a conscious dad in the present, and today we are discussing the importance of good grades in modern education!
CONTENTS
What influences grades in school
Foreign experience
How to motivate a child if studying is not given
What is important if grades are not the main thing
What do school grades influence
Children start getting grades in a Russian school in the early grades. Initially, not knowledge is evaluated, but accuracy, good handwriting, and the ability to behave diligently in class.
How does this assessment affect children? On the one hand, the child receives the necessary guidelines, gets acquainted with the expectations of teachers and parents, realizes the compliance of his own skills and behavior with recognized standards.
On the other hand, already at such a young age, the student inevitably occupies a certain place in the class hierarchy. Children with good academic performance receive recognition from teachers and classmates. But those who have a hard time spelling, children who are not distinguished by perseverance or are not able to concentrate on a task for a long time, are likely to be labeled as underachievers. And these are ordinary children, perhaps even gifted in certain areas!
The disposition that has developed in the lower grades is extremely difficult to change, so it is very important to take seriously the experience that the child will receive in primary school!
How to find a balance? Refuse ratings? Differentiate the grading system? Educational systems around the world approach this issue in different ways.
Foreign experience
Knowledge assessment reflects the child’s understanding of the educational material and the ability to apply the acquired knowledge. But, you see, the mark “good”, received by a straight A student and an avid C student, cannot be compared. For the first, this is a regression and, perhaps, an insufficiently serious attitude to the task, and for the second, success and improvement in performance, for which, probably, the student has made considerable efforts. In the Russian educational system, these nuances are not taken into account. But in the assessment systems in the UK and the US, the indicator of effort, the so-called Effort, is given great attention. Effort is evaluated along with academic performance! In my opinion, such a system not only gives a more complete picture of the student’s progress and allows you to note the success and efforts of the student, but also makes teachers more sensitive and attentive to the assessment!
The Finnish model is no less interesting! In Finland, children under 12 don’t get grades at all! It is considered normal to progress at your own pace and not get hung up on the points you get. The task of the school is to teach children to learn, and deuces, triples and fives in elementary school are not important! Primary importance is attached to acquired knowledge and skills – twice a year, parents receive a detailed report reflecting what the child has learned over the six months. The education system in Finland is recognized as one of the most successful in the world (according to the PISA rating), and I am sure that the approach to assessing students also played a role in this!
Japanese teachers, when evaluating written work, circle the correct answers. And as a compliment, they can draw a flower in a notebook! Here’s an estimate! Nice, right? Formal assessment is an intimate process; the performance of Japanese students is not publicly discussed. Interestingly, the grading system is 100 points, and up to the 4th grade, the Japanese, like Finnish schoolchildren, do not take any tests or exams, in addition to basic subjects, children are taught politeness, norms of behavior, instill group work skills and stimulate interest in knowledge of the world.
Lack of evaluation may discourage children, but it definitely contributes to their psychological comfort and helps to avoid emotional trauma.
How to motivate a child if studying is not given
Having earned a reputation as a C student, it is very difficult to force yourself to study: the biased attitude of teachers, ridicule of classmates and disappointment of parents do not contribute to motivation. What to do? How can you help your child believe in themselves and realize their potential? Here are some tips to keep in mind:
Discuss with your child which subjects he or she would like to focus on.
Start small, review the next topic of the school curriculum with your child or with the involvement of a tutor. Prepare the child for the oral answer and work through the homework. Talk to the teacher to call the child to the board. Believe me, even a one-time success can inspire a child to seriously study in order to once again feel at his best.
Once you’ve prioritized your subjects, develop a plan for extracurricular activities in your area of specialization. Interested in natural sciences? Go to the Darwin Museum, enroll your child in the appropriate circles or go on an educational trip! The listed activities not only stimulate interest in the subject within the framework of the school curriculum, but also help the child to excel significantly in the chosen disciplines!
Perhaps poor academic performance is a reason to think about changing schools. It is often very difficult to change the formed attitude towards the child as lagging behind. People tend to label. The transition to another school will allow the student to express himself in a new way and “start from scratch”!
Is your child a pronounced humanist or, on the contrary, a mathematician, but do you need excellent academic performance in all subjects? Humble yourself. You’re lucky. Better to be good at one thing than mediocre at everything. Not everyone is given to understand their calling at a young age!
What is important if grades are not the main thing
A lot of successful people studied very mediocre at school – this is an argument that negligent students often use. At the same time, few people consider it necessary to take into account that these successful losers most likely developed such qualities as creativity, entrepreneurial spirit, or communication skills.
One way or another, studying at school is important to regard as a stage of understanding the world and developing vital skills. By focusing only on grades, a child may miss out on important aspects of personality development. In addition to academic performance, the school teaches to make friends and be part of a team, develops flexibility and adaptability.
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Description:
Christian at home childcare that brings quality learning experiences to your little angel while you are away.
My name is Alexis and I own an at home childcare center in the Murfreesboro area. We are thecheapest structured center that you will find in Murfreesboro. We believe in educating children to prepare them for success in Kindergarten….
Tiny Todd Day Care
1437 Dodd Trl, Murfreesboro, TN 37128
Costimate: $157/day
Description:
Tiny Todd Day Care is a child care facility located at 1437 Dodd Trl. Murfreesboro, TN. Their establishment opened in the year 2008. The school provides age-appropriate and challenging activities that aim toenhance the physical, social and intellectual development of children….
Description:
Glorious Wonders LLC is an establishment situated in Murfreesboro, TN that provides services for the students in the community. This child care organization is currently accepting children ranging from the agesof six weeks to five years old. This child care center started operating in the year 1997 and can accommodate a total of up to 145 students in maximum capacity….
Description:
Bambini Village Inc in Murfreesboro, TN leads the students to discovering their unique potentials in an authentic Montessori atmosphere. This child care establishment enriches the children’s education morally,intellectually, spiritually, and physically. They prepare the students for academic excellence and lifelong learning while developing self-motivation and independence. …
Description:
Lane Cason Children’s Center provides full-time child care and early learning programs for infants up to pre-kindergarten children. The facility uses the Creative Curriculum with a strong emphasis onteacher-guided learning activities. Lane Cason Children’s Center operates from Monday to Friday starting at 6:00 A.M. until 6:00 P.M….
Showing 1 – 13 of 13
FAQs for finding daycares in Murfreesboro
In 2022 what type of daycare can I find near me in Murfreesboro, TN?
There are a variety of daycares in Murfreesboro, TN providing full time and part-time care. Some daycares are facility-based and some are in-home daycares operated out of a person’s home. They can also vary in the degree of education and curriculum they offer. Additionally, some daycares offer bilingual programs for parents that want to immerse their children in multiple languages.
How can I find a daycare near me in Murfreesboro, TN?
If you are looking for daycare options near you, start several months in advance of when you need care for your child. Care.com has 808 in Murfreesboro, TN as of October 2022 and you can filter daycares by distance from Murfreesboro or your zip code. From there, you can then compare daycare rates, parent reviews, view their specific services, see their hours of operation and contact them through the website for further information or to request an appointment.
What questions should I ask a daycare provider before signing up?
As you visit daycare facilities in Murfreesboro, TN, you should ask the providers what their hours are so you can be prepared to adjust your schedule for drop-off and pick-up. Ask what items you are responsible for bringing for your child and what items you may be required to provide that will be shared among other children or the daycare staff. Also, make sure to check directly with the business for information about their local licensing and credentials in Murfreesboro, TN.
Long answer: Activity areas throughout our centers offers enrichment opportunities and opportunities to socialize. Kids can participate in the area of their choice. Areas include Creation Station, Mountain of Energy, Activity Area, Blue Crew (5 and up), Theater, Sport Court. Each month there are featured activities that include cooking, arts and crafts, sensory exploration or hands-on science. Read more.
Who will care for my kids?
Short answer: Our KidsPark staff are energetic, creative people who enjoy interacting with children and have experience in early childhood education.
Long answer: Our staff provides a safe, fun center for your kids and they are also:
Certified in First Aid and CPR
Screened by the Department of Justice
Trained in Early Childhood Education and Recreation
Required to attend staff development and skill-building workshops and classes
What COVID-19 safety protocols does KidsPark use?
Short answer: Your children’s health and safety are our top priority. KidsPark follows CDC guidelines. We’ve increased cleaning and disinfection efforts and health screening protocols at check-in.
Long answer: Visit our COVID-19 detailed resource page.
When should I use KidsPark?
Short answer: ANYTIME! KidsPark is a treat, a part of your routine, or your back-up childcare provider.
Long answer: KidsPark is a safe, fun, pay-as-you-play center for kids ages 2-12 (check with your local center for exact ages). Care by the hour, day, or week, we’re here anytime you need us. We’re open days, evenings, and weekends – no reservations needed!
Please keep in mind, especially for young children, it is easier for them to come to a center they know. Don’t wait until an emergency, get your children used to KidsPark now so they are prepared.
Should I bring a meal or snack?
Short answer: Snacks of 100% apple juice or water and crackers are complimentary at 10am, 3pm and 8pm.
Long answer: Lunch and dinner can be brought with you or purchased. See our daily menu on the sidebar. Check your local center for mealtimes. Please, do not pack any products with peanuts. Check with your local center for their detailed meal policy.
Label all items and meals from home with your child’s name.
Are there potty-training requirements?
Short answer: No!
Long answer: Diapers are welcomed. If your child is in diapers, bring a spare. What if my child is potty training? If your child is toilet training, bring extra clothes just in case . . . we do remind them!
Is there a regular nap time?
Short answer: Naps are not scheduled* since children arrive at various times.
Long answer: If a child is tired, they are encouraged to rest in our theater or a quiet area. If you are sure your child will sleep, please bring a pillow or blanket for them.
*Some State regulations require a center-wide quiet time. Please check with your local center.
How can I help my child transition to a new setting?
Short answer: kids thrive at KidsPark and can’t wait to come back.
Long answer: You know your child best and how they react to new experiences. They may be joiners, watchers, explorers, or resisters. We assist each child to make his or her transition easy and positive. Read more.
How did KidsPark start?
Short answer: I am sure you’ve heard, necessity is the mother of invention. Like you, the founder, Debbie Milner, needed hourly care . . . and the rest is history.
Long answer: Read more.
What is the KidsPark Good Citizen pledge?
Short answer: We want all the children in our care to experience a fun, safe time. Consequently, KidsPark is serious about good citizenship. We have zero-tolerance for fighting, bad language, and bullies.
Long answer: If your child acts inappropriately, we may call you to pick up. If this behavior is demonstrated on multiple visits, children may be suspended or expelled. If the transgression poses serious safety concerns, they may be suspended or expelled on the first occurrence.
A good KidsPark Citizen:
Enters the center calmly and stays in the play area.
Keeps their hands to themselves.
Uses toys as they are intended.
Is friendly and uses kind words and actions.
Takes turns and shares.
Is respectful and a good listener
La Petite Academy of Murfreesboro in Murfreesboro, TN | 342 West Northfield Blvd.
Your School La Petite Academy of Murfreesboro, TN
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La Petite Academy of Murfreesboro, TN
Welcome to Our School
Welcome to La Petite Academy, a three-star educational child care center located in Murfreesboro, TN. Our school provides educational programs for Infants through Pre-Kindergarten. My name is Stephanie and I am the academy director. I have a Bachelor of Science in Psychology from MTSU, and I am currently working on a master’s degree in educational psychology. I have been with La Petite Academy since 2017.
As a staff, we create a family atmosphere that enhances the educational experiences of the children. We get to know our families and establish strong relationships within our Murfreesboro community.
Our staff is experienced and dedicated. They have over 60 years of combined experience teaching and caring for children. In addition, they hone their skills through ongoing workshops and by taking training sessions provided by the state.
We’re committed to keeping you connected throughout the day while your child is in our care. Get access to live streaming video of your child’s classroom, plus other real-time updates, with our exclusive mobile app for families, SproutAbout.
If you are looking for an education-driven child care center in Murfreesboro, TN, give La Petite Academy a call and schedule a tour today!
Here’s what people have to say
5 out of 5 stars
Great experience. My daughter has learned so much since she has started. The teachers and staff are great at keeping you updated.
Verified Shopper
This location is excellent. Our child has learned so much during his time at the school, and I feel confident the teachers and staff are taking good care of him during the day. He loves going to see teachers and friends every day.
Verified Shopper
Great experience. Loving and caring atmosphere. Updates constantly on your child. Pictures and videos throughout the day.
Verified Shopper
Everyone is so warm and welcoming. They communicate amazingly every day mason is there. He loves his teachers and the staff there and I couldn’t have asked for better.
Verified Shopper
We are very pleased the way our child is cared for by all teachers. Our daughter loves coming to school as she calls it.
Verified Shopper
We have attended other preschools/daycares. This daycare exceeds all of my expectations. I have nothing but wonderful things to say about the staff and everything else about this location.
Verified Shopper
The school has been great. The staff knows what they’re doing and seem to genuinely enjoy it. My son has fun and learns valuable lessons. Overall, great experience.
Verified Shopper
I’ve always been the type to be very skeptical of daycares but this place has gone way above and beyond even my best expectations. These teachers and staff truly care about the children, and make it such a point to communicate with parents as well. My son had a hard time transitioning to a daycare, and even when I was upset trying to help him make it better, they spent the time to reassure me and update
…
me on how he was doing every day. They always welcome you to visit anytime, just really couldn’t ask for more. They’ve put my heart at ease many times. He’s way settled in now and really coming out of his shy shell, learning so much each and every day! It’s a big step having to hand your child over to strangers, but let me tell you that this incredible group of people will do everything in their power to make you and your children feel at home. Love them!
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abigaildunn0523
It’s an excellent place. Not only do they truly care about my son but they care about the parents and how they feel. It’s so wonderful to know that they try their absolute best to take parents thoughts and opinions into consideration. My son had a hard time transitioning as it was his first time being in a daycare and it was rough. They went above and beyond to do extra things to make sure he felt
…
comfortable and constantly reassured me and welcomed me to visit him anytime. It was hard on me seeing him having a hard time adjusting but with how wonderful the staff is, they put my mind at ease immediately. I am beyond grateful for the teachers and staff at this facility. They are wonderful!
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Verified Shopper
It’s been a great experience so far. I have been very pleased with her teacher and staff.
Verified Shopper
Grow Your Connection
With SproutAbout, you won’t miss a thing when your child is at school with us. Take a peek at the engaging experience provided by our new app.
Learn About Electives
For an additional fee, go beyond regular classroom learning experiences with our enhanced series of fun, interactive enrichment programs exploring a variety of activities. We offer:
Soccer, Music, Yoga, Spanish, Phonics, Handwriting & Advanced Math
Open a window to your child’s day.
SproutAbout®, our exclusive family app, provides free live streaming video of your child’s classroom to your mobile device.
Learn More
Meet Our Staff
Stephanie Winfree, Director
Education: Bachelor of Science in Psychology
Certifications: CPR/First Aid & SIDS Certified
As a director, my goal is to ensure all children are provided the best care and education possible. I put a strong emphasis on education and social emotional learning. It’s my goal that every child who graduates from our school be ready to excel in Kindergarten!
Meet Our Staff
Eliza, Assistant Director
Education: TECTA-Center Based
Certifications: CPR/First Aid & SIDS Prevention
I have been with La Petite for 16 years. I enjoy singing and spending time with my family in my free time.
Local School Phone Number: 615.895.4516615.895.4516
License #: FV2195A
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From custom-made suits to vaccination bonuses: unusual bonuses to attract and retain employees
1. Be generous with bonuses
Many companies give their employees two weeks of paid vacation, but how many of them are willing to compensate?
Million Dollar Baby Co. rethought this concept. The enterprise, which has nearly 150 employees, is offering workers a $700 annual subsidy for any domestic travel, with one condition: upon returning from vacation, the worker must share new knowledge with his team.
“One of the team members recently talked for 20 minutes about how dolphins are trained in Moorea,” says CEO Teddy Fon. “It was fun and overly detailed. But it’s moments like these that bring the team even closer.”
2.
Invest in people and business at the same time
Scott Kimberley runs a five-person law firm. She is based in Murfreesboro, Tennessee. Every year, Kimberly sends her employees to a tailor in Manhattan, where a custom-made suit is made for each member of the team.
“It’s a win-win for me,” says Kimberly. “My employees feel valued and exude confidence.”
Kimberly understands that although large companies are attracting more talent, they are unlikely to spend $1,200 on suits in their first year of operation.
“I hope this approach helps maintain team loyalty and emotional well-being,” says Kimberley.
3. Reward employees in a timely manner
Headsets.com has 31 employees, and while most of them work remotely, the company is committed to vaccinating all employees against COVID-19. CEO Mike Feith is even offering a $500 bonus to those who get vaccinated before June 2021.
“We provide a resource for registration, but everyone can decide how and when to get vaccinated,” Feith says, adding that vaccination is not mandatory.
It is very important to encourage employees and keep the workplace safe.
4. Create an enviable environment
Rachel Brenke is an attorney and business strategist. Her companies Eden Law and The Brenke Group LLC have five full-time employees.
Outside of work, Rachel is a mother of five, author of seven books, and a cancer survivor. Therefore, Brenke knows firsthand how important balance is in life. And the working conditions in her company are quite consistent with this principle.
In addition to unlimited paid sick days, quarterly bonuses, and a good retirement plan, Brenke recently gifted an exercise machine to the production director for exceeding 2020 earnings targets.
“As a mother of five and an athlete, I know how important this is in a remote work environment,” says Brenke.
Meanwhile, Scott Kimberly knows that the suits she buys for her employees are worn outside of work. “I have no doubt that my team members are proud to share where they got this suit from,” she says. “From a leader who cares about her team and wants everyone to feel valued.”
“Create an environment in your company where employees can show off to their friends,” Kimberly added. Not only will this improve your business, but it will also help you attract more talent.
5. Keep your work environment comfortable
Go Text Blast, Inc. provided an opportunity for all employees to switch to a remote work format long before the pandemic. In addition to the overall salary increase, the company is also giving employees a monthly allowance of $100 to $150 for working from home.
“We are a tech startup, so it was important for us to ensure that our team members had the right specifications,” says Matthew Payne, CEO and Chairman of Go Text Blast, Inc..
Bianca Nejjar, Human Resources Manager at Hammerhead, a company that makes storage gadgets, said their company provides 40 of its employees with a $900 annual sports benefit. In addition, employees are entitled to an additional $200 per year for the purchase and maintenance of bicycle equipment.
Whether it’s technology, fitness or other benefits, it’s important to provide a comfortable environment that will reflect on the quality of work.
6. Think long term
“68% of millennials consider maternity benefits when choosing an employer,” says Parham Zahr, founder and managing director of The Egg Donor & Surrogacy Institute in Beverly Hills.
EDSI covers 50% of the total cost of IVF and medicines for its employees. The average cost of an IVF cycle is about $12,000, and drug prices start at $1,500 or more per cycle, so their workers save impressive sums.
While birth rates are down in 2020 compared to the previous year, Miami-based law firm Mark Migdal & Hayden also believes that family planning is a priority for all members of the team.
The company provides four months of fully paid parental leave and four months’ leave afterward at any time during one year.
“Studies have shown that parental leave is not only beneficial for employees and companies, but it also helps to avoid postpartum depression and enhances the emotional development of children,” says MM&H founding partner Ethan Mark.
Taking care of the team, even outside the office, is essential in the long run.
7. Ask what employees want
Million Dollar Baby Co. conducts a survey among 150 employees to assess the level of job satisfaction in the company. For example, “Do you have a best friend in the company?” or “Do you have enough time to communicate with the team?”.
“We want to create conditions that really benefit our employees. And when trust reigns in a company, employees tend to give sincere feedback,” says Fon.
Source.
Photo on the cover: Alex Yakimovski / Shutterstock
Grantland Rice – Grantland Rice
Henry Grantland “Grandmother ” Rice
(November 1, July 13). the sportswriter is known for his elegant prose. His writings were published in newspapers throughout the country and broadcast on the radio.
Contents
1 Early years
2 Sports Observer
3 Heritage
4 Recommendations
5 Further reading
6 External link
early years
Grantland Rice was born in Murfrissboro, Tennesses’ son Hendon, Clamp, 901 and his wife Mary Beulah (Grantland) Rice. [2] His grandfather Major H. W. Rice was a Confederate Civil War veteran. [3]
Young Rice in Vanderbilt
Rice attended Montgomery Bell Academy and Vanderbilt University in Nashville, where he was a member of the football team for three years, a stop on the baseball team, a brother in the Phi Delta Theta fraternity, and received a bachelor’s degree in 1901 in classics. [4] On the football team he signed up in the year 1899 as a finish and averaged two injuries a year. He was captain of the baseball team in 1901. [4] [5]
Sportswriter
In 1907, Rice saw what he would call the greatest excitement he had ever seen in his years of watching sports during a Sewanee-Vanderbilt football game: the catch Vanderbilt center Stein Stone, on a double play pass and then throw near the end zone to Bob Blake to set up a touchdown held by Honus Craig this Sewanee kick at the very end for the SIAA championship. [6] Vanderbilt Coach Dan McGugin at Spaulding Football Manual ‘In the SIAA season recap it was written: ‘Regulations. Firstly, Vanderbilt, secondly, Suani, a very good second.” and that Aubrey Lanier “came close to winning the Vanderbilt game with his brilliant runs after getting the punts.” [7] Rice coached the 1908 Vanderbilt Baseball team.
Rice was a supporter of the game of golf. He became interested in golf in 1909 while covering the Southern Amateur Club in Nashville. It wasn’t his first golf experience, but it seems to have inspired him to play. [8]
In 1932, Grantland Rice and Bobby Jones (golfer) teamed up for Spalding’s 1932 Golf Guide. [9]
After early work with Atlanta Magazine and Cleveland News , he later became sportswriter for Nashville, TN . A job at Tennessee was given to him by former Sewanee Tigers coach Billy Suter, who coached the baseball teams that Rice played against at Vanderbilt. Subsequently, he received a number of prestigious positions in major newspapers in the northeastern United States. At 19’14 he started his Sportlight column at New York Tribune . He also provided monthly Grantland Rice Sportlight as part of the Paramount Newsreel from 1925–1954. [10] He is best known as the successor to Walter Camp in selecting the All-American college football teams starting in 1925, and for being the writer who named the great backfield of the 1924 Notre Dame Fighting Irish football team in The Four Horsemen “Notre Dame. A Biblical reference to the Four Horsemen of the Apocalypse, this famous account was published at New York Herald Tribune October 18, describing the game of Notre Dame against the army played at the Polo Field:
Against the blue-grey October sky, the four riders rode again. In dramatic lore they are known as famine, pestilence, destruction and death. These are just aliases. Their real names are: Stuldreher, Miller, Crowley and Leiden. They formed the crest of the South Bend cyclone before which another army combat team swept across the polo field abyss this afternoon as 55,000 spectators watched the marvelous panorama spread across the green plain below.
This passage gave great meaning to the event described and raised it to a level far beyond a simple football match. This passage, while famous, is far from atypical, as Rice generally wrote in an “inspirational” or “heroic” style, elevating the games to the level of ancient combat and their heroes to the status of demigods. He became even more famous after his columns were syndicated nationwide in 1930 and became known as the “Dean of American Sports Journalists”. He and his works are one of the reasons why 19The 1920s are sometimes referred to as the “Golden Age of Sports” in the United States. All-time Rice All-America backfield has been Jim Thorpe, Red Grange, Ken Strong, and Ernie Nevers. [11]
His sense of honor can be seen in his own actions. Before leaving to serve in World War I, he entrusted his entire fortune, about $75,000, to a friend. Upon his return from the war, Rice discovered that his friend had lost all the money due to bad investments and then committed suicide. Rice accepted the blame for putting “such a big temptation” in his friend’s path. [12] Rice then made monthly donations to the man’s widow throughout his life. [13]
According to author Mark Inabinetta in his 1994 paper, Grantland Rice and His Heroes: The Sportswriter as a 1920s Mythmaker , Rice very consciously sought to make the heroes of the athletes who impressed him, most notably Jack Dempsey, Baby Ruth, Bobby Jones, Bill Tilden, Red Grange, Tiny Didrikson Zacharias, and Knute Rockne. Unlike many writers of his era, Rice defended the right of football players like Grange and tennis players like Tilden to earn their living as professionals, but he also denounced the distorting influence of big money in sports, as he once wrote in his column:
Money to their left and money to their right Money circulates everywhere from morning to night Only two things matter from the mountain to the sea Part of it is percentage, the rest is a guarantee
Rice wrote a collection of poems, Songs of the Steadfast , which was published in 1917 by D. Appleton and Company of New York.
Grantland Rice’s grave in Woodlawn Cemetery
Rice married Fanny Katherine Hollis on April 11, 1906; they had one child, actress Florence Rice. Rice died on July 13, 1954 years old at the age of 73 from a stroke. [2] He is buried in Woodlawn Cemetery in the Bronx, New York.
Legacy
In 1951, in recognition of Rice’s 50th anniversary in journalism, an anonymous sponsor contributed $50,000 to create the Grantland Rice Fellowship in Journalism The Community Foundation of New York. [14] In 1954, the Football Writers Association established the Grantland Rice Memorial Award, given annually to an outstanding college player selected by the group. [15] The Grantland Rice Bowl, an annual varsity football bowl game held from 1964 to 1977, was named after him, as was the Grantland Rice Award given to the winner. Rice was posthumously awarded the 1966 J. G. Taylor Spink Award through the Baseball Writers’ Association of America. The award, presented the following year at the Baseball Hall of Fame’s annual induction ceremony, recognizes “merit in baseball writing.” [16]
Vanderbilt provides a four-year fellowship named after Rice and a former Vanderbilt colleague and alumnus. The Fred Russell is awarded each year to an incoming freshman who intends to pursue a career in sports writing. Among the recipients of the Fred Russell–Grantland Sports Writing Scholarship, Rice is a writer and humorist. Roy Blount Jr.; Skip Bayless from Fox Sports [17] The press box at Vanderbilt Stadium at Vanderbilt University is dedicated to Rice and named after Rice’s protégé, Fred Russell. Over the years, part of one floor of Columbia University’s Graduate School of Journalism has been named the “Rice Suite Grantland”. Grantland Avenue in his hometown of Murfreesboro, Tennessee was named after him.
Rice is mentioned in I Love Lucy episode titled “Camping Trip” portrayed by Tennessee-born actor Lane Smith at 9 “ESPN Statement Regarding Grantland – ESPN MediaZone U. S.” Retrieved August 23, 2018.
further reading
Fountain, Charles (November 11, 1993). Sportswriter: The Life and Times of Grantland Rice . Oxford University Press. ISBN 978-0195061765 .
Harper, William (February 25, 1999). How You Played the Game: The Life of Grantland Rice . Columbia, MO: University of Missouri Press. ISBN 978-0826212047 .
Inabinette, Mark (December 21, 1994). Grantland Rice and His Heroes: The Sportswriter as Mythmaker of the 1920s . Knoxville, TN: University of Tennessee Press. ISBN 978-0870498497 .
Rice, Grantland (1954). Noise and shouting . Phillies Sports Library. AS IN B0007h413Y.
Rice, Grantland (August 30, 2012). Songs of the Persistent (classic reissue) . Forgotten books. AS IN B0099GNMZG.
Rice, Grantland (June 14, 2014). Casey’s Revenge . Jim Hull (illustrator). Independent publishing platform CreateSpace. ISBN 978-1499593587 .
external link
Works by or about Grantland Rice at the Internet Archive
Works by Grantland Rice at LibriVox (public domain audiobooks)
Grantland Rice at Find a Grave
J. G. Taylor Spink Award – 1966 Winner
3 Football Alumnus
Margaret Rhea Seddon
47) is a NASA astronaut. She made three space shuttle flights as a flight specialist on STS-51D (1985, Discovery), on STS-40 (1991, Columbia) and on STS-58 (1993, Columbia), doctor.
Wikipedia has articles about other people with the last name Seddon.
Contents
Show / Hide
Birth and education
First female set (Seddon – first from right, 1978).
Margaret Seddon in 1978.
Born November 8, 1947 years old in Murfreesboro, Tennessee, where she graduated from high school in 1965. She graduated from the University of California at Berkeley in 1970 with a Bachelor of Arts in Physiology. She received her MD [1] from the University of Tennessee College of Medicine in 1973.
Before flying
After completing her internship, she worked as an emergency room physician at various hospitals in Mississippi and Tennessee. Conducted medical research on radiation therapy for cancer patients. Worked for three years in residency in general surgery in Memphis, studied the impact on the effectiveness of treatment of the structure of nutrition of patients before surgery [2] .
Space Training
January 16, 1978 enrolled in NASA astronauts during the 8th recruitment. She passed the General Space Training Course (OKP) and in August 1979 was enrolled in the Department of Astronauts as a flight specialist. Worked in various roles, was a rescue team surgeon, was on the STS-6 support crew, was a member of the NASA Aerospace Medicine Advisory Board, served as the Assistant Director of Flight Crew Operations for payload issues during flights under the Space Shuttle/Mir program, was an operator communications with the crew.
Space flight
First flight – STS-51D [3] , shuttle Discovery. From 12 to 19 April 1985 as a flight specialist. The flight duration was 6 days 23 hours 56 minutes [4] .
Second flight – STS-40 [5] , Shuttle Columbia. From 5 to 14 June 1991 as a flight specialist. The flight duration was 9 days 2 hours 15 minutes [6] .
Third flight – STS-58 [7] , Shuttle Columbia. From 18 October to 1 November 1993 years as a flight specialist. The flight duration was 14 days 0 hours 14 minutes [8] .
The total duration of space flights is 30 days 2 hours 25 minutes.
Post-flight
In September 1996 she was assigned by NASA to the Vanderbilt University School of Medicine in Nashville, Tennessee. Participated in the preparation of cardiovascular experiments that were carried out during the flight under the Neurolab program in 1998. After leaving NASA, she served as chief medical officer at the Vanderbilt Medical Center in Nashville.
Awards and prizes
Awarded: Medal “For space flight” (1985, 1991 and 1993).
Family
Husband – Robert Lee Gibson, NASA astronaut. They have four children. Hobbies: gardening, running, tennis, sailing and reading.
See also
List of cosmonauts and astronauts (and candidates).
List of US astronauts – participants in orbital space flights.
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Daycares in Long Beach, CA
Description:
Montessori Academy Of Long Beach is an early childhood educational program, offering daycare before and after-school care Monday through Friday from 6am – 6:30 pm. The school-day is from 8:30am to 3pm and mostchildren attend 5 days a week giving your child the advantage of a relaxed and stimulating environment to tradition into the first grade successfully. Most children begin at age 2 and continue until 6 yrs of age. Please call Ms M. on her direct line (anytime) for additional information and to set up a time for a tour and to get the link or copies of forms you will need for your child’s file at all schools….
Care Nest
32 7th Place APT 402, Long Beach, CA 90802
Costimate: $240/wk
Description:
We provide families with the most dedicated, affectionate, and professional nannies, caregivers, personal assistants, and pet sitters.
Serving Los Angeles and Orange Counties.
Services offered:
NannyService
Sitter Service
Special Needs & Disability Care
Personal Assistance
House Cleaning & Laundry (Maid) Services
Pet Sitting…
Description:
Put your mind to ease and hire a childcare provider you can trust! My name is Alma Meyers and I’ve been caring for children for 26 years, and have been licensed for the past 12 years.
Daily Rates Starting at$30
Part-time Rates Starting at $5/hr
Most State Programs are Accepted
Early Bird Hours 5:30 a.m. – 5:30 p.m.
Large, Clean Home Facility
Allergy and Asthma Friendly Environment
Encourages Learning
Free School Drop-offs and Pick-ups*
Special Teacher’s Rate*
Potty Training*
Nutritious Meals (Breakfast, Lunch, 2 Snacks)…
Description:
We offer Non-medical respite care in your home. We cover the ages of 2-102 as well as a variety of disabilities. The minimum hours to book a team member is 2hrs. The start time can be whenever you need thesupport. Take a coffee break, enjoy a stay-cation or even a self care day! A helping hand is a call away!…
SCOTT FAMILY CHILDCARE
4450 Claforina Plces 32 Ste 321, Long Beach, CA 90807
Starting at $250/wk
Description:
Scott Family Childcare Learning Center located in Long Beach, CA has been in the business for 25 years. Our program/environment is designed to help children explore and integrate a variety of experiences. Ourprogram offers: sensory play, block building and construction play, dress-up and dramatic play, sorting, counting, art experiences, book reading and other literacy work, quiet alone time and many other experiences….
Description:
Sar Family Child Care is a California State licensed childcare located in Long Beach. We were established on September 1999. Our Child Care seeks to prepare children for a healthy future.
We assist in reading,writing and math skills that are catered to each child’s age group. Arts and craft are offered to help develop creativity for all ages. Call and book an appointment to visit our facility to see if we would be a good fit for your child today! Spaces are limited….
The Muse Academy
1135 Gaviota Ave, Long Beach, CA 90813
Costimate: $240/wk
Description:
The Muse Academy is a premier preschool located in the heart of Long Beach. Our Emergent Curriculum program supports the full development of the child by not only focusing on academics but social-emotionaldevelopment and life skills. Our parents love us on google! Check out our reviews!…
Ella’s Babysitting
926 Santiago Ave, Long Beach, CA 90803
Costimate: $150/wk
Description:
I would like to babysit
Description:
The Alpert JCC’s award winning Early Childhood Education program is truly one of the best places for your kids to be. Our loving and trained staff provide learning and growth experiences that will help eachchild grow into a sensitive, self-directed, creative and confident whole person. Parents in Long Beach and the surrounding areas have entrusted their children to our professional Early Childhood Education staff. Licensed by the State of California Department of Social Services, our preschool has been acclaimed by Early Childhood Education professionals as the finest preschool program in our community….
Little Bear Daycare
3528 Eucalyptus Ave, Long Beach, CA 90806
Costimate: $293/wk
Description:
While in our care your child will have the opportunity to participate in a wide variety of activities which promote all aspects of development. We believe a child’s early experiences enrich and stimulate futuregrowth. Children deserve to be treated and respected as individuals in an environment that welcomes reason, exploration, question, and imagination. We offer nutritionally balance meals and snacks at no extra cost to you. Meals and snacks vary from week to week in order to ensure the children receive a well-balanced diet. Our curriculum includes music, art, reading, math, social skills, language development, dramatic play, large muscle development, and fine motor skills.
Activities are planned according to the age and developmental level of each child in care and provide children with a variety of experiences. The daily activities include a flexible balance of indoor and outdoor activities, active and quiet play, and individual and group activities. Exposing the children to a variety of cultures and activities encourages use and development of language and literacy skills, use of large and small muscles, to think creatively, to learn new ideas and skills, and to participate in imaginative play. Everything is designed to provide protection from excess fatigue and over stimulation and to ensure that each child can be successful and feel good about himself or herself.
We are located in Long Beach, California, 90806. Our license is for a large family home daycare, which allows us to provide care for up to 14 children. Currently, we provide care for children ages 2 years to 12 years old. Care is provided from 7:00 AM until 6:00 PM, Monday through Friday. We are currently accepting new children and open for enrollment all year. Full time and part time schedule options are available. In addition, we are a WeeCare verified provider. We accept all types of subsidy payments.
If you have any questions or are interested in enrollment, please contact us immediately.
Se habla Español. Estamos felices de proporcionar educación bilingüe. Para más información favor de llamar y pedir hablar con Mrs. Lopez (562) – 726 – 8899
Email us directly at littlebeardaycareca [at] gmail.com.
Text or call by phone to 562 – 363 – 6599. ..
Description:
At Childtime, your child gets what he or she needs to develop their best mind, their love of learning, their personality, their bright future. Inspired by the Reggio Emilia approach, central to our educationalphilosophy is the belief that secure relationships with responsive and respectful adults provide the basis for all learning. Staff and teachers, and the relationships children develop with them, are vital for learning, for trust, and for independence. Our approach is designed to help them grow as students and people, in school, and in life beyond….
Recent Review:
I had my first son about 6 years ago. My husband’s coworker recommended a daycare in the area and it was horrible! I quickly had to find another daycare. I asked around and was recommended to Bonilla’s Daycareby 2 of my friends. My first friend’s child went there and had another child that was currently attending. My other friend had her son there years ago and was one of their first children they took care of. Both friends spoke very highly of the daycare. I called them and they were able to let me visit and had room for my son. Since then, both of my sons attended from when he was 4 months-3 years old. Whenever someone asked me for a daycare recommendation, I always recommend them! Pre-covid times, I was able to drop off and pick up my son inside of the house. The house is so clean!! It is not cluttered. The toys are clean and new. There are designated areas for the children. There is air conditioning. They provide home cook meals. I absolutely loved that. They provided breakfast, snack, and lunch. When my children went there, I knew they ate healthy and tasty food. For my second son, I sent him with breast milk and it was no problem. They help put my sons on a routine. They ate better in daycare. They went down for naps without problem and took long naps. They even learned Spanish! At the beginning of COVID, Bonilla’s commitment to the children and families they serve were very clear. They did not close at all! They have some families that are essential workers and continued to have child care needs. I’m sure it was very scary for them, but they continued to support the families. I know that couldn’t have been easy for them. They have not had 1 confirmed COVID case (my son left them to go to preschool in August). I can’t say enough good things about Bonilla Daycare! I don’t know how my husband and I could have worked full time with children. They have become our extended family!…
Reviewed by Lisa
Description:
Get set for a thrill-filled summer! Our age-specific, kid-approved camps add up to a season of discovery and fun for preschool to school-age children. This year, our 12 weeks of camps fall into six greatthemes: Mighty Bodies, Bendy Brains; Awesome Art; Gravity Galore and More; The Wondrous World of Food; Wild about Water; and Featured Creatures.
We’re in session when your local public schools are on break and you’ll find our flexible scheduling works for your busy family. See why our summer (and winter and spring) break camps are the place to be when school’s out. …
Description:
Kidworks Children’s Center at 3621 E Broadway, Long Beach, CA is a childcare provider that offers programs for preschool and pre-K. They also provide enrichment pre-K for 5 year-olds and after schoolkindergarten program. They encourage play which helps their students an engaging learning experience….
Description:
Little Sunshine House Child located at 1814 East 7th Street, Long Beach, California, offers basic childcare and learning services. It offers programs for infants, toddlers, early preschool and kindergartenprep. It offers before- and after- school programs, including summer camps and winter breaks. The center operates from six-forty-five AM to six PM, Mondays through Fridays….
Description:
Long Beach Day Nursery located at 1548 Chestnut Avenue, Long Beach, California, offers childcare and learning services. It offers programs for infants, toddlers, early preschool and kindergarten prep. It offersbefore- and after- school programs, including summer camps and winter breaks. The center is open from six-thirty AM to six PM, Mondays through Fridays….
Description:
Nazarene Christian Preschool of Long Beach is a state-licensed early childhood education provider that offers learning programs for preschool children, ages 2 to 5 years old. The company utilizes aChristian-based curriculum that focuses on providing school readiness activities that help develop children’s math, reading, and writing skills….
Showing 1 – 20 of 65
FAQs for finding daycares in Long Beach
In 2022 what type of daycare can I find near me in Long Beach, CA?
There are a variety of daycares in Long Beach, CA providing full time and part-time care. Some daycares are facility-based and some are in-home daycares operated out of a person’s home. They can also vary in the degree of education and curriculum they offer. Additionally, some daycares offer bilingual programs for parents that want to immerse their children in multiple languages.
How can I find a daycare near me in Long Beach, CA?
If you are looking for daycare options near you, start several months in advance of when you need care for your child. Care.com has 65 in Long Beach, CA as of October 2022 and you can filter daycares by distance from Long Beach or your zip code. From there, you can then compare daycare rates, parent reviews, view their specific services, see their hours of operation and contact them through the website for further information or to request an appointment.
What questions should I ask a daycare provider before signing up?
As you visit daycare facilities in Long Beach, CA, you should ask the providers what their hours are so you can be prepared to adjust your schedule for drop-off and pick-up. Ask what items you are responsible for bringing for your child and what items you may be required to provide that will be shared among other children or the daycare staff. Also, make sure to check directly with the business for information about their local licensing and credentials in Long Beach, CA.
Free Child Care Comes to Long Beach
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Home » Mayor » News » Free Child Care Comes to Long Beach
Release Date: 2020-10-28
The COVID-19 crisis is hitting working families hard. That’s why today Long Beach is launching a new program to provide free, in-home childcare services to residents impacted by the pandemic.
Working families need help and cities across our country need to provide as create programs to assist parents and guardians.
Our Childcare Program will provide working parents up to 40 hours of free childcare services seven days a week, 24 hours a day, based on a family’s care needs, including support for children with disabilities and special needs. The program will enable Long Beach parents to work daytime, evenings or weekends while ensuring that their children are being cared for from the safety and comfort of their home.
The City will now accept applications for the program and you can inquire more here: pacific-gateway.org/WorkLBCARES.
This program would not be possible without the support of Governor Newsom and our state partners. In addition, a huge thanks to our entire city team for working so hard to get this program launched.
Thank you,
Mayor Robert Garcia
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Dog Daycare in Long Beach, CA is a safe environment that has – General
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Long Beach Dog Daycare
Long Beach, California Dog Daycare is a safe environment, staffed by a large staff of experienced professionals and specially equipped to meet the needs of each pet. Our facility is fully fenced and has a fully enclosed indoor and outdoor play area. We always provide our dogs and cats with quality, healthy food and water.
Our facility includes a large kennel with two grooming stations where dogs can relax and play before they are taken away. We also have a second care station for those who want a relaxed experience.
The kennel contains a large number of dogs of different breeds and sizes, which are carefully looked after and well educated. You can take your dog for a walk in the park or in our dog park.
Your dog’s health and safety is always our top priority. We provide complete vaccination records for all dogs.
We do not have a place to feed or care for the cats in the cattery, but we do have a separate cat care station where your cat can stay for relaxing care.
Our property is next to Long Beach Ocean Park and we always welcome our pets!
Long Beach, California Dog Daycare is a safe environment, staffed by a large staff of experienced professionals and specially equipped to meet the needs of each pet. Our facility is fully fenced and has a fully enclosed indoor and outdoor play area. We always provide our dogs and cats with quality, healthy food and water.
Our property includes a large kennel with two grooming stations where dogs can relax and play before they are groomed. We also have a second care station for those who want a relaxed experience.
The kennel contains several dogs of different breeds and sizes, which are carefully looked after and well educated. You can take your dog for a walk in the park or in our dog park.
Your dog’s health and safety is always our top priority. We provide complete vaccination records for all dogs.
We do not have a place to feed or care for cats in the cattery, but we do have a separate cat care station where your cat can stay for relaxing care.
Our facility is next to Long Beach Ocean Park and we always welcome our pets!
Long Beach, California Dog Daycare is a safe environment, staffed by a large staff of experienced professionals and specially equipped to meet the needs of each pet. Our facility is fully fenced and has a fully enclosed indoor and outdoor play area. We always provide our dogs and cats with quality, healthy food and water.
Our property includes a large kennel with two grooming stations where dogs can relax and play before they are groomed. We also have a second care station for those who want a relaxed experience.
The kennel contains several dogs of different breeds and sizes, which are carefully looked after and well educated. You can take your dog for a walk in the park or in our dog park.
Your dog’s health and safety is always our top priority. We provide complete vaccination records for all dogs.
We do not have a place to feed or care for cats in the cattery, but we do have a separate cat care station where your cat can stay for relaxing care.
Our property is next to Long Beach Ocean Park and we always welcome our pets!
Long Beach, California Dog Daycare is a safe environment, staffed by a large staff of experienced professionals and specially equipped to meet the needs of each pet. Our facility is fully fenced and has a fully enclosed indoor and outdoor play area. We always provide our dogs and cats with quality, healthy food and water.
Our property includes a large kennel with two grooming stations where dogs can relax and play before they are groomed. We also have a second care station for those who want a relaxed experience.
The kennel contains several dogs of different breeds and sizes, which are carefully looked after and well educated. You can take your dog for a walk in the park or in our dog park.
Your dog’s health and safety is always our top priority. We provide complete vaccination records for all dogs.
We do not have a place to feed or care for cats in the cattery, but we do have a separate cat care station where your cat can stay for relaxing care.
Our facility is next to Long Beach Ocean Park and we always welcome our pets!
Long Beach, California Dog Daycare is a safe environment, staffed by a large staff of experienced professionals and specially equipped to meet the needs of each pet. Our facility is fully fenced and has a fully enclosed indoor and outdoor play area. We always provide our dogs and cats with quality, healthy food and water.
Our property includes a large kennel with two grooming stations where dogs can relax and play before they are taken away. We also have a second care station for those who want a relaxed experience.
The kennel contains a large number of dogs of different breeds and sizes, which are carefully looked after and well educated. You can take your dog for a walk in the park.
Diet and diet per year
Good ones. Unsaturated fats are considered the healthiest for babies. Look for them in avocados, oils (sunflower, olive, corn), fish oils and almonds, peanuts and seeds – be sure to grind the last three to avoid accident. Don’t forget the saturated fats in meat, dairy, eggs, and chocolate. Fats are oils (sunflower, olive, butter, corn) that are useful in their own way. The vitamins, minerals and fatty acids they contain give strength and support metabolism. The daily norm of butter at the age of 2 years is from 6 to 10 grams. (including adding to cereals, puddings, casseroles). Pediatricians consider meat a useful product for children in their first year of life. To prepare it, you need to scroll it several times, then rub it through a sieve. The diet should include rabbit, turkey, veal, beef, chicken.
Fast diet and diet per year
A proven way to quickly reduce weight Diet and diet per year how to put your body in order at home. What products? The following are the best combinations and products for a one-year-old baby (it is worth remembering that it is not always possible to feed a child with one thing and you have to combine the menu in a strange way): Mom’s feeding diary book – 40 baby menu options (nutrition from birth to a year) (Khavkin A.I., Sakharova E.S.) – large electronic library
Mom’s feeding diary – 40 baby menu options (nutrition from birth to a year) – to read an interesting book by the author The baby’s vegetable menu can be enriched with beets, turnips, tomatoes, green peas, beans. Legumes should be given to children in small quantities and only in a well-cooked and thoroughly chopped form, as these foods are rich in coarse fiber, which causes increased gas formation in the intestines, increases peristalsis, which can lead to abdominal pain and stool thinning. Vegetables are mainly used in soups and side dishes for meat and fish dishes. They can not only be boiled, but also stewed. At the age of 1 year, they are given in the form of mashed potatoes; closer to a year and a half, you can begin to offer the baby soft boiled or stewed vegetables in pieces. Closer to a year and a half, you can sometimes begin to offer crumbs and garden greens – dill, parsley, cilantro, wild garlic, spinach, lettuce, green onions. Finely chopped greens can be added to soups and main dishes before serving. Our ancestors, who did not consume sugar, but used honey and fruits as sweets, were healthier than we are. This suggests that from an early age it is worth controlling sugar intake, limiting it or replacing it with more healthy natural products. And even more so, you should not give children drinks that are saturated with sugar (carbonated sweet drinks, cola, Pepsi, store juices), and even more so, allow lump sugar to gnaw.
Diet and diet per year without diets
Caries is an infectious process, and some streptococci will be the main pathogens. The nutrient medium and habitat of which will be plaque. Sugar and sweets, especially sticky ones (cookies with a high content of margarine, chupa-chups) create a sticky layer on the surface of the teeth, which is poorly peeled off and remains on the teeth for a long time. These conditions ensure the development of caries and its consequences. Until the age of three, children should not be spoiled with chocolate, confectionery, sweets due to the load of pancreatic glucose, excess chemicals in these products, excess calories and the risk of carious damage to the teeth. Also, do not eat cakes with cream, cakes and shortbread cookies. From confectionery, you can give marshmallows, marshmallows and marmalade.
Observance of the correct diet should become extremely important at this age, it will be very significant at any age, and especially at the stage of formation of adult nutrition. If the correct diet is strictly observed, the intervals between the main meals are maintained, the children will gradually develop food conditioned reflexes by this time. The basis for replenishing energy costs are complex carbohydrates. They are found in cereals, fruits and berries. Sweets, chocolates and cookies are simple carbohydrates that negatively affect overall well-being and contribute to weight gain. As a result, this can have an extremely negative impact on the developing body of the crumbs. Almost all children love cakes and pastries, but this does not mean that you can follow the child’s lead. Industrially prepared products contain many additives: they contain thickeners, dyes, flavors and other ingredients that can harm the health of the baby. For this reason, it is always worth giving preference to the simplest cookie.
Diet and diet per year to lose weight on the hips
For mixed-fed babies, food intake involves receiving mother’s milk. Due to its small amount, the lost volume is compensated with an adapted milk mixture. Sometimes, according to medical indications, the introduction of complementary foods begins at four months. The total amount of daily food is somewhere around 1100-1300 grams. At 1 year old, a child should have a balanced menu, consisting of components rich in vitamins, this is very important for the nutrition of the whole body and the harmonious development of the baby. Food should be steamed or boiled. Sample menu for a 12 month old baby:
Your baby gradually begins to engage in research activities, begins to understand cause and effect relationships. So, the kid understands if you build a too high tower of cubes, then it will fall, if something is pushed off the table, then it will also fall. For a child of 1 year and 3 months, rest is especially important. A strong and long daytime sleep provides a good rest, good health. The child spends periods of wakefulness actively – playing, learning something new, crawling, walking, emptying cupboards. Teeth. Starting at 3 months of age, some babies may develop teething symptoms. These are drooling, bad mood, irritability, capriciousness, lack of appetite and sleep. In some cases, fever is noted.
Ration and diet per year easy
The nurse, along with the administration of the preschool educational institution, is responsible for the health and physical development of children, conducting therapeutic and preventive measures, observing sanitary and hygienic standards, regimens, and organizing quality nutrition. copy; 2022 Municipal budgetary preschool educational institution kindergarten quot; Kolosokquot; (MBDOU quot; Kolosokquot;) city of Chernogorsk Republic of Khakassia – BlogKori Theme Developed by
Food products are stored in accordance with the storage conditions and expiration dates set by the manufacturer in accordance with the regulatory and technical documentation. Incoming control of incoming products is carried out by the storekeeper. The control results are recorded in a special journal. Vegetables. Many of the vegetables have previously been constant companions of the baby. By 10 months, the list already includes: pumpkin, various cabbages, onions, potatoes, zucchini, carrots, beets, peas, green beans, spinach.
Diet and diet per year at home
Interesting and useful wooden toys #8212; unusual ideas for choosing educational toys and tips for using them (100 photos and videos) Usually complementary foods start at 6 months, but some foods can be introduced from 4, someone even prefers to start at 8 months.
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diet for weight loss in the thighs diet for weight loss by 10 kg diet for effective weight loss diet for the day of proper nutrition for girls Fractional Diet for Weight Loss
Due to a general lack of knowledge about sports nutrition and the popularity of some unconfirmed myths, many athletes are skeptical about the idea of consuming soy, rice and hemp protein powders. A guy was added to my friends: he wrote compliments, called for a walk. But he didn’t recognize me: once we were at school together and he humiliated me because of being overweight, ”says Alina, who lost more than 10 kg after grade 11. Cat Food Purina Proplan Veterinary Diet A 35 year old African American male with a history of IBS presented to the clinic complaining of abdominal pain and bloody diarrhea within 1 week. The patient reported traveling from Florida to New York 2 weeks prior to onset clinical symptoms. Ten days before his hospitalization, he became constipated, so he ordered a colon cleansing enema (containing hydrogen peroxide) over the Internet. The patient used an enema mixed with warm water. The patient successfully evacuated the bowels, finding no blood in the initial bowel movements. The patient stated that after a few hours he noticed rectal bleeding. He developed severe pain in the left lower quadrant of the abdomen, which was of a cramping nature. The patient rated the pain at 10 points on a scale of 1 to 10. The patient denied any mitigating or aggravating factors. The patient has had up to 4 bloody stools per day during the last 1 week. He became dehydrated at the clinic and was referred to the emergency department of our facility due to bloody diarrhea and the need for intravenous rehydration. In the emergency room, the patient developed nausea and 1 episode of bloodless non-biliary vomiting. Upon arrival at our hospital, he was conscious and well oriented. Vital signs: heart rate 77 beats per minute, blood pressure 136/88 mm Hg, respiratory rate 15 times per minute, body temperature 36.5 ° C, oxygen saturation
Second: Cape / fish / turkey / chicken / seafood + side dish buckwheat / rice / boiled vegetables / legumes / pasta / pearl barley / millet These are basic products, combining and changing cooking methods, it is possible to bring variety to food. https://sun9-37.userapi.com/gD4ekOzMzRR-6QXB33zpZhKUC14DlLRfIOTDcw/znLCNBhaliE.jpg [photo_2560] => https://sun9-72.userapi.com/FSmkduXimXcuoFwyCoA4MseDtqeu8pu53cTmqw/z2n-Z48MhRs. jpg //sun9-73.userapi.com/SLF7P-pGiIe4NaiarE20Ci7joBaVIxeKhZ8Ang/uc6wBCTwtTc.jpg [photo_130] => Start reducing your daily calorie intake by 200 calories. Add a fourth snack to your diet – lunch or afternoon tea. Reduce food portions to a new calorie calculation, try to harmoniously select foods in accordance with the BJU tables. Keep walking more. The daily rate of water should be two liters.
A teenager’s diet is not much different from a healthy menu that is intended for adults. At this age, the child needs to eat a balanced diet. The diet should be dominated by foods rich in vitamins and minerals. If a child has a tendency to be overweight, high-calorie foods will have to be eliminated from the menu, which is essential for the metabolic process to proceed. At least 2 liters of fluid should be consumed daily, this corresponds to the amount of fluid excreted by an adult under normal conditions. Of these two liters, at least 500 ml should be ingested in the form of drinking. The rest can be taken as part of other foods, such as fruits. This is at least. It is better to consume all 2 liters in the form of a drink. – fruits and berries should be a separate meal. The stereotype that this is a dessert that can be consumed after the “main” meal, that it causes heartburn, heaviness, bloating, allergies and other troubles, completely eliminates the benefits of fruit. No fruit eaten on an empty stomach can cause heartburn, and none of them will cause an allergic reaction in a clean body. Fruit is the “basic”, natural food. Proper nutrition #8212; basis for well-being and a healthy lifestyle. What a person eats affects their appearance, energy and mood. What are the main principles of proper nutrition, how to start eating right, how to calculate calories, how to balance nutrients, a list of prohibited foods and a sample menu for every day #8212; in this article. Limit your intake of refined foods: sugar, vegetable oil, white wheat flour, refined white rice. They do not contain fiber, which is important for the functioning of the digestive tract and nutrition of beneficial bacteria living in the intestines. Therefore, it is much better to eat whole grain instead of white bread, and replace refined sugar with brown or even honey.
Eat as many seasonal foods as possible – they contain the maximum of nutrients. Winter vegetables and fruits grown in greenhouses or brought from afar, due to chemical treatment and long-term storage, not only lose all their benefits, but also become accumulators of nitrates and other harmful chemical compounds. It is the most valuable and natural, as well as the most energetically rich product of a healthy diet. Fresh fruit has everything for life support: a lot of water, simple carbohydrates, a minimum of fat and an ideal (small) amount of protein. Snack. Those who do not attend workouts in the gym can use bananas as a snack. For those who want to get rid of extra pounds, it is better to use non-starchy fruits and fresh vegetables as a snack. You need to eat often, but little by little. For snacks, you can use seasonal fruits, some vegetables, such as carrots or turnips, dried fruits, small amounts of nuts, shelled pumpkin seeds or sunflower seeds.
Experiences in a nurturing and secure environment encourage a successful transition into a first school setting. Goals are to promote independence, positive self-esteem, socialization, early language and math acquisition, as well as fine and gross motor skills as we encourage “a lifelong love of learning.”
This class is available in morning or afternoon intervals, which can be enjoyed together as full-day enrollment. A free play period begins the day, during which children are encouraged to participate in art and cognitive learning projects that facilitate task completion at individual developmental levels. Children then gather in a circle where stories, games, or movement activities are presented to reinforce that day’s theme. A healthy snack, a second circle, and play until dismissal are how the day concludes.
Activities are tailored to the developmental level of two year old children who learn while having fun. Through hands-on and multi-sensory experiences, children discover the wonders of the world around them. Regular specials in Environmental Education and Physical Education enhance this first school experience.
Typical Day:
Arrival and Check-in
Free-choice gathering activities
Clean-up
Teacher-directed centers
Clean-up
Healthy snack
Playground
Dismissal
Young Three Year Old Class
Mon/Wed/Fri 9:00 – 11:30 am
Age: must be Three by December 2022
Welcoming children to what is a first school experience for some and continuing education for others, this class promotes independence, positive self-esteem, appropriate social skills, early language and math acquisition, fine and gross motor skills, and “a lifelong love of learning. “
Class begins with a free play period, during which children are encouraged to participate in art and cognitive learning projects designed to for task completion at individual developmental levels. Children then gather in a circle where stories, games, or movement activities are presented to reinforce the theme of the day. A healthy snack, a second circle, and outdoor play until dismissal are how the day concludes.
Activities are tailored to the developmental level of “two turning three” year old children who learn while having fun. Through hands-on and multi-sensory experiences, children discover the wonders of the world around them. Regular specials in Environmental Education and Physical Education enhance this early school experience.
Typical Day:
Arrival and Check-in
Free-choice gathering activities
Clean-up
Teacher-directed centers
Clean-up
Healthy snack
Playground
Dismissal
Two and Young Three Year Old Class
Mon/Wed/Fri 12:15 – 2:45 pm
Age: for older Twos and younger Threes
This class provides a nurturing and secure learning environment for what is a first school experience for some and a continuing education for others. Goals are to promote independence, positive self-esteem, appropriate social, language, and early math skills, as well as fine and gross motor skills while encouraging a “lifelong love of learning.”
Class begins with a free play period, during which children are encouraged to participate in art and cognitive learning projects designed for task completion at individual developmental levels. Children then gather in a circle where stories, games, or movement activities are presented to reinforce the theme of the day. A healthy snack, a second circle, and play outside until dismissal are how the day concludes.
All activities, individual, large, and small group, are tailored to the developmental level of children who learn through active exploration of the world around them while having fun. Regular specials in Environmental Education and Physical Education enhance this early school experience.
Typical Day:
Arrival and Check-in
Free-choice gathering activities
Clean-up
Circle time active activities
Teacher directed centers
Clean-up
Healthy snack
Playground
Dismissal
Mixed Two and Three Year Old All-Day Class
Mon/Tue/Wed/Thurs/Fri 9:00 am – 2:45 pm
Age: Must be Two and a Half by September 1
Welcoming some children to their first school experience and others to a continuation of earlier education, this class promotes independence, positive self-esteem, appropriate socialization, early language and math, as well as fine and gross motor skills while encouraging “a lifelong love of learning. “
The class begins with the practice of social skills during free-choice activities. After circle time, teacher directed centers provide hands-on learning within small groups or one-on-one.
“Handwriting Without Tears” provides early literacy instruction. STEAM instruction is addressed by themes throughout the year. Learning activities are defined by various interests and learning levels. Children learn to care for themselves, be a good friend to others, follow teacher instructions and anticipate a predictable schedule.
Some exposure to older students inspires peer learning. This class enjoys daily playground times, weekly Environmental Education, Physical Education, and “Elements of Art” instruction, Mindful Exercise and occasional all-school arts and nature activities.
Typical Day:
Arrival and Check-in
Free-choice gathering activities
Clean-up
Circle time
Teacher-directed centers
Clean-up
Healthy snack
Read-aloud time
Playground
Lunch
Nap
Snack
Story-time
Playground
Story-time
Dismissal
Rowlett Child Care | Rowlett Daycare | Rowlett Preschool
We offer services for:
Infants
Toddlers
Two to Four Years of Age
Texas School Ready! Program for Older 3’s and 4’s
Before and after school extended day
Five to twelve year olds after school programs
Winter and Summer Camps
Rooms
Infants 1 – 6 weeks to 6 months
Infants 2 – 6 months to 12 months
Tiny Tots – 12 months to 18 months
Tots – 18 months to 24 months
Early Two’s – 2 years
Older Two’s – 2-3 years
TSR 3 -Texas School Ready! 3
TSR 4 – Texas School Ready! 4
Afterschool- School Age 5 to 12 years
Summer/Winter Camps (5 years to 12 years)
Applebaum Curriculum
Fun Circle Activities
Language Literacy
Marvelous Math
Awesome Art
Singing and Musical Fun
Social Skills
Tots (Toddler Ages)
Toddlers explore everything with boundless energy. At Oak Leaf Kids Academy we encourage their sense of discovery with the Applebaum Learning curriculum while building vocabulary, encouraging imagination, and personalizing learning for the individual needs of each child.
This highly acclaimed curriculum provides age-appropriate, hands-on activities that address the needs of the whole child: intellectually, emotionally, socially, and physically. Essential to a quality child care program is the individual needs of a child. By providing a safe, loving, and stimulating environment we strive to meet those needs during this important time of development. Our teachers are not only experienced in child care and receive ongoing training, but have caring, nurturing hearts with a special love for children.
Large motor skills are developed with our custom designed playground featuring an assortment of slides, swings, and outdoor toys just the right size.
Special programs, entertainment, and movies are available in our theater/auditorium.
Two healthy hot meals and two nutritious snacks are served each day. Breakfast is also available. Our mid-day meal is followed by a rest period.
We have an open-door policy, so feel free to come by and visit us anytime. We look forward to the opportunity to work closely with you in the care of your child.
Two’s
Designed for active two-year-olds, the Applebaum Learning curriculum at Oak Leaf Kids Academy offers hands-ons activities to help the children learn through play. Dramatic play, creative art, simple group games, fingerplays, movement and other activities help the children develop concepts and skills as they have fun.
The curriculum addresses the needs of the whole child’s development: intellectual, emotional, social, and physical. It stimulates creativity and fosters a positive self-image.
The program is flexible enough to allow the teachers to adapt it to the individual needs of each child. Along with a safe and loving environment each child is encouraged to grow and learn at their own rate.
Our two-year-old class has a custom designed age appropriate outdoor playground with an assortment of slides, swings, and climbing features that encourage and develop large motor skills.
Problem solving and small motor skills are developed through activities involving blocks, puzzles, age appropriate toys, and art projects that promote learning and discovery.
Special programs, entertainment, and movies are available in our theater/auditorium.
Two healthy hot meals and two nutritious snacks are served each day. Breakfast is also available. A rest period is observed following our mid-day meal.
We work very closely with our parents and have an open-door policy so feel free to come by and visit us anytime.
Texas School Ready! Program (3 years & 4 years)
Texas School Ready is a comprehensive preschool teacher training program that combines a research-based, state-adopted curriculum with ongoing professional development and progress monitoring tools. Teachers from child care centers, Head Start programs, and public school pre-kindergarten participate in TSR. Throughout the school year, teachers enrolled in TSR are provided tools to help them learn more about the specific instructional needs of the children in their classrooms and how to support children using engaging lessons and activities. The new skills and techniques that teachers learn through TSR positively affect the classroom experience for children.
What Sets TSR Apart?
Texas School Ready is a comprehensive, research-based professional development program for early education teachers that ensure at-risk children receive targeted instruction in critical school readiness skills. Thousands of pre-K centers in Texas have implemented the program since 2003. As TSR has grown, researchers at the Children’s Learning Institute at the University of Texas Health Science Center have been collecting incredible amounts of data to track changes in teachers’ instructional practices and advancements in their students’ school readiness skills. The results of this research speak to the innovation and effectiveness of TSR.
To learn more visit http://texasschoolready.org/
School-Age
During the school year, before and after school care is provided for children ages 6-12. Transportation is available to 14 area schools (see list below). Children may be dropped off as early as 6:00 am and we close at 6:30 pm. Full day child care for after school children is offered during school holidays, in-service days, and summer months.
Oak Leaf Kids Academy provides a large variety of activities for our school age children. Outdoors they love the soccer field and large custom-built playground area equipped with tire swings, climbing apparatus, and slides. Adjacent to the playground are basketball courts and goals. During inclement weather our covered outdoor play area also offers basketball and various other activities.
During the summer months the swimming pool is a great way to stay cool. We have a lot of fun at our annual “Splash Day.” Swim lessons are also available.
Our computer lab is complete equipped with the latest games and educational software. Game Cube stations are located in the game room along with many other toys, blocks, art supplies, games, etc. A homework area is available for our school age children.
For special events, movies, or other entertainment, the children gather in our theater/auditorium/game room and a surround sound system.
The summer months and holidays are filled with optional fun, exciting, and educational field trips. If a child does not participate in a field trip there are special activities offered at the school.
The dedicated teachers and staff work hard to provide a safe, fun, and accepting atmosphere where children can develop a positive self-image and have a great time participating in many different activities. Feel free to come by and visit us anytime.
Area schools:
Rowlett Elementary
Shugart Elementary
Herfurth Elementary
Stephens Elementary
Steadham Elementary
Keeley Elementary
Back Elementary
Dorsey Elementary
Cullins Lake Pointe Elementary
Toler Elementary
Pearson Elementary
Couch Elementary
Coyle Middle School
Liberty Grove Elementary
Harmony Science Academy
Vial Elementary has Bus Service to and from our school.
Kimberlain Elementary has Bus Service to and from our school.
Watson Elementary has Bus Service to and from our school.
Oakhurst Learning Center | Largo Pre-K & Elementary
Oakhurst Learning Center follows the “Florida Standards Guide for 1, 2 and 3-Year-Old Children”. Our Curriculum of choice is “The Creative Curriculum” by Teaching Strategies. This Largo Pre-K school is a Gold Seal Accredited School with the State or Florida. Our Accreditation program is the APPLE (Accredited Professional Pre-school Learning Environment). We combine all that is required from these three books to create fun; enriching experiences that help the children grow.
The children’s days are filled with inside and outside time, open center time, science and art experiences, and circle time where games and concepts are taught. Centers inside where the children can explore are Dramatic Play, Construction, Language and Literacy, Small motor, Sand and Water, Art, and Science. Areas to explore on our large playgrounds are sandbox, swings, slides, bikes and trikes, bounce toys, spinners, climbers, tubes, and quiet reading and art.
Furniture, playground equipment, and toys are carefully chosen tools that are arranged to meet the safety and developmental levels of the children. These tools are necessary to help aid in meeting the goals of the Standards, Curriculum, and Accreditation requirements. The children at this school learn through carefully staged play spaces and experiences based on their interests.
The best time to check out our school is between the hours of 9 a.m. and 11:30. The children are actively engaged in the opportunities placed before them.
Meals at Oakhurst
Well-balanced nutritious and appetizing lunch and snacks are served to the children.
The goal of our program is to introduce different types of foods and to help teach good eating habits.
We will avoid serving overly sweet items and encourage children to appreciate the natural flavors of a variety of wholesome foods.
1, 2 & 3-Year-Old Program Staff
Mrs. Ashley: Room 2
My name is Mrs. Ashley and I recently retired from my life as a three-year-old teacher to start a new life working with the one-year-old children. I have a Bachelors Degree and an Associates in Early Childhood Education. I have designed the program and I am very excited to be working with this age group again. I have been working at OLC for over two decades. When I am not at OLC, I enjoy spending time with my daughter and shooting pool!
Ms. Sarah: Room 6
My name is Ms. Sarah and I use to go to OLC when I was in elementary school! I now am a two-year-old teacher and mother to four boys! I have an Associates in Early Childhood Education. I enjoy fishing and reading when I am not running my circus at home.
Ms. Serina: Room 8
The children call me Ms. Serina. I am a mother of two terrific kids. I have been teaching since 1988 and the majority has been with the 2 to 3-year-olds. It has been over 20 years at Oakhurst Learning Center. My CDA is in Early Childhood Development. I have a current First aid and Infant & Child CPR. Over the years I have taken many classes in working with young children and brain development. I do enjoy attending the ECA annual conference on young children in the fall every year. I like to cook. I like to hike sometimes with my kids and their dad in my spare time.
Mrs. Jelena: Room 5 & 6 Aide
The children call me Ms. Jelena. I have been at Oakhurst Learning Center for 18 years. Originally I and my family came from Sarajevo. I have a Language Degree from the University of Sarajevo and my husband is a talented Mechanical Engineer. I have 3 great children and 2 beautiful grandchildren. I love to do art with the children and help them with their language development. When not at school I love to cook, clean my house, read, and walk. I also cook lots of fish my husband and son catch.
Ms. Jackie: Room 6
The children call me Ms. Jackie. I have been part of the team at OLC for almost 10 years. I was a pre-school teacher in Scotland for 13 years before moving to sunny Florida with my husband and 3 boys. I enjoy being with the 2-year-old children and love making their first year at pre-school a wonderful, nurturing, learning experience. I enjoy arts and crafts, reading, and spending time with my boisterous boys. I have an NNEB (child care) qualification which I gained while in Scotland, I also hold a current CPR and First Aid certificate.
Ms. Caylie: Room 7
Ms. Caylie is our three-year-old teacher. She has a Bachelors’s Degree in Educational Studies and has been a wonderful addition to our OLC team. This will be her third year teaching at OLC. She loves tea, reading, and writing fantasy novels and she is skilled at character acting and stilt walking.
Testimonial
As our time at Oakhurst Learning is coming to an end, I wanted to just share my utmost gratitude for each and every one of you. I know that finding your school was a true blessing from God. We had been to several places before we ended up at Oakhurst. Our experience has truly been out of this world. Everyone is so kind, caring and knowledgable. If I could rate our experience I would give you 5 stars. I hope you had a great teacher appreciation week. Our family truly appreciates what each and everyone of you do.
— Parent of an Oakhurst Student
What to play with the child?
A one-year-old child needs to continue to develop many physical and mental skills, to be able to notice his abilities. Therefore, it is important not to miss the moment and start working with the child on time. And the first thing you need to teach any kid is a game. Games positively set up a child, teach him to be independent, help him fully open up and learn about the world around him, develop perception, thinking, attention, memory, form cultural behavior skills, bring up a full-fledged and versatile personality.
Of course, every mother loves to work with her child. But for the most part, these classes take place in the area that she herself is most interested in. One mother sculpts and draws more with her baby, the other reads. But how to make sure that you do not miss something important and pay due attention to different areas in the development of the crumbs? After all, there is so much information around that needs to be introduced to the baby, and so many different games …
To do this, you need to systematize the games according to some principle. For example, kindergarten workers have a list of the main activities that they must do with one-year-old children during the week: the world around them and the development of speech, the development of movements, work with building material and didactic material, and a musical lesson.
Of course, it is very difficult to adhere to such a strict schedule at home. Therefore, we want to offer you a simple hint plan for systematizing games. With it, you can, depending on your mood and desire, choose several games and activities for today, and next time you can choose tasks from other sections, and so day after day, in your own mode.
Main types of games used with children 1-2 years old
Outdoor games
Hide and Seek, Catch, Catch the Dog, Pass the Cat, Small to Big, Rain and Sunshine, Across the Brook, Sparrows and Car, Bring an Object, Who faster”, etc.
round dances: “Like our name day”, “Mice lead a round dance”, “Swell up, bubble”, “The bunny walked, walked, walked”, “Grandma sowed peas”, marches: “Big feet walked along the road”, etc. .
Reading and speech development
Reading nursery rhymes, poems, fairy tales, stories to children. Games for understanding the questions “What is it?”, “What is it doing?”, “What is it?”, “What is it for us?”, replenishment of the children’s active vocabulary.
Drama games
Staging of fairy tales and nursery rhymes: “Ryaba the Hen”, “Turnip”, “Teremok”, “Three Bears”, “Gingerbread Man”, “Cat’s House”, etc.
Fine motor skills games
“Shift the peas”, “Shift the cereal with a spoon”, “Mosaic”, “Fill the bottle with chopsticks”, “Remove – pinch”, “Attach magnets”, “Drive in nails”, “Shoelaces”, etc.
Articulation gymnastics
breathing exercises: “Blowing on dandelions, cotton wool, small pieces of paper, water”, “Playing the trumpet”, “Soap bubbles”;
exercises for the mobility of the articulatory apparatus: “How the wolf howls”, “Kitten laps milk”, “Horse”, etc.
Games with didactic objects
Sensory games with wooden balls and cubes, pyramids, cups, jars, inserts, nesting dolls, bars, water, etc.
Role-playing games
Story games with dolls and soft toys: feed, dress, comb, bathe, put to sleep, treat; story-themed games: “Shop”, “Doctor”, “Construction”, “Washing the dishes”, “Talking on the phone”, etc.
Educational games for the development of attention, memory, thinking objects”, “Remove an extra object”, “What has disappeared?”, “Pick up a patch on the rug”, “Find the butterfly its wing”, “How are the objects different?”, “What has changed?” etc.
Outdoor games
“Looking for a treasure buried in the sand”, “Hit the ball on a pole”, “Launching a flying helicopter”, “Who will throw the ball higher”, “Shoveling snow”, etc. .d.
Construction
Construction of towers, trains, tables, houses, etc. from wooden parts. and from various types of plastic constructor of roads, walls of houses, houses, towers, cranes, cars, etc.
90,000 pluses and minuses of three -year -old children at school
Summer is coming to an end and, almost without realizing it , it’s time for your little one to go to school . Today, thousands of children have started school life. Someone for the first time, someone with experience in kindergarten.
But in any case, the beginning is not easy. Either due to a change in center, teachers and routines, or because they were always at home with you, it can happen that in the early days your child will not take everything well, and, of course, neither will you. Many families They are wondering if it is really necessary to drink this drink at such an early age. or vice versa, you can go to school later, when the children are a little more mature and independent, to endure the separation. Therefore, today we bring you a few questions that can help you decide.
Index
1 Three years of schooling is optional.
2 three -year training is not necessarily
3 Home training has its advantages
4 Socialization
5 Immunization
6 Emotional well -being
7 School may be a source 9 Rewards and punishments
10 Obligation to remove the diaper
11 If I don’t go to school at the age of three, will my child be left without a place?
Three years of schooling is optional.
The first thing you need to know if you are in doubt about whether children are in school is that it is not compulsory until the age of six. In other words, your child can be at home during the entire preschool period and nothing happens.
For many families, there is no alternative, but if you are one of the privileged who can choose, it will be much easier for you, because if you decide to go to school, You can always stop going to school if things don’t go well . Therefore, if circumstances permit, you can approach the issue in a much more relaxed manner.
Three years of study optional
Although this is necessary for many families. Sometimes personal circumstances make it difficult to combine work and family life, and school can be a small outlet. But if you are in doubt and can afford it, it is important to know that at this age children learn through play and other forms of free education . In fact, literacy, numeracy and other skills are not a mandatory goal in childhood. In the early years, numbers, colors, some letters, mathematical logic and an introduction to literacy are usually studied …. Something your child can learn at home without the harshness and routine of school.
Homeschooling has its benefits
At this stage, children’s education is based more than didactics on the acquisition of competencies and skills such as autonomy, affective ability or communication. Homeschooling allows parents participate much more in the education of their children . In addition, being at home, the child receives much more individual attention and in accordance with his rhythm.
As a drawback, we can note the fact that in many cases the need to work makes it impossible for us to stay at home with our children . On the other hand, many families feel limited when it comes to encouraging their children and prefer to be taught by specialized people. In addition, sometimes the school offers a variety of relationships and situations that sometimes the family cannot offer.
Socialization
There is a general perception that children need to go to school in order to socialize. And while it’s true that at school they interact and experience other realities, they can also do so on the street, in the park, in the toy library, at meetings with friends, and in endless other situations. Life itself and everyday life help us communicate naturally. However, for many families, lack of time, place to live, or lack of resources make this socialization difficult, and the school provides for this need.
Immunization
Another big myth is that schoolchildren are vaccinated earlier. However, children’s immune systems do not stop developing until they are 5-6 years old, so at this early age your body is not ready to defend itself against microorganisms and they become more sick.
Emotional well-being
It is very difficult for a three-year-old child to be separated from his mother. Many cry when entering school and are subjected to unnecessary stress at such a young age s. Many schools have an adjustment period where children can walk around a bit each day, even when accompanied by their relatives, but in others there is no alternative, so the beginning becomes much more difficult.
A school can be a source of creativity, but it can also limit it
There are schools that work with an alternative pedagogy that respects the rhythm, creativity and abilities of children. But in many other s, the system is quite square and it serves certain purposes, limiting the imagination and expressiveness of children.
Children need to move
Young children need to move, play, explore and experiment. While it is true that many schools work in teams, projects, and free play, there are just as many people who continue to make children sit for hours and make index cards.
Rewards and punishments
A class of 25 children per person is not easy to manage. For this reason, some teachers resort to methods in which behavior is rewarded or punished with happy or sad faces, with principles of thinking and other systems that personally do not seem adequate to me. I prefer my children to learn because they are being taught values, not because they expect rewards or fear punishment. Fortunately, more and more teachers and schools are advocating a more respectful type of teaching.
Obligation to remove the diaper
In the vast majority of schools, if not all, children are required to go without diapers. The degree of maturity of each child is not taken into account, and some are forced to potty train ahead of time.
If I don’t go to school at the age of three, will my child be left without a place?
This is another of the biggest fears when we think about whether to send our children to school. There may not be enough room for him in the school you want, but if you can afford it, it’s definitely worth giving your child more time with us at home. Also consider that school choice is not irreversible . Same in the next course they will give you a place in the school you wanted or maybe a new school will surprise you for the better. School life is very long and, in the end, the adaptation of the child depends more on the people around him than on this or that school.
If you are one of those who think about whether to take their children to school or not, you will see that this is not an easy decision at all. Our own fears and insecurities, as well as the difficulty of reconciliation, give rise to many doubts and insecurities about whether we are doing well or badly. But I am sure that in the end The decision that you make according to your circumstances and that you consider with your heart is sure to be the right one. All mothers would like to be able to stay at home with our children during their first years of life, but if this is not possible, consider that there are great teachers and great schools where your child can have a great time and have an unforgettable experience. And if not, remember that you can always change and look for another alternative more suited to your needs.
Recommendations to parents whose children enter Grade 1
When they talk about the readiness of children for learning, they mean 3 main components: 3. psychological readiness.
1. Physical readiness is
– physical maturation of the organism;
– resistance to loads;
– flexibility to adapt to the new regime.
Good health is the basis for future schoolchildren. Long “sitting” leads to curvature of the spine, visual defects. Therefore, chest clamps in children will remove games – sports and mobile. It is useful to play the game “Velcro”, throwing at the target, playing sports (tennis).
Primary school teachers note that the problem in teaching is the unpreparedness of the hand for writing. Research by Professor Koltsova showed that speech activity develops from impulses coming from the fingers. Therefore, it is useful for children:
1) massage the fingers;
2) play “Constructor”, “Mosaic”;
3) cut out of paper;
4) sculpt;
5) knit;
6) sort through toys with polka dots inside;
7) play music.
2. Pedagogical readiness is
elementary introductory skills in reading, writing, mathematics, the world around. Therefore, it is useful:
1) read more to children. Introduce them to the classics of children’s literature.
2) children should be able to retell the text, correctly convey the
sequence of events.
3) if your child has “mirror writing”, do not be afraid. It is necessary to fix
the image of the letter, i.e. sculpt a letter from plasticine, paint it. Compose from sticks.
3. Psychological readiness is
readiness of mental processes (development of memory, thinking, attention). Memory exercises:
1) Learn poetry with your children.
2) Games “Flies – does not fly”, “What has changed?”, “Find the difference”, etc.
3) Test – game “10 words”. You offer the child 10 words and ask them to repeat them immediately, after 1 minute, after 40 minutes. The child must tell you at least 7 words out of 10.
4) Exercises for the development of thinking:
1) “Make a picture” – from split pictures (puzzles).
2) Guessing riddles.
3) Make up a story:
– orange juice poured from the tap in the kitchen;
– you have become small, like an ant, etc.
4) The game “What is made of what?”
5) “What is superfluous?” (e.g. hare, squirrel, camel, peacock, fox).
6) Determination of quantitative and qualitative ratios of objects
Interest in new knowledge, desire to learn something new is important for your child. Your positive attitude towards school will help your child to adapt to school faster. Therefore, conversations about the school, about the rules of behavior at school are necessary for your child. Talk to your child about your childhood, remember instructive and funny stories from your school life. Play with your child at school (14-20 minutes each). This will relieve the child’s anxiety. Teach your child how to self-assess. If the child has a lot of failures, then help to cope with them and show new ways to correct mistakes.
Involve your child in work activities, teach them how to take care of their belongings, not to scatter them, keep them in order, and take care of their workplace. This is how you develop a sense of responsibility. This quality is necessary for your child to perceive school duties with dignity.
Teach children to communicate, form in them a positive attitude towards people around them, towards the world, towards themselves.
We have the same goal – the well-being of our children.
We prepare children for school. What does it mean?
Entering school is a very important event in the life of a child and his parents.
How a child is prepared for school by the entire previous preschool period of development will determine the success of his adaptation, entering the regime of school life, his academic success, his psychological well-being.
How to prepare a preschool child for a new stage of his life? What knowledge and skills should tomorrow’s student have?
The level of development of the child, his upbringing largely depends on the family. But the main thing here is not to go too far. Some parents try to make their child a child prodigy almost from the cradle, satisfying their own ambitions and unfulfilled dreams. As a result, only the child suffers. It is one thing if the parents themselves are teachers and know how to properly train a preschooler, what he should know and be able to do.
But often parents simply stuff their baby with encyclopedic knowledge, believing that this is the main thing for the child. And as a result, teachers have to retrain such children, because they simply do not know how to hold a pen in their hand.
Teachers often face another extreme, when parents overdid it – when a child enters school, he already knows how to read, count, write well, that is, thanks to the efforts of his parents, he has already mastered the first grade program. And what to do with such a child in the first grade? Naturally, in this case, he will not be interested in going to school, and this will generally discourage him from learning.
So, how to prepare a child for school?
By the time a child enters school, he/she must have self-care skills – combing his hair, dressing and undressing independently, recovering, getting ready for the lesson, be able to ask for help from an adult if necessary. In addition, personal knowledge is mandatory – first name, last name, age, home address (city, street, house, apartment), name and profession of father, mother. The child must have an understanding of the seasons, time of day (day, evening, morning, night), days of the week, domestic and wild animals. Among other things, the child must understand why you need to go to school, why you need to study.
Particular attention should be paid to the development of memory, attention and logical thinking of the child. For example, out of the 10 words named, he must repeat after a while as many as possible (from 6 to 10), you can in a different sequence or be able to repeat the drawing in the cells, generalize objects according to their characteristics, collect puzzles, recite the poem by heart.
Today there is a huge range of literature for parents of preschool children – copybooks, notebooks, textbooks. However, do not rush things and teach the child everything at once. First, don’t teach your child to read and write on their own. Of course, such skills are welcomed by school teachers, however, having taught a child to read or write incorrectly, it will be very difficult for you and his future teachers to retrain him. And while his less able classmates will step forward, your child will stand still in his development. It will be enough to learn the letters with the child, teach him to add syllables, entrust the rest to professionals. We advise parents to pay more attention to the development of memory, motor skills, attention.
Here are some examples for activities with a preschool child:
Learn poems by heart and ask them to repeat them after some time (a week, a month).
During the walk, pay attention to the number of cars in the yard or pigeons near the bench. And after a few hours, ask how many there were. This allows you to develop memory and attention.
Tell the child a few words and after 10-15 minutes ask them to repeat them. You can start with 5-6 words, gradually increasing their number.
Show the child some pictures or objects, then ask him to turn away and remove or replace one of them. The child must name the missing item.
Lay out on the table several objects or pictures of the same kind (vegetables, fruits, animals, etc.) of the same value and add to them one (one) that does not belong to them. The child must name an extra object (picture) and say why he thinks so.
Keep your child busy with creativity – cut out of paper and cardboard, sculpt from plasticine, collect puzzles, beads from beads or large beads – this develops the child’s fine motor skills well.
It must be remembered that readiness for school is a complex set of certain psycho-physiological conditions, skills and health of a child. It is impossible to artificially force readiness, just as it is impossible to force the growth of teeth. However, as there are special vitamins that promote the growth of teeth, their strengthening, it is also possible to help the child “ripen” to school life.
First of all, you need to take care of his health. Swimming, walking, cycling are activities that contribute to the future successful entry into school life. It is important that the child develops volitional qualities. To do this, he must be taught to finish any work he has started to the end. The most important way of development (related to speech, and attention, and communication, and memory, and imagination, and much more) is to read books to a child.
Read (or tell) stories to children for at least half an hour a day. Reading cannot be replaced by listening to cassettes or watching TV. (A smaller TV set is generally better, especially an “adult” one.) “Bookish” parents should be warned not to rush to read to five or six-year-old children everything that they themselves loved in childhood. At this age, it is good to read fairy tales of different peoples to kids. It is better to save author’s fairy tales for the moment when the child begins to read on his own. Parents should encourage all activities that make fantasy, imagination, independent ingenuity work: drawing, modeling, designing. There is a huge body of literature to help parents of future first graders.
Can parents determine if their child is ready for school?
In general, yes. This can be done with the following simple tests.
Sample #1. Drawing by children of a graphic pattern consisting of geometric shapes and elements of capital letters. The sample should be drawn on a white sheet of paper without lines and cells. You need to redraw it on the same white sheet of paper. When drawing, children should use simple pencils. It is not allowed to use a ruler and an eraser. The pattern can be arbitrarily thought up by an adult.
This task will allow you to determine whether the child copes with the work according to the model.
Sample No. 2. Playing a game with the rules with children. For example, it could be the folk game “Don’t take black, white, and don’t say no.” In this game, children who do not follow the rules and therefore lose are immediately visible. But in the game it is easier to follow the rule than in the training task. Therefore, if a child has a problem of this kind in the game, then in school it will manifest itself all the more.
Sample No. 3. A confused sequence of plot pictures is placed in front of the child. You can take pictures from a fairy tale known to children. There should be few pictures: from three to five. The child is offered to put the correct sequence of pictures and make up a story based on them. To cope with this task, the child must develop the necessary level of generalization.
Sample No. 4. In a game form, the child is offered words in which it is necessary to determine whether there is a desired sound. Each time they agree on what sound to find. There are several words for each sound. Two vowels and two consonants are offered for the search. An adult must pronounce the sounds sought in words very clearly, and vowels should be sung in a singsong voice. Children for whom this task will cause difficulties should be shown to a speech therapist.
At the present stage of preparing children for school education, it is possible and necessary to use computer games.
Games for preschoolers should be exciting, develop attention, speed of reactions, train memory. The performance of all game tasks should teach the child to think analytically in non-standard situations, to classify and generalize concepts; develop fine motor skills and hand-eye coordination. In addition, the game should be meaningful and simple at the same time, with a low level of aggression.
The main plus of computer games in preparation for school is the development of perseverance and purposefulness in a child. Children who talk “to you” with a computer feel more confident in modern life, easier to adapt to different situations.
Rules of computer games
The number of minutes per PC is equal to the age of the child multiplied by 1.5. For example, for a six-year-old, the game lasts 9 minutes.
Number of sessions per PC – maximum 3 per day. For a six-year-old, this is half an hour a day.
After work – obligatory gymnastics for the eyes and outdoor games
Develop perseverance, diligence of the child, the ability to bring things to the end
Form his mental abilities, observation, inquisitiveness, interest in the knowledge of the environment. Make riddles for your child, make them together with him, conduct elementary experiments. Let the child talk aloud.
If possible, do not give the child ready-made answers, make him think, explore
Put the child in front of problem situations, for example, invite him to find out why yesterday it was possible to sculpt a snowman out of snow, but not today.
Talk about the books you read, try to find out how the child understood their content, whether he was able to understand the causal connection of events, whether he correctly assessed the actions of the characters, whether he is able to prove why he condemns some heroes and approves others.
Tips for parents:
Whatever you do with your child, do not forget that he is just a child, you should not demand from him high performance, accurate performance of tasks. Any knowledge and skill is achieved by constant study and patience. Do not insist on classes when the child feels unwell, do not force him to do something by force. The main rule is to interest the child without scaring him away from knowledge, and then schooling will bring benefits and joy to both the child and his parents.
Preparing a child for school or what a first grader needs
School office:
Checkered notebook 12 sheets – 10 pcs.
Biased notebook 12 sheets – 10 pcs.
Covers for notebooks (transparent, thick) – 10 pcs.
Covers for books (after the issuance of textbooks) – 1 pack.
Colored ballpoint pens – 1 pack.
Pencils – 5 pcs.
Colored pencils – 1 pack.
Pencil case (soft) – 1 pc.
Notebook folder (hard) – 1 pc.
Sketchbook – 1 pc.
Digital fan – 1 pc.
Counting sticks – 1 pack.
Small stationery: eraser, sharpener, ruler (wooden 20-25 cm)
For labor lessons:
Folder for labor A4 format – 1 pc.
Scissors – 1 pc.
Glue stick, PVA glue – 1 pc.
Colored cardboard – 1 pack.
Colored paper (embroider sheets) – 1 pack.
For drawing and fine art lessons:
Watercolors – 12 colors
Squirrel brush (thin and thick) – 2 pcs.
Anti-spill cup – 1 pc.
Palette – 1 pc.
Playdough – 12 colors
Playdough board – 1 pc.
Plasticine knives – 1 pack.
To equip a student’s workplace:
Lesson schedule template – 1 pc.
Book stand – 1 pc.
Pen holder – 1 pc.
What is school maturity?
When a child reaches the age of six or seven years, and sometimes even earlier, many parents are concerned about issues related to his admission to school. How to make a child learn easily, go to school with pleasure, be a good (or even the best) student in the class? During this period, parental ambitions lead to a paradoxical situation when the child begins to be perceived through the prism of school success.
How justified is such a position of mothers and fathers? Is there a criterion that allows you to adequately assess the degree of readiness of the child for school life? There is such a criterion, and in psychology it was called “school maturity” , or psychological readiness of the child for schooling . School maturity is understood as the achievement by the child of such a level of mental development when he is able to take part in school education.
What ensures the successful mastering of a new social role of a schoolchild?
Most parents think that they have prepared their child for school if they have taught him, for example, to read. Is it so? Imagine a situation where both reading and non-reading children gathered in the same class. Reading skills will be actively formed in children who cannot read, but what is left for those who can read?
In psychology, the following regularity in the formation of reading skills is known. At first, this process is on the rise, that is, the child quickly learns the desired skill. Then the process of developing the skill slows down, and for some time the skill practically does not improve. Psychologists call this state the “plateau” state. This means that while your reading child is in a state of “plateau”, other children are actively improving their reading skills. Then, on the contrary, your child is ready to reach a higher level, while other children just find themselves in the “plateau” zone. What’s better?
As experience shows, by the end of the first half of the year, first graders even out and read about the same. Maybe it would be wise to put children who read in one class and non-readers in another? Evaluation of the quality of reading by third graders – both those who could read in the first grade and those who could not – shows that in most cases children read approximately the same way. This is primarily due to the personality of the teacher, the style and methods of his work with children. With the right interaction with the child, built taking into account his individual characteristics, the optimal development of each student is achieved.
So, reading, writing, numeracy and other skills are related to general academic skills, but, despite their importance, they do not determine a child’s readiness for school.
By the beginning of schooling, the senior preschooler had already passed a long way in his mental development. There are three main areas of a child’s psychological readiness for school, based on the study of which it is possible to draw a conclusion about school maturity: psychophysiological, intellectual and personal.
Psychophysiological features. By the age of seven, the structure and functions of the brain are sufficiently formed, close in a number of indicators to the brain of an adult. Thus, the weight of the brain of children during this period is 90 percent of the weight of the brain of an adult. Such maturation of the brain provides the possibility of assimilation of complex relationships in the surrounding world, contributes to the solution of more difficult intellectual tasks.
By the beginning of schooling, the cerebral hemispheres, and especially the frontal lobes, are sufficiently developed, associated with the activity of the second signaling system responsible for the development of speech. This process is reflected in the speech of children. It dramatically increases the number of generalizing words. If you ask children of four or five years how to name a pear, plum, apple and apricot in one word, then you can observe that some children generally find it difficult to find such a word or it takes them a long time to search. A seven-year-old child can easily find the right word (“fruit”).
By the age of seven, the asymmetry of the left and right hemispheres is quite pronounced. The child’s brain “turns to the left”, which is reflected in cognitive activity: it becomes consistent, meaningful and purposeful. More complex structures appear in the speech of children, it becomes more logical, less emotional.
By the beginning of schooling, the child has sufficiently developed inhibitory reactions that help him control his behavior. The word of an adult and his own efforts can provide the desired behavior. Nervous processes become more balanced and mobile.
The musculoskeletal system is flexible, there is a lot of cartilage in the bones. The small muscles of the hand develop, albeit slowly, which provide the formation of writing skills. The process of ossification of the wrists is completed only by the age of twelve. Hand motor skills in six-year-old children are less developed than in seven-year-olds, therefore, seven-year-old children are more receptive to writing than six-year-olds.
At this age, children are well aware of the rhythm and pace of movements. However, the movements of the child are not sufficiently dexterous, accurate and coordinated.
All of the above changes in the physiological processes of the nervous system allow the child to participate in schooling.
Further psychophysiological development of the child is associated with the improvement of the anatomical and physiological apparatus, the development of physical characteristics (weight, height, etc.), the improvement of the motor sphere, the development of conditioned reflexes, the ratio of the processes of excitation and inhibition.
Cognitive sphere. By the age of six or seven, all analyzers of the cerebral cortex are relatively formed, on the basis of which different types of sensitivity develop. By this age, visual acuity, accuracy and subtlety of color discrimination improve. The child knows the basic colors and their shades. The sound-altitude discrimination sensitivity increases, the child can more correctly distinguish the severity of objects, and makes fewer mistakes when determining odors.
By the beginning of schooling, the child has formed spatial relationships . He can correctly determine the position of an object in space: below – above, in front – behind, left – right, above – below. The most difficult to master are the spatial relations “left – right”. First, children establish a connection between direction and parts of their body. They distinguish between the right and left hand, paired organs and sides of their body as a whole. The child determines the location of something to the right or left only of himself. Then, already at primary school age, children move on to the perception of the relativity of directions and the possibility of transferring their definition to other objects. This is due to the fact that children can mentally take into account the rotation by 180 degrees and understand what it means to the right or left of other objects.
Children solve eye problems well in case of large differences between objects, they can distinguish such relations as “wider – narrower”, “more – less”, “shorter – longer”. A preschooler can correctly lay out the sticks, focusing on their length: find the longest, shortest, arrange the sticks as their length increases or decreases.
The perception of time by an older preschooler is still significantly different from that of an adult. Children understand that time cannot be stopped, returned, accelerated or slowed down, that it does not depend on the desire and will of a person. In the temporal space, a child of senior preschool age is focused on the present “here and now”. Further development is connected with interest in the past and the future. At the age of seven or eight, children begin to be interested in what was “before them”, in the history of their parents. At the age of eight or nine, they “make plans” for the future (“I will be a doctor”, “I will marry”, etc.).
Perception is closely related to the content of the perceived object. A child perceives a familiar object (object, phenomenon, image) as a single whole, and an unfamiliar object as consisting of details. Children of six or seven years old prefer pictures with entertaining, resourceful, funny characters, they are able to catch humor, irony, give an aesthetic assessment of the plot depicted in the picture, and determine the mood.
Perceiving the form of objects, the child tries to objectify it. For example, looking at an oval, he can say that it is a clock, a cucumber, a plate, etc. The child first focuses on the color, and then on the shape. If the child is given the task to group shapes: triangles, rectangles, squares, ovals, circles of different colors, then he will combine them based on color (for example, a triangle and a green circle will enter one group). But if the figures are objectified, for example, to give the table, chair, apple, cucumber depicted in the pictures, then regardless of the color, the child will combine the pictures into groups based on the shape. That is, all cucumbers, regardless of color (red, yellow, green) will be in the same group.
Sensory development at preschool age includes:
– development of the sense organs; – mastering sensory standards (color, shape, size, texture), – mastering the methods of examining objects (perception of the object as a whole, highlighting the main parts, small details and relationships between them, finding distinctive features).
By the beginning of schooling, the child has sufficiently developed arbitrary memory . The improvement of this type of memory is associated with the development of the ability to set a goal to remember something and apply methods of memorization.
At senior preschool and primary school age, motor and emotional memory are well developed, as well as mechanical memorization . A child of six to seven years old reproduces after uttering by adults 4-8 well-known words and 1-2 unfamiliar ones.
By the age of six or seven, a child has a fairly large vocabulary – about 14,000 words. The speech of the child is distinguished by the use of words associated with movement and activity. There are very few adjectives in the speech of children. At six or seven years, the number of generalizing words increases.
At the age of six, the child uses the situational speech less and less (“But yesterday we went with him. “It turns out that the child went with his dad to the circus, where a clown with a dog performed. The dog jumped onto the side of the arena and frightened him, as he was sitting in the front row; then a clown came up and gave him a lollipop). Contextual speech appears, connected with the message about situations and phenomena that the child is not currently observing. Gradually, the child’s speech becomes coherent, detailed, logical, understandable to the listener.
By the age of six, voluntary attention gradually develops, which is expressed in the ability to perform something according to a rule or instruction for a certain period of time. Six-year-olds can productively do the same thing for 10-15 minutes. True, such properties of attention as distribution (focusing on several significant objects at once) and switching (the ability to quickly focus on another object or task) have not yet been developed enough.
By the beginning of schooling, the child has developed horizons . He owns many ideas related to the outside world. From single concepts, he moves to more general ones, highlighting both essential and non-essential features. If a two-year-old child, when asked what a spoon is, answers: “A spoon is here!” – and point to a specific spoon, then the older preschooler will say that the spoon is what soup or porridge is eaten with, that is, he will highlight the function of the object.
Systematic schooling leads to the child’s gradual mastery of abstract concepts, the assimilation of genus-species relations between objects. However, some preschoolers can also say, regarding the same spoon, that this is an object (or kitchen utensils), that is, highlight the generic sign of the concept. In addition to essential features, such as a functional purpose (for eating), an older preschooler can also identify non-essential ones (red, with a bear cub pattern, round, large, etc.).
The child uses the example as the main form of evidence in the early stages of learning in preschool and primary school. In explaining something, everything comes down to the familiar, the particular, the known.
In the thinking of a preschooler, the following features can be distinguished. Firstly, children are characterized by animism (animation of inanimate nature, celestial bodies, mythical creatures). Secondly, syncretism (insensitivity to contradictions, linking everything to everything, inability to separate cause and effect). Thirdly, egocentrism (inability to look at oneself from the outside). Fourth, phenomenality (the tendency to rely not on knowledge of the true relationships of things, but on their apparent relationships).
The peculiarity of children’s thinking is to spiritualize nature, to attribute to inanimate things the ability to think, feel, do – Jean Piaget called animism (from lat. animus – soul). Where does this amazing property of thinking of a preschooler come from – to see the living where, from the point of view of an adult, it cannot be? Many found the cause of children’s animism in the unique vision of the world that a child develops by the beginning of preschool age.
For an adult, the whole world is ordered. In the mind of an adult, there is a clear line between living and non-living, active and passive objects. For a child, there are no such strict boundaries. The child proceeds from the fact that the living is everything that moves. The river is alive because it moves, and the clouds are alive for the same reason. The mountain is inanimate, as it stands.
From the moment of his birth, a preschooler has heard an adult’s speech directed towards him, saturated with animistic constructions: “The doll wants to eat”, “The bear has gone to sleep”, etc. In addition, he hears expressions such as “It’s raining”, “The sun rose.” The metaphorical context of our speech is hidden from the child – hence the animism of the preschooler’s thinking.
In a special, animated world, a preschooler easily and simply masters the connections of phenomena, masters a large stock of knowledge. A game and a fairy tale, in which even a stone breathes and talks, is a special way of mastering the world, allowing a preschooler to assimilate, understand and systematize in his own way the flow of information that falls upon him.
The next feature of children’s thinking is connected with the establishment of natural causality between events that occur in the surrounding world, or syncretism .
Syncretism is the substitution of objective causal relationships for subjective ones that exist in perception. J. Piaget in his experiments asked children questions about causal dependencies in the world around them. “Why doesn’t the sun fall? Why doesn’t the moon fall?” In their responses, the children indicated various properties of the object: size, location, functions, etc., connected in perception into one whole. “The sun does not fall because it is big. The moon does not fall because the stars. The sun does not fall because it shines. The wind because the trees sway.” Let us give an example of syncretism in the story of a six-year-old child. “Little Red Riding Hood is walking through the forest, a fox is meeting her: “Why are you crying, Little Red Riding Hood?” And she answers. “How can I not cry ?! The wolf ate me!””
The next feature of the child’s thinking lies in the child’s inability to look at an object from the position of another and is called egocentrism . The child does not fall into the sphere of his own reflection (does not see himself from the outside), is closed on his point of view.
The phenomenality of children’s thinking is manifested in the fact that children rely on the relationships of things that seem to them, and not on what they really are.
So, a preschooler thinks that there is a lot of milk in a tall and narrow glass, and if it is poured into a low but wide glass, it will become less. He does not have the concept of conservation of the amount of matter, that is, the understanding that the amount of milk remains the same, despite the change in the shape of the vessel. In the process of schooling and as he masters counting, develops the ability to establish one-to-one correspondences between objects of the outside world, the child begins to understand that a certain transformation0711 does not change the basic qualities of items.
From the first day of school, children are expected to master the complex social rules governing relations in the classroom. Relationships with classmates consist of finding a balance between cooperation and competition, relationships with a teacher consist of a compromise between independence and obedience. In this regard, already at preschool age, moral motives begin to become important, among which the most important are the following: to make something pleasant, necessary for people, to benefit, to maintain positive relationships with adults, children, as well as cognitive interests, including new activities. .
The development of the emotional-volitional sphere is associated with the formation of the regulatory function of the psyche. In the considered age period, children are prone to strong feelings, due to the plasticity of nervous processes, a rapid change of feelings occurs. In children, feelings associated with learning activities, the process of cognition, begin to acquire special significance. They are no longer satisfied with just playing activities. Moral feelings are further developed, on the basis of which such qualities as responsibility, diligence, honesty, camaraderie are formed.
By the beginning of schooling, the processes of excitation in a child predominate over the processes of inhibition. The regulatory function of the will is manifested in the activation and inhibition of the child’s activity. A child of preschool age should be formed such concepts as “necessary”, “possible”, “impossible”. It is necessary to put away the toys, brush the teeth, make the bed, etc. – all this is a stimulating, activating function of the will. You can’t scatter things, watch TV after 9 pm, etc. – these verbal influences of parents are aimed at inhibiting the child’s motor activity. “You can” forms in the mind of a preschooler the rules of behavior, on the basis of which the formation of such important personality traits as discipline and responsibility takes place: “You can go for a walk after you remove the toys (at primary school age – you will learn the lessons)”, etc.
Many preschoolers have strong-willed qualities that allow them to successfully perform various tasks.
Cross Country – Coed Grades 6-8 vs. Glenbrook Invite (Away)
Volleyball – Girls 8th Grade vs. NBJH (Home)
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Volleyball – Girls 6th Grade vs. Field (Home)
Volleyball – Girls 7th Grade vs. Field (Away)
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Volleyball – Girls 8th Grade vs. Field (Away)
Cross Country – Coed Grades 6-8 vs. Sectional Meet (must qualify) (TBD)
Volleyball – Girls 8th Grade vs. Practice (Home)
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Volleyball – Girls 6th Grade vs. Practice (Home)
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Volleyball – Girls 7th Grade vs. Practice (Home)
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Soccer – Coed vs. Practice (Home)
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Cross Country – Coed Grades 6-8 vs. Practice (Home)
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Halloween at Greenbriar
It’s hard to believe but Halloween is fast approaching. We will be returning to pre-pandemic Halloween procedures. Here are a few important points as you plan with your child.
Children will be invited to change into their costumes at lunch. If they’re staying at school, please ensure that their costumes are easy to change into. Unfortunately, we’re not able to help with makeup or hair during lunch.
If your child will be going home for lunch on Halloween, please submit an off-campus form and be sure to communicate to your child’s teacher what the plan will be.
Our parade will begin at 2:15 pm and will move around the neighborhood out the doors on Greenbriar around the block and back around the primary playground and back into the building. We’ll follow the same route as previous years–Chestnut to Briarwood to Catherine. Guests are welcome to view the parade in the neighborhood or around the Greenbriar playground.
In case of inclement weather, the children will parade inside. More details will be sent about how that would impact guests as we get closer to the 31st.
No replicas of weapons are allowed with costumes. Please also avoid overly scary costumes or costumes with full-face masks. Remember, we’re celebrating with 5-11-year-olds!
Classroom parties will begin after the parade around 2:45 p.m. Only parents on the list to host the parties will be allowed entry into the building. No food will be served at the parties or used for crafts or games.
Please do not send candy or treats with your child to share with others in school.
Please take care with parking around Greenbriar on 10/31.
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Tech Resources for Home Support
Every classroom has a digital space where students can access information, assignments, and add artifacts of their learning. Seesaw is the platform used in grades K-2 and by our specials teachers (Art, Music, PE, and Spanish). Google Classroom is used in 3rd-5th grade as their main digital learning space, but some 3-5 teachers may also use Seesaw from time to time. Parents may request access to Google Classroom via their child’s credentials. Teachers may also send home access to other electronic supports as appropriate for the grade level (e.g., online reading platforms, typing practice, etc.). Your child’s teachers are always the best resource to learn about supporting learning via these platforms at home.
Please note that if a child is home under a COVID quarantine and is participating in remote learning, assignments for specials classes (music, art, P.E., Spanish) can be found on Seesaw for all grades.
Only 5th graders bring home iPads on a daily basis. Students in K-4 may bring home iPads if they are learning remotely or if there is a special assignment from a teacher.
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Parent Volunteer Opportunities
We’re so excited to be able to invite parents back into the building to volunteer this year! If you’re interested in volunteering, there are many opportunities to get involved.
Consider joining the PTO or coming to a meeting
Help at a school-wide event like Greyhound Gathering (we still need volunteers!)
Volunteer to help with art adventure (contact the PTO to sign up)
Volunteer to lead one of the classroom parties (email your room parents!)
Be a chaperone for a field trip (email your room parents!)
Help out at Pizza Day (sign up went out last Tuesday night)
Be a mystery/story reader (teachers will share a sign up if applicable)
Help support students in the classroom (teachers will share more details if applicable)
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Read the latest Greenbriar Gazette for the weekly principal’s message, PTO news, district updates and virtual backpack.
Read the Sept. 30th edition
If you are a parent and did not receive this newsletter via email, please send updated name and email information to Dr. Ginny Hiltz.
Looking for information from a back issue? Check the Gazette Archive.
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Off-Campus Lunch Permission
Parents may sign out their students for lunch. They must complete this Off-Campus Lunch Permission form in advance with specific dates and email or deliver to the school office. For additional questions, please call the office.
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Read the highlights of the September 20, 2022 regular meeting of the Board of Education.
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Back to School includes safety drills for students and staff. It’s a good time to review safety measures the district has in place.
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With the District 28 mobile app, you will have customizable calendars, one-touch access to frequently used links, and you can follow your school’s social media channels and news/announcements.
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View Calendar
Top 10 Best Northbrook, IL Public Schools (2022-23)
For the 2022-23 school year, there are 13 public schools serving 6,332 students in Northbrook, IL (there are 13 private schools, serving 923 private students). 87% of all K-12 students in Northbrook, IL are educated in public schools compared to the IL state average of 88%. Northbrook has one of the highest concentrations of top ranked public schools in Illinois.
The top ranked public schools in Northbrook, IL are Maple School, Wood Oaks Jr High School and Wescott Elementary School. Overall testing rank is based on a school’s combined math and reading proficiency test score ranking.
Northbrook, IL public schools have an average math proficiency score of 71% (versus the Illinois public school average of 32%), and reading proficiency score of 74% (versus the 38% statewide average). Schools in Northbrook have an average ranking of 10/10, which is in the top 1% of Illinois public schools.
Minority enrollment is 31% of the student body (majority Asian), which is less than the Illinois public school average of 53% (majority Hispanic).
Best Northbrook, IL Public Schools (2022-23)
School (Math and Reading Proficiency)
Location
Grades
Students
Rank: #11.
Maple School
Math: 81% | Reading: 83% Rank:
Top 1%
Add to Compare
2370 Shermer Rd Northbrook, IL 60062 (847) 400-8900
Grades: 6-8
| 415 students
Rank: #22.
Wood Oaks Jr High School
Math: 74% | Reading: 85% Rank:
Top 1%
Add to Compare
1250 Sanders Rd Northbrook, IL 60062 (847) 272-1900
Grades: 6-8
| 493 students
Rank: #33.
Wescott Elementary School
Math: 79% | Reading: 74% Rank:
Top 5%
Add to Compare
1820 Western Ave Northbrook, IL 60062 (847) 272-4660
Grades: 1-5
| 410 students
Rank: #44.
Shabonee School
Math: 74% | Reading: 78% Rank:
Top 5%
Add to Compare
1000 Pfingsten Rd Northbrook, IL 60062 (847) 498-4970
Grades: 3-5
| 450 students
Rank: #55.
Glenbrook North High School
Math: 74% | Reading: 72% Rank:
Top 5%
Add to Compare
2300 Shermer Rd Northbrook, IL 60062 (847) 272-6400
Grades: 9-12
| 2,025 students
Rank: #66.
Meadowbrook Elementary School
Math: 76% | Reading: 68% Rank:
Top 5%
Add to Compare
1600 Walters Ave Northbrook, IL 60062 (847) 498-7940
Grades: K-5
| 438 students
Rank: #77.
Greenbriar Elementary School
Math: 67% | Reading: 73% Rank:
Top 5%
Add to Compare
2195 Cherry Ln Northbrook, IL 60062 (847) 498-7950
Grades: K-5
| 381 students
Rank: #88.
Westmoor Elementary School
Math: 65-69% | Reading: 65-69% Rank:
Top 5%
Add to Compare
2500 Cherry Ln Northbrook, IL 60062 (847) 498-7960
Grades: PK-5
| 393 students
Rank: #99.
Field School
Math: 59% | Reading: 70% Rank:
Top 10%
Add to Compare
2055 Landwehr Rd Northbrook, IL 60062 (847) 272-6884
Grades: 6-8
| 294 students
Rank: #1010.
Northbrook Junior High School
Math: 61% | Reading: 65% Rank:
Top 10%
Add to Compare
1475 Maple Ave Northbrook, IL 60062 (847) 498-7920
Grades: 6-8
| 612 students
Rank: n/an/a
Ed & Life Skills Transition
Special Education School
Add to Compare
1330 Shermer Rd Northbrook, IL 60062 (847) 847-5590
Grades: n/a
| n/a students
Rank: n/an/a
Hickory Point Elementary School
Add to Compare
500 Laburnum Dr Northbrook, IL 60062 (847) 498-3830
Grades: PK-2
| 421 students
Rank: n/an/a
North Shore Academy Elementary School
Special Education School
Add to Compare
255 Revere Dr Northbrook, IL 60062 (847) 291-7905
Grades: K-6
| n/a students
[+] Show Closed Public Schools in Northbrook, Illinois
Northbrook, Illinois Public Schools (Closed)
School
Location
Grades
Students
Grove Elementary School (Closed 2011)
1000 Pfingsten Rd Northbrook, IL 60062 (847) 272-1934
Grades: PK-3
| n/a students
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Northbrus, Illinois – Wikipedia
Demography (2010) [3]
White
Black 9000
111111111111111111111111111111111111AL 9000 9000
11. 0011
0.01%
0.04%
1.6%
2.5%
Northbrook This is a cocoon of Count County, Illinois, USA, on the border of Lake Couring.
When incorporated in 1901 the village was known as Shermerville after Frederick Shermer who donated the land for its first construction. railroad station. The village changed its name to Northbrook in 1923 in an attempt to improve its public image. The name was chosen because the West Fork of the North Branch of the Chicago River runs through the Village. [4]
Glenbrook North High School, founded in 1952 as Glenbrook High School, is located in Northbrook. The village is also home to the Northbrook Park District, [5] founded in 1927, the Northbrook Court Shopping Center, the Ed Rudolph Velodrome, the Chicago Curling Club, and the Northbrook Public Library.
Contents
1 History
2 Geography
3 Demographics
4 Notable people
5 Government and infrastructure
12 Parks and Recreation
13 Recommendations
14 external link
History
Members of the Potawatomi tribe were the earliest recorded inhabitants of the Northbrook area. In 1833, the Potawatomi ceded their lands in Illinois and moved to a place near Council Bluffs, Iowa. Following this, Joel Sterling Sherman and his family purchased 159 acres (64 ha) of land in the Section 10 northwest neighborhood for $1.25 per acre; as of 2010, Northbrook’s town center is located on this site. A man named Frederick Shermer donated the land used for the railway station, named Shermer Station and later Shermer Station; the community was named Shermerville in his honor. By the 1870s, Shermerville was a farming community. At 19In 01, after a closed referendum on inclusion, the community was incorporated into the village of Shermerville. At the time of registration, it had 311 inhabitants and 60 houses. During these early years, Shermerville became known for its noisy gatherings in the five saloons; by 1921, residents believed that the name “Shermerville” had a negative reputation and sought to change it. [6] A naming contest was held and the name “Northbrook” was proposed by US Postmaster (and later President of the Rural Postmen’s Association) Edward Landwehr. Edward Landwehr was the son of Herman and Anna Helen Landwehr, German immigrants and early settlers in the community, for whose family Landwehr Road in Northbrook is named. At 1923 the winning name “Northbrook” was adopted; at the time, Northbrook had a population of 500. After the end of World War II, Northbrook’s population began to increase rapidly. [7] In 1997, President Bill Clinton visited Northbrook to congratulate the 8th grade students of Northfield Township (this is basically Northbrook [8] ) for achieving the highest score on the world science test and for achieving the second highest score on the world math test. [9] Between 1950 and 1980, the city’s population increased from 3,319 to 30,735. Northbrook was the first community not bordering Lake Michigan to filter Lake Michigan’s water for public use. [10] The last operating farm (called Wayside Farm) in Northbrook was sold in 1987. [10]
Geography
Northbrook is located at 42°7′45″N. 87°50′27″W / 42.12917°N 87.84083°W / 42.12917; -87.84083 (42.129226, −87.840715). [11]
According to the 2010 census, Northbrook has a total area of 13.255 square miles (34.33 km2). 2 ), of which 13.19 square miles (34.16 km 2 ) (or 99.51%) is land and 0.065 square miles (0.17 km 2 ) (or 0.49%) – water. [12]
Although it is debated, many people consider Northbrook to be part of the city in North Shore (Chicago).
522 families. The population density was 2,514.8 people per square mile (971.0 / km 2). There were 13,434 housing units at an average density of 1,018. 5 per square mile (392.8/km). 2 ). The racial composition of the village is 86.1%. White, 0.6% African American, 0.04% Native American, 11.7% Asian, 0.01% Pacific Islander, 0.4% some other race, and 1.2% from two or more races. Hispanic or Latino of any race made up 2.5% of the population. [3]
There were 12,642 households out of which 32.5% had children under the age of 18 living with them, 67.3% were headed by married couples living together, 6.1% had a female householder with no husband present, and 24.7% did not had families. 22.5% of all households were made up of individuals and 14.6% had someone living alone who was 65 years of age or older. The average household size is 2.57, and the average family size is 3.03. [3]
In the village the population was spread out: 23.5% under the age of 18, 4.9% from 18 to 24, 17.0% from 25 to 44, 32.2% from 45 to 64 years old and 22.4% who are 65 years of age or older. The mean age was 48.0 years. For every 100 women, there were 91.7 men. For every 100 women aged 18 and over, there were 88.0 men. [3]
For the period 2009–2011 the estimated median annual household income in the village was $103,053, and the median family income was $166,083. The median income for full-time males was $97,459 compared to $54,970 for females. The per capita income for the village was $51,719. About 4.1% of families and 4.8% of household populations were below the poverty line, including 4.6% under the age of 18 and 6.0% of those aged 65 and over. [16]
Notable people
See also: Notable alumni of Glenbrook North High School.
Mike Brown
John Shyer
Scott Adsit (born 1965), comedian, actor 30 Rock, voiced Baymax in the Disney movie Big Hero 6
from Bartmaninent, namesake 6th game. 2003 National League Championship Series [17]
Steven D. Binder (born 1971), Hollywood producer and screenwriter
Mike Brown (b. 1985), right wing for several National Hockey League teams
Meg Waight Clayton (b. 1959), writer basketball coach, Northwestern
J. T. Comper (born 1995), NHL center Colorado Lavina
Billy Donlon (born 1977), head coach Wright State Raiders men’s basketball 2010-16
Han Chae-young (born 1980), actress who primarily starred in the South Korean television drama
Ann Henning (born 1955), Olympic speed skater, gold medalist 1972 [19]
John Hughes (1950–2009), film director and screenwriter. [20]
Cascade (born 1971), professional DJ
Ken Goldstein (born 1969), documentary filmmaker; writer; musician, author of the book series “The Way of the Botanist”
Krewella, EDM group
Jason Kipnis (born 1987), second baseman for MLB Chicago Cubs
Jason Megna (born 1990), NHL right wing Vancouver Canucks
Pat Mish (born 1981), pitcher MLB San Francisco Giants, New York Mets
John Park (born 1988), former American Idol contestant; currently active as a musician in South Korea
Kathleen Parker (born 1943), Illinois state senator [21]
Scott Sanderson (1955–2019), multi-team MLB pitcher
John Shyer (born 1987), US-Israeli All-American basketball player for the national champion 2009-10 Duke basketball team, also played for Maccabi Tel Aviv [22] [23]
Government and infrastructure
Northbrook Village Administration
The Township of Northbrook adopted a councilor form of government after a 1953 referendum. The village board of trustees consists of six trustees and a president; they must all be residents of Northbrook. The council makes the rules and hires a village manager to run the day-to-day business. [24]
As of 2016, Sandra E. Frum is the President and the Trustees are A.S. Buhler III, Katherine L. Zesla, Todd A. Heller, James A. Karagianis, Michael V. Scolaro, and Robert Israel. Since that year, Richard M. Narstadt has been the village manager and Debra J. Ford the village clerk. [24]
The United States Postal Service operates the Northbrook Post Office, [25] Post Office in downtown Northbrook, [26] and the Techny Post Office. [27]
Economics
St Giles Episcopal Church
Northbrook had 15,613 employed civilians, including 6,841 women, as of the 2006–2008 census. Of the civil servants, 12,458 were private employees and employees. [28]
The corporate headquarters of Underwriters Laboratories [29] and Crate and Cask are located in Northbrook, as are the North American headquarters of Astellas, a Japanese Pharmaceutical Company, and Bell Flavors & Fragrances, an international flavor and flavor Company.
Allstate’s headquarters are located in the neighboring area in Northfield Township. [30] [31]
The best employers
According to the comprehensive annual financial report Northbrook for 2018, [32] Best employers in the village:
#
employee
#
1
Allstate
8.750
2
Underwriters Laboratories
2.000
3
Hospital NorthShore Glenbrook
2.000
4
1.400 900
000
1.150
6
Northbrook Court
1.000
School District 225
849
8 8 8)
400
10
W.W. Grainger Inc.
350
Films set in Northbrook
Director John Hughes, a Northbrook native, used the fictional town of Shermer as the setting for several of his films. [20] David Kamp of Vanity Fair said “Hughes’ Shermer was part Northbrook and partly made up of all the city’s North Shore and neighborhoods – and by extension all the various environments that existed in the American suburbs,” and this Shermer ” was both Everytown for every teenager and a clear homage to Hughes’ homeland, the North Shore suburbs above Chicago.” Hughes and his family moved to Northbrook at 1962, and Hughes attended Glenbrook North High School. [33]
Many parts of Ferris Bueller’s Day Off were filmed at Glenbrook North High School in the fall of 1985, with students serving as extras (though most of the interior shots were filmed in the closed shutters of Maine North High School). Well-known businessman Phil Seiden played a major role in this film. The water tower, which says “Save Ferris”, is located next to the city library. Movie Party Scene Uncle Buck was filmed at a house in the Highlands area, on Crabtree Lane. The grocery store scene in She’s Having a Baby was filmed at Sunset Foods, and the scenes in Ordinary People and Weird Science were shot at the Northbrook Court supermarket. A small scene from the movie Risky Business was shot and killed on the highway exiting the Edens Expressway. [ citation needed ]
Some exterior shots of Glenbrook North High School were used in the movie The Breakfast Club. [34]
Education
Elementary and Secondary Schools
Public Schools
Chabony School District 27
Northbrook is served by several school districts. Elementary school districts Northbrook School District 27, Northbrook School District 28, Northbrook/Glenview School District 30, and West Northfield School District 31 serve Northbrook and are headquartered in Northbrook. [35] [36] Wheeling Unified School District 21 headquartered at Wheeling [37] also serves sections of Northbrook. [36] [38]
District 27 operates three Northbrook Level Centers, including Hickory Point School (K-2), Shabonee School (3-5) and Wood Oaks Junior High School (6-8) . David Cruz is the superintendent. [39]
28 The district operates three elementary schools (K-5): Meadowbrook Elementary, Greenbriar Elementary and Westmoor Elementary in Northbrook. [40] Northbrook Junior High School (6-8) is a district high school in Northbrook. [41]
District 30 operates Wescott School (K-5) in Northbrook and Willowbrook School (K-5) in Glenview, both elementary schools serving Northbrook. [40] Maple Middle School (6-8) in Northbrook is a District 30 high school. Field School, High School in Northbrook. [41]
Areas in CCSD 21 served by two schools, [42] including Walt Whitman School, Wheeling Elementary School, [43] and Holmes High School in Wheeling. [44]
High School District Northfield Township 225 is a high school district serving Northbrook. Glenbrook North High School is located in Northbrook, serving mostly most of Northbrook, served entirely by the first two districts and some of the next two. Glenbrook South High School is also in District 225, which primarily serves nearby Glenview, part of District 31 in Northbrook, and is Glenbrook North’s main rival school. The western portion within Wheeling Unified School District 21 is served by Township High School District 214 as part of Wheeling High School. [45]
Private Schools
St. Norbert Catholic School, a K-8 Catholic elementary school, is located in Northbrook.
Bay School, a K-12 school for children with disabilities, is located in Northbrook.
Solomon Schechter, K-8 Jewish School, located in Northbrook.
Rural Montessori School, a K-8 private school, is located in Northbrook.
Public Libraries
Main article: Northbrook Public Library
Northbrook Public Library is the public library of Northbrook. The origin of the library comes from a reading room established by the Shermerville Civic Club. The primary advocate for the library in Northbrook after World War II was Caroline A. Landwehr, sister-in-law of Edward Landwehr, who originally suggested the name “Northbrook” for the community. The Northbrook Public Library first opened on June 30, 1952, in the town hall building; the first dedicated library building was dedicated in 1954 year. The north end of the current library opened in 1969 and the 1975 and 1997 bonds expanded the current library. [46]
Transportation
Northbrook is connected to the Chicago Meter Center with the Milwaukee/Northern Line, which has two stations, one at Shermer Road and one at Lake Cook Road. Step buses also serve Northbrook.
Local media
Newspapers
Northbrook is served by two newspapers, the Northbrook Star and the Northbrook Tower. Northbrook Star – division of Chicago Tribune [47] and Northbrook Tower is a division of 22nd Century Media [48]
Television
village. [49]
Twin cities
Northbrook became sister cities with [10] Diegem, Belgium, 1966.
Parks and Recreation
Northbrook has many parks and golf courses. These include Wood Oaks Green Park, Williamsburg Square Park, Crestwood Park, Brees Park, Floral Park, and Greenfield Park. Golf courses in Northbrook include Sportsman’s Country Club, Anetsberger Golf Course, and Techny Prairie Park and Courses. Other amenities in the city include the Northbrook Sports Center, the Northbrook Leisure Center, and the Meadowhill Aquatic Center. 9 “History/Overview Archived 2010-08-31 at the Wayback Machine.” Northbrook Park District. Retrieved 10 August 2010.
External link
Official web site
Northbrook, Illinois – Northbruck, Illinois Map and Direct …
12 Best Illynamics – Refined 2020
9 Northbrook, Illinois zip codes
Zip Code 5: 60062 – NORTHBROOK, IL
Northbrook, Illinois
Demographics (2010)
white
Blacken
Asian
86. 1%
0.6%
11.7%
Islander
Native
Other
Hispanic (any race)
0.01%
0.04%
1.6%
2.5%
Northbrook is a Chicago suburb located on the northern edge of Cook County, Illinois, USA, on the border of Lake County.
When incorporated in 1901 the village was known as Shermerville after Frederick Schermer who donated land to build the first railway station. The village changed its name to Northbrook at 1923 in an attempt to improve his public image. The name was chosen because the West Fork of the North Branch of the Chicago River runs through the village.
Glenbrook North High School, founded in 1952 as Glenbrook High School, is located in Northbrook. The village is also home to the Northbrook Park neighborhood founded in 1927, the Northbrook Court Shopping Center, the Ed Rudolph Velodrome, the Chicago Curling Club, and the Northbrook Public Library.
CONTENTS
1 History
2 Geography
3 Demographics
4 Famous people
5 Government and infrastructure
6 Economy
6.1 Top employers
7 movies set in Northbrook
8 Education
8.1 Primary and secondary schools
8.1.1 Public schools
8.1.2 Private schools
8.2 Public libraries
9 Transport
10 Local media
10.1 Newspapers
10.2 Television
11 sister cities
12 Parks and recreation areas
13 Links
14 External links
History
The Potawatomi were the earliest recorded residents of the Northbrook area. In 1833, the Potawatomi ceded their lands in Illinois and moved to a place near Council Bluffs, Iowa. After that, Joel Sterling Sherman and his family bought 159acres (64 ha) of land in the northwest quarter of Section 10 at $1. 25 per acre; as of 2010, Northbrook’s town center is located on this site. A man named Frederick Shermer donated the land used to build the first railway station, named Shermer Station, and later Shermer Station; the community was named Shermerville in his honor. By the 1870s, Shermerville was a farming community. In 1901, after a closed referendum on inclusion, the community was incorporated into the village of Shermerville. At the time of registration, it had 311 residents and 60 houses. During these early years, Shermerville became known for the noisy gatherings in its five saloons; so by 19In 1921, residents believed that the name “Shermerville” had a negative reputation and sought to change it. A competition was held for the renaming, and the name “Northbrook” was proposed by U.S. Postmaster (and later President of the Rural Postmen’s Association) Edward Landwehr. Edward Landwehr was the son of Herman and Anna Helen Landwehr, German immigrants and early settlers in the community, for whose family Landwehr Road in Northbrook is named. In 1923 the winning name “Northbrook” was adopted; at the time, Northbrook had a population of 500. Following the end of World War II, Northbrook’s population began to grow rapidly. At 19In 1997, President Bill Clinton visited Northbrook to congratulate the 8th grade students of Northfield Township (which is basically Northbrook) for getting the highest score on the world science exam and the second highest score on the world math exam. Between 1950 and 1980, the city’s population increased from 3,319 to 30,735. Northbrook was the first community not bordering Lake Michigan to filter Lake Michigan water for public use. The last operating farm (called Wayside Farm) in Northbrook was sold at 1987 year.
Geography
Northbrook is located at 42°7′45″N, 87°50′27″W / 42.12917°N 87.84083°W / 42.12917; -87.84083 (42.129226, -87.840715).
According to the 2010 census, Northbrook has a total area of 13.255 square miles (34.33 km 2 ), of which 13.19 square miles (34. 16 km 2 ) (or 99.51%) is land and 0.065 square miles (0.17 km 2 ) (or 0.49 km 2 ). %) – water.
Northbrook is considered part of the cities on the North Shore (Chicago).
Climate data for Northbrook, Illinois
Month
Jan
Feb
Mar
Apr
May
Jun
Jul
Aug
Sep
October
Nov
December
year
Medium High °F (°C)
32 (0)
36 (2)
45 (7)
57 (14)
68 (20)
78 (26)
83 (28)
81 (27)
74 (23)
62 (17)
49 (9)
36 (2)
58 (15)
Medium Low °F (°C)
16 (-9)
19 (−7)
28 (-2)
38 (3)
47 (8)
57 (14)
63 (17)
62 (17)
54 (12)
42 (6)
33 (1)
20 (-7)
40 (4)
Average precipitation in inches (mm)
1. 81 (46)
1.80 (46)
2.37 (60)
3.58 (91)
4.01 (102)
3.67 (93)
3.63 (92)
4.77 (121)
3.48 (88)
3.24 (82)
3.06 (78)
2.40 (61)
37.82 (960)
Average snowfall in inches (cm)
11 (28)
8 (20)
5 (13)
1 (2.5)
0 (0)
0 (0)
0 (0)
0 (0)
0 (0)
0 (0)
1 (2.5)
7 (18)
33 (84)
Source 1: Weather.com
Source 2: US climate data.
Demographics
Historical population
Census
Pop.
% ±
1910
441
–
1920
554
25.6%
1930
1.193
115.3%
1940
1.265
6.0%
1950
3 348
164.7%
1960
11 635
247.5%
1970
25 422
118.5%
1980
30 778
21.1%
1990
32 308
5.0%
2000
33 435
3.5%
2010
33 170
-0.8%
2019 (estimate)
32 958
-0. 6%
US Decadal Census
As of the 2010 Census, there were 33,170 people, 12,642 households, and 9,522 families residing in the village. The population density was 2,514.8 people per square mile (971.0 / km 2 ). There were 13,434 housing units at an average density of 1,018.5 per square mile (392.8/km 2). The racial makeup of the village was 86.1% White, 0.6% African American, 0.04% Native American, 11.7% Asian, 0.01% Pacific Islander, 0.4% some other race, and 1.2 % from two or more races. Hispanics or Latinos of any race were 2.5% of the population.
There were 12,642 households out of which 32.5% had children under the age of 18 living with them, 67.3% were headed by married couples living together, 6.1% had a female householder with no husband present, and 24 7% did not have a family. 22.5% of all households were made up of individuals and 14.6% had someone living alone who was 65 years of age or older. The average household size is 2.57 and the average family size is 3.03.
In the village the population was spread out: 23.5% under the age of 18, 4.9% from 18 to 24, 17.0% from 25 to 44, 32.2% from 45 to 64 and 22, 4% are aged 65 or older. The mean age was 48.0 years. For every 100 women, there were 91.7 men. For every 100 women aged 18 and over, there were 88.0 men.
Between 2009 and 2011, the estimated median annual income for a household in the village was $103,053 and the median income for a family was $166,083. The median income of full-time men was 9$7,459 compared to $54,970 for women. The per capita income for the village was $51,719. About 4.1% of families and 4.8% of the population were below the poverty line, including 4.6% of those under age 18 and 6.0% of those age 65 or over.
Notable People
Further Information: Glenbrook North High School § Notable Alumni
Mike Brown
John Scheyer
Johnny Seo (born 1995), K-pop artist, member of K-pop groups NCT 127 and NCT (group)
Scott Adsit (born 1965), comedian, actor of 30 Rock, voice of Baymax in the Disney film Big Hero 6
Steve Bartman, namesake of the “Bartman Incident” from Game 6 of the 2003 National League Championship Series.
Stephen D. Binder (born 1971), Hollywood producer and screenwriter
Mike Brown (born 1985), right wing for several National Hockey League teams.
Meg Waite Clayton (born 1959), writer
Chris Collins (19born 74), head basketball coach, Northwestern
JT Compare (born 1995), NHL center for Colorado Avalanche
Billy Donlon (born 1977), Wright State Raiders men’s basketball head coach 2010-16
Han Chae-young (born 1980), actress who mainly starred in South Korean television dramas
Ann Henning (born 1955), Olympic speed skater, 1972 gold medalist
Diane Holum (born 1951), Olympic speed skater, 19th gold medalist72 years old
John Hughes (1950–2009), film director and screenwriter
Cascade (born 1971), professional DJ
Ken Goldstein (born 1969), documentary filmmaker; writer; musician, author of the book series “The Way of the Botanist”
Crevella, group EDM
Jason Kipnis (born 1987), second baseman for MLB’s Chicago Cubs
Jason Megna (born 1990), right winger for the Vancouver Canucks of the NHL
Pat Mish (born 1981), MLB pitcher for the San Francisco Giants, New York Mets
John Park (born 1988), former American Idol contestant; currently active as a musician in South Korea
Kathleen Parker (born 1943), Illinois State Senator
Scott Sanderson (1955–2019), multi-team pitcher for MLB
John Shyer (born 1987), American-Israeli All-American basketball player for the 2009–10 national champion Duke basketball team, also played for Maccabi Tel Aviv.
Government and infrastructure
Northbrook Village House
The village of Northbrook adopted a managerial council form of government after a referendum in 1953. The village board of trustees consists of six trustees and a president; they must all be residents of Northbrook. The council makes the rules and hires a village manager to run the day-to-day business.
As of 2016, Sandra E. Frum is President and the Trustees are AC Buehler III, Katherine L. Zesla, Todd A. Heller, James A. Karagianis, Michael W. Scolaro, and Robert Israel. Since that year, Richard M. Narstadt has been the village manager and Debra J. Ford the village clerk.
The US Postal Service operates the Northbrook Post Office, the Northbrook Downtown Post Office, and the Techny Post Office.
Economics
St. Giles Episcopal Church
Northbrook had 15,613 employed civilians, including 6,841 women, as of the 2006-2008 census. Of the civilian workers, 12,458 were private employees and employees.
Underwriters Laboratories and Crate & Barrel are headquartered in Northbrook, as are the North American headquarters of Astellas, a Japanese pharmaceutical company, and Bell Flavors & Fragrances, an international flavor and fragrance company.
Allstate’s headquarters are in the neighboring area of Northfield Township.
Top Employers
According to Northbrook’s 2018 Comprehensive Annual Financial Report, the top employers in the village are:
#
Employer
# of employees
1
Allstate
8 750
2
Underwriters Laboratories
2000
3
NorthShore Glenbrook Hospital
2000
4
CVS Caremark
1,400
5
Astellas Pharma US Inc.
1.150
6
Northbrook Court
1,000
7
Glenbrook School District 225
849
8
Euromarket Design (Crate and Barrel)
500
9
Hilco Merchant Resources LLC
400
10
W. W. Grainger, Inc.
350
Films set in Northbrook
Northbrook native director John Hughes used the fictional town of Shermer as the setting for several of his films. David Kamp of Vanity Fair said that “Hughes’ Shermer was part Northbrook and part composite of all the towns and neighborhoods of the North Shore – and by extension all the different environments that existed in the American suburbs” and that Shermer “was both an Everytown for every teenager and a clear homage to Hughes’ homeland , the suburbs of the North Shore over Chicago”. Hughes and his family moved to Northbrook in 1962 and Hughes attended Glenbrook North High School.
Some exterior shots of Glenbrook North High School were used in the films The Breakfast Club and Ferris Bueller’s Day Off.
Education
Primary and secondary schools
Public schools
Chabony School District 27
Northbrook is served by several school districts. Northbrook Elementary School Districts School District 27, Northbrook School District 28, Northbrook/Glenview School District 30, and West Northfield School District 31 serve Northbrook and are headquartered in Northbrook. Wheeling Unified School District 21, headquartered in Wheeling, also serves the Northbrook neighborhoods.
District 27 operates three learning level centers in Northbrook, including Hickory Point School (K-2), Shabonee School (3-5), and Wood Oaks High School (6-8). David Krese is the superintendent.
District 28 operates three elementary schools (K-5): Meadowbrook Elementary, Greenbriar Elementary, and Westmoor Elementary in Northbrook. Northbrook Junior High School (6-8) is a district high school in Northbrook.
District 30 operates Wescott School (K-5) in Northbrook and Willowbrook School (K-5) in Glenview, both elementary schools serving Northbrook. Maple High School (6-8) in Northbrook is a District 30 high school.
The part of Northbrook served by District 31 is served by Winkelman School, Glenview Primary School, and Field School, Northbrook High School.
Areas in CCSD 21 are served by two schools, including Walt Whitman School, Wheeling Primary School and Holmes High School in Wheeling.
Northfield Township High School District 225 is the high school district serving Northbrook. Glenbrook North High School is located in Northbrook and serves mostly the majority of Northbrook, served entirely by the first two districts and some of the next two. Glenbrook South High School is also in District 225, which primarily serves neighboring Glenview, part of District 31 in Northbrook, and is Glenbrook North’s main rival school. The western part of the Wheeling Community Unified School District 21 is served by Township 214 High School District, as part of Wheeling High School.
Private Schools
St. Norbert Catholic School, a K-8 Catholic elementary school, is located in Northbrook.
Cove School, a K–12 school for children with disabilities, is located in Northbrook.
Solomon Schechter, K-8 Jewish School, located in Northbrook.
Rural Montessori School, a K-8 private school, is located in Northbrook.
Public Libraries
Main article: Northbrook Public Library
Northbrook Public Library is the public library of Northbrook. The origin of the library comes from a reading room established by the Shermerville Civic Club. The primary advocate for the library in Northbrook after World War II was Caroline A. Landwehr, sister-in-law of Edward Landwehr, who originally suggested the name “Northbrook” for the community. The Northbrook Public Library first opened on June 30, 1952, in a building located in the town hall; the first dedicated library building was dedicated in 1954 year. The north end of the current library opened in 1969 and the 1975 and 1997 bonds expanded the current library.
Transportation
Northbrook is connected to downtown Chicago Metra’s Milwaukee District/Northern line, which has two stations: one on Shermer Road and the other on Lake Cook Road. Pace buses also serve Northbrook.
Local Media
Newspapers
Northbrook is served by two newspapers, the Northbrook Star and The Northbrook Tower. Northbrook Star is a division of the Chicago Tribune and The Northbrook Tower is a division of 22nd Century Media.
Television
The government of Northbrook has a television station available to all residents, cable channel NCTV 17. The station broadcasts meetings about the village as well as information about the village.
Twin cities
Northbrook became a sister city of Diegem, Belgium in 1966.
Parks and Recreation
Northbrook has many parks and golf courses. These include Wood Oaks Green, Williamsburg Square Park, Crestwood Park, Breece Park, Flower Park, and Greenfield Park. Golf courses in Northbrook include Sportsman’s Country Club, Anetsberger Golf Course, and Techny Prairie Park and Fields. Other facilities in the city include the Northbrook Sports Center, the Northbrook Leisure Center, and the Meadowhill Aquatic Center.
The Northbrook Park District, headquartered in Northbrook, operates recreation facilities in Northbrook. The 17.25 square miles (44.7 km 2 ) Park District, formed in June 1927, serves all of Northbrook and some unincorporated areas in Cook County. The park area is in the townships of Northfield and Wheeling.
used literature
external links
Official website
9190
Beth Moses – frwiki.wiki
Beth Moses – Chief Astronaut Instructor and Internal Program Manager for SpaceShipTwo at Virgin Galactic, and commercial astronaut. She was the first woman to perform a suborbital flight in the VSS Unity VF-01 commercial spacecraft. . She was also part of the six-man crew that made the first full-crew test flight, Unity 22, at , aboard VSS Unity .
Summary
1 Professional career
2 quotes
3 awards
4 Notes and references
5 See also
5.1 External links
Professional career
Natalie Beth Stubbings grew up in Northbrook, Illinois and attended Glenbrook North High School. She received her bachelor’s degree (1992) and master’s degree (1994) in aeronautical and astronautical engineering at Purdue University and a senior engineer at the NASA JSC Extravehicular Activities Projects Bureau. As a student, she did materials research in parabolic flight.
She worked for NASA as an assembly manager on the International Space Station, where she led the global man-in-the-loop test program that designed, developed, and validated the EVA mechanisms used to assemble and maintain the station. Moses then joined Virgin Galactic, where she is the Chief Astronaut Instructor and Head of the Interior Decoration Program.
During suborbital flight , she became the first person on a suborbital mission known to separate and float in the cockpit as part of her work assessing future passenger experiences. During the VF-01 mission, it reached an altitude of 89.9 km above the Earth’s surface, exceeding the 50 miles (80 km) required by US agencies but below the internationally recognized Karman line (100 km).
Quotes
“One of the things I believe is that if more people can experience space travel, it will bring untold benefits and changes to the earth. What if every world leader saw Earth from space? It could have been a more gentle, caring planet. ”
“After countless projects, what I can say is that the sustainability of engineering outweighs personal, cultural or gender factors. In today’s global aerospace industry, it doesn’t matter what you look like. Or where your parents lived. Or even what your native language is. What matters is your engineering skills, common sense, courtesy, perseverance and dedication to a common mission. “.
Awards
Beth Moses received the National Science Foundation Microgravity Research Award. This allowed him to deepen his research on parabolic flight. In 2009The International Space Station (ISS) received the Robert J. Collier Prize. Beth Moses was instrumental in the development required to receive this award. In 2021, she received the Glenbrook North High School Distinguished Alumni Award in Northbrook, Illinois.
Notes and links
↑ “ Virgin Galactic clears space for the second time in ten weeks with three on board, reaching higher altitudes and faster speeds as flight test program continues “, on Virgin Galactic,
↑ Cheryl Jackson, “ Space travel as a unifier? Adler Honors Woman Helping Launch Virgin Galactic ” at Chicago Tribune,
↑ Claudia Lenart, “ Teacher Helps Kids Reach for Heaven “, Chicago Tribune,
↑ a and b “ Beth Moses ”
↑ “ Association of Space Explorers XVI Convention” [archived ] on www. space-explorers.org (accessed February 25, 2019)
↑ Alison Klesman, “ Virgin Galactic Chief Astronaut Instructor Says Space for All “, On Astronomy,
Oracle Enterprise Manager provides a comprehensive monitoring and management solution for Oracle Database and Engineered Systems deployed in cloud and customer data centers. Customers can run Enterprise Manager on-premises and in Oracle Cloud Infrastructure.
Silicon ANGLE the CUBE on Oracle’s latest moves in observability and management
In this interview with Wim Coekaerts, SVP, Oracle, theCUBE explores questions on why Oracle supports a broad array of deployment architectures for cloud and on-premises, and the importance of end-to-end observability and management.
Watch the video (29:25)
Analyst report: The value of using Enterprise Manager
A recent survey by Pique Solutions showed that companies using Enterprise Manager lowered operational management costs by more than 60%. Read the full report to discover all the business benefits of Enterprise Manager.
Watch Edward Screven, Oracle’s Chief Corporate Architect, and Mughees A. Minhas, Oracle’s Vice President of Product Management, to learn about the new capabilities in Oracle Enterprise Manager 13c Release 5.
Monitor and manage an entire Oracle Database estate from a top-level view across cloud and on-premises. Integrated and automated deep dive analytics help DBAs quickly find performance problems, fix them, and validate the fixes before promoting them to production.
Find
Provides built-in powerful, automated, and integrated diagnostics
Automatic Database Diagnostic Monitor (ADDM) – built into the Oracle Database kernel simplifies identifying performance issues
Automatic Workload Repository (AWR) and Active Session History (ASH) automatically collect and analyze database performance data
Monitors and provides alerts and notifications for the database instance and host operating system
SQL Profiles transparently improve application SQL performance without need for patches
SQL Access Advisor recommends structures to optimize performance
Real-time SQL Monitoring and Database Operations Monitoring provide insights into SQL and PL/SQL job executions
Validate
Comprehensive real-world testing reduces risk due to unexpected problems encountered in the production systems with minimal effort
Database Replay captures the database workload on a production system, and replays it on a test system to speed validation testing
SQL Performance Analyzer (SPA) provides fine-grain assessment of the impact of system changes on SQL response times
Seamless integration with SQL Tuning Advisor and SQL Plan Baselines helps eliminate SQL performance regressions
Blog: The Best Kept Secret for Database Performance Monitoring
ASH Mash! A tour of the amazing Active Session History (1:04:40)
Livelabs: EM – Database Performance Management: Find-Fix-Validate Workshop
Database Ops Automation
Automate operations at scale
A rich set of features supports database consolidation, enforces standardization, and automates time-consuming tasks. Enterprise Manager provides complete Ops automation including provisioning new clusters, patching, and upgrading databases as well as configuration and compliance management—all essential for organizations embracing automation.
Automated provisioning and cloning
Out-of-the-box deployment procedures to provision and clone Oracle Databases (Single Instance, CDB, PDB and RAC) including the operating system
Provision new databases from a gold image
Create rapid clones of large production databases with integrated data masking
Automated, scalable Fleet Maintenance
Simplifies patching and upgrades of the entire fleet of Oracle Database and Oracle Grid Infrastructure
Improves predictability of database operations using gold image and preflight checks
Minimizes touchpoints by providing end-to-end automation, including credentials, alerts blackouts, configuration, and compliance
Reduces MTTR with a rich UI that provides actionable insights when things go wrong
Configuration management
Standardize on configurations to reduce security risks and maintenance cost
On-demand comparison, drift detection at scale
Leverage configuration extensions to augment comparison and drift detection
Security and compliance enforcement
Automate built-in security controls up and down the stack from database to infrastructure
Manage database security posture and compliance with CIS, STIG, and customized policies
Secure Linux hosts with industry standards such as STIG, PCI-DSS, and HIPAA profiles
Leverage Oracle Autonomous Health Framework (AHF) compliance standards to secure all engineered- system components
Database Migration Workbench
Perform database migrations and consolidations efficiently and less risk
Automate identification and repair of source targets with advisors
Monitor detailed steps of migration in real time
Analyze and optimize the performance of the newly migrated database
Database as a Service
Self-service portal to deploy databases on designated zones
Role based Service Catalog with standardized database configuration templates
Automation via RESTful APIs and CLI
Metering, Show back, and Chargeback
Overview: Patch and Upgrade Oracle Databases with Fleet Maintenance (PDF)
Blog: Next Generation Database Fleet Maintenance
Case Study: Comcast Database self-service patching Fleet Maintenance (PDF)
Fleet Maintenance Documentation
EM Database Migration Workbench Demo (13:44)
Demo: Fleet Maintenance—Patching GI and RAC (8:02)
Exadata Management
Monitor and manage Exadata components as one
Meet Exadata management challenges with easy access to all Exadata components. Monitor all databases, clusters, and hardware components in a single view. Use alerting, monitoring, and configuration management to stay current on status. Optimize for consolidation without overprovisioning.
Discovery
Discover all Exadata components automatically
Monitor
See relationships between hardware and software components with topology view
Monitor storage cells down to discs, Flash, and I/O performance
Monitor the impact of IORM and other configurations
See utilization of CPU, storage, and memory on all servers in one view
Manage
Use automated alerts to get ahead of potential issues
Discover IORM changes on storage grid or individual storage cells to ensure resources to key applications
Manage InfiniBand switches from Enterprise Manager
Capacity Planning and Migration
Monitor utilization history and use it for predictive capacity analysis
Estimate capacity needs for consolidation and migration with Database Migration Planner
Optimize migration strategy to meet SLAs with Database Migration Workbench
Validate migration with Real Application Testing to proactively eliminate regression
Docs: Oracle Exadata Database Machine Getting Started Guide
Docs: Oracle Enterprise Manager Cloud Control for Oracle Exadata Cloud
Enterprise Monitoring
Smarter, scalable single-pane-of-glass monitoring
With deep monitoring for Oracle Database, including Oracle Autonomous Database, Exadata, Middleware, packaged applications, get complete visibility into your stack running on-premises or on Oracle Cloud Infrastructure.
Enterprise-class monitoring
Out-of-the-box monitoring for Oracle technologies
Rich alerting and notification customization
Send email, SNMP traps, open tickets, and share event data
Extensible monitoring using Metric Extensions
Maintenance windows support with Blackouts
Always-On Monitoring for critical alert notification during Enterprise Manager maintenance
Monitoring scalability and automation
Scale monitoring setup using Admin Groups and Template Collections
Automate ops privilege assignment using privilege-propagating groups
Fix issues automatically using Corrective Actions
Incident management
Smart Event Compression autocompresses related events into a smaller set of actionable Incidents
Manage full incident lifecycle including assignment, tracking, escalation
Use Incident Manager for assignment and troubleshooting of incidents
Execute Dynamic Runbook procedures in EM for faster incident resolution
Use Incident Dashboard for insights into incident backlog
Strategies for Scalable, Smarter Monitoring using Oracle Enterprise Manager Cloud Control 13c (PDF)
Blog: Monitoring Best Practices Report for Enterprise Manager 13c
Middleware Management
Automated middleware operations
Oracle’s middleware management capabilities ease administrators’ lives by providing a full-lifecycle solution encompassing configuration and compliance management, patching, provisioning, and performance management, as well as administration and auditing.
Comprehensive management solution for:
Oracle WebLogic Server
Oracle Coherence
Oracle HTTP Server
Oracle SOA Suite
Oracle WebCenter Suite
Oracle Identity Management
Oracle Business Intelligence Enterprise Edition
Non-Oracle middleware (for example, Apache Tomcat, JBoss Application Serve,r and IBM WebSphere Application Server)
Key features and benefits
Monitor middleware availability and performance metrics out-of-the-box
Improve quality of service by avoiding downtime and improving end-to-end response time
Manage multiple domains centrally
Monitor real end user experience with the integrated KPIs
Gain in-depth JVM diagnostics
Detect configuration changes in real time and track historically
Reduce cost by automating manual, error-prone lifecycle management operations
Video: Managing Oracle WebLogic Server with Oracle Enterprise Manager (48:50)
Video: Monitor EM Metrics for WebLogic Server with Oracle EM App for Grafana (3:31)
Blog: OOTB WLS Dashboards are now available with Oracle EM App for Grafana
Datasheet: WLS Management Pack EE (PDF)
Datasheet: Management Pack Plus for IDM (PDF)
Datasheet: Management Pack for Oracle Coherence (PDF)
Datasheet: Oracle Real User Experience Insight (PDF)
Application Management
Automated application operations
Oracle Enterprise Manager Cloud Control provides complete application performance management (APM) for custom applications and Oracle Applications, including E-Business Suite, Siebel, PeopleSoft, JD Edwards, and Fusion Applications.
User Experience Management
Real user monitoring with Real User Experience Insight (RUEI)
Integrated problem diagnostics and impact analyses, natively from Oracle Enterprise Manager console
Customizable dashboards per application, user group segmented
User flow tracking, including transaction abandonment analysis
User session diagnostics and full session replay
Geographic user visualization
RUEI app now available on Oracle Cloud Marketplace
Preconfigured stack contains RUEI server and repository, deployed on a single Linux host
Monitor real-user experience of cloud applications
Drastically simplified installation and network setup process
JVM monitoring and diagnostics
Integrated with JVM Diagnostics feature in Enterprise Manager
Zero-overhead, production Java and DB diagnostics for Oracle and non-Oracle platforms
Always-on, real-time and historical monitoring and diagnostics
Diagnose the problem at production—no need to reproduce in house
No application instrumentation or server restarts required
Constant, low overhead by Java thread sampling method
Complete visibility into JVM stack: requests, threads, heap, GC
Java Workload Explorer: detailed comparison across time and servers
RUEI Demo (17:59)
RUEI Marketplace (3:00)
Managing Oracle WebLogic Server with Oracle Enterprise Manager (48:50)
Blog: RUEI is now on Oracle Cloud Marketplace
How to Deploy RUEI to Oracle Cloud and Monitor E-Business Suite (PDF)
Blog: Centralize Oracle Weblogic Server Monitoring Using Enterprise Manager
RUEI Documentation
Extensibility
Extending visualization, monitoring, and connectivity
Enterprise Manager is designed to support a breadth of enhanced visualization capabilities, from customizing out-of-the-box dashboards to using the Enterprise Manager App for Grafana. Further extend Enterprise Manager capabilities with REST APIs to interoperate with third-party tools.
Visualization and mobile access
Create dashboards using prebuilt and custom widgets
Grafana app for versatile dashboarding experience
Mobile app for on-the-go administration
Enterprise Manager federation visualization
Single pane of glass summary across federated EM instances
Heterogeneous management
Monitor and manage Non-Oracle Databases using monitoring plugins for Microsoft SQL Server, IBM DB2 and Sybase ASE
Event Connectors to share EM events with external systems
Service Desk Connectors to open tickets in external systems
REST API support
Automate EM management operations from external tools using REST APIs
Blog: Introducing Enterprise Manager App for Grafana
Blog: Top new features of Oracle Enterprise Manager App for Grafana
Demo: Integration with 3rd Party Systems (18:25)
Docs: Getting started with Grafana
Community Forum EM App for Grafana
Platform
Resilient platform
Enterprise Manager is used to monitor and manage highly available database, middleware, and application technology requiring a resilient platform. Features include rapid platform update for patching and updates, proactive health monitoring and diagnostics, and flexible high availability deployment options.
Reduce maintenance windows and maintain critical monitoring using rapid platform update
Minimize patching maintenance windows to meet service level agreements
Maintain monitoring and alerting continuity during maintenance windows for mission-critical targets
Schedule flexible maintenance windows to adapt to business requirements
Reduce human errors with patch automation in the multi-OMS environment
Rapid platform update blog
Rapid platform update technical brief (PDF)
Enterprise Manager on Cloud (Oracle Cloud Marketplace)
Start monitoring your estate in minutes by deploying Enterprise Manager on cloud
Flexible deployment sizes and configurations with built-in high availability
Leverage the self-healing features of Autonomous Database as a repository to boost the overall operational efficiency of Enterprise Manager
Supercharged job system for peak workloads
Prioritize and parallelize jobs for greater scalability and efficiency
Enhanced self-monitoring and diagnostics
Automatically alerts admin to EM health issues
Continuously evaluates and recommends EM sizing configuration for OMS and repository based on workload
Job diagnostics dashboards to drill down into the performance and real-time status of the jobs running in or blocking the system
Oracle Enterprise Manager Mobile (Apple App Store and Google Play Store)
Deploy the mobile app and manage targets from anywhere
Monitor and assign, share, and triage incidents from your mobile device
Enterprise Manager downloads
Enterprise Manager documentation
Enterprise Manager Federation
Consolidated view of all Enterprise Manager sites
Summary pages with clickable links to deep analysis
Blog: Federation Dashboard: Consolidate Multiple EM instances
Comcast maximizes performance with Oracle Enterprise Manager
Comcast uses Oracle Enterprise Manager database lifecycle management for deep performance visibility into their database fleet and to automate provisioning, maximize utilization, and provide a self-service database provisioning portal.
Watch Comcast’s story (1:09)
Comcast Launches Database Fleet Automation
Enterprise Manager use cases
Find, fix, and validate database performance issues
Automation with integrated diagnostics, tuning, and validation speeds troubleshooting and corrective action.
Read more about validation
Automate database lifecycle operations including provisioning
Database operations fleet-wide automation reduces manual effort, eliminates human errors, and helps stay current on patches.
Read about database automation
Resolve issues before users are impacted
Proactively manage alert templates, automatically send notifications, and enable team collaboration to rapidly troubleshoot issues impacting customer IT operations
Find out more
One of the highest costs of deploying IT resources in the cloud or on-premises is day-to-day operations. Oracle’s new edition of Enterprise Manager includes features such as Dynamic Workbooks, Smart Event Compression, and Automatic Workload Analysis that automate many previously manual tasks. These features can significantly reduce IT operational cost and complexity by enabling consistent automation practices across a mix of IT deployment architectures.
David Floyer
CTO and Co-Founder, Wikibon
Oracle Enterprise Manager is analogous to the smart home—in fact the latest release is effectively a smart Oracle Database hub. This is another example of Oracle’s focused drive on automation by automating Oracle Database operations and reducing operational costs by up to 60%. Oracle has put all the expertise into Enterprise Manager instead of the administrator—transforming anyone who uses it into an expert.
Marc Staimer
President of DS Consulting and Wikibon analyst
April 12, 2022
Register Now: Enterprise Manager Technical Forum 2022, April 19-21
Timothy Mooney, Senior Principal Product Marketing Director, Oracle
Engage with Oracle experts and leadership at the Enterprise Manager Technical Forum 2022, live April 19-21!
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Oracle Enterprise Manager provides a comprehensive monitoring and management solution for Oracle Database and Engineered Systems deployed in cloud and customer data centers. Customers can run Enterprise Manager on-premises and in Oracle Cloud Infrastructure.
Silicon ANGLE the CUBE on Oracle’s latest moves in observability and management
In this interview with Wim Coekaerts, SVP, Oracle, theCUBE explores questions on why Oracle supports a broad array of deployment architectures for cloud and on-premises, and the importance of end-to-end observability and management.
Watch the video (29:25)
Analyst report: The value of using Enterprise Manager
A recent survey by Pique Solutions showed that companies using Enterprise Manager lowered operational management costs by more than 60%. Read the full report to discover all the business benefits of Enterprise Manager.
Watch Edward Screven, Oracle’s Chief Corporate Architect, and Mughees A. Minhas, Oracle’s Vice President of Product Management, to learn about the new capabilities in Oracle Enterprise Manager 13c Release 5.
Monitor and manage an entire Oracle Database estate from a top-level view across cloud and on-premises. Integrated and automated deep dive analytics help DBAs quickly find performance problems, fix them, and validate the fixes before promoting them to production.
Find
Provides built-in powerful, automated, and integrated diagnostics
Automatic Database Diagnostic Monitor (ADDM) – built into the Oracle Database kernel simplifies identifying performance issues
Automatic Workload Repository (AWR) and Active Session History (ASH) automatically collect and analyze database performance data
Monitors and provides alerts and notifications for the database instance and host operating system
SQL Profiles transparently improve application SQL performance without need for patches
SQL Access Advisor recommends structures to optimize performance
Real-time SQL Monitoring and Database Operations Monitoring provide insights into SQL and PL/SQL job executions
Validate
Comprehensive real-world testing reduces risk due to unexpected problems encountered in the production systems with minimal effort
Database Replay captures the database workload on a production system, and replays it on a test system to speed validation testing
SQL Performance Analyzer (SPA) provides fine-grain assessment of the impact of system changes on SQL response times
Seamless integration with SQL Tuning Advisor and SQL Plan Baselines helps eliminate SQL performance regressions
Blog: The Best Kept Secret for Database Performance Monitoring
ASH Mash! A tour of the amazing Active Session History (1:04:40)
Livelabs: EM – Database Performance Management: Find-Fix-Validate Workshop
Database Ops Automation
Automate operations at scale
A rich set of features supports database consolidation, enforces standardization, and automates time-consuming tasks. Enterprise Manager provides complete Ops automation including provisioning new clusters, patching, and upgrading databases as well as configuration and compliance management—all essential for organizations embracing automation.
Automated provisioning and cloning
Out-of-the-box deployment procedures to provision and clone Oracle Databases (Single Instance, CDB, PDB and RAC) including the operating system
Provision new databases from a gold image
Create rapid clones of large production databases with integrated data masking
Automated, scalable Fleet Maintenance
Simplifies patching and upgrades of the entire fleet of Oracle Database and Oracle Grid Infrastructure
Improves predictability of database operations using gold image and preflight checks
Minimizes touchpoints by providing end-to-end automation, including credentials, alerts blackouts, configuration, and compliance
Reduces MTTR with a rich UI that provides actionable insights when things go wrong
Configuration management
Standardize on configurations to reduce security risks and maintenance cost
On-demand comparison, drift detection at scale
Leverage configuration extensions to augment comparison and drift detection
Security and compliance enforcement
Automate built-in security controls up and down the stack from database to infrastructure
Manage database security posture and compliance with CIS, STIG, and customized policies
Secure Linux hosts with industry standards such as STIG, PCI-DSS, and HIPAA profiles
Leverage Oracle Autonomous Health Framework (AHF) compliance standards to secure all engineered- system components
Database Migration Workbench
Perform database migrations and consolidations efficiently and less risk
Automate identification and repair of source targets with advisors
Monitor detailed steps of migration in real time
Analyze and optimize the performance of the newly migrated database
Database as a Service
Self-service portal to deploy databases on designated zones
Role based Service Catalog with standardized database configuration templates
Automation via RESTful APIs and CLI
Metering, Show back, and Chargeback
Overview: Patch and Upgrade Oracle Databases with Fleet Maintenance (PDF)
Blog: Next Generation Database Fleet Maintenance
Case Study: Comcast Database self-service patching Fleet Maintenance (PDF)
Fleet Maintenance Documentation
EM Database Migration Workbench Demo (13:44)
Demo: Fleet Maintenance—Patching GI and RAC (8:02)
Exadata Management
Monitor and manage Exadata components as one
Meet Exadata management challenges with easy access to all Exadata components. Monitor all databases, clusters, and hardware components in a single view. Use alerting, monitoring, and configuration management to stay current on status. Optimize for consolidation without overprovisioning.
Discovery
Discover all Exadata components automatically
Monitor
See relationships between hardware and software components with topology view
Monitor storage cells down to discs, Flash, and I/O performance
Monitor the impact of IORM and other configurations
See utilization of CPU, storage, and memory on all servers in one view
Manage
Use automated alerts to get ahead of potential issues
Discover IORM changes on storage grid or individual storage cells to ensure resources to key applications
Manage InfiniBand switches from Enterprise Manager
Capacity Planning and Migration
Monitor utilization history and use it for predictive capacity analysis
Estimate capacity needs for consolidation and migration with Database Migration Planner
Optimize migration strategy to meet SLAs with Database Migration Workbench
Validate migration with Real Application Testing to proactively eliminate regression
Docs: Oracle Exadata Database Machine Getting Started Guide
Docs: Oracle Enterprise Manager Cloud Control for Oracle Exadata Cloud
Enterprise Monitoring
Smarter, scalable single-pane-of-glass monitoring
With deep monitoring for Oracle Database, including Oracle Autonomous Database, Exadata, Middleware, packaged applications, get complete visibility into your stack running on-premises or on Oracle Cloud Infrastructure.
Enterprise-class monitoring
Out-of-the-box monitoring for Oracle technologies
Rich alerting and notification customization
Send email, SNMP traps, open tickets, and share event data
Extensible monitoring using Metric Extensions
Maintenance windows support with Blackouts
Always-On Monitoring for critical alert notification during Enterprise Manager maintenance
Monitoring scalability and automation
Scale monitoring setup using Admin Groups and Template Collections
Automate ops privilege assignment using privilege-propagating groups
Fix issues automatically using Corrective Actions
Incident management
Smart Event Compression autocompresses related events into a smaller set of actionable Incidents
Manage full incident lifecycle including assignment, tracking, escalation
Use Incident Manager for assignment and troubleshooting of incidents
Execute Dynamic Runbook procedures in EM for faster incident resolution
Use Incident Dashboard for insights into incident backlog
Strategies for Scalable, Smarter Monitoring using Oracle Enterprise Manager Cloud Control 13c (PDF)
Blog: Monitoring Best Practices Report for Enterprise Manager 13c
Middleware Management
Automated middleware operations
Oracle’s middleware management capabilities ease administrators’ lives by providing a full-lifecycle solution encompassing configuration and compliance management, patching, provisioning, and performance management, as well as administration and auditing.
Comprehensive management solution for:
Oracle WebLogic Server
Oracle Coherence
Oracle HTTP Server
Oracle SOA Suite
Oracle WebCenter Suite
Oracle Identity Management
Oracle Business Intelligence Enterprise Edition
Non-Oracle middleware (for example, Apache Tomcat, JBoss Application Serve,r and IBM WebSphere Application Server)
Key features and benefits
Monitor middleware availability and performance metrics out-of-the-box
Improve quality of service by avoiding downtime and improving end-to-end response time
Manage multiple domains centrally
Monitor real end user experience with the integrated KPIs
Gain in-depth JVM diagnostics
Detect configuration changes in real time and track historically
Reduce cost by automating manual, error-prone lifecycle management operations
Video: Managing Oracle WebLogic Server with Oracle Enterprise Manager (48:50)
Video: Monitor EM Metrics for WebLogic Server with Oracle EM App for Grafana (3:31)
Blog: OOTB WLS Dashboards are now available with Oracle EM App for Grafana
Datasheet: WLS Management Pack EE (PDF)
Datasheet: Management Pack Plus for IDM (PDF)
Datasheet: Management Pack for Oracle Coherence (PDF)
Datasheet: Oracle Real User Experience Insight (PDF)
Application Management
Automated application operations
Oracle Enterprise Manager Cloud Control provides complete application performance management (APM) for custom applications and Oracle Applications, including E-Business Suite, Siebel, PeopleSoft, JD Edwards, and Fusion Applications.
User Experience Management
Real user monitoring with Real User Experience Insight (RUEI)
Integrated problem diagnostics and impact analyses, natively from Oracle Enterprise Manager console
Customizable dashboards per application, user group segmented
User flow tracking, including transaction abandonment analysis
User session diagnostics and full session replay
Geographic user visualization
RUEI app now available on Oracle Cloud Marketplace
Preconfigured stack contains RUEI server and repository, deployed on a single Linux host
Monitor real-user experience of cloud applications
Drastically simplified installation and network setup process
JVM monitoring and diagnostics
Integrated with JVM Diagnostics feature in Enterprise Manager
Zero-overhead, production Java and DB diagnostics for Oracle and non-Oracle platforms
Always-on, real-time and historical monitoring and diagnostics
Diagnose the problem at production—no need to reproduce in house
No application instrumentation or server restarts required
Constant, low overhead by Java thread sampling method
Complete visibility into JVM stack: requests, threads, heap, GC
Java Workload Explorer: detailed comparison across time and servers
RUEI Demo (17:59)
RUEI Marketplace (3:00)
Managing Oracle WebLogic Server with Oracle Enterprise Manager (48:50)
Blog: RUEI is now on Oracle Cloud Marketplace
How to Deploy RUEI to Oracle Cloud and Monitor E-Business Suite (PDF)
Blog: Centralize Oracle Weblogic Server Monitoring Using Enterprise Manager
RUEI Documentation
Extensibility
Extending visualization, monitoring, and connectivity
Enterprise Manager is designed to support a breadth of enhanced visualization capabilities, from customizing out-of-the-box dashboards to using the Enterprise Manager App for Grafana. Further extend Enterprise Manager capabilities with REST APIs to interoperate with third-party tools.
Visualization and mobile access
Create dashboards using prebuilt and custom widgets
Grafana app for versatile dashboarding experience
Mobile app for on-the-go administration
Enterprise Manager federation visualization
Single pane of glass summary across federated EM instances
Heterogeneous management
Monitor and manage Non-Oracle Databases using monitoring plugins for Microsoft SQL Server, IBM DB2 and Sybase ASE
Event Connectors to share EM events with external systems
Service Desk Connectors to open tickets in external systems
REST API support
Automate EM management operations from external tools using REST APIs
Blog: Introducing Enterprise Manager App for Grafana
Blog: Top new features of Oracle Enterprise Manager App for Grafana
Demo: Integration with 3rd Party Systems (18:25)
Docs: Getting started with Grafana
Community Forum EM App for Grafana
Platform
Resilient platform
Enterprise Manager is used to monitor and manage highly available database, middleware, and application technology requiring a resilient platform. Features include rapid platform update for patching and updates, proactive health monitoring and diagnostics, and flexible high availability deployment options.
Reduce maintenance windows and maintain critical monitoring using rapid platform update
Minimize patching maintenance windows to meet service level agreements
Maintain monitoring and alerting continuity during maintenance windows for mission-critical targets
Schedule flexible maintenance windows to adapt to business requirements
Reduce human errors with patch automation in the multi-OMS environment
Rapid platform update blog
Rapid platform update technical brief (PDF)
Enterprise Manager on Cloud (Oracle Cloud Marketplace)
Start monitoring your estate in minutes by deploying Enterprise Manager on cloud
Flexible deployment sizes and configurations with built-in high availability
Leverage the self-healing features of Autonomous Database as a repository to boost the overall operational efficiency of Enterprise Manager
Supercharged job system for peak workloads
Prioritize and parallelize jobs for greater scalability and efficiency
Enhanced self-monitoring and diagnostics
Automatically alerts admin to EM health issues
Continuously evaluates and recommends EM sizing configuration for OMS and repository based on workload
Job diagnostics dashboards to drill down into the performance and real-time status of the jobs running in or blocking the system
Oracle Enterprise Manager Mobile (Apple App Store and Google Play Store)
Deploy the mobile app and manage targets from anywhere
Monitor and assign, share, and triage incidents from your mobile device
Enterprise Manager downloads
Enterprise Manager documentation
Enterprise Manager Federation
Consolidated view of all Enterprise Manager sites
Summary pages with clickable links to deep analysis
Blog: Federation Dashboard: Consolidate Multiple EM instances
Comcast maximizes performance with Oracle Enterprise Manager
Comcast uses Oracle Enterprise Manager database lifecycle management for deep performance visibility into their database fleet and to automate provisioning, maximize utilization, and provide a self-service database provisioning portal.
Watch Comcast’s story (1:09)
Comcast Launches Database Fleet Automation
Enterprise Manager use cases
Find, fix, and validate database performance issues
Automation with integrated diagnostics, tuning, and validation speeds troubleshooting and corrective action.
Read more about validation
Automate database lifecycle operations including provisioning
Database operations fleet-wide automation reduces manual effort, eliminates human errors, and helps stay current on patches.
Read about database automation
Resolve issues before users are impacted
Proactively manage alert templates, automatically send notifications, and enable team collaboration to rapidly troubleshoot issues impacting customer IT operations
Find out more
One of the highest costs of deploying IT resources in the cloud or on-premises is day-to-day operations. Oracle’s new edition of Enterprise Manager includes features such as Dynamic Workbooks, Smart Event Compression, and Automatic Workload Analysis that automate many previously manual tasks. These features can significantly reduce IT operational cost and complexity by enabling consistent automation practices across a mix of IT deployment architectures.
David Floyer
CTO and Co-Founder, Wikibon
Oracle Enterprise Manager is analogous to the smart home—in fact the latest release is effectively a smart Oracle Database hub. This is another example of Oracle’s focused drive on automation by automating Oracle Database operations and reducing operational costs by up to 60%. Oracle has put all the expertise into Enterprise Manager instead of the administrator—transforming anyone who uses it into an expert.
Marc Staimer
President of DS Consulting and Wikibon analyst
April 12, 2022
Register Now: Enterprise Manager Technical Forum 2022, April 19-21
Timothy Mooney, Senior Principal Product Marketing Director, Oracle
Engage with Oracle experts and leadership at the Enterprise Manager Technical Forum 2022, live April 19-21!
Read the complete post | Subscribe to the blog
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This guide enables you to get started with Enterprise Manager Cloud Control 13c Release 5.
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Enterprise Manager deep dive webcast and workshop series.
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Oracle Enterprise Manager provides a comprehensive monitoring and management solution for Oracle Database and Engineered Systems deployed in cloud and customer data centers. Customers can run Enterprise Manager on-premises and in Oracle Cloud Infrastructure.
Silicon ANGLE the CUBE on Oracle’s latest moves in observability and management
In this interview with Wim Coekaerts, SVP, Oracle, theCUBE explores questions on why Oracle supports a broad array of deployment architectures for cloud and on-premises, and the importance of end-to-end observability and management.
Watch the video (29:25)
Analyst report: The value of using Enterprise Manager
A recent survey by Pique Solutions showed that companies using Enterprise Manager lowered operational management costs by more than 60%. Read the full report to discover all the business benefits of Enterprise Manager.
Watch Edward Screven, Oracle’s Chief Corporate Architect, and Mughees A. Minhas, Oracle’s Vice President of Product Management, to learn about the new capabilities in Oracle Enterprise Manager 13c Release 5.
Monitor and manage an entire Oracle Database estate from a top-level view across cloud and on-premises. Integrated and automated deep dive analytics help DBAs quickly find performance problems, fix them, and validate the fixes before promoting them to production.
Find
Provides built-in powerful, automated, and integrated diagnostics
Automatic Database Diagnostic Monitor (ADDM) – built into the Oracle Database kernel simplifies identifying performance issues
Automatic Workload Repository (AWR) and Active Session History (ASH) automatically collect and analyze database performance data
Monitors and provides alerts and notifications for the database instance and host operating system
SQL Profiles transparently improve application SQL performance without need for patches
SQL Access Advisor recommends structures to optimize performance
Real-time SQL Monitoring and Database Operations Monitoring provide insights into SQL and PL/SQL job executions
Validate
Comprehensive real-world testing reduces risk due to unexpected problems encountered in the production systems with minimal effort
Database Replay captures the database workload on a production system, and replays it on a test system to speed validation testing
SQL Performance Analyzer (SPA) provides fine-grain assessment of the impact of system changes on SQL response times
Seamless integration with SQL Tuning Advisor and SQL Plan Baselines helps eliminate SQL performance regressions
Blog: The Best Kept Secret for Database Performance Monitoring
ASH Mash! A tour of the amazing Active Session History (1:04:40)
Livelabs: EM – Database Performance Management: Find-Fix-Validate Workshop
Database Ops Automation
Automate operations at scale
A rich set of features supports database consolidation, enforces standardization, and automates time-consuming tasks. Enterprise Manager provides complete Ops automation including provisioning new clusters, patching, and upgrading databases as well as configuration and compliance management—all essential for organizations embracing automation.
Automated provisioning and cloning
Out-of-the-box deployment procedures to provision and clone Oracle Databases (Single Instance, CDB, PDB and RAC) including the operating system
Provision new databases from a gold image
Create rapid clones of large production databases with integrated data masking
Automated, scalable Fleet Maintenance
Simplifies patching and upgrades of the entire fleet of Oracle Database and Oracle Grid Infrastructure
Improves predictability of database operations using gold image and preflight checks
Minimizes touchpoints by providing end-to-end automation, including credentials, alerts blackouts, configuration, and compliance
Reduces MTTR with a rich UI that provides actionable insights when things go wrong
Configuration management
Standardize on configurations to reduce security risks and maintenance cost
On-demand comparison, drift detection at scale
Leverage configuration extensions to augment comparison and drift detection
Security and compliance enforcement
Automate built-in security controls up and down the stack from database to infrastructure
Manage database security posture and compliance with CIS, STIG, and customized policies
Secure Linux hosts with industry standards such as STIG, PCI-DSS, and HIPAA profiles
Leverage Oracle Autonomous Health Framework (AHF) compliance standards to secure all engineered- system components
Database Migration Workbench
Perform database migrations and consolidations efficiently and less risk
Automate identification and repair of source targets with advisors
Monitor detailed steps of migration in real time
Analyze and optimize the performance of the newly migrated database
Database as a Service
Self-service portal to deploy databases on designated zones
Role based Service Catalog with standardized database configuration templates
Automation via RESTful APIs and CLI
Metering, Show back, and Chargeback
Overview: Patch and Upgrade Oracle Databases with Fleet Maintenance (PDF)
Blog: Next Generation Database Fleet Maintenance
Case Study: Comcast Database self-service patching Fleet Maintenance (PDF)
Fleet Maintenance Documentation
EM Database Migration Workbench Demo (13:44)
Demo: Fleet Maintenance—Patching GI and RAC (8:02)
Exadata Management
Monitor and manage Exadata components as one
Meet Exadata management challenges with easy access to all Exadata components. Monitor all databases, clusters, and hardware components in a single view. Use alerting, monitoring, and configuration management to stay current on status. Optimize for consolidation without overprovisioning.
Discovery
Discover all Exadata components automatically
Monitor
See relationships between hardware and software components with topology view
Monitor storage cells down to discs, Flash, and I/O performance
Monitor the impact of IORM and other configurations
See utilization of CPU, storage, and memory on all servers in one view
Manage
Use automated alerts to get ahead of potential issues
Discover IORM changes on storage grid or individual storage cells to ensure resources to key applications
Manage InfiniBand switches from Enterprise Manager
Capacity Planning and Migration
Monitor utilization history and use it for predictive capacity analysis
Estimate capacity needs for consolidation and migration with Database Migration Planner
Optimize migration strategy to meet SLAs with Database Migration Workbench
Validate migration with Real Application Testing to proactively eliminate regression
Docs: Oracle Exadata Database Machine Getting Started Guide
Docs: Oracle Enterprise Manager Cloud Control for Oracle Exadata Cloud
Enterprise Monitoring
Smarter, scalable single-pane-of-glass monitoring
With deep monitoring for Oracle Database, including Oracle Autonomous Database, Exadata, Middleware, packaged applications, get complete visibility into your stack running on-premises or on Oracle Cloud Infrastructure.
Enterprise-class monitoring
Out-of-the-box monitoring for Oracle technologies
Rich alerting and notification customization
Send email, SNMP traps, open tickets, and share event data
Extensible monitoring using Metric Extensions
Maintenance windows support with Blackouts
Always-On Monitoring for critical alert notification during Enterprise Manager maintenance
Monitoring scalability and automation
Scale monitoring setup using Admin Groups and Template Collections
Automate ops privilege assignment using privilege-propagating groups
Fix issues automatically using Corrective Actions
Incident management
Smart Event Compression autocompresses related events into a smaller set of actionable Incidents
Manage full incident lifecycle including assignment, tracking, escalation
Use Incident Manager for assignment and troubleshooting of incidents
Execute Dynamic Runbook procedures in EM for faster incident resolution
Use Incident Dashboard for insights into incident backlog
Strategies for Scalable, Smarter Monitoring using Oracle Enterprise Manager Cloud Control 13c (PDF)
Blog: Monitoring Best Practices Report for Enterprise Manager 13c
Middleware Management
Automated middleware operations
Oracle’s middleware management capabilities ease administrators’ lives by providing a full-lifecycle solution encompassing configuration and compliance management, patching, provisioning, and performance management, as well as administration and auditing.
Comprehensive management solution for:
Oracle WebLogic Server
Oracle Coherence
Oracle HTTP Server
Oracle SOA Suite
Oracle WebCenter Suite
Oracle Identity Management
Oracle Business Intelligence Enterprise Edition
Non-Oracle middleware (for example, Apache Tomcat, JBoss Application Serve,r and IBM WebSphere Application Server)
Key features and benefits
Monitor middleware availability and performance metrics out-of-the-box
Improve quality of service by avoiding downtime and improving end-to-end response time
Manage multiple domains centrally
Monitor real end user experience with the integrated KPIs
Gain in-depth JVM diagnostics
Detect configuration changes in real time and track historically
Reduce cost by automating manual, error-prone lifecycle management operations
Video: Managing Oracle WebLogic Server with Oracle Enterprise Manager (48:50)
Video: Monitor EM Metrics for WebLogic Server with Oracle EM App for Grafana (3:31)
Blog: OOTB WLS Dashboards are now available with Oracle EM App for Grafana
Datasheet: WLS Management Pack EE (PDF)
Datasheet: Management Pack Plus for IDM (PDF)
Datasheet: Management Pack for Oracle Coherence (PDF)
Datasheet: Oracle Real User Experience Insight (PDF)
Application Management
Automated application operations
Oracle Enterprise Manager Cloud Control provides complete application performance management (APM) for custom applications and Oracle Applications, including E-Business Suite, Siebel, PeopleSoft, JD Edwards, and Fusion Applications.
User Experience Management
Real user monitoring with Real User Experience Insight (RUEI)
Integrated problem diagnostics and impact analyses, natively from Oracle Enterprise Manager console
Customizable dashboards per application, user group segmented
User flow tracking, including transaction abandonment analysis
User session diagnostics and full session replay
Geographic user visualization
RUEI app now available on Oracle Cloud Marketplace
Preconfigured stack contains RUEI server and repository, deployed on a single Linux host
Monitor real-user experience of cloud applications
Drastically simplified installation and network setup process
JVM monitoring and diagnostics
Integrated with JVM Diagnostics feature in Enterprise Manager
Zero-overhead, production Java and DB diagnostics for Oracle and non-Oracle platforms
Always-on, real-time and historical monitoring and diagnostics
Diagnose the problem at production—no need to reproduce in house
No application instrumentation or server restarts required
Constant, low overhead by Java thread sampling method
Complete visibility into JVM stack: requests, threads, heap, GC
Java Workload Explorer: detailed comparison across time and servers
RUEI Demo (17:59)
RUEI Marketplace (3:00)
Managing Oracle WebLogic Server with Oracle Enterprise Manager (48:50)
Blog: RUEI is now on Oracle Cloud Marketplace
How to Deploy RUEI to Oracle Cloud and Monitor E-Business Suite (PDF)
Blog: Centralize Oracle Weblogic Server Monitoring Using Enterprise Manager
RUEI Documentation
Extensibility
Extending visualization, monitoring, and connectivity
Enterprise Manager is designed to support a breadth of enhanced visualization capabilities, from customizing out-of-the-box dashboards to using the Enterprise Manager App for Grafana. Further extend Enterprise Manager capabilities with REST APIs to interoperate with third-party tools.
Visualization and mobile access
Create dashboards using prebuilt and custom widgets
Grafana app for versatile dashboarding experience
Mobile app for on-the-go administration
Enterprise Manager federation visualization
Single pane of glass summary across federated EM instances
Heterogeneous management
Monitor and manage Non-Oracle Databases using monitoring plugins for Microsoft SQL Server, IBM DB2 and Sybase ASE
Event Connectors to share EM events with external systems
Service Desk Connectors to open tickets in external systems
REST API support
Automate EM management operations from external tools using REST APIs
Blog: Introducing Enterprise Manager App for Grafana
Blog: Top new features of Oracle Enterprise Manager App for Grafana
Demo: Integration with 3rd Party Systems (18:25)
Docs: Getting started with Grafana
Community Forum EM App for Grafana
Platform
Resilient platform
Enterprise Manager is used to monitor and manage highly available database, middleware, and application technology requiring a resilient platform. Features include rapid platform update for patching and updates, proactive health monitoring and diagnostics, and flexible high availability deployment options.
Reduce maintenance windows and maintain critical monitoring using rapid platform update
Minimize patching maintenance windows to meet service level agreements
Maintain monitoring and alerting continuity during maintenance windows for mission-critical targets
Schedule flexible maintenance windows to adapt to business requirements
Reduce human errors with patch automation in the multi-OMS environment
Rapid platform update blog
Rapid platform update technical brief (PDF)
Enterprise Manager on Cloud (Oracle Cloud Marketplace)
Start monitoring your estate in minutes by deploying Enterprise Manager on cloud
Flexible deployment sizes and configurations with built-in high availability
Leverage the self-healing features of Autonomous Database as a repository to boost the overall operational efficiency of Enterprise Manager
Supercharged job system for peak workloads
Prioritize and parallelize jobs for greater scalability and efficiency
Enhanced self-monitoring and diagnostics
Automatically alerts admin to EM health issues
Continuously evaluates and recommends EM sizing configuration for OMS and repository based on workload
Job diagnostics dashboards to drill down into the performance and real-time status of the jobs running in or blocking the system
Oracle Enterprise Manager Mobile (Apple App Store and Google Play Store)
Deploy the mobile app and manage targets from anywhere
Monitor and assign, share, and triage incidents from your mobile device
Enterprise Manager downloads
Enterprise Manager documentation
Enterprise Manager Federation
Consolidated view of all Enterprise Manager sites
Summary pages with clickable links to deep analysis
Blog: Federation Dashboard: Consolidate Multiple EM instances
Comcast maximizes performance with Oracle Enterprise Manager
Comcast uses Oracle Enterprise Manager database lifecycle management for deep performance visibility into their database fleet and to automate provisioning, maximize utilization, and provide a self-service database provisioning portal.
Watch Comcast’s story (1:09)
Comcast Launches Database Fleet Automation
Enterprise Manager use cases
Find, fix, and validate database performance issues
Automation with integrated diagnostics, tuning, and validation speeds troubleshooting and corrective action.
Read more about validation
Automate database lifecycle operations including provisioning
Database operations fleet-wide automation reduces manual effort, eliminates human errors, and helps stay current on patches.
Read about database automation
Resolve issues before users are impacted
Proactively manage alert templates, automatically send notifications, and enable team collaboration to rapidly troubleshoot issues impacting customer IT operations
Find out more
One of the highest costs of deploying IT resources in the cloud or on-premises is day-to-day operations. Oracle’s new edition of Enterprise Manager includes features such as Dynamic Workbooks, Smart Event Compression, and Automatic Workload Analysis that automate many previously manual tasks. These features can significantly reduce IT operational cost and complexity by enabling consistent automation practices across a mix of IT deployment architectures.
David Floyer
CTO and Co-Founder, Wikibon
Oracle Enterprise Manager is analogous to the smart home—in fact the latest release is effectively a smart Oracle Database hub. This is another example of Oracle’s focused drive on automation by automating Oracle Database operations and reducing operational costs by up to 60%. Oracle has put all the expertise into Enterprise Manager instead of the administrator—transforming anyone who uses it into an expert.
Marc Staimer
President of DS Consulting and Wikibon analyst
April 12, 2022
Register Now: Enterprise Manager Technical Forum 2022, April 19-21
Timothy Mooney, Senior Principal Product Marketing Director, Oracle
Engage with Oracle experts and leadership at the Enterprise Manager Technical Forum 2022, live April 19-21!
Read the complete post | Subscribe to the blog
Resources
DocumentationCloud learningSupport and servicesRelated content
Extract from the Unified State Register of Legal Entities
Competitor analysis
Organization website
OKOPF
Registration Information
OKFS
Branches and representative offices
OKOGU
OKATO
Register of dishonest suppliers
Company rating
Check yourself and the counterparty
due diligence
Banking licenses
Scoring of counterparties
Alcohol licenses
Media monitoring
Signs of economic activity
Reputational risks
Compliance
Company LLC HEAD MANAGEMENT ENTERPRISE ATOMRESURS, address: Moscow, Mozhayskoe highway, 9 pom. 7 was registered on 05.03.2003. The organization was assigned TIN 7706293369, PSRN 1037706013135, KPP 773101001. The main activity is the lease and management of own or leased non-residential real estate, in total 3 types of activity are registered according to OKVED. Has connections with 1 company. Number of co-owners (according to the Unified State Register of Legal Entities): 1, General Director – Sergey Vasilyevich Naranov. The size of the authorized capital is 10,000 rubles. LLC ATOMRESURS HEAD MANAGEMENT ENTERPRISE did not participate in tenders. 58 enforcement proceedings were initiated against the company, of which 2 are ongoing. LLC HEAD MANAGEMENT ENTERPRISE ATOMRESURS participated in 12 arbitration cases: in 1 as a plaintiff, and in 9 as a defendant. Details of LLC HEAD MANAGEMENT ENTERPRISE ATOMRESURS, legal address, official website and extract from the Unified State Register of Legal Entities are available in the SPARK system (demo access is free).
Full verification of counterparties in SPARK
Unpaid debts
Arbitration cases
Communications
Reorganizations and bankruptcy
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Full information about the company LLC HEAD MANAGEMENT ENTERPRISE ATOMRESURS
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Key financial indicators in dynamics
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Company registration data
History of changes in managers, names, addresses
Full list of addresses, phones, websites
Data on co-owners from various sources
Related companies
Activity details
Financial statements for several years
Financial assessment
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Complete information report – SPARK PROFILE
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Adding a description of the company’s activities
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Management companies | Official website of local authorities of Komsomolsk-on-Amur
No.
Full name of the company, postal address
Full name
managers
Phone
Address
official website
Management companies in the Central District
1
Municipal Unitary Enterprise “Customer Service No. 1″ 681000, Khabarovsk Territory, Komsomolsk-on-Amur, st. Sevastopolskaya, 24
Nikolaeva Alvina Vyacheslavovna
57 30 98
–
2
Limited Liability Company Amurlift Management Company, 681024, Khabarovsk Territory, Komsomolsk-on-Amur, Alley Truda, 62 building 4
Kolobov Yury Vladimirovich
20 11 25
amurlift.ru
3
Limited Liability Company “Management Company “Amurlift-ZHEU”, 681024, Khabarovsk Territory, Komsomolsk-on-Amur, Truda Alley, 62, building 4
Kolobov Yury Vladimirovich
20 11 25
geu. amurlift.ru
4
Limited Liability Company Amurlift-Pribrezhny Management Company, 681024, Khabarovsk Territory, Komsomolsk-on-Amur, Truda Alley, 62, building 4
Kolobov Yury Vladimirovich
20 11 25
pb.amurlift.ru
5
Limited Liability Company Amurlift-DV Management Company, 681024, Khabarovsk Territory, Komsomolsk-on-Amur, Truda Alley, 62, building 4
Kolobov Yury Vladimirovich
20 11 25
dv.amurlift.ru
6
Limited Liability Company “UMD” TIN 2703077650, 681000, Khabarovsk Territory, Komsomolsk-on-Amur, Lenin Ave. , 42 office 122, Pervostroiteley Ave., 21
Onischuk Yaroslav Andreevich
27 33 88
upravdom-koms.ru
7
Closed Joint Stock Company Delta Company 681013, Khabarovsk Territory, Komsomolsk-on-Amur, Lenin Ave., 42, building 5
Serebertsev Andrey Vitalievich
53 51 47 53 50 26
27-30-70
deltazao.ru
8
Limited Liability Company “Management House” TIN 2703032507, 681000, Khabarovsk Territory, Komsomolsk-on-Amur, Pervostroiteley Ave., 21
Onischuk Yaroslav Andreevich
27 33 88
upravdom-koms. ru
9
Limited Liability Company “Customer Service for Housing and Communal Services”, 681013, Khabarovsk Territory, Komsomolsk-on-Amur, Lenin Ave., 42 bldg. 5
Goloshubov Dmitry Vladimirovich
53 37 13
1gkh.ru
10
Limited Liability Company “ZHKH-Amur”, 681013, Khabarovsk Territory, Komsomolsk-on-Amur, Lenin Ave., 42 bldg. 5
Goloshubov Dmitry Vladimirovich
53-37-13
1gkh.ru
11
Limited Liability Company ZhKH-Alliance, 681013, Khabarovsk Territory, Komsomolsk-on-Amur, Lenin Ave. , 42 bldg. 5
Limited Liability Company “Customer Service for an Apartment Building”, 681024, Khabarovsk Territory, Komsomolsk-on-Amur, Pervostroiteley Ave. , 21
Kazantseva Irina Aleksandrovna
53 63 50 53 00 42
szmkd.kna-ru.ru
15
Limited Liability Company “Managing Enterprise “Customer Service for MKD-Ocean” 681000, Khabarovsk Territory, Komsomolsk-on-Amur, st. Yubileinaya, 4 bldg. 3
Alexander Sergeevich Naumkov
51 00 16
upmkd.kna-ru.ru
16
Limited Liability Company “Managing Organization “Customer Service for MKD-Yubileinaya” 681000, Khabarovsk Territory, Komsomolsk-on-Amur, Yubileynaya st., 4 building 3
Alexander Sergeevich Naumkov
51 00 16
http://uomkd. kna-ru.ru/
17
Federal State Budgetary Institution “Central Housing and Communal Administration” of the Ministry of Defense of the Russian Federation, 681000, Khabarovsk Territory, Komsomolsk-on-Amur, st. Sevastopolskaya, 55
Dolganova Natalya Lvovna
(4217) 78-96-55
guzhf.ru
18
Limited Liability Company “SVOI”, 681000, Khabarovsk Territory, Komsomolsk-on-Amur, 20 Mira Ave., apt. 14
Kolpakova Ekaterina Petrovna
34-22-11
–
19
Limited Liability Company “Vesta”, 681000, Khabarovsk Territory, Komsomolsk-on-Amur, st. Krasnoflotskaya, 20 building 3
Silakov Alexey Anatolyevich
+7 (421) 731-51-11
https://kmsmonamur.ru/Vesta
20
Limited Liability Company “NASHE”,
Marvanova Tatyana Viktorovna
8-914-051-90-92
ooo-nashe.reformagkh.ru
21
Limited Liability Company “TAURUS”
Vlasov Yury Sergeevich
+7 (4217) 33-85-83
Management companies in the Leninsky District
22
Limited Liability Company “Complex” 681000, Khabarovsk Territory, Komsomolsk-on-Amur, st. Machine, 19, lit. A, st. Quarterly, d. 45 bldg. 2
Preschool/Childcare Openings – Office of Catholic Schools – Diocese of Columbus
Preschool/Childcare, Franklin County
Saint Mary Magdalene School Long Term Substitute Preschool Teacher (Beginning November 2022) Catholic Preferred but Not Required
Saint Mary Magdalene School, located at 2940 Parkside Road in Columbus, is seeking a Long Term Substitute Preschool Teacher. Estimated start date is November 1, 2022.
Requirements:
Hold an appropriate Ohio teaching subsitute license or be eligible to obtain one before beginning to teach
Current satisfactory BCI & FBI background checks
Have attended or be willing to attend a VIRTUS Protecting God’s Children training
Excellent verbal and written communication skills
Candidate must complete an online teaching application with the Diocese of Columbus
Interested candidates should submit a letter of interest, resume, and references to Courtney Caric, Principal, at [email protected].
St. Andrew School After School Child Care Assistant Part-time Catholic Preferred but not Required
St. Andrew School, located at 4081 Reed Road in Columbus, is seeking a part-time After School Child Care Assistant.
Requirements:
High School diploma/equivalent
Previous childcare experience preferred but not required
Recent satisfactory FBI and BCI background checks
Must participate in a VIRTUS Protecting God’s Children Safe Environment seminar
Interested candidates should submit a letter of interest and resume to Joel Wichtman, Principal, at [email protected].
St. Timothy School After School Child Care Assistant Part-time Catholic Preferred but not Required
St. Timothy School, located at 1070 Thomas Lane in Columbus, is seeking a part-time After School Child Care Assistant.
Requirements:
High School diploma/equivalent
Previous childcare experience preferred but not required
Recent satisfactory FBI and BCI background checks
Must participate in a VIRTUS Protecting God’s Children Safe Environment seminar
Interested candidates should submit a letter of interest and resume to George Mosholder, Principal, at [email protected].
St. Mary Magdalene School Preschool Aide / After School BASE Assistant Part-time Catholic Preferred but Not Required
St. Mary Magdalene School, located at 2940 Parkside Road in Columbus, is seeking a part-time Preschool Aide / After School BASE Assistant to start as soon as possible.
Requirements:
High School diploma/equivalent
Previous childcare experience preferred but not required
Recent satisfactory FBI and BCI background checks
Must participate in a VIRTUS Protecting God’s Children Safe Environment seminar
Interested candidates should email a letter of interest and resume to Courtney Caric, Principal, at [email protected].
St. Paul School After School Assistant Part-time Catholic Preferred but Not Required
St. Paul School, located at 61 Moss Road in Westerville, is seeking a part-time After School Assistant for the 2022-2023 school year.
Requirements:
High School diploma/equivalent
Previous childcare experience preferred but not required
Recent satisfactory FBI and BCI background checks
Must participate in a VIRTUS Protecting God’s Children Safe Environment seminar
Interested candidates should email a letter of interest and resume to Jenny Bishop at [email protected].
Our Lady of Perpetual Help Early Childhood Teacher Part-time Catholic Preferred but Not Required
Our Lady of Perpetual Help, located at 3764 Broadway in Grove City is hiring for part time Early Childhood Teacher in our Preschool/PreK classrooms. The position requires availability during the week, Monday through Friday, with flexible hours. Shift times may vary.
Responsibilities include but are not limited to the following:
Providing exceptional care and supervision for children, while maintaining appropriate group ratios
Creating and maintaining a safe and positive learning environment
Planning and implementing developmentally appropriate lessons and activities
Completing Student Assessments and lead parent teacher conferences
Providing social/emotional guidance and support for children
Completing additional daily operational tasks, such as cleaning and sanitizing
Collaborating with co-teacher and other staff to develop and follow best practices for classroom instruction
Requirements:
Early Childhood Education degree or approved related field preferred
Candidates must be at least 18 years old and have a high school diploma
Previous experience in a childcare setting is highly preferred
Recent satisfactory FBI and BCI background checks
Must participate in a VIRTUS Protecting God’s Children training safe environment seminar
Candidates must be enthusiastic, passionate, charismatic and nurturing
Interested candidates should send a resume and cover letter to Amanda Athey, Preschool Director, [email protected].
St. Pius X School Latchkey Program Assistant Catholic Preferred but Not Required
St. Pius X School, located at 1061 Waggoner Road in Reynoldsburg, is seeking a Latchkey Program Assistant for the 2022-23 School Year.
Requirements:
High School diploma/equivalent
Previous childcare experience preferred but not required
Recent satisfactory FBI and BCI background checks
Must participate in a VIRTUS Protecting God’s Children Safe Environment seminar
Responsibilities:
Assists in supervision of children.
Assists in planning the program activities and environment.
Follows the philosophy and goals of the St. Pius X Latchkey Program in accordance with the Columbus Catholic Diocese.
Works independently with children.
Assists with attendance, snack, clean up procedures and program activities.
Work cooperatively with staff and parents.
Refers parents to the Program Director for questions concerning children.
Observes the confidentiality policy of the program.
Works assigned shifts.
Attends staff meetings as scheduled.
Notifies the Program Director of any concerns regarding the program.
Always maintains professional conduct and attitude.
Performs other duties as assigned by the Program Director or Assistant Director.
Interested candidates should email a letter of interest and resume to Lisa Ruth, Principal, at [email protected].
St. Cecilia School Before and After School Childcare Assistant Part-time
St. Cecilia, located at 440 Norton Rd. in Columbus, has an opening available for a childcare assistant for their Before and After-School program for grades K-8. Hours are 7am-8:30am and 3:00pm-6 pm, part time, Monday through Friday evey week.
Requirements:
High School diploma/equivalent
Previous childcare experience preferred
Recent satisfactory FBI and BCI background checks
Must participate in a VIRTUS Protecting God’s Children training safe environment seminar
Interested candidates should send a letter of interest and resume to Trisha Jakubick at [email protected].
St. Cecilia Pre-School Preschool Teaching Assistant Part-time
St. Cecilia, located at 440 Norton Rd. in Columbus, has an opening available for a preschool teaching assistant. The part time position starts in August and hours will be between 8:30am – 3:45pm, Monday, Wednesday and Friday and 8:30am-11:45am Tuesday and Thursday.
Requirements:
High School diploma/equivalent
Previous childcare experience preferred
Recent satisfactory FBI and BCI background checks
Must participate in a VIRTUS Protecting God’s Children training safe environment seminar
Interested candidates should send a letter of interest and resume to Trisha Jakubick at [email protected].
Our Lady of Bethlehem Early Childhood Teacher Catholic Preferred
About: Our Lady of Bethlehem, located at 4567 Olentangy River Road in Columbus is hiring for part time and full time Early Childhood Teachers in our Infant, Toddler and Childcare Programs. The positions require availability during the week, Monday through Friday, with flexible hours. Shift times may vary.
Responsibilities include but are not limited to the following:
Providing exceptional care and supervision for children, while maintaining appropriate group ratios
Creating and maintaining a safe and positive learning environment
Planning and implementing developmentally appropriate lessons and activities
Providing social/emotional guidance and support for children
Completing additional daily operational tasks, such as cleaning and sanitizing
Collaborating with co-teacher and other staff to develop and follow best practices for classroom instruction
Requirements:
Candidates must be at least 18 years old and have a high school diploma
Previous experience in a childcare setting is highly preferred
Candidates must complete satisfactory FBI and BCI background checks and must participate in a VIRTUS Protecting God’s Children training safe environment seminar
Candidates must be enthusiastic, passionate, charismatic and nurturing
Interested candidates should send a letter of interest, resume, and completed Employment Application to Chris Crayton at [email protected].
Holy Spirit School Before And/Or After School Child Care Assistant Part-time (Possibility of Full-time if interested) Catholic Preferred
Holy Spirit School, located at 4382 Duchene Lane in Columbus, is looking for a Part-time (possibility of full time if interested) After School or Before & After School Child Care Assistant.
Requirements:
High School diploma/equivalent
Previous childcare experience preferred.
Recent satisfactory FBI and BCI background checks
Must participate in a VIRTUS Protecting God’s Children training safe environment seminar
Interested candidates should contact Principal Kathy Costello at [email protected].
St. Mary Magdalene School Preschool Assistant Teachers Part-time Catholic Preferred
Saint Mary Magdalene School, located at 2940 Parkside Road Columbus, Ohio 43204, is accepting resumes for part-time Preschool Assistant Teachers to begin the 2021-2022 school year.
Requirements:
High School diploma/equivalent
Previous childcare experience preferred.
Recent satisfactory FBI and BCI background checks
Must participate in a VIRTUS Protecting God’s Children training safe environment seminar
Please contact Principal Courtney Ryan by e-mailing your resume and letter of interest to [email protected]. Your letter of interest should include a brief introduction, how your skills and experience are a good fit for this role and describe the reasons for wanting this position.
St. Cecilia School Before and After School Childcare Assistant Part-time Catholic Preferred
St. Cecilia, located at 440 Norton Road in Columbus, has an opening available for a childcare assistant for their Before and After-School program for grades K-8. Hours are 7am-8:30am and 3:15pm-6pm, part-time, various days per week.
Requirements:
High School diploma/equivalent
Previous childcare experience preferred.
Recent satisfactory FBI and BCI background checks
Must participate in a VIRTUS Protecting God’s Children training safe environment seminar
Interested candidates should send a letter of interest and resume to Trisha Jakubick at [email protected].
Our Lady of Peace SACC (School Aged Child Care) Director Part-time Catholic Preferred
Our Lady of Peace School, located at 40 East Dominion Blvd. in Columbus is seeking a Director for our after-school care program. (Mon-Fri 2:00-6:00pm.) As Director you will develop, implement and lead activities and programs for school aged children. The Director will also be required to maintain attendance and financial records, and work closely with parish Business Manager.
Requirements:
High school diploma or equivalent required; Ohio educational aide license, preferred.
Previous preschool experience preferred but not required.
Must have excellent written and verbal communication skills.
BCI & FBI background checks must be current and satisfactory.
Must participate in a VIRTUS Protecting God’s Children training safe environment seminar and maintain compliance.
Must complete the online teaching application for the Diocese of Columbus.
Interested candidates should submit a resume to Jim Silcott, Principal at [email protected]
St. Agatha School, Columbus After School Child Care Assistants Part-time Catholic Preferred
St. Agatha School, located at 1880 Northam Drive, Columbus, is has openings available for teacher assistants for their After-School program for Kindergarten and grades 1-5. Hours are 2-6 pm 5 days a week.
Requirements:
High School diploma/equivalent
Previous childcare experience preferred.
Recent satisfactory FBI and BCI background checks
Must participate in a VIRTUS Protecting God’s Children training safe environment seminar
Interested candidates should contact our childcare director Patty McClintic at 614-488-3322 or [email protected].
Preschool/Childcare – Outside Franklin County
Blessed Sacrament School Preschool Aide Part-time Catholic Preferred but Not Required
Blessed Sacrament School, located at 394 East Main Street in Newark, Ohio, is seeking a part-time Preschool Aide for the 2022-2023 school year.
Requirements:
Bachelor’s degree in Early Childhood Education or a related field preferred, but not required.
Previous preschool experience preferred
Current BCI&I and FBI background checks
Have attended or be willing to attend a VIRTUS Protecting God’s Children Safe Environment seminar
Completed online teaching application for the Diocese of Columbus.
Interested candidates are asked to submit a resume and letter of interest to: Josh Caton, Principal at [email protected].
St. Bernadette School After-School Program Part-time Catholic Preferred
St. Bernadette School, located at 1325 Wheeling Road in Lancaster, is hiring a person to help with their After-School Program.
Requirements:
Current satisfactory BCI & FBI background checks
Have attended or be willing to attend a VIRTUS Protecting God’s Children training
Interested candidates should call the school office at 740-654-3137.
St. Vincent de Paul School Preschool Aide Catholic Preferred
St. Vincent de Paul school, located at 206 E. Chestnut Street in Mt. Vernon is hiring for a Preschool Aide. Please see attached link.
Sacred Heart School Preschool Teacher Catholic Preferred (but not necessary)
Sacred Heart School, located at 39 Burt Avenue in Coshocton, is hiring for a Preschool Teacher.
The selected candidate will be responsible for the academic, spiritual and social-emotional growth and development of all children in their care, which may include toddlers and/or preschool age children, developing partnerships with parents/child’s caregivers to engage and encourage parent participation in the program.
Candidates must possess an Associate’s degree in Child Development or Early Childhood Education. Bachelor’s degree is preferred. A minimum of three to five years of prior experience in a classroom setting or working in a preschool program is preferred. Certification in current workshops as required by Ohio Department of Education, including but not limited to: first aid, CPR, child abuse recognition, and communicable diseases. Must be able to communicate effectively and maintain cooperative working relationships with all school and preschool personnel. A flexible approach towards assignments and the ability to successfully operate under appropriate guidelines is a must.
A current FBI/BCI background check, attendance at the VIRTUS Protecting God’s Children seminar and a completed online teaching application for the Diocese of Columbus must be submitted as part of the application process.
Interested candidates are asked to submit a resume and letter of interest to: Mary Kobel, Principal, at [email protected].
Blessed Sacrament School Preschool Lead Teacher Full-time Catholic Preferred
Blessed Sacrament School, located at 394 East Main Street in Newark, Ohio is seeking a full time Lead Preschool Teacher.
The selected candidate will be responsible for the academic, spiritual and social-emotional growth and development of all children in their care, which may include toddlers and/or preschool age children, developing partnerships with parents/child’s caregivers to engage and encourage parent participation in the program. The Lead Teacher will also be responsible for assuring compliance with codes of all State and local governing contracting agencies, and will work collegially with other staff members.
Blessed Sacrament School is a Catholic, Christ-centered community whose mission is to educate the whole child – body, mind and soul – in order to form life-long disciples of Christ, who love the Truth, practice the Faith, and live virtuous lives.
Requirements:
Candidates must be a practicing Catholic and possess an Associate’s degree in Child Development or Early Childhood Education. Bachelor’s degree is preferred. A minimum of three to five years of prior experience in a classroom setting or working in a preschool program is preferred. Certification in current workshops as required by Ohio Department of Education, including but not limited to: first aid, CPR, child abuse recognition, and communicable diseases. Must be able to communicate effectively and maintain cooperative working relationships with all school and preschool personnel. A flexible approach towards assignments and the ability to successfully operate under appropriate guidelines is a must.
A current FBI/BCI background check, attendance at the VIRTUS Protecting God’s Children seminar and a completed online teaching application for the Diocese of Columbus must be submitted as part of the application process.
Interested candidates are asked to submit a resume and letter of interest to: Josh Caton, Principal at [email protected].
Columbus OH: Daycare – Preschool – Child Care – Kindergarten
Our Daycare and Preschool within Columbus Ohio
Jolly Tots Too! Is a Daycare and Preschool center located within Columbus Ohio. Parents working in the area can conveniently reach our daycare, because we are just West of Rt. 161 Dublin Granville Rd. just off Hamilton Rd. Our services include daycare, child care, infant care, toddler care, preschool and kindergarten.
Our address is 5511 N. Hamilton Road in Gahanna, Ohio. The childcare center occupies approximately 12,200 square feet. The facility has 11 classrooms and one indoor muscle room, each having its own emergency exit. There are two large outdoor playgrounds with rubber mulch and privacy fences for safety. Our Preschool for Columbus Ohio children!
The Jolly Tots Too! Daycare center is open from 6:45 a.m. to 6:30 p.m., Monday through Friday. However, we are closed on weekends, holidays, and during severe weather events. If you are passing Gahanna from within Columbus, then please stop by for a visit! More Info about our Facility >>
A group of children from Gahanna and Columbus Ohio
Childcare Development for Kids in Columbus Ohio
The original Jolly Tots daycare program was established for the purpose of providing safe, reliable child care for working families in Columbus and Gahanna. Our daycare has since successfully established creditability within the Columbus and Gahanna communities. Thus, delivering high-quality child-care services. The Jolly Tots Too! daycare and preschool services provide love, nurturing, and guidance while introducing educational learning experiences that stimulate the child’s mind, body and spirit to help them develop in a most natural, healthy manner. We incorporate everything from Music Appreciation to Language and Multiculturalism. This is the perfect daycare for parents living in Columbus due to our close proximity.
Music Appreciation for Columbus OH Children
We love to incorporate music throughout our program at Jolly Tots, Too! We feel that music can help us teach new concepts, encourage verbal language skill development as well as literacy. We do this by singing songs and dancing which promotes large motor development. Once a month we have a special music preschool teacher that meets with each classroom to introduce new instruments and songs.
Language & Multicultural Program for Columbus OH Children
These multicultural components are designed to expose the children to a variety of cultural experiences, traditions, and foreign languages. Children receive instruction in Spanish and Sign Language each week. Our preschool and daycare lessons are directly related to the topics studied through the weekly curriculum and increase the child’s awareness of the people whose culture they are studying. Every year we also have a multicultural fair where children from Columbus OH can visit experience different countries throughout our center.
Children at our daycare are from Gahanna and Columbus Ohio.
Jolly Tots Too! Daycare and Preschool Associates
Our preschool associates are selected based on their education, dependability, trustworthiness, child care experience, and ability to nurture young children. Personal and professional references and personal background checks are carefully screened. Our Daycare maintains consistent child and child care provider interaction to promote continuity and enhance each child’s sense of development and well-being. We take pride in the longevity of our preschool teachers, as many of them have been with us for over 10 years, proving our dedication to commitment and consistency throughout our daycare center. We are a preschool serving Columbus! Stop by for a visit!
Our infant care center serves Columbus Ohio infants and toddlers.
Infant Daycare Columbus OH
Our Infant Care programs are for children ages 6 weeks to 18 months. Infancy is a time for bonding, therefore, it is the most difficult time for both parent and child to be separated. An infant’s rapid growth requires energy and patience from the child-care provider. Although all stages of development are important, special emphasis is required during infancy as it is a time for the development of security and trust—a time when the attachment/bonding process takes place. Infants are cuddled, rocked, and loved. The infant stimulation program contributes to the physical, intellectual, and social maturation of each child. We are a daycare serving Columbus Ohio and the surrounding area, so you can conveniently drop off your infants at our child care center.
The Nest Infant Care Classroom
The Outback Infant Care Classroom
The Transition Infant Care Classroom
Toddler Daycare Columbus OH
Young toddlers are particularly curious about everything, which is why our toddler care program is designed to help them grow. Toddlers are exploring their power over the child care provider through obstinacy, temper tantrums, and negativism. During this stage, it is especially important to provide consistency in allowing choices, setting limits, and utilizing appropriate guidance methods. Columbus parents will be happy to know that we are providing nurturing consistency and support to toddlers. Thus enabling your child to understand expectations and meets their need for feelings of safety and security of our toddler care program.
The Northern Tikes Toddler Daycare Classroom
The Sea Wonders Toddler Daycare Classroom
Preschool Daycare Columbus OH
The preschooler is embarking on the age of discovery, inventiveness, curiosity, and development of behavior patterns. At this time, children are rapidly developing skills such as exploration of language and reason, and comprehension of symbols. Gentle guidance, structure, and encouragement assist them in accomplishing these tasks. Our preschool is also a convenient drive from Columbus and is perfect for both parents and kids.
The Pond Preshool Classroom
The Wilderness Preschool Classroom
Kindergarten Daycare Columbus OH
During Pre-Kindergarten children develop maturity and independence. Our child care providers offer a stimulating yet challenging environment. We designed the program to increase each child’s sense of self-esteem, self-concept, self-worth and sense of belonging. Hence, our goal is to help them form a strong cognitive basis for the school years to follow. Our Pre-Kindergarten curriculum has been designed to prepare children for the Kindergarten experience. The learning-center curriculum exposes children to basic concepts of education. As a result, math, science, music, language arts, multicultural, and writing skills are learned. Columbus parents can expect our classroom atmosphere to promote a child’s interest and exploration needs. The Pre-Kindergarten classrooms are taught by elementary and early childhood educators.
The full day Kindergarten Program sets the stage for your child’s higher-learning areas. During this stage of development, children are very active, curious, and eager to learn. They are much more cooperative and able to develop close friendships with their peers. Their desire to be independent and assume responsibility makes them truly delightful little individuals. Curriculum exposure includes a variety of opportunities designed to meet the individual learning needs of each child. The teacher incorporates a combination of teaching methods, such as teacher-to- child or a group of children, child-to-child, and group cooperative experiences (learning centers). We are located in Gahanna, but conveniently serve Columbus Ohio parents and children. Jolly Tots Too! always provides a convenient child care service for busy parents passing through!
The Galaxy Kindergarten Classroom
The Desert Kindergarten Classroom
The Jungle Kindergarten Classroom
Onsite Daycare Nurse at Jolly Tots Too!
We are very proud of our on-site nurse Sue Rikk who provides compassionate care to keep our young ones healthy at all times! We have a health and safety program that stands out among the crowd. Because we have a Registered Nurse present to answer questions, medical concerns are put to ease. Our teachers regularly practice healthy and safe protocols, which prevents the spread of germs and illness within the classrooms. Columbus parents can rest assured that our staff is educated in CPR, First Aid, Communicable Disease, and Child Abuse/Neglect. Your children will be in professional and caring hands.
Our daycare includes an onsite nurse[/caption]
Child Care, Daycare and Preschool License Information
The Ohio Department of Job and Family Services issues our Daycare license, and we strictly follow all rules. Columbus Parents are welcome to review our Daycare license and inspection reports. Also, the reports are always posted on the parent information board at the front office. In addition, the health inspection report, fire inspection report, and record of fire and severe weather drills are also posted.
Jolly Tots Too! Philosophy
Our preschool program combines early life-style and health and wellness education programs. A comprehensive, educational, learning-center curriculum is provided and directed toward the individual needs of each child in order to promote the optimal level of development. Each preschooler is provided with the best possible foundation, therefore helping them accomplish the growth and developmental milestones. Jolly Tots Too! is the perfect preschool because we proudly serve Columbus Ohio families! Read more about the Jolly Tots Too! Philosophy.
View Our Daycare Photos in Columbus OH
Compassionate Infant Care in Columbus Ohio
A fun preschool in Columbus Ohio
Toddler care in Columbus Ohio
A group of children learning how to garden at our child care center in Columbus OH
Children are excited to see their garden grow at our daycare in Columbus OH
Our preschool and kindergarten classrooms have the lowest teacher to student ratio!
A preschool classroom in Columbus OH
An example of our child care classroom in Columbus OH
Berwick is a residential area located on the east side of the city of Columbus, Ohio. Berwick has a warm natural environment and a welcoming atmosphere, as well as a diverse population, including significant numbers of African Americans and Jews. The median household income is higher than the state average at $51,048, and the median net worth is $509,793. The average age of residents is 52 years. Notable citizens of Columbus, including Heisman Trophy winner Archie Griffin and Columbus Mayor Michael B. Coleman, have resided in the area.
CONTENT
1 History
2 Geography
3 Culture
4 Residential
5 Education
6 Transport
7 Landmarks and buildings
8 Entertainment and restaurants
9 Gallery
10 Links
History
Houses began to be built in Berwick in 1927. A few years after the completion of the project, the city began a population boom in the early 1950s.
A few years after this population boom, racial tensions arose in the area. Bruce Black, former president of the Berwick Civic Association, states, “In the early 1970s, the area experienced some racial growth problems as African-American families migrated to the area. Some white families have moved out of fear that their property values will plummet.”
In 2015, Berwick received national attention as a result of a recent scandal involving Bob Hsieh of the Columbus Development Department. Xie was accused of dishonesty, misuse of property, and lack of good behavior after he helped Jianhua Li, a Chinese businesswoman, buy Columbus Mayor Michael B. Coleman’s house in Berwick; an act done without the permission of his business. He hired lawyers, opened bank accounts, and paid someone to maintain the property to make the house more attractive.
Geography
Berwick is located between Interstate 70 and Bexley, Ohio. Berwick’s border follows Livingston Avenue to the north, James Road to the east, and Interstate 70 to the south and west. According to the 2015 census, the population is currently 4,322.
Most of the area is relatively flat. The area has many spacious ranches and suburban streets that weave around the ruins of the Berwick golf course and surrounding area.
Berwick is approximately nine square miles. The city is located four miles east of downtown Columbus, providing residents of Berwick with easy access to downtown.
Culture
This area has grown since 2009 due to the diversity of cultures, affordable housing and general location compared to the rest of the metropolitan area. The population at the 2015 census grew from 4,160 in 2009 to 4,322 in 2015.
A recent analysis of Berik’s population by Realtor.com found: “70% of people are married and 30% of people are single. The percentage of people who are married is 2% lower than Columbus Metro’s 72%. In Berwick, the male to female ratio is 1918 to 2405, which is 17% lower than the Columbus Metro ratio of 979,841 to 1,013,818. Age demographics are from the 2015 census.”
Residential
Slightly cheaper to live in Berwick than in Columbus because the cost of living is three percent lower. In addition, the cost of housing is ten percent lower than in the rest of Columbus. The average cost of a one-bedroom apartment is approximately $660 per month, compared to the average cost of $765 per month in Greater Columbus. As of 2015, over 1,800 homes have been built in Berwick.
Recent studies have shown that Berwick is a much safer area than many other areas in Columbus. An analysis of crime in Columbus based on 2015 census data found that “Berick has 36% fewer real estate crimes than Columbus and is 68% above the national average.” Berwick also states that there is 20% less personal crime than Columbus and compared to the US average, Berwick has 54% less crime against the person.”
Education
All Saints Academy
Berwick’s educational system is divided between local schools and the larger Columbus City School District. Schools located in Berwick include Berwick Alternative K-8 School and All Saints Academy, a private kindergarten, an eight grade school with approximately 275 students located at 2855 E. Livingston Ave. Next door.
In Berwick, 13% of residents 18 and over graduated with only a high school diploma, and 47% received a bachelor’s degree or higher, 10% higher than in Metro Columbus.
Transport
The main mode of transport in this area is the car, as most residents own cars. Another option is walking on sidewalks. Some areas do not have sidewalks, so walking is usually limited to certain areas. There are no bike paths here, so it will be difficult for cyclists to move around the area.
The city of Columbus is very accessible to drivers on Route 33 on the west side of the area. Routes 33 and Interstate 70 connect to each other, allowing the driver to drive east or west.
Another option a resident has is the COTA bus, which offers a $2 one-way city pass and a $4.50 all-day pass.
Landmarks and buildings
Berwick Park, a four-acre park tucked away in a quiet street, is one of the city’s notable landmarks. The open field provides residents with a quiet place to relax, walk or read. The park often hosts many cultural and educational events.
Another attraction is the Leo Yasenoff Jewish Community Center serving all of Columbus. It offers the population many educational and religious programs. According to the website, their mission statement reads: “It is committed to enhancing the quality of personal and family life through the promotion of physical, intellectual and spiritual well-being.”
Entertainment and restaurants
Tat Ristorante di Famiglia
Residents have a limited number of eating out options because Berwick is predominantly residential. TAT Ristorante di Famiglia, open at 1929 on the corner of College Avenue and Livingston Avenue, claims to be the oldest Italian restaurant in town. Papa Pete and Mama Filomena serve a wide range of Italian dishes, including fresh veal piccata, chicken cacciatore and Sicilian steak, prepared according to family recipes.
Another famous restaurant located in Berwick is simply called “Berwick”. It was created by Tony and Maria Susi in 1955 and is therefore much younger than the TAT Ristorante di Famiglia. But the restaurant takes pride in constantly trying new recipes to create the best tasting Italian dishes. They also cater for weddings of all sizes and banquets. The restaurant has received many positive reviews on TripAdvisor and WeddingWire.
Nearby, in downtown Columbus, there are three downtown theaters – the Ohio Theatre, the Columbus Palace Theatre, and the South Theatre. Theaters are all living places where musicians, comedians, off-Broadway performances, symphonies and other events are held.
Gallery
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my granddaughter in – Translation into English – examples Russian
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These examples may contain rude words based on your search.
These examples may contain colloquial words based on your search.
my granddaughter
my granddaughter
my grandchild
my grandbaby
You look like my granddaughter at the same age.
You look just about the same age as my granddaughter .
Make sure is my granddaughter at security.
Make sure my granddaughter’s safe.
My granddaughter in kindergarten.
My granddaughter is in kindergarten.
My granddaughter became an orphan in this year.
This year, I became an adult orphan.
Other results
My granddaughter entered the maze with the boy.
My granddaughter just went in there with a boy.
I want my granddaughter to go to this kindergarten and be able to achieve something in life.
I want my granddaughter to go to that school and have a chance to do great things.
My granddaughter plays in puppet people.
My granddaughter plays with human dolls.
Yesterday my granddaughter was in Columbus, Ohio to get state accreditation.
Yesterday my granddaughter was in Columbus, Ohio taking her State Boards.
Not only me, but especially my granddaughter was in delight.
Not only that, but my mother was intensely controlling.
My granddaughter lives 800 meters from the factory.
My granddaughter lives 800 meters away from the plant.
A my granddaughter beats me in Fishing.
I’ve been getting hustled by my granddaughter at Go Fish.
My granddaughter married on February 2016.
My daughter married in Feb 2016.
My granddaughter also participated in this event.
My granddaughter took part in the event.
But my granddaughter does not study in any of these institutions.
But my granddaughter doesn’t go to any of those schools.
“It really gives us the opportunity to stay here for so long,” says Woolfield, taking his smartphone to show a photo of the girl: “It’s my granddaughter born in last Saturday.
‘It’s really making it possible for us to stay here this long’, Woolfield says, picking up his smartphone to show a photo of a baby girl: ‘This is my granddaughter , born last Saturday.
I am proud to say that My Granddaughter was the only in the class who was able to discuss the film and, according to Teacher, helped the other students learn more about the terrible time in history.
I am proud to say My Granddaughter was the only one in the class able to discuss the movie and according to the Teacher was able to help the other students understand more about an awful time in history.
My granddaughter successfully attends kindergarten , thanks to you!
This is a great way to wrap up Kindergarten for our daughter , thanks!
My granddaughter , Sophia Lopez, said that you can forge documents.
My granddaughter , Sophia Lopez, said that you might know how to fabricate an identification.
And my granddaughter is the favorite of the dark ones.
And my granddaughter is the darling of the Dark.
I don’t like it when my granddaughter is upset.
I don’t like it when my granddaughter is upset.
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90 9 Best Things to Do in Columbus, OH0012
Ohio Theater (Nearby hotels)
German Village (nearby hotels)
Columbus El Trail (Nearby hotels) (Nearby Hotels)
Columbus, OH is a popular conference venue for a variety of professional and hobbies. But there’s so much more to do in the city than just browse the vendors’ shows! This is a city worth exploring a little further because it has all of its amazing restaurants, breweries, cafes, arts and culture venues, outdoor venues and sporting events. Here are our top picks for action in Columbus!
Easton City Center
Easton City Center (nearby hotels)
Anyone who enjoys shopping will enjoy walking through Easton city center. This mall attracts over 25 million visitors every year, so come here to get the latest seasonal fashions. It’s a great place to shop, eat, and even catch a comedy show or art fair. This is an open air market which is the perfect way to spend an enjoyable day in Columbus. Ohio’s biggest movie theater is also here!
Short North Arts District
Short Arts District North (Nearby Hotels)
It’s fun to stroll through Columbus’s short North Arts District to experience the city’s vibrant cultural and cultural scene. This is a fascinating place to find or buy art, gifts, fashion and home decor. It is also a great place for dinner and local bars. The area is affectionately referred to as the art and soul of Columbus and has over 300 businesses to explore. Most of them are locally owned or headquartered, so shopping here also boosts the local economy.
Franklin Park Conservatory and Botanical Garden
Franklin Park Conservatory and Botanical Garden (nearby hotels)
For a great day in Columbus, be sure to visit the Franklin Park Conservatory and Botanical Garden. This is one of the main attractions of the city, which really allows you to appreciate exotic plants and works of art. You certainly don’t have to be gardeners to appreciate seasonal exhibits and changing shows either. This attraction is open daily from 10:00 to 17:00 and offers classes, workshops and camps in the fields of cooking, fine arts, wellness and gardening. It is also a popular place for special events and corporate meetings.
Ohio Theater
Ohio Theater (Nearby Hotels)
Built in 1928, this historic theater in Columbus is home to a variety of performances throughout the year. This theater has 2791 seats and a beautiful chandelier 21 feet high. You can’t help but be impressed by the Spanish-Baroque architecture at this theatre, which is one of the busiest performing arts centers in the state. Yo-yo Ma, Liza Minnelli and John Denver have all taken the stage here. Check the theater schedule to see if there are any dance performances, orchestral shows, or theater events during your stay in the city.
German Village
German Village (Nearby Hotels)
German Village is a historic downtown area in Columbus worth visiting. The German heritage is strong at Columbus , as approximately one-third of the city’s population were German immigrants as early as the 1800s. One of the most popular places to visit here is called The Book Loft which has so many rooms with books and more at great prices. Art galleries in the area include Franklin Art Glass and Keny Galleries. Also have fun in the nearby parks or take a food tour with Columbus Food Adventures. Many of the German Village’s restaurants have al fresco seating for you to enjoy, including Harvest Pizzeria, Hofbrauhaus Columbus, Brown Bag Delicatessen, and Das Kaffee Haus.
Columbus Ale Trail
Columbus Ale Trail (Nearby Hotels)
Craft beer lovers love Columbus because of the unique and inventive breweries scattered throughout the city. Why only visit one or two breweries when you can experience the Columbus Ale trail? The craft beer scene is thriving here, and most of the breweries have opened in the last five years. Any participating Central Ohio brewery can give you a free copy of the Columbus Ale Trail Volume 3 book, and you can even earn five tasting glasses and a local wood regeneration tray to keep for visiting the 37 Ale breweries. How fun is this test?! Some participating breweries include Actual Brewing Co., Brewdog, Combustion Brewery, and Grove City Brewing Co.
Columbus Coffee Trail
Columbus Coffee Trail (nearby hotels)
If you prefer coffee, you can also take a trip along the Columbus Coffee Trail. Something fun that coffee lovers can do is pick up a card from a participating coffee shop and visit four or more stores to get it stamped. Then bring your card to the Arena County Visitor Center and exchange it for a free and adorable Columbus coffee t-shirt! Many of the cafes here strive for quality and sustainability, and there is something for everyone here. Some of the many participating coffee shops are Boston Stoker, Brioso Cafe, Fox in the Snow Café, Mission Coffee Co. and the Roosevelt Coffee House.
Center for Science and Industry
Center for Science and Industry (Hotels nearby)
The spirit of innovation is strong in Columbus, so head to the Center for Science and Industry to find your inspiration. This museum, founded in 1964, has attracted more than 33 million people from all US states and around the world. This science center is a great place to visit for both kids and adults, and there are many events planned throughout the year. For example, the museum hosts Friday Family Nights with limited entry after 5pm and COSI After Dark, where adults 21+ can visit the museum in the evening without children and with adult drinks in hand.
North Market Farmers Market
North Market Farmers Market (nearby hotels)
North Market is a historic public market that has been in Columbus since 1876. Here you can find fresh produce, ready meals, ethnic cuisine, fresh flowers, beer and wine, and many unique gifts. This market attracts over a million people every year and is a must visit for any foodie visiting Columbus. Depending on when you visit, you can also attend a festival, cooking class, cooking demonstration, or live music.
Writing a good job description is a vital part of hiring the right person for your business. As a recruiter or hiring manager, the last thing you want is to waste time sifting through resumes of unqualified individuals, or those who are unclear about the job responsibilities. An Administrative Coordinator job description sample enables you to weed through candidates quickly who aren’t qualified or don’t seem sincerely interested in working for your company. Taking the time to create a well-written job description before the resumes begin to flood in can save you hours sorting through under-qualified applicants.
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To help you draft a good job description, we have included an Administrative Coordinator job description sample below.
Administrative Coordinator Job Summary
You will organize, manage, and perform an extensive array of secretarial, administrative, and program support activities on behalf of the Vice President, Assistant Vice President, and other senior officers of the company. You will be the primary point of administrative and operational contact for internal and external communications, often on complicated and confidential matters.
Administrative Coordinator Job Responsibilities and Duties:
Provides confidential administrative assistance to the chief executives
Handles purchasing and maintenance of all general office supplies
Manages the company schedule and calendar and arranges travel
Screens and handles telephone communications and greets visitors to maintain a professional image
Serves as a liaison with external institutions, other offices, and clients
Collects, enters, and maintains information to maintain departmental databases and records
Drafts and finalizes written correspondence and documentation for the office
Screens and assesses incoming and outgoing correspondence and develops replies
Handles incoming and outgoing shipping and receiving activities, including FedEx and UPS shipments
Assists in the coordination, direction, and fulfillment of special projects
Coordinates and supervises the daily management of equipment and facilities for the organization
Enhances personal growth and professional development by participating in workshops, in-service meetings, current literature, and educational programs
Performs additional job-related duties as assigned
Administrative Coordinator Skills and Qualifications
High School Diploma or GED
Six months or more in an office environment using computers and telephones to carry out diverse administrative duties
Highly efficient time management skills and ability to prioritize tasks
Strong capability to multitask and finish assigned projects before deadlines are due
Highly proficient in Microsoft Office, including Word, Excel, Outlook, and PowerPoint
Ability to work with minimal or no supervision
Self-motivated and effective in a team setting and individually
Company Profile
Pacific Coast Green Business Products was founded in 1996 and has since developed into one of the top environmentally friendly business products companies in the Pacific Northwest. Our company provides innovative solutions and insightful strategies for green office products. Our purpose is to lead the industry while inspiring our employees and clients to make the world a greener place. Our mission is to develop successful relationships that benefit our employees, enhances the community, and sustains the company for the future.
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Administrative Coordinator Job Responsibilities
When writing an administrative coordinator job description, you should put considerable focus on the responsibilities section. This should be the meatiest section and include the strongest information. Remember that this is the section that is selling the position, so you should go into detail about what candidates’ daily tasks will be if they are hired.
The section that explains the administrative coordinator job responsibilities should follow a specific format to ensure it is effective. Using a bulleted list is recommended, and you should aim to have more than five but fewer than nine bullet points. As you can see from the following examples, it is best to use a strong action verb for the first word of each bullet point. This makes the administrative coordinator job description focused on the tasks candidates will do if you hire them and demonstrates what the daily responsibilities are.
Oversee all staff operations to ensure daily tasks are completed successfully by all departments
Manage office budgets and resources, placing orders and adjusting monthly shipments based on budget and inventory
Create written reports of office operations on a monthly basis, including information on sales and accounting
Present reports at quarterly board meetings, making suggestions for improvements and new strategies
Administrative Coordinator Job Specifications
The qualifications and skills section is typically the shortest part of your administrative coordinator job description, which often gives it the misconception of being unimportant. On the contrary, this section can determine how many applicants you will receive. If the qualifications are too lenient, you may receive many applications from unqualified candidates, and if they are too strict, the talented candidates may be too intimidated to apply.
When writing the section that outlines administrative coordinator job specifications, it is best to divide them by which are mandatory and which are preferred. Speaking with current administrative coordinators or the hiring manager should help you categorize all qualifications your company has for this position. For example, education, working experience and foreign languages are all examples of common mandatory attributes. Behavioral qualities are most likely preferences to help narrow down that number of people who apply. You should include both kinds of qualifications in your administrative coordinator job description so readers have a good understanding of what you are looking for. Use these examples to get started.
Bachelor degree in business or related field required, master’s degree preferred
Minimum five years of working experience in a management position
Strong interpersonal, written and oral communication skills
Analytical, organized and capable evaluator
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Writing Your Administrative Coordinator Job Description: Dos and Don’ts
Once you finish writing the job description, follow these straightforward dos and don’ts to ensure that it is correct.
• Do keep the job description brief, concise, and to the point. • Don’t use an excessive amount of keywords in the job description. • Do use relevant keyword phrases that are likely to produce results. • Do focus on special skills or niche positions required for the job. • Do use alternative job titles when appropriate. • Don’t list salary or benefits if it is against company policy. • Do summarize daily responsibilities in your job description. • Do market the advantages of the position and company in the job description. • Do use bullet points to make it easy to spot relevant points in the description. • Do include the location of the job.
The easier you make it for a job seeker to answer questions and submit a resume, the more apt you are to attract the top talent for your organization. Your job of recruiting the best candidate for an Administrative Coordinator position is easier when you write a clear job description.
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10 Best Administrative Coordinator Job Description Templates With PDF Samples
Administrative Coordinator Job summary 1
We are looking for an Administrative Coordinator with excellent communication skills and an upbeat attitude. You should be able to assist management and all visitors to the company by handling office tasks, providing polite and professional assistance via phone, mail, and e-mail, making reservations or travel arrangements, and generally being a helpful and positive presence in the workplace.
The is an entry-level position that performs a variety of administrative duties to support the departmental teams. The successful Administrative Coordinator can manage competing priorities in a fast-paced environment while maintaining a high degree of organization and attention to detail. We are looking for an individual with a positive attitude who wants to grow their skill set in a dynamic company that values collaboration.
Minimum of 1-year experience in similar type role with data entry.
Strong proficiency in MS Office (Excel, Microsoft Word, Power Point and Outlook)
Outstanding verbal/written communication skills
Excellent time management skills
Ability to handle multiple tasks and projects with accuracy
Exemplary writing and editing skills
Attention to detail and problem-solving skills
Strong organizational skills
High School Diploma or equivalent
Must be able to lift at least 50 pounds
Administrative Coordinator Job summary 3
Our organization is in need of an enthusiastic and professional Administrative Coordinator. The successful individual must be self-motivated, dependable, highly organized and accurate.
1+ year’s prior Administrative support in a professional environment would be a plus
Strong working knowledge of computers, i. e. Windows, Excel, Word, CRM
Ability to learn new software, tech savvy
Must be self-motivated, detail-oriented and accurate
Excellent communication skills, both written and verbal
Administrative Coordinator Job summary 4
This Administrative Coordinator position is a temporary role with the potential to extend to a permanent basis. This position is extremely high demand and requires an individual that is hard-working, driven, and diligent.
Completes a broad variety of administrative tasks for the Division Head including: managing calendar; composing and preparing correspondence; prepared agendas and compiling documents.
Researches, prioritizes, and follows up on incoming issues and concerns including those of a sensitive nature. Coordinates appropriate response.
Ordering and monitoring Central Office supplies and materials.
Preparing logistics around selected Central Office events.
Development and maintenance of organization charts and other key documents
5-10 years of experience supporting Executives, preferably in a non-profit organization
Proficient in Microsoft Office (Outlook, Word, Excel, and Power Point), Adobe Acrobat, and Social Media web platforms
Experience planning and managing operational projects
Strong organizational skills that reflect ability to perform and prioritize multiple tasks seamlessly with excellent attention to detail.
Expert level written and verbal communication skills.
Demonstrated proactive approaches to problem-solving with strong decision-making capability
Emotional maturity.
Highly resourceful team-player, with the ability to also be extremely effective independently.
Proven ability to handle confidential information with discretion, be adaptable to various competing demands, and demonstrate the highest level of customer/client service and response.
Demonstrated ability to achieve high performance goals and meet deadlines in a fast paced environment.
Forward looking thinker, who actively seeks opportunities and proposes solutions.
Solid analytical and problem-solving skills.
Administrative Coordinator Job summary 5
This position is responsible for supporting administrative office functions for the Manager along with their immediate staff through clerical support, human resources, office management and other related activities.
Supports the management team in general clerical activities such as producing correspondence, managing files, scheduling appointments, photocopying, faxing, and coordinating travel arrangements
Performs any reporting needs as requested by the Manger
Maintains confidential information and proprietary reports
High school diploma or state equivalency required.
Minimum of one year general office experience preferred.
Some supervisory experience preferred.
Typing skills of 55+ wpm preferred.
Strong working knowledge of SAP, Word, EXCEL, and Powerpoint highly required
Excellent oral and written communication skills.
Payroll or Human Resources experience is a plus.
Administrative Coordinator Job summary 6
The Administrative Coordinator manages a variety of general office activities by performing the following duties personally or through direct reports and other company personnel.
Support operations by supervising staff; planning, organizing and implementing administrative systems
Prepare and review operational reports and schedules to ensure accuracy and efficiencies
Know business, products, customers, vendors, employees, teamwork concepts, and philosophies as applied to worksite
Keep timely and orderly records such as daily cash receipts, petty cash, files, employee records, and other administrative documents
May be responsible for administrative and accounting functions such as bookkeeping, payroll preparation and review, information management, personnel files, filing systems, requisitions of supplies and other administrative functions
Establishes and monitors uniform correspondence procedures, including coordination of overnight shipping of documents
Reviews clerical and personnel records to ensure completeness, accuracy, and timeliness
Compiles information on employees such as emergency contacts and keeps them up-to-date
Coordinates activities of various clerical departments or workers within department
Plan and coordinate office/company functions, parties, etc.
Answer telephones and greet customers and visitors as needed
Other duties and responsibilities related to the nature of the job may be assigned on a temporary or permanent basis as needed
Associate degree from college or university, or equivalent combination of administrative experience, training or education
Knowledge and understanding of business and management principles involved in strategic planning, resource allocation, human resources modeling and administration, production methods, and coordination of people and resources
Excellent computer skills, including MS Office Suite
Knowledge of accounting software, database software, internet software, payroll systems, spreadsheet and word processing software
Must be able to multi-task, be detailed oriented, and possess strong organization skills
Must communicate effectively both verbally and in writing with superiors, colleagues, and individuals inside and outside the company
Good basic math skills, including percentages, ratios, decimals, etc.
Administrative Coordinator Job summary 7
Provides support for leadership positions and a division or department by leading and coordinating administrative work, projects and staff. Performs various administrative functions requiring in-depth knowledge of departmental programs, operations.
Screens telephone calls and access for high-level position(s) deciding which individuals need face to face meetings, which can be refer to other managers or when possible, resolves the situation. Schedules and prepares for diverse and complex appointments, meetings and travel arrangements.
Oversees planning and preparation for committees. Distributes minutes, prepares agenda, materials and committee work.
Plans, coordinates and makes recommendations in preparation for high-profile programs and events for the department.
Independently composes and edits complex and sensitive correspondence, reports and documents for final approval by manager.
Compiles, analyzes and summarizes data from multiple sources to create detailed complex documents, reports and high-level presentations.
High School diploma or GED required. Associate’s degree preferred.
3-5 years related work experience required.
Advanced skills with Microsoft applications which may include Outlook, Word, Excel, PowerPoint or Access and other web-based applications. May produce complex documents, perform analysis and maintain databases.
Carries out routine tasks in the Administrative services function, which may include administrative procedures, welcoming and directing guests and visitors, supporting colleagues using facilities, and operating and maintaining services.
Refers non-routine matters to more senior colleagues.
Acts as first point of contact, identifying nature of queries and directing to the appropriate individuals
Issues employees and Visitor building access
Maintains kitchen pantry with supplies and snacks
Exhibits flexibility to provide assistance where needed
Provides routine support to colleagues requiring the use of Facilities
Assesses customer requirements and resolves straightforward requests of a non-technical / non-specialist nature
Escalates queries where unable to solve a problem
Carries out routine administrative duties while working under close instruction
Provides general administrative support to projects including word processing, photocopying, arranging printing, sending faxes and email messages, ordering project equipment
Stores all contract documents efficiently and effectively (both hard and soft copies where required)
Deals with central telephone and email enquiries, directing them to the necessary project team member when required
Recent, relevant, previous receptionist, call center and/or office support experience
Excellent phone etiquette with strong interpersonal skills
Strong time management skills
MSOffice computer proficiency
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What does an Administrative Coordinator do? (with pictures)
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Darlene Goodman
In general, an administrative coordinator manages and supports the offices of a business or organization. The main job duties typically include providing comprehensive administrative support, supervising support staff, and helping to manage the budget. These tasks are well-suited for a person who is self-motivated, meticulous, and practical.
Primary Duties
The main role for an administrative coordinator is acting as a liaison between departments, outside vendors, and staff members. In order to function effectively, most organizations have a complex hierarchy of individuals and specialists who must work together to get things done. Administrative coordinators typically organize, supervise, and facilitate this workflow. They may also be called on to learn the technical details and inner workings of an organization in order to provide specialized support.
For example, if a faculty member at a university needs reimbursement for travel expenses, the coordinator may need to work with several other departments to secure the funds. He or she may work with the travel office, accounting department, faculty support staff, or others to process the necessary information for the faculty member. An administrative coordinator with specialized knowledge about university reimbursement protocol can usually better serve the faculty member than other school employees.
Managing Staff
The administrative coordinator of a large organization usually manages the support staff. These staff members typically include non-supervisory employees in the department who provide clerical, secretarial, or financial services. Most coordinators are also in charge of hiring new employees, evaluating or reprimanding current employees, and setting work assignments.
Support Duties
An administrative coordinator may have to perform basic clerical duties, especially if the organization he or she works for is small. He or she may be involved in maintaining databases, creating reports, writing letters, and working on other general support activities. Coordinators are frequently in charge of maintaining the office, including purchasing supplies, working with facilities management, and securing maintenance for equipment.
Budgeting
Another important task for an administrative coordinator is to help prepare and implement the organization’s budget. Most coordinators are typically involved to some degree in the financial management of their company. They are often involved in monitoring how money is spent, helping to control costs, approving expenses, and writing financial reports.
Becoming an Administrative Coordinator
The main qualification for an administrative coordinator is prior work experience, with many organizations requiring an equivalent of seven years in administrative support. Many coordinators previously held positions as office or administrative managers, administrative assistants, or as customer service representatives. In addition to experience, many of these positions require a minimum of a high school diploma or general equivalency diploma (GED). Some organizations may require a bachelor’s or even a graduate-level college degree.
Job description of the coordinator for development and optimization of production
1. General provisions
1.1. Coordinator for development and optimization
production (hereinafter KROP) belongs to the category of managers.
1.2. A person who has
Higher professional education, work experience in managerial positions
less than 3 years.
1.3. CROP must know:
1.3.1. Decrees, orders, orders,
methodological and normative materials on the organization of production management.
1.3.2. Perspectives, principles of planning and
enterprise development.
1.3.3. Production technology.
1.3.4. Specialization of the enterprise, workshops,
sites, production links between them.
1.3.5. Nomenclature and technical
characteristics of products, work performed.
1.3.6. The procedure for developing promising and
current production development plans.
1.3.7. Organizational forms and methods
production management.
1.3.8. The procedure for developing organizational
structures of enterprises, regulations on divisions, job descriptions.
1.3.10. Information processing methods with
using modern technical means of communication and communication,
computer.
1.3.11. Basics of administration.
1.3.12. Information Technology.
1.3.13. Fundamentals of sociology, psychology.
1.3.14. Fundamentals of labor law and
labor protection of the Russian Federation.
1.3.15. Requirements of ISO 9001 and TS 16949.
1.3.16. Lean production tools.
1.4. Appointment to the position of CROP and
dismissal is made by order of the general director of the enterprise.
1.5. Coordinator
for the development and optimization of production directly reports to the Deputy Manager
director of production and technical development.
2. Duties
2.1. Functional
the duties of the coordinator for the development and optimization of production are determined
according to job description.
2.2. Coordinator for
development and optimization of production:
2.2.1. Implements
taking into account the requirements of market conditions and modern achievements of science and
technology development of measures to improve production management systems in
in order to implement the enterprise strategy and achieve the greatest efficiency
production and quality improvement.
2.2.2. Analyzes
the state of existing production management systems and develops
measures to eliminate identified deficiencies and prevent them.
2.2.3. studies
performance indicators of the enterprise, current management methods in solving
production tasks and identifies opportunities to improve efficiency
managerial work, prepares recommendations on the use of scientific
justified methods for the integrated solution of management problems using
modern information technologies.
2.2.4. Participates in
drafting long-term and current plans for the development of production, in
development of rational organizational structures for production management.
2.2.5. Develops
measures to improve labor processes and operations performed in
management apparatus, document management systems and control over the passage
documents, the use of modern technical means of production management
with the necessary calculations of the economic efficiency of their implementation.
2.2.7.
Develops, together with the relevant departments and services, proposals for
improvement of production management.
2.2.8. Controls
compliance with the requirements of rational organization of labor and production management
when preparing projects for the expansion and reconstruction of enterprises or their
reprofiling, plans for the introduction of new equipment and advanced technology,
automation and mechanization of production.
2.2.9. Studies and
summarizes the best domestic and foreign experience in the field of organization of production management, develops
proposals for its implementation.
2.2.10. Prepares proposals for
optimization of technological processes, arrangement of equipment, organization
production.
2.2.11. Offers for
optimization are subject to agreement with the heads of departments: the director for
production, chief technologist, technical director, team leader
equipment and fixtures, head of the electronics and analysis group
faults.
2.2.12. Runs orders
immediate supervisor.
3. Rights
3.1. Development and optimization coordinator
production has the right:
3.1.1. Participate in the preparation of prospective
and current production development plans.
3.1.2. Monitor progress
measures to improve labor processes, rational organization
labor, use of material resources.
3.1.3. Request and receive from managers
divisions of the enterprise and specialists the necessary information and documents.
3.1.4. Submit to management
proposals for improving the work related to the provisions of this
duty instructions.
3.1.5. Demand from the management of the enterprise
ensuring organizational and technical conditions and registration of established
documents necessary for the performance of official duties.
4. Liability
4.1. Coordinator for
development and optimization of production is responsible for:
4. 1.1. Failure
their functional responsibilities.
4.1.2.
Invalid execution status information
received tasks and instructions, violation of the deadlines for their execution.
4.1.3 Failure to comply with orders,
orders of the director of the enterprise and the immediate supervisor.
4.1.4. Violation
Internal labor regulations, fire safety rules and
safety measures installed at the enterprise
5. Final provisions.
5.1. CROP
it is forbidden to work without overalls in
production premises of the enterprise.
Job description developed
in accordance with and on the basis of:
of the Labor Code of the Russian Federation, subject to amendments and additions.
Decree of the Ministry of Labor and Social Development of the Russian Federation dated August 21, 1998 “Qualification Guide for the Positions of Managers, Specialists and Other Employees” No. 37.
Charter of the enterprise.
Enterprise quality management standards.
is the profession of today :: BusinessMan.ru
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In our modern computer age, mastering new professions has become an urgent need. Entrepreneurs who also have representative offices of their business online cannot do without an assistant who has mastered all the nuances of one of the positions in demand today. Meet the coordinator.
Essence of work
A coordinator is a company representative who coordinates the work of other employees. Every day, he has to perform many actions that form the general scheme of work: receive calls, communicate with customers, resolve administrative and financial issues, and much more. Organization of large specialized thematic forums, congresses and festivals, delegation of duties between other employees, work with the client base – and this is not all that the coordinator does. Its functions are so extensive that the following impression is created – this position will most of all appeal to people with natural organizational inclinations.
Both assistant manager and project coordinator
Usually, initially a person is appointed as an assistant manager. And only later, if the accepted employee is proactive, quick, easily takes responsibility for organizational issues, then, as a rule, the manager himself promotes him to the coordinator. Well, during the admission of the applicant immediately to this position, the head of the company will first of all try to evaluate his personal qualities. This means that the presence of some kind of education, of course, will not be superfluous, but it will not play a predominant role either. After all, as you know, there are no such institutes or courses that teach how to become a coordinator.
Work as a coordinator on the example of Avon
At Avon, the position of coordinator is a logical continuation of career growth. From a simple representative of the company with which the applicant entered into a “contract of a permanent buyer”, then he moves to the position of coordinator. It is believed that such a person has already entered the runway of building his own business, recruiting his own team, and coordinating its successful development, up to a global scale. In this, nothing can limit him, except perhaps his own convictions.
Coordinator is an ideal job for people who are ambitious, hardworking, purposeful, but also resistant to stress. In Russia, the very first Avon coordinators appeared in 1995. And today there are more than 10,000 of them in our country.
Coordinator General Job Description
The person appointed to this position is fully responsible for placing advertising layouts in publications and processing various financial documents. The coordinator must strictly adhere to the company’s order of project implementation. He needs to control all the working nuances as part of the information processing process. His duties include monitoring the timing of the implementation of important assignments by employees and the daily tasks assigned to them.
A coordinator is a representative of a company who knows how to conduct primary accounting, who knows the legislation on advertising and the media well, who is fluent in Word, Excel programs and who has mastered the knowledge of document management. He is obliged to monitor the movement of funds in the company, negotiate with representatives of other companies responsible for paying for services, keep financial records and reconcile data with accounting.
Other duties of coordinator
In addition to the above, he is responsible for arranging layouts on the flat plane and monitors the timely filling of the company’s website with content. Under his tutelage is also the coordination of the commercial service. The coordinator is obliged to resolve any problematic issue that arises during the work. For each individual project, he is obliged to develop an individual plan and interact with all leaders in a given direction.
It is also the responsibility of the coordinator to maintain the technical scheme of the event, the so-called grid. It is a huge document with color guides, by which all departments of the company determine their tasks. The contract concluded with the next customer is considered the main document, respectively, the coordinator has to study it and know it literally by heart. In addition, he must be aware of contractors, contacts of all those responsible, estimates. Managers are usually unable to cope with such a huge amount of work, and for this they need a coordinator. This is a normal workflow for any company.
Is it right for you
Many people would like to try themselves in this area. Naturally, at first, this profession seems incredibly difficult. But nevertheless, starting to work and gradually coming into the know, you begin to love her. Moreover, there are also enough pluses in such a position, because it is good money, very interesting, exciting and truly significant work. On the other hand, do not deceive yourself and think that this profession is creative. No, it can rather be compared with the exact science of mathematics. And if you have an analytical mindset, a strong-willed, purposeful character, are emotionally stable and are able not to confuse the correct delegation of duties with “the ability to command”, then, as they say, welcome aboard.
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Job description of an office manager
Home \ Sample documents \ Labor relations \ Job descriptions \ Job description of an office manager0003 1. GENERAL
1.1. The office manager belongs to the category of specialists, is appointed to the position, moved and dismissed from it by order of the director of the Limited Liability Partnership “___________” (hereinafter referred to as the “Company”).
1.2. A person with ______________ education and work experience in the specialty _________ is appointed to the position of an office manager.
1.3. The office manager reports directly to the director of the Company.
1.4. In his activities, the office manager is guided by:
– current legislation of the Republic of Kazakhstan;
– the Articles of Association of the Company;
– internal labor regulations;
– by orders and orders of the director of the Company;
– internal regulations of the Company;
– this job description.
1.5. The office manager must know:
– the structure of the Company, its activities;
– organization of office work, document flow schemes;
– rules and standards for the execution of management, organizational and administrative documents;
– operating rules for organizational, copier and computer equipment;
– business etiquette, rules of business communication, official subordination, rules of telephone conversations;
– rules and norms of labor protection, safety measures, industrial sanitation and fire protection;
1. 6. During the absence of an office manager, his duties are performed by a duly appointed person who acquires the relevant rights and bears full responsibility for the quality and timely performance of the functions assigned to him.
2. FUNCTIONS
The following functions are assigned to the office manager:
2.1. Administrative support of the Company’s activities.
2.2. Fulfillment of instructions of the director of the Company in the course of the latter’s professional activities.
3. OFFICIAL DUTIES
To perform the functions assigned to him, the office manager performs the following duties:
3.1. Carry out:
– acceptance of documents and personal applications for the signature of the director of the Company;
– work with incoming correspondence (letters, facsimile messages): reception, registration, transfer to the addressee, accounting, storage of documents;
– organizing the receipt of correspondence at legal, postal and actual addresses;
– work with outgoing correspondence (letters, facsimile messages): registration, transfer, accounting, storage of documents;
– on behalf of the director, preparation of draft letters, requests and other documents relating to the activities of the Company as a whole;
– on behalf of the director, printing service materials, entering information into the data bank;
3. 2. To carry out the reception of telephone calls and, if necessary, transfer them to those employees to whom they are intended. Fixing the information received by phone for the director in his absence and bringing its content to his attention.
3.3. Organize meetings for visitors and guests of the Company.
3.4. Ensure the life of the office:
– ordering water as needed;
– ordering stationery as needed;
– subscription to periodicals.
3.5. Conscientiously fulfill their labor duties, observe labor discipline, timely and accurately execute the orders of the Director of the Company, use all working hours for productive work;
3.6. Qualitatively and on time to fulfill production tasks and instructions;
3.7. Maintain cleanliness and order at your workplace, office and other premises, observe the established procedure for storing documents and material assets;
3.8. Efficient use of personal computers, office equipment and other equipment, economical and rational use of materials and energy, other material resources;
3. 9. Comply with the norms, rules and instructions for labor protection, industrial sanitation, fire safety rules;
3.10. Constantly improve their professional level and qualifications for the effective performance of their duties.
4. RIGHTS
The office manager has the right to:
4.1. Get acquainted with the documents defining his rights and obligations in his position, as well as draft decisions of the Company’s management relating to his activities;
4.2. Receive from the manager, specialists information and documents necessary for the performance of their duties;
4.3. submit proposals for improvement of the work related to the responsibilities provided for by this instruction for consideration by the management.
4.4. require the management of the Company to assist in the performance of their duties and rights.
5. LIABILITY
5.1. For non-performance (improper performance) of his/her official duties provided for by this job description, the office manager is liable to the extent determined by the current labor legislation of the Republic of Kazakhstan.
What to do when your toddler or baby hates their car seat
When my daughter was a baby, every car ride ended in tears—hers, and often mine. She could only entertain herself for a few minutes before starting to wail. It was so bad that for a while, we tried to just stay close to home, going to local playgrounds instead of meeting friends across the city.
Unfortunately, some kids just hate their car seats. “My daughter screamed every time she was in the car as a baby,” says Toronto parenting coach Sarah Rosensweet. “I remember her screaming, and then I would get so upset, I was almost sweating.”
But we can’t always just stay home. Grocery-store trips and school runs for older siblings are facts of life. So what can you do if you have a pint-sized protester in your back seat? Here are some tricks to try if your baby or toddler hates car rides.
Investigate
Start with the basics—maybe your baby is uncomfortable for some reason. Is there light shining in their eyes? Is it hot or cold in the backseat? Are the straps adjusted correctly, so they’re not too tight or too loose, and are they in the right spot behind their shoulders?
“The straps could be pinching skin, the buckles might be hot from the sun, or the baby may be cold,” says Shawn Pettipas, director of Community Engagement at BCAA, which runs one of the largest carseat education programs in B.C. “There could be lots of reasons.”
Check your seat
Next, double-check your car seat is installed correctly—most aren’t. “You really do need to make sure that your child is correctly reclined for their age and stage,” says Pettipas. An incorrect angle can be uncomfortable, and be dangerous—your baby could suffocate if their neck is at the wrong angle. It’s different for every seat, so Pettipas recommends going to a car seat safety clinic or checking the manual of your car seat to make sure you’ve got it right.
Some parents find switching from an infant bucket seat to a roomier convertible style can help their babies feel better. Look for one that’s safe for your baby’s age—they do go all the way down to newborns (though most parents choose the portability of infant bucket seats at this age). Other young babies are the opposite, and are calmed by feeling a bit more snug. A safe way to do that is to roll up two receiving blankets, and tuck them in the sides of the seat.
Whatever you do, don’t turn the seat around from rear-facing to front-facing too early. “I’m asked all the time if parents can turn the seat, because they think the baby doesn’t like being rear-facing. They think they’re upset because of that, or maybe they have some FOMO,” says Dina Kulik, a paediatrician in Toronto. “But babies absolutely need to be rear-facing until at least two years of age, and actually as long as you can possibly go. Later is better.”
Test out different feeding schedules
Rosensweet suspects her daughter was screaming because she was feeling ill—as she got older, it became clear that she had carsickness. “Now, she takes Gravol before car rides,” she explains. (Note that Gravol is not safe for kids under age two.)
It’s unusual to have a carsick kid who doesn’t show it, says Kulik. “Usually you would know if it’s carsickness, because your child would be vomiting. Carsickness is much less common than parents think,” says Kulik.
Kids who are carsick tend to do better on an empty stomach, so putting your baby or toddler in the seat after it’s been awhile since they’ve eaten can help. Having the windows open or the air conditioning on can also help with motion sickness.
Distract, distract, distract
Try to make your baby forget that they’re strapped in, and perhaps a bit further away from their parent than they’d like, by making it fun. Talk to them, play kids music, or just belt out a few tunes. While it’s not safe to offer snacks that could be a choking hazard in a moving car, car seat-safe mirrors can be very helpful, says Kulik, because babies like looking at themselves. (If you do offer a pouch or puffs in the car seat, a mirror can help you keep an eye on them while they’re rear-facing.)
When babies are a little older—usually after about nine months old—toys can help distract them, too.“Having some special toys that they only get to play with when they’re in the car seat can work really well,” says Rosensweet. Just make sure they’re age-appropriate and soft, like stuffies or pillows, because hard toys can injure passengers in a crash. “Everything that is not tied down gains weight exponentially in a collision,” says Deanna Lindsay, executive director of SEATS for Kids, an organization that runs car seat inspection clinics in Ontario. “I usually say, would it hurt you if I threw it at you? Then it can’t be in the car.”
Empathize and console
For many parents, car seats are one of the first times they have to set a boundary that their child is unhappy with.
To help a baby or toddler through big feelings, the first step is to stay calm. Little kids naturally co-regulate and match your internal state, says Rosensweet, so give yourself some empathy first. “You might think, my child is really upset, and there’s nothing I can do about it,” she says. “This is really hard.”
Then, validate your child’s emotions. “You could say—even over the screaming—‘Oh sweet pea, you hate the car seat so much, this is so hard. You wish you weren’t in the car seat so badly. Mama’s going to get you out in a few minutes,” she says.
For a toddler who is testing boundaries, and able to understand and communicate more than a baby can, you might want to take a bit of a harder line. “The key thing is to stay very neutral,” says Jennifer Kolari, a child and family therapist and the founder of Connected Parenting. “If you’re coming at it from a place of fear, then the child is going to pick up on the idea that they have a lot of power, or maybe this is something bad.” Instead, stay positive, and say something like, “I love you. It’s OK if you’re mad at me, but you’re going in this car seat, and it’s going to be fine.”
It builds resilience—and it’s a good chance for you to practice responding in a helpful way when they’re upset, she says. “It’s a skill you’ll still be using when they’re teenagers.”
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FILED UNDER: baby development Baby safety car safety car seat Car seats health service seo
Car Seat Troubles: When Baby Cries in Car Seat
There are two types of babies in the world: Those who love the car seat and those who cry at the mere sight of a car seat. My children fell into the latter category, so I spent years deciding whether or not it was even worth it to leave my house knowing a car ride full of wailing awaited me.
And I know I’m not the only one. Parents are constantly searching for the elusive trick that will make baby stop crying in the car. Car seat safety helps protect infants in car accidents, and the design protects babies’ heads and spinal cords in case of a crash. Unfortunately, babies don’t understand these benefits. They just know they can’t see mama and no one is holding them.
Upset babies are hard to deal with all on their own, but the distracted driving that comes with a crying child in the car seriously augments the problem. It’s no wonder. Research proves that all humans—not just parents—have a hard time ignoring the sounds of a crying infant. We are primed to help, according to scientists. A parent stuck in a car with a crying infant will likely feel panic, sadness and fear that can manifest in an increased heart rate and stress.
Dr. Teri Mitchell, APRN, CNM, IBCLC, explains why a baby’s cries are so hard on parents and babies in these situations. She says the kind of cry a child emits when separated from a caregiver is specific in its demands. “There’s a name for this particular type of cry: the separation distress cry,” Dr. Mitchell says. “It’s nature’s built-in way of making sure that mothers go to their babies and ensure that they feel safe.”
Children whose separation distress is not tended to because parents are stuck in rush-hour traffic will continue to do what is normal for them in this situation: Scream. Dr. Rakesh Radheshyam Gupta says that “[excessive] crying may lead to vomiting in infants and may cause hoarseness of voice.”
Related: A parent’s guide to car seat safety: Tips, rules and product picks
1. Make them comfortable from the start
When a baby cries in their car seat the moment they’re buckled in, it’s unlikely that they’ll calm down for the remainder of the ride. That’s why it’s important to start off strong by making the seat as comfortable as possible right from the beginning.
Don’t let a baby lean back on the seat straps while loading them. The sudden feel of those obtrusive items on a baby’s back can startle them or cause discomfort—enough to remind them that they hate the car seat. Items like StrapsAway pin to the car seat straps to hold them out of the way while loading or unloading a child from the car seat. This makes the process fast and easy, and it can also help keep a sleeping baby from waking up during the transfer from mom’s arms to the seat.
2. Create new routines
Sometimes it just takes some consistent prep work. “My son hated [the car seat] at first! What helped him was getting him used to riding around,” says Mariah M. “We’d go on drives after dinner often just so he got used to being in the car and eventually it started to soothe him.”
If your older baby still hates the car, incorporate frequent trial runs into your week while your baby is awake to create a positive association. With the car in park, sit in the backseat and play with baby while they’re strapped in. You can move to the driver’s seat for short stints after they get used to the setup.
3. Adjust the seat spacing
It’s worth checking out whether the back of your infant’s rear-facing car seat is resting directly against the back of the driver or passenger seat, notes Cassy S. “It makes the ride much more bumpy as the car seat absorbs the movement from both seats,” she notes. “Moving up the passenger seat so my daughter’s car seat didn’t rest directly up against it made an enormous difference immediately!”
4. Consider what they’re wearing
Temperature can be a problem for babies when in car seats, but not in the way most parents expect. As opposed to being too cold, many babies struggle in the car because they are too warm.
Babies should never be placed in a car seat wearing a coat or jacket. Not only will they overheat, but the bulk of a jacket keeps the car seat straps from working properly.
Take the weather into consideration, of course, but since the car is temperature-controlled, dress the baby in normal clothes and save the jackets or extra layers for when it’s time to get out of the car.
Related: 5 tips for car seat safety, according to a certified safety instructor
5. Travel during naptime or bedtime
Traveling during your child’s normal sleep periods can help them acclimate better to the car, too, as they’re already tired and may just sleep for the majority of the ride. “My daughter got car sick a lot, so we always planned to drive during her nap time,” says Jianmei N. “Once she fell asleep, we’d put her in her car seat then drive.”
6. Sing a song
Parents swear by music as a soother for kids during car rides, and researchers support the idea of using music to calm babies. In one study, babies exposed to music stayed calm twice as long as babies exposed to baby talk or adult speech.
Cueing up a playlist of baby’s favorite songs can work, but singing to the baby along with the music has benefits for all involved. Besides calming them, singing a tune can also calm parents. Mariah M. notes that turning on her son’s favorite song, ‘Apples and Bananas’, seemed to help soothe him on longer rides.
7. Plan around gas
Sure, make sure you have enough gas in the car to get to where you want to go, but also plan around a baby’s gas. A baby who experiences major gas after a meal is not going to like feeling constrained. Plan car rides long enough after mealtimes for a baby to get the gas out at home when moving around is possible.
Children with reflux also have unique challenges in car seats as they don’t allow them to move freely so they can have problems getting comfortable if they can’t find the right position due to stomach or reflux pain.
One mom found that her son’s reflux took care of itself around the 6-month mark, and car rides suddenly weren’t a problem anymore. Waiting for reflux to fix itself is difficult, however, so talking to a pediatrician or finding natural ways to deal with it are preferable. It’s possible that controlled reflux will equal peaceful car rides for all.
8. Recognize that it may just take time
And if none of these tips work for your tiny wailer? Know that babies do grow out of the crying-in-the-car-seat phase. “My third baby cried in the car seat for at least the first year,” notes Emily G. “Honestly it was SO rough because he’d scream the whole time I had to drop off/pick up my other kids. We tried just about everything, but it really just took time. Thankfully, it now feels like a distant memory.”
If you’re still in it, understand that this too will pass. Stay optimistic: Peaceful car rides may be around the next bend.
A version of this story was originally published on Aug. 11, 2020. It has been updated.
Why Some Babies Hate Car Seats and How to Fix It — The Chiropractic Place for Mommy & Me
It seems like babies either love or hate riding in a car seat. Many moms get instant feedback when their baby doesn’t like to take a ride in one. Reactions can be as strong as constant wailing and screaming or less intense like fidgeting or general fussiness from the moment they’re placed in their car seat.
Many moms ask themselves, “Why doesn’t my baby like the car seat?” If you’re new to the experience, you might think your infant just doesn’t like riding in the car or they don’t like being confined, or the car seat is uncomfortable, or dozens of other minor reasons. But consider this: Your little one may not just be acting fussy; your baby may be crying from pain. That pain may be a result of misalignment that could be rectified with a pediatric certified chiropractic adjustment.
Many car seat-crying babies we see in our office have a tightness in their hips or mid-back. This can cause them discomfort in a car seat because they can’t bend easily. The seat position puts pressure on their tight vertebrae and those associated muscles and it just plain hurts. After some adjustments, viola! They start to enjoy being in their car seat for the first time.
Some Things to Try Before You See Us
As we mentioned, there can be many reasons why your child does not like riding in their car seat. If their reaction is inconsistent – sometimes ok and other times not – or they’re not crying but just are not enjoying the experience, read on for a list of possible reasons why and some suggestions.
Why Babies Don’t Like Their Car Seat
An uncomfortable position is one of the first things to check. Their straps could be too tight and putting pressure on their tummy or even choking or breathing restriction. The first place to start is to make sure that they are in they are properly installed in their car seat. Always follow the Safe Kids Worldwide guidelines on how to correctly install your baby or infant and other additional car seat safety.
Once you know your baby is installed correctly and baby still doesn’t like their car seat, it could be related to not enough padding, uncomfortable angle, or the seat puts baby in a hunched position … not to be considered lightly. Other reasons:
● Movement upsets baby’s tummy if they have eaten recently
● Motion sickness
● Dislike of being confined. Some babies want to play with their hands and can’t
● Hates being alone
● Boredom
● Air temperature in the car too hot or too cold
● Bunched clothing
● Medical conditions such as reflux or other tummy upsets
● Tight muscles or ligaments
Easy Solutions to Try First
● Check and adjust the angle of the seat and straps. Following the Safe Kids Worldwide guidelines.
● Play music they like: nursery songs, lullaby CDs, playtime music box, turn on the radio.
● Give them toys to play with, objects that have lights and/or motion to keep their attention.
● Avoid putting baby in the car immediately after a meal.
● Offer them a pacifier if your baby already takes a pacifier.
● Burp them before putting them in the car.
● Look into an upgraded car seat. Every car seat on the market has been tested for safety, but different prices and brands can reflect a different level of comfort, such as extra padding or updated design.
Don’t assume baby will stop crying or fussing on their own. When nothing will soothe your screaming baby, choose a certified baby chiropractor!
We Are Pediatric Chiropractors
We are Doctors Michelle Parker and Darcy Goode. Dr. Parker is certified by the Academy Council of Chiropractic Pediatric Association in pediatric chiropractic for pre- and postnatal specialties. She is the only chiropractor with the C.A.C.C.P certification in Parker County. Both of us have specific chiropractic expertise in working on the muscles and bones of newborns by integrating craniosacral therapy, myofascial release, and gentle pediatric chiropractic adjustments.
Centrally Located near Fort Worth
The office of The Chiropractic Place for Mommy and Me is in Aledo, Texas, just 15 minutes west of downtown Fort Worth or 10 minutes east of Weatherford, Hudson Oaks, and Willow Park.
Feel free to visit our social media pages on Instagram @TheChiroPlaceforMommyandMe or Facebook @TheChiroPlace to get a feel for our atmosphere and how we work with mothers and children. We are proud to offer a family-friendly, kid-approved, and mother-oriented space to the community. Give our office a call to get your baby’s appointment scheduled today at 682-214-0408.
How to accustom a child to a car seat?
With newborns and in early infancy, there are no problems at all, since such babies in car seats, as a rule, sleep sweetly. If a small child begins to act up in the chair despite the fact that he is full and has a dry diaper, the point is most likely that your trip has dragged on and a stop is required. Do not forget that for children up to a year, the continuous time spent in a car seat should be no more than one and a half hours. Since, despite the fact that the position in the child in the chair resembles the physiological position in the mother’s womb during pregnancy, the car is still subject to much more vibration than the mother, but its depreciation systems are much worse. Therefore, even if there is not much left until the end of the trip, do not abuse the child’s patience, give him the opportunity to rest, otherwise he will soon refuse to sit in his favorite car seat at all.
The older the child gets, the shorter his “car” sleep. Increasingly, he is awake on trips, but just sitting or lying in a car seat becomes frankly boring for him, and the baby begins to protest loudly.
What to do in such a situation?
If the child is less than six months old – get him interested in bright toys. As an option, there is a wonderful adaptation for a car seat – an arc with attached toys. First, the child will be interested in looking at them. Secondly, the baby may well reach out to them with their hands and feel them in the most thorough way. Well, and, thirdly, if the toys are musical, then pleasant sounds when they vibrate from the vibration of the car will captivate the child for a long time.
If the child is older than , he will naturally try to get out of the car seat on his own or at least free the arms and legs. In this regard, seat belts with a five-point fixation are especially relevant. With their presence, you can be absolutely sure that nothing threatens an overly inquisitive and mobile child. But you can take his curiosity with the help of a variety of ways. The most frequently used and fairly frequent in use is the placement of a special panel in front of the child with various toys sewn, embroidered, glued and put into pockets. The child will not rest until he explores all his secrets, which means that parents can enjoy a quiet, serene ride with pleasure. To prepare such a panel on your own is quite within the power of even the most “non-handmade” mother.
There are other, more complex versions of such panels that attract the attention of kids, especially boys. This is a panel-panel with a steering wheel and touch controls. By pressing special buttons and pictures on the steering wheel, the child is able to control and sound the images on the panel. Of course, such a toy will make him forget about whims and tantrums for a long time and eagerly sit in his car seat.
A specially prepared bag with many surprise pockets can be attached to the side of the chair, in which a variety of toys will be hidden. Attempts to get them, as well as to guess by touch what is there, will captivate your baby for a long time.
Sometimes the tantrums of a child in a car seat are due to the fact that he simply grew out of his age group. For example, it is enough for a one-year-old baby to replace the zero group seat, looking out the rear window, with the group 1 car seat, and he immediately stops being naughty during trips. After all, now he has an excellent overview both in front and in the side windows.
If the baby’s view through the windshield is obstructed by the mother or the headrest of the front car seat, then it makes sense to place the car seat in the center so that the front view is maximized. The sight of the road and moving cars usually fascinates even the most restless kids.
There are children who enjoy sitting in car seats only when their mother is nearby. In this case, leave for a while the thoughts of the front seat and conversations with your husband and move back, armed with books and toys. It will be better than any developmental activities for a child if you read poems and fairy tales to him on the road, or if you tell, show and explain everything that you see behind the glass.
Be sure to check the temperature in the car and see if the child is overheated. Being in a car seat is quite warm, and sometimes hot. A child can sweat and sit wet, of course – such a trip will not give anyone pleasure. If this is due to the synthetic upholstery of the chair, it makes sense to put a napkin or a small towel made of natural material under the back of the child. Perhaps the child’s dissatisfaction is due to the fact that after adjusting the sides of the car seat once, you forgot to do it again when you put the child there in winter overalls. The same applies to the tension of the seat belts.
If all your attempts were unsuccessful, forget about travel for a while. Take the car seat home and let the child calmly get used to it, feel it and figure it out. And in a couple of days you will see how a happy child sits in it and plays in it, and soon you will be able to return to family car rides in peace and quiet.
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October 11, 2019
It’s not easy to get an active child to sit quietly in a car seat. We’ve put together some basic tips for you on how to make it easier.
Quite often, parents are faced with a situation where the child resists attempts to transport him in a car seat. The topic is actively discussed at various forums, dozens of different “recipes” are offered for getting out of a difficult situation. We will try and briefly state our view on this problem.
This problem may not exist at all
If a child, as required by law, is transported in a car seat from the first days of life and shows by example that it is necessary to buckle up. In most European countries, you won’t even be allowed to pick up your newborn from the maternity hospital without a child car seat. It is a dangerous misconception that it is better to carry a baby in the mother’s arms. It’s dangerous, inconvenient, and expensive with current fines for not using a child restraint. The longer a child travels without a car seat, the more difficult it is to teach him to ride in a seat. Also, quite often one has to observe a rather strange situation: an expensive, comfortable and safe car seat is installed in the car, and the mother, “pitying” the child, carries him on her knees. Or even worse – the child crawls all over the cabin, i.e. the chair serves as a dummy for the police.
The longer parents take a child without a child car seat, the more difficult it will be to accustom him to it in the future.
Of course, there are other cases in life: for example, parents bought a car after the birth of a child, or simply did not go anywhere with a child by car in the first year or two.
One way or another, we came to a situation: the child is a year old (two, three), the parents picked up a chair, installed it in the car, trying to seat the baby, and he throws a tantrum, arches his back, breaks out, cries. Of course, the chair itself can be uncomfortable, but, in most cases, changing the model of the chair will not work – if the child is naughty already at the moment of sitting down, then the reason is definitely not the comfort of the chair. In such a situation, success largely depends on the pedagogical abilities of parents, patience, cunning and consistency.
Here are some tips to help you:
1. Be consistent! The child must understand that there is no alternative to traveling in a car seat: “either this or not!” If we go by car, then only in a car seat. Soon this will be accepted as the norm.
2. Lead by example – be sure to buckle up! All adults in the car are seated, all children are in car seats. Children enjoy imitating their parents.
3. Alternating rides in a chair and on your knees will only complicate matters. Don’t make any exceptions.
4. For a long trip, choose a time close to the child’s bedtime. So the trip will be calmer and the time for the child will fly by unnoticed.
5. Take a walk before the trip. It is best if the baby runs and gets tired.
6. You can play with the chair at home, focusing the child’s attention on the fact that this is his chair, his property. Tell him that he has such a beautiful / new / wonderful / cozy car seat.
7. Try to switch his attention at the moment of sitting down and at the beginning of the trip. For example, interest him in the purpose of the trip (“We are going to grandma / grandpa, there will be a cat / dog!”), music, a toy, new items. In general, when a child is just starting to ride in a car seat, it is desirable that someone be with him in the back seat – it is obvious that situations where the child distracts the driver should be avoided.
8. On long trips, make stops to walk around a bit with your child.
Don’t show weakness
Children “categorically do not want” many things: to be vaccinated, to drink medicines, to dress, sometimes to eat. If you were able to teach your child to ask for a potty, do without a pacifier and use a spoon, you can also teach a car seat. In most cases, when parents categorically state that the child cannot be carried according to the rules and see the reasons for failure in the cramped seats, softness / rigidity, tilt angles, or in the individual qualities of the child (“mine will never sit still …”, etc.) – this is exactly what is commonly called “excuses” – an attempt to shift responsibility to someone else, to justify one’s own irresponsibility or laziness.
Always remember: a child in a car is much more vulnerable than an adult. A minor accident at low speed, in which you get off with fright and bruises, is much more traumatic for a child
Finally
Child car seats do vary quite a lot in terms of comfort. If you want your child to be as comfortable as possible, choose a chair strictly in accordance with his age, height and weight. The most common mistake parents make when choosing a chair is the desire to take a chair “for growth”, more, more spacious, to get by with one chair for all the time. Miracles do not happen – can you imagine a car seat that is equally safe and comfortable for both a one-year-old baby and a schoolchild? For example, the most comfortable chair of group 1-2-3 (from 9up to 36 kg, from 1 year to 7-10 years) will yield in comfort to most group 1 chairs (from 9 to 18 kg, up to 3-4 years). This moment is especially important on long trips when the child falls asleep. If possible, when choosing a car seat, visit a specialized store with your child, where it is possible to seat the baby in various models of car seats from various manufacturers. If age allows – invite him to take part in the choice – this may affect his further attitude to travel in the chair
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Comments
Little Fidget: We teach a child to drive in car seres
The issue of baby safety is not solved in the car in the car is not solved in the car only by purchasing a high-quality car seat, because it still needs to be installed correctly, and the small passenger must be fastened according to the instructions. But how to do this if the child is not sitting in a car seat and pestering adults with whims? Let’s figure out what is the cause of children’s restlessness and how to overcome it.
Why does my child refuse to sit in a car seat?
There are three most common causes.
The first reason: the child is uncomfortable
The baby will definitely refuse to ride in a car seat if he is uncomfortable in it. He rubs the belt, the legs go numb, the frame presses – all this will provoke the child to whims and discontent. This situation may arise due to an incorrectly selected chair for age or carelessly adjusted elements. Check the head restraint level, inclination, position and tension of the belts. Two fingers should fit easily between them and the baby’s body.
If you have bought a chair “for growth”, special liners for newborns, shock-absorbing pads, belt pads and other useful accessories will help increase comfort. When the child is hot in the car seat, use a summer natural cover. In winter, take off your outer clothing, after taking care of heating the cabin. So you can fix the child better, and he will not sweat in a warm jacket.
Important!
Do not leave your child alone in the car during summer trips! Even if you leave for a few minutes and open the windows. In the heat, a car can become so hot that the air inside reaches +50 degrees, and this will not take long. Heatstroke is the most common cause of death in children outside of car accidents.
The second reason: protest or resentment
The child may be jealous or offended, and this will affect his behavior. Moreover, he will subconsciously choose the car as a place for whims, realizing that they are inappropriate in it. In this situation, there is no better way out than to calmly talk with the baby and discuss all the critical points. Find out what exactly upsets him, and promise not to let it happen again.
Children are also offended when adults do not pay attention to them. Talk to your baby, don’t ignore him or get carried away with your own conversations. The child is a member of your family and also craves communication.
Third reason: feeling unwell
If the baby is tired or not feeling well, it is unlikely that he will sit peacefully in a car seat. Create comfortable conditions so that he can sleep on the road: cover the window with a curtain, put a pillow under his head and organize silence in the cabin.
Offer cool water, lollipops or slices of lemon to your child when motion sickness, and encourage them to look out the window at the horizon or straight ahead. Babies get sick in the car very rarely, more often it happens with children older than two years.
Many parents, unable to endure children’s whims, give up and take the child in their arms. Such an alternative to a child seat can lead to fatal consequences. With sudden braking, even the smallest child gains weight over 300 kilograms. No adult can keep him in such a situation, not to mention the effect of surprise. Therefore, responsible parents cannot have any other option but to carry a child in a car seat.
Car seat training: expert advice
The reasons may be individual, but none of them can justify not using a car seat. Ideally, the child should be accustomed from the age of 0 months, laying him in the infant carrier. To pick up a mother with a baby from the hospital, you will definitely need it. Traveling in a car seat from birth, the child will not mind doing so afterwards.
It is quite possible to accustom a child to a group 1 car seat, just choose the way that is convenient for your family.
Lead by example. Children repeat everything adults do, so if you get into the car and buckle up first, the child in the car seat will most likely copy your behavior. Set a rule: until at least one passenger is not fastened, the car will not go.
Give it time to get used to it. Put the car seat in your baby’s room and let him explore the purchase. Perhaps he even voluntarily wants to sit in it. Secure the car seat in the passenger compartment and gradually increase the duration of the trips.
Use gadgets. Fix the tablet in front of the child and turn on his favorite cartoon. Even better, this method will work if you reduce the viewing at home by transferring it to the car.
Buy a baby steering wheel. Playing the role of a driver is much more exciting than being a passenger. Give your baby a toy steering wheel with buttons and announce the co-pilot who is responsible for safety. For more realism, you can print the “rights” to his name and paste a photo there.
An example of a toy. Sit your baby’s favorite soft toy in the seat next to you and fasten it with a seat belt. Tell him what it is for.
Communicate with your child. The advice applies only if you are a passenger and not a driver. Show your child interesting objects outside the window, comment on what is happening. Very quickly, the baby will be distracted and stop thinking about the car seat.
Promotion. Upon arrival, praise the child if he behaved well, and come up with a small reward: something tasty, watching a cartoon, a toy, etc.
Guess the time of sleep. Transporting a baby in a car will be easier if he is sleeping at this time. Having a rough schedule of sleep and wakefulness, you can adjust the departure time for it.
Setting the bar higher with robust youth programs founded on FUN
The sounds of kids laughing and playing are the sounds of kids learning at Kids ‘R’ Kids. In our before and after school programs, school agers can build upon their education outside of school by participating in various clubs and activities that challenge them in fun new ways! Each child will learn more and grow more by making new friends and absorbing new concepts every day.
School Age Kids ‘R’ Kids Tour Our School
VIDEO: The robust School Age Programs where great things happen everyday
Defining their greatness
We happen to believe that kids are pretty great to begin with
Our before and after school programs, holiday breaks and summer camps are designed to help kids dig a little deeper and find those ambitions, traits and talents that will help them define their personal greatness.
From fun character-building and STEAM-based activities to social interactions with real staying power, our G.Y.M curriculum® is ideal for “Growing Young Minds” – providing school agers with the tools necessary to make their dreams a reality.
Shared experiences lead to lasting friendships
They go together like peanut butter and jelly
Social development is an important part of the role we play in each child’s life. Whether before and after school or during one of our camps, our programs give kids a chance to interact in fun, stress-free and collaborative environments. Memory making occurs daily as kids share experiences, and laughter is sure to erupt during action-packed activities.
Contact us Today
Digging a little deeper to find those ambitions, traits and talents
Kids try new things as they gain confidence
Forming friendships and tackling challenges together are only part of the equation to becoming more confident. Opportunity and encouragement play major roles, too. That’s why our engaged teachers inspire kids to explore unchartered territories like sports, art, drama, science, technology, cooking and more.
Finding a passion and unearthing an unknown talent go a long way in building a kid’s sense of self-worth – assuring them they are truly enough, and their potential greatness knows no bounds!
Where curiosity launches innovation everyday
Curiosity launches innovation!
More robust than most, our innovative before and after school programs are thoughtfully engineered for K – 5th grade students! We provide a wide variety of activity clubs to fit their interests and homework clubs to ensure their scholastic success, while providing dedicated homework-free family time at the end of the day.
Our programs serve as an impactful segue between the demands of school and the comforts of home, and our extended hours alleviate some of your stress, too! It’s about more than snacks and blowing off steam on the playground, we’re expanding their minds to new possibilities and encouraging them to act on new-found passions.
Regular use of imagination is not only encouraged… it’s celebrated
ENHANCING A CHILD’S UNIQUE GREATNESS
Every hour of every day we have each child’s best interest at heart, as they form lasting friendships, explore new experiences and discover hidden talents. Our mission is to help school agers enhance their unique greatness beyond the school year program.
We also offer field trips, holiday breaks and summer camps built on a foundation of FUN and self-discovery. The most important lesson a child will learn is THE SKY IS THE LIMIT!
Schedule a Visit
Kids ‘R’ Kids Learning Academies provide year-round programs for school age children—fun field trips for teacher work days, week-long camps for winter and spring breaks, and summer day camps throughout the summer with a new theme every year. Click HERE to see what our Academies are doing this summer.
Knowing your child is safe is crucial to your peace of mind
Safety
Clean Classrooms: Include a personal place for each child’s belongings, organized learning centers, disinfected toys and play areas, and child-sized sinks for washing hands
Certified Teachers in: Infant/Child and Adult CPR, and First Aid
Glass Walls: Unlike typical day care centers or childcare providers, our classrooms feature tempered glass walls for maximum visibility and safety. This promotes an open, bright atmosphere, as well as a clean environment
Safety Guard on Door Hinges: Our doors are padded at the hinges so that little fingers don’t get pinched when doors are opened and closed between classrooms
Regular Drills for: Tornado, fire, hurricane and school lock-down
Visit Us Today
Secure environments put the focus where it belongs…on your child
Security
Electronic Security: Coded entries so only authorized visitors may enter the facilities
Hiring Process: All staff undergo extensive state-mandated background checks
Front Desk: Our front desks are always staffed so that watchful eyes are supervising each facility, ensuring authorized entries only
Security Cameras: Every classroom in our facilities has security cameras that are monitored at the front desk. The owners and staff can easily observe classroom activities throughout each day. Families can login to a secure, password-protected website to check in on their child periodically
Fueling growing bodies AND minds
Meals & Snacks
In our before and after school programs, each child is provided with a snack which follows all Kids ‘R’ Kids guidelines for safe, sanitary and healthy foods.
Children eat all meals and snacks together, using family-style seating in our kid-friendly cafés
Meals and snacks are prepared in our commercial-grade kitchens, which are kept separated from the classrooms
All allergies are documented and kept in the front office with administrators
Our schools are nut-free zones
Enroll today
Before & After School Program
Setting the bar higher with a robust youth program founded on FUN
Defining their greatness
We happen to believe that kids are pretty great to begin with
Our before and after school program, holiday breaks and summer camps are designed to help kids dig a little deeper and find those ambitions, traits and talents that will help them define their personal greatness.
From fun character-building and STEAM-based activities to social interactions with real staying power, our G.Y.M curriculum® is ideal for “Growing Young Minds” – providing your child with the tools necessary to make their dreams a reality.
Shared experiences lead to lasting friendships
They go together like peanut butter and jelly
Social development is an important part of the role we play in your child’s life. Whether before and after school or during one of our camps, our program gives kids a chance to interact in a fun, stress-free and collaborative environment. Memory making occurs here daily as kids share experiences, and laughter is sure to erupt during action-packed activities.
Contact us Today
Digging a little deeper to find those ambitions, traits and talents
Kids try new things as they gain confidence
Forming friendships and tackling challenges together are only part of the equation to becoming more confident. Opportunity and encouragement play major roles, too. That’s why our engaged teachers inspire kids to explore unchartered territories like sports, art, drama, science, technology, cooking and more.
Finding a passion and unearthing an unknown talent go a long way in building a kid’s sense of self-worth – assuring them they are truly enough, and their potential greatness knows no bounds!
Where curiosity launches innovation everyday
Curiosity launches innovation!
More robust than most, our innovative before-and-after school program is thoughtfully engineered for K – 5th grade students! We provide a wide variety of activity clubs to fit their interests and homework clubs to ensure their scholastic success, while providing dedicated homework-free family time at the end of the day.
Our program serves as an impactful segue between the demands of school and the comforts of home, and our extended hours alleviate some of your stress, too! It’s about more than snacks and blowing off steam on the playground, we’re expanding their minds to new possibilities and encouraging them to act on new-found passions.
Setting the bar through imagination
ENHANCE YOUR CHILD’S UNIQUE GREATNESS
Every hour of every day we have your child’s best interests at heart, as they form lasting friendships, explore new experiences and discover hidden talents. Our mission is to help your child enhance their unique greatness beyond the school year program.
We also offer field trips, holiday breaks and summer camps built on a foundation of FUN and self-discovery. The most important lesson your child will learn is THE SKY IS THE LIMIT!
Schedule a Visit
Knowing your child is safe is crucial to your peace of mind
Safety
Clean Classrooms: Includes a personal place for your child’s belongings, organized learning centers, disinfected toys and play areas, and child-sized sinks for washing hands
Certified Teachers in: Infant/Child and Adult CPR, and First Aid
Glass Walls: Unlike typical day care centers or childcare providers, our classrooms feature tempered glass walls for maximum visibility and safety. This promotes an open, bright atmosphere, as well as a clean environment
Safety Guard on Door Hinges: Our doors are padded at the hinges so that little fingers don’t get pinched when doors are opened and closed between classrooms
Regular Drills for: Tornado, fire, hurricane and school lock-down
Visit Us Today
Secure environments put the focus where it belongs…on your child
Security
Electronic Security: Coded entry so only authorized visitors may enter the facility
Hiring Process: All staff undergo extensive state-mandated background checks
Front Desk: Our front desk is always staffed so that a watchful eye is supervising the facility, ensuring authorized entries only
Security Cameras: Every classroom in our facility has security cameras that are monitored at the front desk. The owners and staff can easily observe classroom activities throughout each day. Families can login to a secure, password-protected website to check in on their child periodically
Fueling growing bodies AND minds
Meals & Snacks
For our before and after school program, your child will be provided with a snack time which follows all Kids ‘R’ Kids guidelines for safe, sanitary and healthy foods.
Children eat all meals and snacks together, using family-style seating in our kid-friendly café
Meals and snacks are prepared in our commercial-grade kitchen, which is kept separated from the classrooms
All allergies are documented and kept in the front office with administrators
Our school is a nut-free zone
Enroll today
After-School Programs | The Salvation Army USA
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2022 Annual Report
After-school programs in low-income neighborhoods across the country
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Low-income Hispanic and African American students are most likely to fall up to two years behind their expected grade level by the end of fourth grade.
The same segment of kids is up to four years behind their peers by the time they reach the 12th grade.
Help Give a Kid a Better Chance.
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The Salvation Army Supplements and Supports Kids’ Educational Opportunities Through:
Homework Assistance and Counseling
The Salvation Army’s high-quality after-school programs serve children and youth of all ages. We provide one-on-one assistance with homework and school assignments, as well as the teaching and advancement of literacy and study skills.
Many of our facilities also include computer labs to help children with their homework. The Cedar Rapids Salvation Army recently opened a new computer lab, complete with ten computers, at its C Avenue headquarters. The lab provides academic support to kids who otherwise have no access to computers.
Sports, Clubs, and Extracurricular Activities
Healthy minds and healthy bodies are both crucial elements of youth development. Our no-fee and low-cost after-school programs offer children from low-income neighborhoods a chance to play sports, learn athletic skills, and cultivate healthy, safe relationships with friends through better social skills.
At the Seattle White Center facility, we organize youth sports leagues for basketball and futsal. Futsal is a simple soccer game, played on the gym floor with a low-bounce ball and smaller goals. Besides having a blast, the kids learn essential teamwork skills that will follow them for the rest of their lives.
Dance, Art, and Music Programs
Our youth community programs enable children to experience music and art education in positive no-cost or low-cost environments. Our wide array of classes focuses on everything from choir, band, and dancing to drawing, writing, and acting.
The Gresham Corps Youth Center in Oregon recognized the need for music programs after many schools in the area could no longer afford them, so it began an after-school music program. From choirs to instrument training, activities and lessons instill an early love for and appreciation of the fine arts.
Parental Involvement Coaching
Each Salvation Army community center is dedicated to equipping parents with the skills needed to support and sustain their children’s educational needs.
One very special example is the “Fatherhood in Action” program at The Salvation Army Metropolitan Division in Chicago. There they help men learn successful co-parenting skills and provide job training and placement assistance to help them be better dads to their kids.
Serving All Without Discrimination
In providing its after-school and summer camp programs and services to families, The Salvation Army is committed to accommodating all those in need without unlawful discrimination or harassment based on age, race, color, religion, sex, national origin, marital status, disability, citizenship, sexual orientation, gender identity, gender expression, or any other characteristic in accordance with our capacity to help.
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Turn your passion into action. Share these facts with your friends and followers to educate and inspire change.
Poverty impacts education.
Students from low-income families are seven times more likely to drop out than those from families with higher incomes.
When you give to The Salvation Army, you provide funding for programs that help support kids’ educational needs. Donate now
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Children in poverty have greater learning challenges.
Children who live below the poverty line are 1.3 times more likely to develop mental delays or learning disabilities than those who don’t live in poverty.
When you give to The Salvation Army, you provide funding for programs that help support kids’ educational needs. Donate now
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Lack of education leads to lack of income.
31% of young adults without a high school diploma currently live in poverty.
When you give to The Salvation Army, you provide funding for programs that help support kids’ educational needs. Donate now
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The Salvation Army Is Here
to Help More Kids Learn More Things
Watch how we help ensure that kids in every community get the educational opportunities they deserve.
youtube.com/embed/BU26Oc35p8M?rel=0&showinfo=0″>
Other Ways We Meet Needs
Before & After School Distance Learning Lab
Kids Klub’s School-Age Program is more than just a place for your child to hang out while waiting to be taken to school—or picked up after a long day at school. What sets us apart is: our dynamic, well-rounded programming; our loving staff that gets to know each child for who they are; and a top-notch homework room where your child will actually learn, complete their work correctly, and acquire valuable study skills.
Our School-Age Program looks to strengthen your child’s zest for learning and living, while providing the comfort and safety of a home away from home. By providing structure and routine, combined with the excitement of fun activities and engaging people, we actively facilitate your child’s academic, physical, social and emotional growth.
Whether your child is “buying” a prize with stars that he/she earned during Homework Time; constructing a model of his/her dream home in Architecture Class during Hobby Hour; collaborating with other children by creating a skit for the Holiday Show; or singing with his/her favorite bus driver on the way to or from school…your child will create special memories and bonds each and every day at Kids Klub.
Industry leading low teacher to child ratios. Click here for ratios of each center: PASADENA, SAN GABRIEL/ROSEMEAD, and SOUTH PASADENA
Transportation to your child’s school by thoroughly-trained drivers in safe, well-maintained vehicles
Healthy, nutritional, mostly organic and homemade, child-friendly breakfast and snacks
An assortment of fun, educational, engaging activities
All teachers are background checked, fingerprinted, CPR & First Aid Certified, thoroughly-trained and college educated in child development or a related field
Industry leading low teacher to child ratios. Click here for ratios of each center: PASADENA, SAN GABRIEL/ROSEMEAD, and SOUTH PASADENA
Transportation from your child’s school by thoroughly-trained drivers in safe, well-maintained vehicles
Healthy, nutritional, mostly organic and homemade, child-friendly snacks
A quiet homework room with teacher assistance
An assortment of fun, educational, engaging activities
All teachers are background checked, fingerprinted, CPR & First Aid Certified, thoroughly-trained and college educated in child development or a related field
As you can see from this sample schedule, our program is diverse, highly-structured, while it simultaneously values your school-age child’s ability to have and make choices.
Download Sample Schedule
Homework Time
The fundamental purpose of our homework room is to routinize study skills and make children self-sufficient when it comes to homework. While children will often require assistance at some point during their homework, Kids Klub’s homework program looks to eliminate the occurrence of children raising their hand and declaring, “I don’t know how to do this.” On a day to day basis, getting children to complete their homework neatly, thoughtfully and daresay, even develop a passion for homework, is ultimately what Kids Klub strives to do.
We provide a quiet, calm, library-like environment for children to complete their homework. In order to achieve a unilaterally quiet homework room, we institute 10 core homework rules and incentivize the children’s adherence to the rules with our “star program.” That is, every day that children follow the homework room rules, they earn a star. At the end of every month, we open a spectacular prize room and children can buy items by using their stars as currency. We even have really big prizes that children can save stars over several months to purchase.
It is important to clarify that children DO NOT earn stars for doing their homework. We do not believing in rewarding them for doing something that they should be doing anyway. Children earn stars by following the homework room rules—some of which are designed to create a quiet environment and some of which are designed to reinforce and routinize study skills.
The length of time that children spend in the homework room varies from individual to individual. Children can remain in the homework room as late as 6:00pm. Furthermore, children cannot leave the homework room until they have completed their homework/studying for that day and this work has been reviewed. Unless otherwise noted by the parent on a homework questionnaire, all children must attend the homework room Monday-Thursday for at least 30 minutes doing something academic—even if they do not have homework. Worksheets are available and there is a writing topic on the board as well. Different work is assigned to different children based on their individual needs. 3rd graders and up usually have something to study or mandatory reading and these things take precedent.
When transitioning to homework time, staff members perform a group talk-through about the procedures of entering the homework room and what to do when inside of it. Once in the homework room, staff members touch base with all the children in their homework group and review their agendas individually with them. If they do not have an agenda or it is not updated or incomplete, staff members will have them fix it or make one. Then, staff members will perform a group talk-through pertaining to specific procedures and techniques that will benefit the majority of children in completing their homework.
Round Robin
At Kids Klub, we recognize that while some children naturally gravitate towards glittery crafts and scrapbooking, other children are more interested in doing a science experiment or playing basketball. It is no secret that children appreciate having choices and having choices is vital to their autonomous development and improves their decision-making skills. Thus, ROUND ROBIN! We ensure that there are between 3 and 4 separate, structured, dynamic activities. Round Robin sounds exactly like it’s name – it is designed to guide our kids to be the most well-ROUNDed version of themselves through choices that vary from flag football championships, storytelling, slime creations, scavenger hunts, and more!
Hobby Hour
Hobby Hour is an indelible Kids Klub tradition complete with its own chant, “IT’S HOBBY HOUR! IT’S HOBBY HOUR! IT’S HOBBY HOUR!” It is a time where kids AND staff can find new passions in a safe and inspiring setting. Each month, children get to choose from a variety of hobbies—which are each conceived of—and led by—a specific staff member. After choosing a hobby, children will take part in that hobby once a week for 4 weeks. This deeper dive into a particular hobby often results in larger projects and surprisingly developed skills. Since our hobbies rotate each month, our children are exposed to endless passions and pastimes. Some examples of past Hobby Hours include:
Transportation services are provided for children in its before and after school program from a large list of local elementary schools. Transportation is included in the before and after school rates. Depending on the location, our fleet may include: full to midsize school buses, youth buses, passenger sprinter vans, and minivans. All of these vehicles are fully air-conditioned with seat belts, booster/car seats (as needed) and sound systems. All of our drivers have the proper license and certificates in order to drive the vans and/or buses. Our school bus and youth bus drivers go through a rigorous training program of over 20 hours—in addition to written and behind-the-wheel tests by the Department of Motor Vehicles and/or State Highway Patrol. Drivers ensure that safety procedures are undertaken. They create a safe and fun environment for the passengers. All vans are equipped with car seats.
Every vehicle is equipped with a cellular phone in case of an emergency. All vehicles are inspected on a daily basis by their drivers; on a rotating basis by a certified mechanic; and annually by a State Appointed Motor Carrier Specialist.
Drop-Off Days
There are many days throughout the year when your child has the day off from school due to holidays, in-service days, pupil-free days, etc. Many times, as parents, you still have work on these days and childcare is much needed. Kids Klub remains committed to meeting the various scheduling demands of school-age children and their families. We provide full day care and exciting activities, for children enrolled in our before or after school program. Our evening & weekend school-age hourly rate applies up until the time that the child is regularly scheduled to attend. For information on evening weekend rates, please click on your center below.
Before & After School Food Program
We believe that proper nutrition is one of the most important aspects of a child’s development. We believe our food program should not only provide children with the nourishment their young bodies need to thrive, but also teach them healthy habits that they can carry with them their entire lives. Kids Klub has put a great deal of effort into creating a food program that meets its own internally high standards. We constantly look for innovative ways to incorporate and source healthy ingredients consistently. The result is a menu that is high-quality, nutritionally-balanced, and above all, something that children actually enjoy. We are extremely proud of the food program that we are able to offer at a reasonable price. (Reminder: all breakfast and snacks are included with your tuition.) Here are the guidelines* within which we operate.
Kids Klub Daily Food Program Guidelines:
No High Fructose Corn Syrup (HFC)
No Monosodium Glutamate (MSG)
No Trans Fats and Hydrogenated Oils
Elimination of Genetically Modified (GMO) foods
We use organic foods wherever possible. All the chicken, beef and eggs we serve are 100% organic. We will never serve fruits and vegetables on EWG’s “Dirty Dozen” list if they are not available organically. While we always strive to serve all organic fruits and vegetables when available, we will substitute conventionally grown fruits and vegetables if the conventional fruit or vegetable is on EWG’s “Clean 15” list. We serve organic maple syrup, ketchup, tomato sauce, granola, animal crackers, and more!
We use only 100% Hormone and Antibiotic free milk
100% fresh fruit (No canned fruit at all)
Only water and milk are served (No fruit juice or sodas)
Use of only fresh or flash-frozen vegetables (other than organic beans in non-BPA lined cans)
Use of 100% Whole Grains in all breads, tortillas, crackers, and pizza dough (No white bread products)
High Protein/High Fiber Pasta made of special flour blend from lentils, chick peas, oats, spelt, barley, egg whites, ground flaxseeds and wheat fiber (17g of protein in a 3. 5oz serving) or 100% organic high protein pasta
Use of 100% Brown or Wild Rice (no white rice)
Nitrate free foods including turkey bacon
Homemade salad dressing, guacamole, and hummus
Limiting the use of added sugar and salt
*[Please note: We are unable to meet all these guidelines on certain camp field trips where food is provided by outside vendors.]
Last, but certainly not least, our chefs are all professionally trained with food safety certificates. They have huge hearts for children—and they get great satisfaction knowing the important role they play in your child’s development.
PLEASE DOWNLOAD YOUR CENTER’S MENU BELOW TO FIND OUT WHAT DELICIOUS AND NUTRITIOUS FOOD IS BEING SERVE AT KIDS KLUB THIS MONTH!
Pasadena, CA
Download PAS Menu
San Gabriel / Rosemead, CA
Download SGR Menu
South Pasadena, CA
Download SPS Menu
A variety of full-time and part-time programs are available to accommodate most schedules. Extracurricular classes are available in the evening for your convenience. Moreover, if you need to stay late at work or want a well-deserved parent’s night out, our Evening & Weekend program is there for your child to continue to enjoy all the safety, comfort, education and fun that Kids Klub has to offer.
Please click below for a particular center and information on hours, programs and rates:
Pasadena, CA
San Gabriel, CA
South Pasadena, CA
Enroll Now!
Please click below to learn more about our admissions process.
Admissions
Kids’ Club After School Program
Welcome to Kids Club!
Inquiring Families…you will find the registration link for this 2022-23 school year on the top of the Enrollment Page. Unfortunately, at this time we are full, but please fill out the form on our “Enrollment” tab to be added to our short waiting list.
Kids Club After School Program is a before and after school program, located at Steven’s Elementary School. Although we are located at Stevens Elementary School, Kids Club is an independent non-profit childcare center that serves the community. We provide childcare in a safe and enriching environment for children ages 5-12. We are a kid-oriented program dedicated to nurturing the social, emotional, and educational growth of children. At Kids Club, we aim to provide an anti-biased approach to our daily programming. Our enrollment is limited and based on a “first-come-first-serve” basis.
Overnight Camping Trip 2022The awesome “G. G. The Magician” performed at KC this summer! Summer Camp 2022Summer Camp 2022
Kids Club Hours
Kids Club BEFORE School Program Hours Monday through Friday starting at 7:00 AM
*Stevens Bell Rings 7:55am
*Lowell Elementary School Bell Rings 8:55am
(Staff leave for the walk to Lowell at 8:20am)
Kids Club AFTER School Program Hours Monday through Friday starting at 2:25 PM-5:30PM
*Stevens Bell Rings 2:25pm
*Lowell Elementary School Bell Rings 3:25pm (Staff pick up Lowell kids from school & walk them to Kids Club)
Our afternoon program closes at 5:30pm.
WEDNESDAYS are EARLY RELEASE!!
Stevens Elementary School Bell Rings 1:10pm
Lowell Elementary School Bell Rings 2:10pm
Late Pick Up Kids’ Club closes at 5:30PM. Our Late Pick Up Fee is $20.00 for the first 15 minutes, with an additional $1.00/per minute afterwards.
No Call Fee A fee of $25.00 is charged if parents/guardians do not notify Kids’ Club staff that their child will be absent from the afternoon program.
Early Release Days Kids’ Club will provide care to those normally enrolled for PM care on Wednesday early release days. This is included in the cost of care.
Full Day Camps Kids’ Club offers full day camps when teachers have Professional Development Days and during school breaks (excluding national holidays, when we are closed). You MUST REGISTER SEPARATELY FOR FULL DAYS, even if your child regularly attends that day. Registration forms will be out 2-3 weeks prior to the camp day(s). Sign up early and reserve your spot! FYI -If a field trip must be prepaid, you will not be reimbursed if we close due to weather.
*Currently Kids Club follows the Centers for Disease Control and Prevention (CDC), Washington Department of Health, and Washington State Department of children, youth, and families (DCYF) COVID Protocols and guidelines. These guidelines are ever changing for childcares and we will continue to inform our families with any new updates!
Health & Safety Protocols:
Please keep your child home if they have any of the following symptoms:
• A cough, shortness of breath or difficulty breathing
• A fever of 100.4°F or higher or a sense of having a fever
• A sore throat
• Chills
• New loss of taste or smell
• Muscle or body aches or Nausea/vomiting/diarrhea
• Congestion/running nose – not related to seasonal allergies
• Unusual fatigue
Keep Me Home If…
Staff are still wearing masks indoors, but may take them off while outside
We have air purifiers and keep our doors open for air circulation throughout the day
If someone in your household tests positive for COVID, your child will not be able to come until the person’s isolation period is complete AND your child tests negative with an at home or PCR test AND has no symptoms.
All our staff are fully vaccinated in compliance with the Governor’s mandate.
2021 Kids Club Parent Satisfaction Survey RESULTS!!!! Here’s what families have to say about KIDS CLUB during this unique school year!
“You’ve been a lifesaver, especially when school was closed to in-person instruction. Just having a social outlet, even if not fully “normal”, has been very positive.”
“Kids Club staff have been so helpful and valuable throughout the pandemic. We cannot thank you enough for all the support you’ve provided. You have all been amazing and wonderful throughout!”
“Excellent programming. A great mix of old school fun like dodgeball and freeze tag, new school fun like cooking and opportunities for kids to do their own thing like building with blocks or reading books.”
“I love hearing about opportunities for the kids to get more involved in the local community and partner with local business or organizations.”
“Amazing work during this tough, tough year. Kids Club was there for us all the way at a time when most institutions pulled back. Kids Club asked, “How can we?” and found a way rather than saying “We can’t.”
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SUMMER TIME — Check out our CAMPS page for MORE information
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WINGS Afterschool Program – Wings for Kids
Helping Kids Soar
WINGS Afterschool is an education program that teaches kids how to behave well, make good decisions, and build healthy relationships. We do this by weaving a comprehensive social emotional learning curriculum into a fresh and fun afterschool program. Kids get the life lessons they need to succeed and be happy, and they get a safe place to call home after school.
We operate afterschool programs in Title I elementary schools. Kids are referred to the program by principals and teachers based on their struggles in school or at home. The program operates at the school site and kids attend three hours per day, five days a week during the school year. There is no cost to attend the program, but full time attendance is required. Kids receive an afterschool snack, help with their homework, dinner, and bus transportation home.
Key Components of WINGS Afterschool
Life Skills
Opportunity
Academics
Mentoring
Safe Place
Locations
All kids deserve to explore, grow, and believe in themselves.
Social emotional skill development lays the foundation for these actions to take hold.
Strong social emotional skills transform the lives of kids by helping them become the best version of themselves. As kids understand themselves and learn how to make smart decisions, they:
Succeed in school
Stay on track to graduate high school
Are better prepared for the workforce
Become positive and healthy contributors to society
Sequential learning objectives are taught throughout the school year to provide an opportunity to develop five core competencies through practice, reflection, and positive reinforcement. Kids learn about themselves and others through group activities and discussions while developing the capacity for empathy and respect.
Five Core Competencies
Self-Awareness
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Self-Management
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Responsible Decision-Making
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Social Awareness
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Relationship Skills
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Children learn when they have opportunities to learn.
Affluent parents have the ability to invest more money into their kids than financially stressed parents. Wealthier children are twice as likely to play afterschool sports and they are more than twice as likely to be the captains of their sports teams. They are much more likely to do non-sporting activities, like theater, music, or scouting. We call this an opportunity gap. At WINGS, kids have the opportunity to explore new activities and play on a regular basis. Enrichment activities provide access to important experiences our kids might otherwise not receive such as music, dance, sports, photography, and cooking.
Choice Time
Twice a week children participate in extracurricular activities, called Choice Time. As our kids participate in activities like soccer or lacrosse, cooking, art, or music, staff tie-in the weekly lesson and the Words to Live By to reinforce – in real-time – teamwork, participation, creativity, or focus. Community Partnersare often brought in to lead Choice Time activities.
Current partners include:
Abrakadoodle (art)
Adaku Media (film)
Atlanta Youth Rugby
Born II Dance
Bricks 4 Kidz (S.T.E.M. through LEGO bricks)
Capoeira Academy
Chess
Children’s Theater of Charlotte
Columbia Children’s Theater
EduMotion (movement & arts)
Higher Ground Education
Jump Bunch (fitness)
Junior Achievement
Kidz ‘N’ Kicks (soccer)
Kids-N-Technology
Kindermusik of Charleston
Lango Kids Atlanta (foreign languages for kids)
Liberty Hill Stem Initiative
Nexplore (hands-on learning)
Science Olympiad
Soccer Shots
South Atlanta CTA (tennis)
Spanish Exploration
The STEAM Generation (science, technology, engineering, art, math)
Sugar Lou’s Bakery (baking)
The Art of Esteem
The Promise Dance Group
Twin Elite Athletics (cheerleading)
USTA South Carolina (tennis)
Well Fitness
Yes! (Enrich Kids Now)
Zumba
Field Trips
Field Trips allow our kids to explore new areas of their city and state. The majority of our WINGS kids have not traveled more than 10 miles outside of their neighborhoods. Through grants and discounted rates, we have been able to take our kids to:
Gibbes Museum of Art
Wild Blue Ropes
SEA-LIFE Charlotte Aquarium
South Carolina Aquarium
want to help?
Our kids love Choice Time and Field Trips but the expenses add up quickly. We’d love to provide additional Choice Time options and Field Trips! If you are interested in underwriting a portion of the cost for Choice Time or Field Trips, please see Support a Special Project for more information, or contact us at [email protected].
Under-resourced kids often have many odds stacked up against them: trauma, stress, hunger, and an 18-month lag in achievement behind their higher-income counterparts.
These early childhood trends continue into high school, where low-income students drop out at a rate 4. 4 times greater than higher-income students. Research shows that effective social and emotional education has the power to strengthen attachment to school and reduce negative behavior, two significant predictors of success.
Academic Center provides both homework assistance and the opportunity to further build social emotional, ELA (English language arts), and STEM (science, technology, engineering, and math) competencies through hands-on stations stocked with books and games. Academic Center provides a place for kids – with the guidance and reinforcement from staff – to practice self-management skills like focus, self-discipline, and stress management. These teachable moments can plant seeds of confidence or lessen anxieties, creating space for academic learning to happen.
Social emotional learning contributes to academic achievement:
Increased attachment to school
54% more likely to earn a high school diploma
Twice as likely to attain a college degree
Want to Help?
We need volunteers to provide one-on-one homework help to our students who struggle the most. Don’t have the time? Take a look at our wish list, we’re always in need of academic kits and homework supplies.
Supportive and Engaging Role Models
From day one, we have understood the powerful role college students as mentors play in the lives of WINGS kids. Oftentimes, the children we work with lack adults in their lives that serve as role models of healthy and positive relationships, and many do not know someone, other than the teachers at school, who have gone to college. We also place a premium on recruiting members from the geographic and demographic communities where we operate. By doing so, our role models provide inspiration to do well in school and stay in school. They instill in our kids the belief in possibilities – and the hope for a bright future.
Each of our sites are managed by two full-time WINGS employees and college students who are recruited as part-time mentors, called WINGS Leaders, to small groups of kids in the program. The 130 college students we hire each year are intentional about developing healthy and supportive relationships with kids, as well as modeling respect and kindness in their interactions with peers. WINGS is not just a program, it’s a community where kids and learning thrive.
Training
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Modeling
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Teachable Moments
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Teachable moments are an essential element of the WINGS culture and happen in real-time, all the time. Staff look for situations where they can reinforce lessons in group or individual settings. When staff capitalize on teachable moments, WINGS youth hear and internalize our Words to Live By – in real-time – helping to develop their social emotional skills in the moment. From trips to the bathroom, walking the hallways, and lining up to transition to the next activity – these moments are rich with opportunities to acknowledge positive behavior, have a meaningful conversation, or assign a task that builds social emotional skills.
A Safe Place to Call Home After School
Juvenile crime peaks after school when more than 11 million youth are alone and unsupervised. WINGS works to provide a safe environment where each child feels they belong. A place where kids don’t worry about making mistakes and getting yelled at. We promote decision-making and uniqueness; we listen and pay attention. Our staff models kindness and fosters a deep sense of purpose and inclusiveness with each child.
A Safe Place to Be Yourself and Have Fun
Through innovation and out-of-the box activities, WINGS feels nothing like the school day. We intentionally create this environment in big and little ways: we sit on the floor in groups, play music, have special handshakes, dance, and sing. Our focus on fun is also why we choose to reinforce and recognize positive behavior instead of reprimanding negative behavior. One of the ways we do this is through tickets. During the week the kids earn tickets for positive behavior. Every Friday, during Wild WINGS the kids get to use their saved tickets to purchase special prizes. Our focus on fun is one way we drive school attendance. If you don’t attend school, you can’t attend WINGS, and our kids definitely don’t want to miss WINGS.
Want to help?
Help us bring the fun in BIG ways – donate special prizes on our Wish List for us to use for awards and prized each Friday.
WINGS Afterschool programs are held on-site at ten Title I elementary schools. Roughly one-third of each school’s students participate in the program.
Georgia
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South Carolina
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Programs – Children’s School of Arts named after Alexander Semenovich Rozanov
Programs
Levels of educational programs implemented by the institution:
1. Additional pre-professional general education programs (abbreviated abbreviation used in the texts of the programs – DPEP) – an increased level of art education, which implies further professional orientation of students and a high level of learning material. Implemented by the institution since 2013 at the music, choreography and art department
In accordance with paragraphs 3-7 of Article 83 of the Federal Law “On Education in the Russian Federation” dated December 29, 2012 No. 273-FZ (excerpts from the articles):
children at an early age, creating conditions for their art education and aesthetic education, acquiring knowledge. skills in the field of the chosen type of art, experience in creative activity and the implementation of their preparation for obtaining professional education in the field of art. Additional pre-professional general education programs in the field of arts are implemented in educational institutions of additional education for children (children’s art schools by type of art). . To a minimum of the content, structure and conditions for the implementation of additional pre-professional programs in the field of arts, to the terms of training for these programs by the federal executive body in charge of developing state policy and legal regulation in the field of culture, in agreement with the federal executive body in charge of functions for the development of state policy and legal regulation in the field of education, federal state requirements are established. Admission to training in additional pre-professional programs in the field of arts is carried out on the basis of the results of an individual selection carried out in order to identify individuals with creative abilities and physical data, in the manner established by the executive authority that performs the functions of developing state policy and legal regulation in in the field of culture, in agreement with the federal executive body responsible for developing state policy and legal regulation in the field of education. The development of additional pre-professional programs in the field of arts ends with the final certification of students, the form and procedure for which is established by the executive body that performs the functions on the development of state policy and legal regulation in the field of culture, in agreement with the federal executive body that performs the functions of developing state policy and legal regulation in the field of education.
2. Additional general educational general educational programs (abbreviated abbreviation used in the texts of programs – DOOP) – the level of general artistic and aesthetic education available to children who do not have pronounced natural musical, choreographic and artistic abilities
Form of education: full-time
Normative terms of study:
1. Additional pre-professional general education programs:
– programs with a study period of 8 (9) years for children entering at the age of 6 years 6 months to 9 years (enrollment for these programs is possible for the choreographic, music and art departments)
– programs with a study period of 5 ( 6) years for children entering at the age of 10 to 12 years (enrollment for programs with this period of study is possible for the music and art department)
2. Additional general educational general development programs:
– 1(2) year programs for children entering at the age of 5 years 6 months to 6 years 6 months (preparatory classes) and 1-year early career guidance programs for children planning to enter vocational schools .
– 3-year program for children entering aged 13 to 15 (enrollment is possible at the art department)
– 4-year programs for children entering aged 7 to 13; term of study is 7 years for children entering at the age of 7 to 9years (enrollment for these programs is possible only at the music department)
Educational programs – Children’s Art School No. 1 named after P. P. Chistyakov, Yekaterinburg
Students aged 11-12 years (5-6 grades of a comprehensive school) who have successfully passed the entrance exams in “drawing”, “painting” and ” easel composition”, are enrolled in the additional pre-professional program “Painting” (training period 5 years).
Education at art school under the pre-professional educational program “PAINTING” is aimed at obtaining primary art education and includes theoretical and practical study of fine arts, the gradual mastery of which is achieved by the sequence of acquiring knowledge and skills on the principle “from simple to complex” according to disciplines: “ Drawing “, “ Painting “, “ Easel composition “, “ Decorative and applied art , Art History Talks , Sculpture, Elective , Plein Air
Learn more about educational standards here.
The study load of students in grades 1-5 consists of 10-13 academic hours per week. Classes are held 3 times a week. The duration of the lesson is 4 academic hours with breaks after each academic hour.
School hours: Monday – Saturday: from 09.00 to 12.00;
from 14.00 to 20.00
Sunday: from 11.00 to 17.00
, an obligatory part of the curriculum (starting from grade 2) is the passage of each student of summer educational practice – the openier – in the amount of 28 academic hours, which is usually held in two stages: in autumn (August) and summer (June) period.
Academic year: 9months + 1 week open air.
Annotation on the program on the subject Figure , Abstract Painting , Abstract Composition Eastern , Abstract Decorative composition , Abstract Conversations about art , Abstract History of art , Annotation Sculpture , Annotation Demolis Abstract Computer graphics
CURRICULUM ADDITIONAL PRE-PROFESSIONAL GENERAL EDUCATIONAL PROGRAM IN THE FINE ARTS PAINTING. Study period 5 years
No.
Designation
items
Number of teaching hours per week / classes
Total views
Exam reviews
I
II
III
IV
V
Classroom
1
Drawing
3
3
3
4
4
I, II, III, IV
V
2
Painting
3
3
3
3
3
I, II, III, IV
V
3
Easel composition
2
2
2
2
2
I, II, III, IV
V
4
Art Conversations / Fine Art History
1. 5
1.5
1.5
1.5
1.5
I, II, III, IV
V
5
Plein Air
0
0.84
0.84
0.84
0.84
II, III, IV, V
–
6
Application composition
1
1
1
0.98
0
I, II, III, IV
–
7
Sculpture
1
1
1
0.98
0
I, II, III, IV
–
8
Computer graphics
0
0
0. 7
0.7
0.74
III, IV, V
–
Total
11.5
12.34
13.04
14.0
12.08
In the 2007-08 academic year, within the framework of the target program of the Department of Culture of the Administration of the city of Yekaterinburg “Talented children – a talented city”, the school launched a project to implement learning.
In addition, our school has a DEPARTMENT OF ADDITIONAL PAID SERVICES for students of different ages:
– “Preparing children for school” – for children 10 years old. One year of study.
For admission to the educational program “Preparing children for school” is not required to pass the entrance exams. All comers are accepted in accordance with the age on the basis of the submitted application of the parents. The curriculum of the preparatory group includes the following disciplines: drawing, painting, easel composition, arts and crafts. Classes are held 2 (two) times a week for 4 (four) academic hours.
– “ Fundamentals of drawing and painting ” – for students aged 14 and over (no age limit). Two years of study.
For admission to the training course “Fundamentals of drawing and painting. From 14 and older” entrance exams are not required. Everyone who wants to master the basics of visual literacy is welcome.
– “ Fundamentals of architectural drawing ” – for students aged 16-17. Two years of study.
Graduates of children’s art school and art departments of children’s art school at the age of 16-17, who successfully passed the entrance exam in the discipline “drawing”, are enrolled in the extrabudgetary department. Classes are held 2 (two) times a week for 4 (four) academic hours.
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04/21/2018 – Passed the 10th Regional theoretical competition in the history of fine art “DEAR ART”
12/27/2017 – Carnival 2017-2018 Costume Parade!
12/16/2017 – Exhibition “St. Sergius of Radonezh in Russian Fine Art”
12/09/2017 – Joint project of the Pushkin Children’s Music School No. 1 and the Pushkin Children’s Art School “Seasons”
11/29/2017 – Opening of the municipal exhibition-competition “Only one heart is vigilant”
09/16/2017 – Action “Our forest. Plant your tree”
08/26/2017 – Pushkino City Day 2017
06/15/2017 – Solemn presentation of certificates to graduates 2017
05/03/2017 – Exhibition of students of MBUDO Pushkinskaya Children’s Art School “Remembers the saved world”
04/29/2017 – Action “Forest of Victory” 2017 – The Moscow regional competition in the history of fine arts “Dear Art” was held at MBUDO Pushkinskaya Children’s art school
03/31/2017 – Our students took part in the I Interregional Olympiad in MHC
03/28/2017 – Lesson at the Tretyakov Gallery.
02/11/2017 – Alumni meeting
01/30/2017 – “My first exhibition”. Personal exhibition of a student of 4 “B” class Focht Elizaveta.
12/27/2016 – New Year’s Eve for the department of paid services “Steps” with the awarding of diplomas to the most distinguished students.
12/26/2016 – Reviews were held by students of the main department and preparatory groups
12/08/2016 – Exhibition “Graphic Fantasies”
09/30/2016 – Today on the building
Pushkin Children’s Art School opened a bas-relief in honor of
Sergei Semyonovich Rubtsov.
06/20/2016 – Graduation. Delivery of certificates.
06/15/2016 – Plein air and excursion in Arkhangelsk
06/10/2016 – Thesis defense 2016 On April 16, three of our students, Ksenia Fonareva, Katya Luchko, Yana Udintseva, took part in the regional intramural competition
sketches, held at the Moscow Academic
05/04/2016 – All children are talented. Interzonal competition in the Children’s Art School named after E.A. Kolchenko, Mytishchi.
12/29/2015 – On December 28-29, a review of study papers for the 1st half of the main classes took place.
12/26/2015 – A solemn event was held at the end of the 1st half of the year, where the best students were awarded: participants and winners of various competitions.
12/23/2015 – In the Intersettlement Library of the Pushkinsky District of the Moscow Region (St.
Pushkino, st. Turgeneva, d. 24) opened an exhibition of students’ works
Pushkin Children’s Hut
12/21/2015 – The annual exhibition “New Year’s Kaleidoscope” has opened
art school took part in the All-Russian anti-drug action
For the health and safety of our children.
11/12/2015 – Intra-school competition for the best SKETCHBOOK museum-estate “Kuskovo”
10/07/2015 – Cognitive excursion to the All-Russian State University of Cinematography named after S. A. Gerasimov/29/2015 – excursion to “Soyuzmultfilm”
09/07/2015 – Grandiose plein air in “Eaglet”. “Russia is thriving”.
06/18/2015 – Graduates 2015
06/11/2015 – Plein Air in Sergiev Posad
06/05/2015 – Plein Air 2015. Bogolyubskaya Church.
05/28/2015 – Children’s Sabantuy
04/21/2015 – 7th Moscow Regional Theoretical Competition in the History of Art DEAR ART
12/09/2014 – Young artists draw aerial forest protection Nam
10 9 years old0607
09/13/2014 – Campaign “Our forest. Plant your own tree” in the fall of 2014 when there was a need to revise one of the most important social spheres – education. This is confirmed by the priorities of state policy at the present stage, the socio-economic transformations in the country in recent years, frequent changes in legislative acts in the field of education, and the exacerbated demographic and spiritual and moral problems of society.
The system of education in the field of culture and art is not just a part of the general system of national education – it, like a litmus test, reveals the features of the development of society in a particular historical period. That is why the historical experience of the origin and formation of a unique domestic phenomenon – the SHUV system (“school-college-university”, as it was customary to call it in the 20th century among professionals, and now a children’s art school, a secondary and higher vocational educational institution), very relevant in the period of reforms.
Over the past 20 years (at first spontaneously and pointwise, and then in an organized and loud manner) the problems of the functioning of this system have been raised, it would seem that one of the most unshakable, well-established, time-tested, providing for decades a high level of education, recognized throughout the world.
The quality of education in children’s art schools is one of the most important indicators of the arts education system. (According to the materials of the Monograph “On the implementation of additional pre-professional general education programs in the field of arts” Compiled by A.O. Arakelova).
We offer you to get acquainted with information resources and regulatory documents on this topic. We hope that this collection of materials will help each teacher of the children’s art school competently and effectively conduct pedagogical activities in modern conditions.
Website Ministry of Culture of the Russian Federation
– Section “Children’s art schools”
Website Institute for the Development of Education in the Sphere of Culture and Art (ROSKI) (Director Domogatskaya Irina Efimovna)
– Section “Question-Answer”
– Section “Documents”
Nominative documents:
FZ-273 dated December 29, 2012 “On Education in the Russian Federation” (entered into force on September 01, 2013)
SanPiN 2.4.2. 2821 “Starino” – epidemiological requirements for the conditions and organization of training in general education institutions “(dated March 3, 2011) SanPiN 2.4.4.3172-14 “Sanitary and epidemiological requirements for the device, content and organization of the working hours of educational institutions of additional education for children” (dated July 04 2014)
Order of the Ministry of Education and Science of the Russian Federation (Ministry of Education and Science of Russia) dated August 29, 2013 N 1008 Moscow “On approval of the Procedure for organizing and implementing educational activities for additional general education programs” (Published: December 11, 2013 in “RG” – Federal issue No. 6255, Effective: December 22, 2013)
Interdepartmental Program for the Development of Additional. education of children in the Russian Federation until 2020 (Project)
Concept for the development of additional education for children (Decree of the Government of the Russian Federation of September 4, 2014)
Order of the Government of the Russian Federation of April 24, 2015 N 729-r “On approval of the action plan for 2015 – 2020 to implement the Concept for the development of additional education for children, approved by order Government of the Russian Federation dated 04.09.2014 N 1726-r”
Order of Rosobrnadzor dated 05.29.2014 N 785 “On approval of the requirements for the structure of the official website of an educational organization in the information and telecommunication network “Internet” and the format for presenting information on it”
PROFESSIONAL STANDARD teacher of additional education for children and adults (approved by Order of the Ministry of Labor and Social Development of the Russian Federation of September 08, 2015 No. 613n) – comes into force on January 1, 2017.
PROFESSIONAL STANDARD teacher of additional education for children and adults (approved by Order of the Ministry of Labor and Social Development of the Russian Federation dated May 05, 2018 No. 298n) – comes into force on August 28, 2018.
Implementation of additional pre-professional general educational programs
2015
Approval of federal state requirements to the minimum content, structure and conditions for the implementation of additional pre-professional program in the field of fine arts “Watercolor painting” and the duration of this program Approved by order of the Ministry of Culture of the Russian Federation of October 26, 2015 No. 2668, Registered with the Ministry of Justice of the Russian Federation on November 18, 2015 No. 39744
2014
approximate programs for academic subjects for additional pre-professional programs Painting and Decorative and Applied Creativity
-01-11
Recommendations for the implementation of educational activities in art schools according to art types. Project
Amendments to the federal state requirements for the minimum content, structure and conditions for the implementation of the additional pre-professional general education program in the field of fine arts “Painting” and the duration of training under this program, introduced Order of the Ministry of Culture of the Russian Federation of March 26, 2013 N 279;
2012-12-29
Draft concept for the development of children’s art schools in the Russian Federation
2012-09-10
Federal state requirements to the minimum content, structure and conditions for the implementation of an additional pre-professional general education program in the field of fine arts “Design” and the term of study for this program Approved by order of the Ministry of Culture of the Russian Federation dated 9August 2012 No. 855, Registered with the Ministry of Justice of the Russian Federation on August 30, 2012 No. 25322
2012-08-15 Model regulation on the educational institution of additional education for children
Order of the Ministry of Education and Science of the Russian Federation (Ministry of Education and Science of Russia) dated June 26, 2012 N 504 Moscow “On Approval of the Model Regulations on the Educational Institution of Additional Education for Children”
2012-06-29
DECISION of the Board of the Ministry of Culture and Tourism Sverdlovsk region (Yekaterinburg)
“Ministry of Culture and Tourism of the Sverdlovsk Region in the system of interdepartmental cooperation on issues of art education”
2012-04-12
A. Arakelova “When developing legislative acts, all the problems of the school will be taken into account”
2012-03-28 Legal regulation of children’s art schools (link to the website of the Ministry of Culture of the Russian Federation) Direct link to the video (flv, 2 hours 8 minutes – 1. 15 GB)
Speech by the Deputy Director of the Department of Science, Education and Information Technologies of the Ministry of Culture of the Russian Federation Alexandra Olegovna Arakelova on March 28, 2012 in Yekaterinburg
2012-03-12 Federal state requirements to the minimum content, structure and conditions for the implementation of an additional pre-professional general education program in the field of fine arts “Painting” and the duration of study under this program
Approved by order of the Ministry of Culture of the Russian Federation dated March 12, 2012 No. 156
Registered with the Ministry of Justice of the Russian Federation on March 22, 2012 No. 23578
2012-03-12 Federal state requirements to the minimum content, structure and conditions for the implementation of an additional pre-professional general education program in the field of arts and crafts “Arts and crafts” and the duration of training under this program Approved by order of the Ministry of Culture of the Russian Federation dated 12. 03.2012 No. 159
Registered with the Ministry of Justice of Russia on April 13, 2012 No. 23832
2012-02-09 Regulations on the procedure and forms for conducting final certification students who completed additional pre-professional general education programs in the field of arts
Approved by order of the Ministry of Culture of the Russian Federation dated February 9, 2012 No. 86
Registered with the Ministry of Justice of the Russian Federation on March 20, 2012 No. 23534
2012-01-30 On the implementation of additional pre-professional general education programs in the field of arts
Monograph. Collection of materials for children’s art schools (part 1). Author-compiler A.O. Arakelova
Exemplary Curricula Additional Pre-Professional General Education Program in Fine Arts “Painting” (5 years, 6th grade, 8 years, 9th grade) “Decorative and applied arts” (5 years, 6th grade, 8 years, 9th grade)
Recommendations for the development of curricula for additional pre-professional general educational programs in the field of arts
Layout of the curriculum for the additional pre-professional general education program in the field of arts
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Step by step.
Art department
First grade
Students get acquainted with such basic concepts as line (its plasticity and expressiveness), symmetry, proportions of objects, tone and tonal relationships in drawing and painting, silhouette, visual perspective, horizon line and vanishing points, light and shadow, color harmonies, reflex, decoration, stylization, human proportions, types and genres of fine arts, and also gain initial skills in working with various materials: pencil, gouache, ink, pastel, felt-tip pens, paper, clay, etc.
Second Grade
Students improve skills in working with various art materials and the ability to obtain a variety of colors; quite confidently perform the construction of rectangular and cylindrical shapes using two vanishing points, learn a holistic perception of nature and highlight the main thing, make attempts to convey materiality and sculpt forms in tone and color, make sketches of a dressed figure with the transfer of character and proportions, get acquainted with work in various decorative techniques -applied arts and world artistic culture.
Third grade
Students improve their ability to work on productions for a long time, consciously choose and use various graphic, pictorial and applied materials and techniques in their work; with greater confidence and persuasiveness convey volume, lighting, materiality, color relationships, make the frame construction of objects and interiors, study the art of Ancient Russia and European art from the Middle Ages to the 18th century.
Fourth grade
Students confidently perform the constructive construction of rectangular bodies and bodies of rotation in space, convey space in drawing and painting, “sculpt” the form with tone and color, master color and color harmonies, plasticity of the line to convey the expressiveness of the image, convey backlighting and mood with color, get concepts about the structure of the human head, study Russian art of the 18th-19th centuries. and the art of Western Europe in the 19th century.
Fifth grade
Students know the terminology of fine arts, are able to correctly depict objects of the world around them from life and from memory, create an artistic image based on solving technical and creative problems, independently overcome technical difficulties in the implementation of an artistic concept, depict the surrounding reality, conveying a light-air perspective and natural lighting ; have skills in working with preparatory materials, transferring volume and form, clear design of objects, transferring their materiality, texture, identifying the plans on which they are located; know the main stages in the development of fine arts are able to use the theoretical knowledge gained in artistic activity. Gifted children have a complex of knowledge, skills and abilities that allow them to further master professional educational programs in the field of fine arts.
11 days
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10 -16 years
The level of education (pre -professional)
LUCK LANGUAGE -RUSSIA
Additional pre-professional arts :
Additional pre-professional arts curricula:
Curriculum for the Additional pre-professional program in the field of fine arts “PAINTING”
Curriculum for the Additional pre-professional program in the field of arts and crafts “DECORATIVE AND APPLIED CREATIVITY”
Schedule of the educational process: 90PP10
Schedule of the educational process D “Painting”, DPP “Decorative and Applied Art”
Annotations to the programs on academic subjects:
Art Conversations
Art History
Plein Air
Drawing. Sketches and sketches
Work in the material. Ceramics
Information on the number of students:
Budget department Self -packed department
Educational programs implemented on a paid basis:
Fundamentals0607
Pastel basics
Plein air. Short-term course of sketches and sketches”
Curriculum for additional general developmental programs in the field of arts: art “Fundamentals of pottery and artistic ceramics”
Curriculum for the Additional general developmental program in the field of fine arts “Fundamentals of pastel work”
Curriculum for the Additional general developmental program in the field of fine arts “Fundamentals of visual literacy”
Curriculum for the Additional general developmental program in the field of fine arts “Short course of technique watercolors”
Schedule of the educational process:
Additional general developmental program in the field of fine arts “Fundamentals of fine arts”
Additional general developmental program in the field of arts and crafts “Fundamentals of pottery and artistic ceramics”
Additional general developmental program in the field of fine arts “Fundamentals of pastel work”
Additional general developmental program in the field of fine arts “Fundamentals of fine arts” program in the field of fine arts “Short course in watercolor technique”
Additional general developmental program in the field of fine arts “Short course of constructive drawing”
Annotations to the programs on academic subjects:
Annotation to the unitary enterprise “Fundamentals of fine arts”
Annotation to the unitary enterprise “Fundamentals of pottery and artistic ceramics”
Annotation to Unitary Enterprise “Fundamentals of Pastel Work”
Annotation to Unitary Enterprise “Plein Air. Short-term course of etudes and sketches»
Education. General developmental training programs » Children’s Art School of the City District of Khimki
The Central Children’s Art School implements additional general developmental programs in the field of music, art and choreography.
Education at the Central Children’s School of Arts takes place in full-time
Education at the Central Children’s School of Arts is conducted in Russian
Curricula of additional general developmental programs / view
0871 cello/watch harp, 7 years/watch ensemble of string instruments/watch orchestra, group ensemble/watch Study of orchemble parties/watch
wind instruments
9000 , 5 years / view Clarinet, 7 years / view Clarinet, 5 years / view Saxophone, 7 years / view Saxophone, 5 years / view Horn, 7 years / view French horn, 5 years / view Trumpet, 7 years / view Trumpet, 5 years / view Trombone, baritone, tenor, 7 years / view Trombone, baritone, tenor, 5 years / view Percussion instruments, 7 years / view watch Percussion instruments, 5 years / watch Ensemble of wind and percussion instruments of small forms, 5 and 7 years / watch Orchestra, group ensemble – wind and percussion instruments, 5 and 7 years / watch Study of orchestral and ensemble parts, 5 and 7 years old / watch
Choral singing
Choral singing, piano / see Voice production / see Choral ensemble / see Piano. Special piano/watch piano ensemble/View
Folk instruments
Accordon, 7 years/Watch accordion, 5 years/Watch Bayan, 7 years/View Bayan, 5 years/View Domra, 7 years/ watch Domra, 5 years / watch Balalaika, 7 years / look Balalaika, 5 years / look Guitar, 7 years / look Guitar, 5 years / look Gusli, 7 years / look Gusli, 5 years / look ) / look Ensemble of small forms (guitar) / look Ensemble of small forms (harp) / look Additional instrument (folk, wind, percussion) / look Study of orchestral parts / look Ensemble of small forms (domra, balalaika, harp) / watch Orchestra, group ensemble – Russian folk instruments / watch
Keyboard electronic synthesizer and music and computer creativity
Keyboard electronic synthesizer, 7 years / watch Keyboard electronic synthesizer, 5 years 9 / watch Music and computer creativity watch Music and computer creativity
Variety singing
Variety singing, 7 years / see Variety singing, 5 years / see Vocal-variety ensemble / see
General subjects
Solfeggio / see Music literature / see General course of piano, instrumental departments, 7 years / see General course of piano, instrumental departments, 5 years / see General course of piano, variety department 7 years / watch General course of pianoforte, pop vocal department, 5 years / watch Choir, string and folk departments / watch Choir, department of wind and percussion instruments / watch
Programs for students with disabilities
pipe, 7 years/Watch Bayan, 5 and 7 years/Watch piano, 7 years old, general development/View
Painting
Composition/View Drawing/Drawing/Drawing see Sculpture / see Painting / see Plein air / see
Choreography
Gymnastics / see Classical dance / see Folk stage dance / view Preparation of concert performances / view
GENERAL DEVELOPMENT PROGRAMS OF THE PAID DEPARTMENT
Visual arts. 3-6 years old / see Fine arts. 7-10 years old. Alekseeva N.V., Stepina E.V. / look Fine arts. 7-10 years old. Savelyeva E.V. / view Fine art.7-10 years. Kharlamova E.P., Treer D.B. / view Plein Air. 7-10 years old / see Fine arts. 11-15 years old. Savelyeva E.V. / look Fine arts. 11-15 years old. Kharlamova E.P., Treer D.B. / watch Gymnastics. 7-10 years old. Choreographic department / watch Rhythm. 7-10 years old. Choreographic department / watch Gymnastics. 6 years old / watch Choir. “First steps” / watch Solfeggio. “First steps” / watch Rhythm. Preschool department. 6 years old / watch Rhythmic. Preschool department. 3-6 years old / see Rhythm. Preschool department. 4-6 years / view Art without borders. “Painting Workshop” for Adults / view English for Toddlers / view Fundamentals of Photography / view Photography Mastery / view Stage Movement Fundamentals / view Classical Choreography for Adults / view Music.
The achievement gap ranking percentile is a rank on the scale of 0-99, with 99 being the highest relative achievement gap statewide between the top 30% performing students and bottom 30% performing students. The difference between the top 30% and bottom 30% students is determined schoolwide and then compared to all schools statewide on a relative basis.
The School Ranking report will not be populated with future accountability data starting with the 2016-17 accountability reporting.
The Louisiana and Indiana studies offer some hints that negative effects may diminish over time. Whether effects ever will become positive is unclear.
As Dynarski had written previously, public schools and private schools have been under different accountability pressures for the last 15 years or so, which might explain some of the findings. Recognizing that researchers often call for more research, we think that call is merited here. It is rare for policy initiatives to be expanding in the face of evidence that those initiatives may have negative effects on key outcomes.
This is a useful reminder that being offered a voucher expands options for parents but does not by itself require parents to do anything.
2
The District was not unusual in this regard—the difference in instructional time between private and public schools was about the same as the National Center for Education Statistics reported from a national survey of principals.3 But it’s at least plausible that students in private schools may have scored lower because they received less instruction in reading and math.
Private schools whose voucher-receiving students scored poorly and received low grades from the state could be removed from the program.
The study presented results for two samples, one that was restricted to students who had baseline scores because they had previously participated in the state tests in public school before they applied for a voucher, and another that included the full sample of students that had a test score three years later regardless of whether they had a baseline score. Scores were negative and statistically significant for the full sample, but less negative and not statistically significant for the sample that was restricted to students with baseline scores. Experiments do not have to use baseline data to estimate effects because simple differences of outcomes at follow-up are effects of the program. And using larger samples can yield more precise estimates. It depends on whether the sample is sufficiently larger to offset not having baseline test scores. In this case, our preference is for the results from the full sample, but the results from both samples point in the same direction.
5 This is an odd conclusion. There are different arguments for vouchers, such as that they would give parents more choice, reduce the role of government in education, enable parents to transmit values and religion to their children, and deliver cost-effective education. But certainly one of the arguments for vouchers is to enable students to thrive academically in private schools. If this is the case, there should have been no catching up to do in the first place, beyond whatever adjustments students need to make when they change schools. And it’s noteworthy that Louisiana students have not yet caught up after three years.
Evidence of either is noticeably lacking in the argument. Also, the other three studies discussed here do not have the same regulatory structure.
In the study’s sample of students used to measure effects, the number of students that used a voucher for one year is ten times larger than the number that used a voucher for four years (Appendix Table 1).
For example, voucher-using students might have more motivation to succeed academically, or parents of those students might be so inclined, or parents may have attended private schools themselves and want their children to attend them, too. There can also be ‘negative’ selection, such as if students struggling in public schools are more likely to use vouchers. In either case, these ‘unobserved’ variables get in the way because students using vouchers may have had different academic outcomes even if there were no voucher program. Not being able to control for these unobserved variables is what separates quasi-experiments from experiments. Lotteries, which are true experiments, are blind to unobserved variables and they end up equally distributed among those who win them and lose them.
9
10
The main findings were not affected when the study estimated different kinds of models and made the sample larger by including students that became eligible for a voucher in any year after the program initially started in 2007.
It means waiting longer for answers, but the value of knowing the answers is clear.
; Chapel Hill, N.C.; and Evanston, Ill.
“But the others who may not be suffering that crisis at home are also going to suffer from not having enough resources or high-quality teachers. So it will impact the entire school community if those factors are at play.”
“So we need to use that magnifying glass to figure out what the constellation of other factors” are that affect academics.
During these test dates, ACT performs equating activities in order to ensure that scores reported have a constant meaning across all test forms.
ACT also provides your scores through your web account.
MyACT is mobile-accessible and friendly and all results can be accessed on a PC, tablet, or mobile device.
Please download the Request for Score Verification (PDF). You will need to print the completed form and mail to:
If errors are discovered during score verification, ACT will rescore your essay.
”
But worries over school violence and student mental health have clouded part of this semester’s back-to-school festivities. Meanwhile, teacher recruitment problems inflamed by pandemic labor turbulence spurred a White House Roosevelt Room meeting between First Lady Jill Biden and top government and teacher union officials Wednesday.
Lower-performing students fared the worst.
In his opinion, children should strive for spirituality from an early age – this is facilitated by creativity, rhythm and music. In Steiner’s philosophy, the cult of childhood is important: students are not immersed from the first grade in preparing for tests and exams, but are allowed to be children – play more, dance, communicate, make crafts. 
In this way, students practice pronunciation and gain a base. For the first four years, grammar is not studied, all this appears later. 
After such a visit, the teacher can give advice to parents on how to guide the child in their studies. For example, Waldorf teachers believe that a child must have a personal space at home. They haven’t come to our family yet. 
Even then, I understood that I still wanted to study literature at the Olympiad level. Therefore, at the end of the school year, I decided to leave for another school, since my district school did not provide the required level of knowledge. 
The student chooses a specialized subject for in-depth study, which he needs for admission – for me it was literature. 
This saved a lot of time and helped me not to fill my head with unnecessary information. We received the necessary minimum of knowledge, the attitude towards grades was adequate and not strict. No one had the goal of flunking a student and spoiling his certificate. 
Once we were all settled in a hostel for a week – the school has its own dormitories. Even me, although I live in Moscow. Classes started early and ended at 22:00. All this time we lived at the school. It was unusual, but we rallied even more and plunged into the atmosphere of preparation. Then the school became our second home in the truest sense of the word. 
I sincerely love this place. My school is suitable for those who want to study subjects in depth and take olympiads. It is ideal for those who like to study, who have different hobbies, because we have many other activities besides the Olympic preparation: acting classes, volleyball, football, dancing, the opportunity to play musical instruments, soft skills courses, media school and even yoga. 
The training was free. 
Sometimes the daughter’s own score was higher than the teacher’s, but in general this was not a problem. 
Russian, mathematics, English and physical education were always in the schedule, and the rest of the subjects – biology, history, geography – took place in turn. One week the students had only history with full immersion in the material, the next week only biology, and so on. 
They were based on the fact that a child is naturally curious and will be drawn to knowledge. In addition, until the fifth grade, a teacher worked together with the teacher, who organized extracurricular activities, and was engaged in after-school work. He was alone in the whole class, you can call him a tutor. 
For example, one child had serious emotional problems: he was psychologically traumatized at his previous school. At first, this boy just went to classes and sat in the back desk, no one asked him or scolded him. A year later, he became the best in the class, revealed himself as a strong techie and the soul of the team. Without pressure, children find themselves and are not afraid to develop. 
After him, new teachers came who were not close to the approaches of the previous leader. 
Officials from the Ministry of Education and Science hurried to report: “Our teachers passed this exam with 100 points!” 
, – Olga Miryasova , responsible secretary of the interregional trade union of teachers “Teacher” told “NI” . 
The reason is that he suffered scarlet fever as a child and, due to complications, was practically deaf. Classmates laughed at him, and he greatly annoyed the teachers. 
So school deuces often have nothing to do with knowledge. But “distribute” them more than willingly. However, the school where the daughter studies is most likely not an indicator: the cherished scores are brought to her not so much by academic performance as by the successes of gifted children in olympiads and competitions. 
If everyone puts “five” in a row, a person, having got into a university, will not be able to write an elementary dictation. Evaluation, in my opinion, also has an educational meaning. If we stroke the head all the time, we will teach lies from an early age, ”says Yefim Rachevsky. 
She wrote a complaint about the actions of the gymnasium management to the Ministry of Education of the Rostov Region and the city education department. At the same time, the teacher openly stated that this was not about a private conflict, but about global problems in the system of modern education, where not the knowledge gained, but the “beautiful” reporting of the educational institution on academic performance came to the fore. 
Yes, in most educational institutions they put the usual “fives” and “twos” in the old fashioned way, but formally an educational institution can switch to a different mode or refuse grades altogether. Such a decision is entitled to choose Governing Council of School , which includes the administration, teachers, parents and the students themselves. 
But now no one is looking at the certificate, everyone is interested in the results of the GIA and victories in the Olympiads. Grades are needed for those parents who want their children to meet a certain standard (often already outdated) and not require special attention from them,” says Vsevolod Lukhovitsky, teacher of the Russian language and law at the Intellectual school. 
37 with in-depth study of individual subjects of the city of Stavropol
in terms of compiling ratings (rankings), other evaluation procedures for the subsequent development and implementation of a set of measures aimed at increasing the competitiveness of organizations engaged in educational activities, as well as improving the quality of their educational programs . 
To leave feedback on the quality of services provided by educational organizations: 
gov.ru 
Pedagogical (scientific and pedagogical) composition
273-FZ “On Education in the Russian Federation” (as amended on October 21, 2014) Article 95. Independent assessment of the quality of education 
114 “On approval of indicators characterizing the general criteria for assessing the quality of the conditions for the implementation of educational activities by organizations engaged in educational activities in basic general education programs, educational programs of secondary vocational education, basic vocational training programs, additional general education programs” 
Petersburg 
Perhaps someone will now think “Like in Russia” and will be wrong. In fact, the Russian system is four-point, since “1” and “2” are, in fact, the same mark, a non-passing score. But if “2” means only “unsatisfactory”, “1” also expresses the attitude – “unsatisfactory, besides, I don’t like you and I want to further humiliate you.” 
Grades are communicated only to students and their parents. Feeding a diary to a dog is useless – in so many schools, all information about academic performance is contained in the electronic office on the school website. The tradition of arranging a competition from school in terms of the number of good grades is now preserved only in small towns. 
The American school is much more active than the Russian school, trying to instill in children the habit of being responsible for themselves, making informed choices, thinking about the future and looking for motivation. The participation of parents in the educational process is not encouraged – an American teacher will never call parents to school and ask them to influence their offspring. And if a parent, worried about poor performance, asks for an audience himself, he will be advised to get off the child and, perhaps, allow him to abandon the unloved subject in favor of what he does better. However, such a desire to control children is mainly characteristic of families of immigrants from China and Japan, where such pressure is considered a blessing and a necessity. American teachers do not agree with this – stress and fear of not meeting expectations leads to the fact that the student does not study better, but even worse than he could. This is confirmed by many scientific papers, in particular, the study of psychology professor Ko Murayama from the University of Reading.
Therefore, the main goal of the American school is not to force and control, but to give choice and motivate. 
With freedom of choice comes responsibility. The attitude to discipline in the American school is similar to the situation in the university. Teachers do not scold or shame students for poor progress, do not demand explanations and do not send notes to parents. But they will not pull anyone into the next class either. At the same time, the behavior requirements are very strict – no more than 5 lessons can be missed per year without a good reason, homework that has not been done is automatically considered F, and when calculating the final annual score, not only the results of homework are counted, but also activity throughout the year. That is, an inveterate lazy person and a truant and a student who worked all year for the benefit of his certificate will write the final test equally well, the annual grade of the lazy person will still be lower. 
But, you see, the mark “good”, received by a straight A student and an avid C student, cannot be compared. For the first, this is a regression and, perhaps, an insufficiently serious attitude to the task, and for the second, success and improvement in performance, for which, probably, the student has made considerable efforts. In the Russian educational system, these nuances are not taken into account. But in the assessment systems in the UK and the US, the indicator of effort, the so-called Effort, is given great attention. Effort is evaluated along with academic performance! In my opinion, such a system not only gives a more complete picture of the student’s progress and allows you to note the success and efforts of the student, but also makes teachers more sensitive and attentive to the assessment! 
The task of the school is to teach children to learn, and deuces, triples and fives in elementary school are not important! Primary importance is attached to acquired knowledge and skills – twice a year, parents receive a detailed report reflecting what the child has learned over the six months. The education system in Finland is recognized as one of the most successful in the world (according to the PISA rating), and I am sure that the approach to assessing students also played a role in this! 
Not everyone is given to understand their calling at a young age! 
Cannot work Wednesdays.
I can email the contact, rates and handbook.
Murfreesboro, TN. Their establishment opened in the year 2008. The school provides age-appropriate and challenging activities that aim toenhance the physical, social and intellectual development of children…. 
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Care.com has 808 in Murfreesboro, TN as of October 2022 and you can filter daycares by distance from Murfreesboro or your zip code. From there, you can then compare daycare rates, parent reviews, view their specific services, see their hours of operation and contact them through the website for further information or to request an appointment.
Kids can participate in the area of their choice. Areas include Creation Station, Mountain of Energy, Activity Area, Blue Crew (5 and up), Theater, Sport Court. Each month there are featured activities that include cooking, arts and crafts, sensory exploration or hands-on science. Read more.
KidsPark follows CDC guidelines. We’ve increased cleaning and disinfection efforts and health screening protocols at check-in.
We have zero-tolerance for fighting, bad language, and bullies.
Our school provides educational programs for Infants through Pre-Kindergarten. My name is Stephanie and I am the academy director. I have a Bachelor of Science in Psychology from MTSU, and I am currently working on a master’s degree in educational psychology. I have been with La Petite Academy since 2017.
They communicate amazingly every day mason is there. He loves his teachers and the staff there and I couldn’t have asked for better.
These teachers and staff truly care about the children, and make it such a point to communicate with parents as well. My son had a hard time transitioning to a daycare, and even when I was upset trying to help him make it better, they spent the time to reassure me and update
My son had a hard time transitioning as it was his first time being in a daycare and it was rough. They went above and beyond to do extra things to make sure he felt
We offer:
Invest in people and business at the same time
“From a leader who cares about her team and wants everyone to feel valued.” 
[2] His grandfather Major H. W. Rice was a Confederate Civil War veteran. [3] 
[6] Vanderbilt Coach Dan McGugin at Spaulding Football Manual ‘In the SIAA season recap it was written: ‘Regulations. Firstly, Vanderbilt, secondly, Suani, a very good second.” and that Aubrey Lanier “came close to winning the Vanderbilt game with his brilliant runs after getting the punts.” [7] Rice coached the 1908 Vanderbilt Baseball team. 
Subsequently, he received a number of prestigious positions in major newspapers in the northeastern United States. At 19’14 he started his Sportlight column at New York Tribune . He also provided monthly Grantland Rice Sportlight as part of the Paramount Newsreel from 1925–1954. [10] He is best known as the successor to Walter Camp in selecting the All-American college football teams starting in 1925, and for being the writer who named the great backfield of the 1924 Notre Dame Fighting Irish football team in The Four Horsemen “Notre Dame. A Biblical reference to the Four Horsemen of the Apocalypse, this famous account was published at New York Herald Tribune October 18, describing the game of Notre Dame against the army played at the Polo Field: 
They formed the crest of the South Bend cyclone before which another army combat team swept across the polo field abyss this afternoon as 55,000 spectators watched the marvelous panorama spread across the green plain below. 
Before leaving to serve in World War I, he entrusted his entire fortune, about $75,000, to a friend. Upon his return from the war, Rice discovered that his friend had lost all the money due to bad investments and then committed suicide. Rice accepted the blame for putting “such a big temptation” in his friend’s path. [12] Rice then made monthly donations to the man’s widow throughout his life. [13] 
Appleton and Company of New York. 
The award, presented the following year at the Baseball Hall of Fame’s annual induction ceremony, recognizes “merit in baseball writing.” [16] 
S.” Retrieved August 23, 2018.
ISBN 978-0786420384 . 
Worked in various roles, was a rescue team surgeon, was on the STS-6 support crew, was a member of the NASA Aerospace Medicine Advisory Board, served as the Assistant Director of Flight Crew Operations for payload issues during flights under the Space Shuttle/Mir program, was an operator communications with the crew. 
Every day we will do circle time, which means we will do. ABC’s, Shapes, Colors in English … Read More
Gee’s Family Daycare
At our home daycare, we focus on teaching ch… Read More
We care committed and… Read More
At our home daycare, we focus on teaching… Read More
The school-day is from 8:30am to 3pm and mostchildren attend 5 days a week giving your child the advantage of a relaxed and stimulating environment to tradition into the first grade successfully. Most children begin at age 2 and continue until 6 yrs of age. Please call Ms M. on her direct line (anytime) for additional information and to set up a time for a tour and to get the link or copies of forms you will need for your child’s file at all schools…. 
Ourprogram offers: sensory play, block building and construction play, dress-up and dramatic play, sorting, counting, art experiences, book reading and other literacy work, quiet alone time and many other experiences…. 
Our parents love us on google! Check out our reviews!… 
We believe a child’s early experiences enrich and stimulate futuregrowth. Children deserve to be treated and respected as individuals in an environment that welcomes reason, exploration, question, and imagination. We offer nutritionally balance meals and snacks at no extra cost to you. Meals and snacks vary from week to week in order to ensure the children receive a well-balanced diet. Our curriculum includes music, art, reading, math, social skills, language development, dramatic play, large muscle development, and fine motor skills.
Everything is designed to provide protection from excess fatigue and over stimulation and to ensure that each child can be successful and feel good about himself or herself.
.. 
Both friends spoke very highly of the daycare. I called them and they were able to let me visit and had room for my son. Since then, both of my sons attended from when he was 4 months-3 years old. Whenever someone asked me for a daycare recommendation, I always recommend them! Pre-covid times, I was able to drop off and pick up my son inside of the house. The house is so clean!! It is not cluttered. The toys are clean and new. There are designated areas for the children. There is air conditioning. They provide home cook meals. I absolutely loved that. They provided breakfast, snack, and lunch. When my children went there, I knew they ate healthy and tasty food. For my second son, I sent him with breast milk and it was no problem. They help put my sons on a routine. They ate better in daycare. They went down for naps without problem and took long naps. They even learned Spanish! At the beginning of COVID, Bonilla’s commitment to the children and families they serve were very clear. They did not close at all! They have some families that are essential workers and continued to have child care needs.
I’m sure it was very scary for them, but they continued to support the families. I know that couldn’t have been easy for them. They have not had 1 confirmed COVID case (my son left them to go to preschool in August). I can’t say enough good things about Bonilla Daycare! I don’t know how my husband and I could have worked full time with children. They have become our extended family!… 
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The center is open from six-thirty AM to six PM, Mondays through Fridays…. 
(Retro Row)
That’s why today Long Beach is launching a new program to provide free, in-home childcare services to residents impacted by the pandemic.
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We also have a second care station for those who want a relaxed experience. 
We also have a second care station for those who want a relaxed experience. 
We also have a second care station for those who want a relaxed experience. 
We also have a second care station for those who want a relaxed experience. 
We also have a second care station for those who want a relaxed experience. 
(including adding to cereals, puddings, casseroles). Pediatricians consider meat a useful product for children in their first year of life. To prepare it, you need to scroll it several times, then rub it through a sieve. The diet should include rabbit, turkey, veal, beef, chicken.
Legumes should be given to children in small quantities and only in a well-cooked and thoroughly chopped form, as these foods are rich in coarse fiber, which causes increased gas formation in the intestines, increases peristalsis, which can lead to abdominal pain and stool thinning. Vegetables are mainly used in soups and side dishes for meat and fish dishes. They can not only be boiled, but also stewed. At the age of 1 year, they are given in the form of mashed potatoes; closer to a year and a half, you can begin to offer the baby soft boiled or stewed vegetables in pieces. Closer to a year and a half, you can sometimes begin to offer crumbs and garden greens – dill, parsley, cilantro, wild garlic, spinach, lettuce, green onions. Finely chopped greens can be added to soups and main dishes before serving. Our ancestors, who did not consume sugar, but used honey and fruits as sweets, were healthier than we are. This suggests that from an early age it is worth controlling sugar intake, limiting it or replacing it with more healthy natural products.
And even more so, you should not give children drinks that are saturated with sugar (carbonated sweet drinks, cola, Pepsi, store juices), and even more so, allow lump sugar to gnaw.
A strong and long daytime sleep provides a good rest, good health. The child spends periods of wakefulness actively – playing, learning something new, crawling, walking, emptying cupboards. Teeth. Starting at 3 months of age, some babies may develop teething symptoms. These are drooling, bad mood, irritability, capriciousness, lack of appetite and sleep. In some cases, fever is noted.
Incoming control of incoming products is carried out by the storekeeper. The control results are recorded in a special journal. Vegetables. Many of the vegetables have previously been constant companions of the baby. By 10 months, the list already includes: pumpkin, various cabbages, onions, potatoes, zucchini, carrots, beets, peas, green beans, spinach.
A guy was added to my friends: he wrote compliments, called for a walk. But he didn’t recognize me: once we were at school together and he humiliated me because of being overweight, ”says Alina, who lost more than 10 kg after grade 11. Cat Food Purina Proplan Veterinary Diet A 35 year old African American male with a history of IBS presented to the clinic complaining of abdominal pain and bloody diarrhea within 1 week. The patient reported traveling from Florida to New York 2 weeks prior to onset clinical symptoms. Ten days before his hospitalization, he became constipated, so he ordered a colon cleansing enema (containing hydrogen peroxide) over the Internet. The patient used an enema mixed with warm water. The patient successfully evacuated the bowels, finding no blood in the initial bowel movements. The patient stated that after a few hours he noticed rectal bleeding. He developed severe pain in the left lower quadrant of the abdomen, which was of a cramping nature. The patient rated the pain at 10 points on a scale of 1 to 10.
The patient denied any mitigating or aggravating factors. The patient has had up to 4 bloody stools per day during the last 1 week. He became dehydrated at the clinic and was referred to the emergency department of our facility due to bloody diarrhea and the need for intravenous rehydration. In the emergency room, the patient developed nausea and 1 episode of bloodless non-biliary vomiting. Upon arrival at our hospital, he was conscious and well oriented. Vital signs: heart rate 77 beats per minute, blood pressure 136/88 mm Hg, respiratory rate 15 times per minute, body temperature 36.5 ° C, oxygen saturation 
jpg //sun9-73.userapi.com/SLF7P-pGiIe4NaiarE20Ci7joBaVIxeKhZ8Ang/uc6wBCTwtTc.jpg [photo_130] => Start reducing your daily calorie intake by 200 calories. Add a fourth snack to your diet – lunch or afternoon tea. Reduce food portions to a new calorie calculation, try to harmoniously select foods in accordance with the BJU tables. Keep walking more. The daily rate of water should be two liters. 
This is at least. It is better to consume all 2 liters in the form of a drink. – fruits and berries should be a separate meal. The stereotype that this is a dessert that can be consumed after the “main” meal, that it causes heartburn, heaviness, bloating, allergies and other troubles, completely eliminates the benefits of fruit. No fruit eaten on an empty stomach can cause heartburn, and none of them will cause an allergic reaction in a clean body. Fruit is the “basic”, natural food. Proper nutrition #8212; basis for well-being and a healthy lifestyle. What a person eats affects their appearance, energy and mood. What are the main principles of proper nutrition, how to start eating right, how to calculate calories, how to balance nutrients, a list of prohibited foods and a sample menu for every day #8212; in this article. Limit your intake of refined foods: sugar, vegetable oil, white wheat flour, refined white rice. They do not contain fiber, which is important for the functioning of the digestive tract and nutrition of beneficial bacteria living in the intestines.
Therefore, it is much better to eat whole grain instead of white bread, and replace refined sugar with brown or even honey. 
“
Goals are to promote independence, positive self-esteem, appropriate social, language, and early math skills, as well as fine and gross motor skills while encouraging a “lifelong love of learning.” 
“
At Oak Leaf Kids Academy we encourage their sense of discovery with the Applebaum Learning curriculum while building vocabulary, encouraging imagination, and personalizing learning for the individual needs of each child.
Teachers from child care centers, Head Start programs, and public school pre-kindergarten participate in TSR. Throughout the school year, teachers enrolled in TSR are provided tools to help them learn more about the specific instructional needs of the children in their classrooms and how to support children using engaging lessons and activities. The new skills and techniques that teachers learn through TSR positively affect the classroom experience for children.
The results of this research speak to the innovation and effectiveness of TSR.
We have a lot of fun at our annual “Splash Day.” Swim lessons are also available.
Areas to explore on our large playgrounds are sandbox, swings, slides, bikes and trikes, bounce toys, spinners, climbers, tubes, and quiet reading and art.
My CDA is in Early Childhood Development. I have a current First aid and Infant & Child CPR. Over the years I have taken many classes in working with young children and brain development. I do enjoy attending the ECA annual conference on young children in the fall every year. I like to cook. I like to hike sometimes with my kids and their dad in my spare time.
I was a pre-school teacher in Scotland for 13 years before moving to sunny Florida with my husband and 3 boys. I enjoy being with the 2-year-old children and love making their first year at pre-school a wonderful, nurturing, learning experience. I enjoy arts and crafts, reading, and spending time with my boisterous boys. I have an NNEB (child care) qualification which I gained while in Scotland, I also hold a current CPR and First Aid certificate.
We had been to several places before we ended up at Oakhurst. Our experience has truly been out of this world. Everyone is so kind, caring and knowledgable. If I could rate our experience I would give you 5 stars. I hope you had a great teacher appreciation week. Our family truly appreciates what each and everyone of you do.
But for the most part, these classes take place in the area that she herself is most interested in. One mother sculpts and draws more with her baby, the other reads. But how to make sure that you do not miss something important and pay due attention to different areas in the development of the crumbs? After all, there is so much information around that needs to be introduced to the baby, and so many different games … 
. 
from wooden parts. and from various types of plastic constructor of roads, walls of houses, houses, towers, cranes, cars, etc. 
In fact, literacy, numeracy and other skills are not a mandatory goal in childhood. In the early years, numbers, colors, some letters, mathematical logic and an introduction to literacy are usually studied …. Something your child can learn at home without the harshness and routine of school. 
In addition, sometimes the school offers a variety of relationships and situations that sometimes the family cannot offer. 
There may not be enough room for him in the school you want, but if you can afford it, it’s definitely worth giving your child more time with us at home. Also consider that school choice is not irreversible . Same in the next course they will give you a place in the school you wanted or maybe a new school will surprise you for the better. School life is very long and, in the end, the adaptation of the child depends more on the people around him than on this or that school. 
And if not, remember that you can always change and look for another alternative more suited to your needs. 
Therefore, it is useful for children: 
Therefore, conversations about the school, about the rules of behavior at school are necessary for your child. Talk to your child about your childhood, remember instructive and funny stories from your school life. Play with your child at school (14-20 minutes each). This will relieve the child’s anxiety. Teach your child how to self-assess. If the child has a lot of failures, then help to cope with them and show new ways to correct mistakes. 
What does it mean? 
And as a result, teachers have to retrain such children, because they simply do not know how to hold a pen in their hand. 
The child must have an understanding of the seasons, time of day (day, evening, morning, night), days of the week, domestic and wild animals. Among other things, the child must understand why you need to go to school, why you need to study. 
And while his less able classmates will step forward, your child will stand still in his development. It will be enough to learn the letters with the child, teach him to add syllables, entrust the rest to professionals. We advise parents to pay more attention to the development of memory, motor skills, attention. 
It is important that the child develops volitional qualities. To do this, he must be taught to finish any work he has started to the end. The most important way of development (related to speech, and attention, and communication, and memory, and imagination, and much more) is to read books to a child. 
Therefore, if a child has a problem of this kind in the game, then in school it will manifest itself all the more. 
How to make a child learn easily, go to school with pleasure, be a good (or even the best) student in the class? During this period, parental ambitions lead to a paradoxical situation when the child begins to be perceived through the prism of school success. 
Reading skills will be actively formed in children who cannot read, but what is left for those who can read? 
This is primarily due to the personality of the teacher, the style and methods of his work with children. With the right interaction with the child, built taking into account his individual characteristics, the optimal development of each student is achieved. 
Such maturation of the brain provides the possibility of assimilation of complex relationships in the surrounding world, contributes to the solution of more difficult intellectual tasks. 
More complex structures appear in the speech of children, it becomes more logical, less emotional. 
The most difficult to master are the spatial relations “left – right”. First, children establish a connection between direction and parts of their body. They distinguish between the right and left hand, paired organs and sides of their body as a whole. The child determines the location of something to the right or left only of himself. Then, already at primary school age, children move on to the perception of the relativity of directions and the possibility of transferring their definition to other objects. This is due to the fact that children can mentally take into account the rotation by 180 degrees and understand what it means to the right or left of other objects. 
“It turns out that the child went with his dad to the circus, where a clown with a dog performed. The dog jumped onto the side of the arena and frightened him, as he was sitting in the front row; then a clown came up and gave him a lollipop). Contextual speech appears, connected with the message about situations and phenomena that the child is not currently observing. Gradually, the child’s speech becomes coherent, detailed, logical, understandable to the listener. 
He owns many ideas related to the outside world. From single concepts, he moves to more general ones, highlighting both essential and non-essential features. If a two-year-old child, when asked what a spoon is, answers: “A spoon is here!” – and point to a specific spoon, then the older preschooler will say that the spoon is what soup or porridge is eaten with, that is, he will highlight the function of the object. 
In explaining something, everything comes down to the familiar, the particular, the known. 
The child does not fall into the sphere of his own reflection (does not see himself from the outside), is closed on his point of view. 
Relationships with classmates consist of finding a balance between cooperation and competition, relationships with a teacher consist of a compromise between independence and obedience. In this regard, already at preschool age, moral motives begin to become important, among which the most important are the following: to make something pleasant, necessary for people, to benefit, to maintain positive relationships with adults, children, as well as cognitive interests, including new activities. . 
Field (Home)
Practice (Home)
..
We will be returning to pre-pandemic Halloween procedures. Here are a few important points as you plan with your child. 
Parents may request access to Google Classroom via their child’s credentials. Teachers may also send home access to other electronic supports as appropriate for the grade level (e.g., online reading platforms, typing practice, etc.). Your child’s teachers are always the best resource to learn about supporting learning via these platforms at home. 
Ginny Hiltz.
Schools in Northbrook have an average ranking of 10/10, which is in the top 1% of Illinois public schools.
0011
In 1833, the Potawatomi ceded their lands in Illinois and moved to a place near Council Bluffs, Iowa. Following this, Joel Sterling Sherman and his family purchased 159 acres (64 ha) of land in the Section 10 northwest neighborhood for $1.25 per acre; as of 2010, Northbrook’s town center is located on this site. A man named Frederick Shermer donated the land used for the railway station, named Shermer Station and later Shermer Station; the community was named Shermerville in his honor. By the 1870s, Shermerville was a farming community. At 19In 01, after a closed referendum on inclusion, the community was incorporated into the village of Shermerville. At the time of registration, it had 311 inhabitants and 60 houses. During these early years, Shermerville became known for its noisy gatherings in the five saloons; by 1921, residents believed that the name “Shermerville” had a negative reputation and sought to change it. [6] A naming contest was held and the name “Northbrook” was proposed by US Postmaster (and later President of the Rural Postmen’s Association) Edward Landwehr.
Edward Landwehr was the son of Herman and Anna Helen Landwehr, German immigrants and early settlers in the community, for whose family Landwehr Road in Northbrook is named. At 1923 the winning name “Northbrook” was adopted; at the time, Northbrook had a population of 500. After the end of World War II, Northbrook’s population began to increase rapidly. [7] In 1997, President Bill Clinton visited Northbrook to congratulate the 8th grade students of Northfield Township (this is basically Northbrook [8] ) for achieving the highest score on the world science test and for achieving the second highest score on the world math test. [9] Between 1950 and 1980, the city’s population increased from 3,319 to 30,735. Northbrook was the first community not bordering Lake Michigan to filter Lake Michigan’s water for public use. [10] The last operating farm (called Wayside Farm) in Northbrook was sold in 1987. [10] 
87°50′27″W / 42.12917°N 87.84083°W / 42.12917; -87.84083 (42.129226, −87.840715). [11] 
81 
9Pop.
5 per square mile (392.8/km). 2 ). The racial composition of the village is 86.1%. White, 0.6% African American, 0.04% Native American, 11.7% Asian, 0.01% Pacific Islander, 0.4% some other race, and 1.2% from two or more races. Hispanic or Latino of any race made up 2.5% of the population. [3] 
For every 100 women, there were 91.7 men. For every 100 women aged 18 and over, there were 88.0 men. [3] 
1985), right wing for several National Hockey League teams 
The village board of trustees consists of six trustees and a president; they must all be residents of Northbrook. The council makes the rules and hires a village manager to run the day-to-day business. [24] 
[20] David Kamp of Vanity Fair said “Hughes’ Shermer was part Northbrook and partly made up of all the city’s North Shore and neighborhoods – and by extension all the various environments that existed in the American suburbs,” and this Shermer ” was both Everytown for every teenager and a clear homage to Hughes’ homeland, the North Shore suburbs above Chicago.” Hughes and his family moved to Northbrook at 1962, and Hughes attended Glenbrook North High School. [33] 
The grocery store scene in She’s Having a Baby was filmed at Sunset Foods, and the scenes in Ordinary People and Weird Science were shot at the Northbrook Court supermarket. A small scene from the movie Risky Business was shot and killed on the highway exiting the Edens Expressway. [ citation needed ] 
[36] [38] 
Glenbrook North High School is located in Northbrook, serving mostly most of Northbrook, served entirely by the first two districts and some of the next two. Glenbrook South High School is also in District 225, which primarily serves nearby Glenview, part of District 31 in Northbrook, and is Glenbrook North’s main rival school. The western portion within Wheeling Unified School District 21 is served by Township High School District 214 as part of Wheeling High School. [45] 
The origin of the library comes from a reading room established by the Shermerville Civic Club. The primary advocate for the library in Northbrook after World War II was Caroline A. Landwehr, sister-in-law of Edward Landwehr, who originally suggested the name “Northbrook” for the community. The Northbrook Public Library first opened on June 30, 1952, in the town hall building; the first dedicated library building was dedicated in 1954 year. The north end of the current library opened in 1969 and the 1975 and 1997 bonds expanded the current library. [46] 
[49] 
1%
25 per acre; as of 2010, Northbrook’s town center is located on this site. A man named Frederick Shermer donated the land used to build the first railway station, named Shermer Station, and later Shermer Station; the community was named Shermerville in his honor. By the 1870s, Shermerville was a farming community. In 1901, after a closed referendum on inclusion, the community was incorporated into the village of Shermerville. At the time of registration, it had 311 residents and 60 houses. During these early years, Shermerville became known for the noisy gatherings in its five saloons; so by 19In 1921, residents believed that the name “Shermerville” had a negative reputation and sought to change it. A competition was held for the renaming, and the name “Northbrook” was proposed by U.S. Postmaster (and later President of the Rural Postmen’s Association) Edward Landwehr. Edward Landwehr was the son of Herman and Anna Helen Landwehr, German immigrants and early settlers in the community, for whose family Landwehr Road in Northbrook is named.
In 1923 the winning name “Northbrook” was adopted; at the time, Northbrook had a population of 500. Following the end of World War II, Northbrook’s population began to grow rapidly. At 19In 1997, President Bill Clinton visited Northbrook to congratulate the 8th grade students of Northfield Township (which is basically Northbrook) for getting the highest score on the world science exam and the second highest score on the world math exam. Between 1950 and 1980, the city’s population increased from 3,319 to 30,735. Northbrook was the first community not bordering Lake Michigan to filter Lake Michigan water for public use. The last operating farm (called Wayside Farm) in Northbrook was sold at 1987 year.
16 km 2 ) (or 99.51%) is land and 0.065 square miles (0.17 km 2 ) (or 0.49 km 2 ). %) – water.
81 
6% 
The average household size is 2.57 and the average family size is 3.03.
Of the civilian workers, 12,458 were private employees and employees.
Hughes and his family moved to Northbrook in 1962 and Hughes attended Glenbrook North High School.
Northbrook Junior High School (6-8) is a district high school in Northbrook.
The western part of the Wheeling Community Unified School District 21 is served by Township 214 High School District, as part of Wheeling High School.
The north end of the current library opened in 1969 and the 1975 and 1997 bonds expanded the current library.
These include Wood Oaks Green, Williamsburg Square Park, Crestwood Park, Breece Park, Flower Park, and Greenfield Park. Golf courses in Northbrook include Sportsman’s Country Club, Anetsberger Golf Course, and Techny Prairie Park and Fields. Other facilities in the city include the Northbrook Sports Center, the Northbrook Leisure Center, and the Meadowhill Aquatic Center.
. She was also part of the six-man crew that made the first full-crew test flight, Unity 22, at , aboard VSS Unity .
Moses then joined Virgin Galactic, where she is the Chief Astronaut Instructor and Head of the Interior Decoration Program.
In today’s global aerospace industry, it doesn’t matter what you look like. Or where your parents lived. Or even what your native language is. What matters is your engineering skills, common sense, courtesy, perseverance and dedication to a common mission. “.
space-explorers.org (accessed February 25, 2019)
Integrated and automated deep dive analytics help DBAs quickly find performance problems, fix them, and validate the fixes before promoting them to production.
Enterprise Manager provides complete Ops automation including provisioning new clusters, patching, and upgrading databases as well as configuration and compliance management—all essential for organizations embracing automation.
Monitor all databases, clusters, and hardware components in a single view. Use alerting, monitoring, and configuration management to stay current on status. Optimize for consolidation without overprovisioning.
Further extend Enterprise Manager capabilities with REST APIs to interoperate with third-party tools.
Features include rapid platform update for patching and updates, proactive health monitoring and diagnostics, and flexible high availability deployment options. 
Oracle’s new edition of Enterprise Manager includes features such as Dynamic Workbooks, Smart Event Compression, and Automatic Workload Analysis that automate many previously manual tasks. These features can significantly reduce IT operational cost and complexity by enabling consistent automation practices across a mix of IT deployment architectures.
We could not find a match for your search.
Integrated and automated deep dive analytics help DBAs quickly find performance problems, fix them, and validate the fixes before promoting them to production.
Enterprise Manager provides complete Ops automation including provisioning new clusters, patching, and upgrading databases as well as configuration and compliance management—all essential for organizations embracing automation.
Monitor all databases, clusters, and hardware components in a single view. Use alerting, monitoring, and configuration management to stay current on status. Optimize for consolidation without overprovisioning.
Further extend Enterprise Manager capabilities with REST APIs to interoperate with third-party tools.
Features include rapid platform update for patching and updates, proactive health monitoring and diagnostics, and flexible high availability deployment options. 
Oracle’s new edition of Enterprise Manager includes features such as Dynamic Workbooks, Smart Event Compression, and Automatic Workload Analysis that automate many previously manual tasks. These features can significantly reduce IT operational cost and complexity by enabling consistent automation practices across a mix of IT deployment architectures.
We could not find a match for your search.
Integrated and automated deep dive analytics help DBAs quickly find performance problems, fix them, and validate the fixes before promoting them to production.
Enterprise Manager provides complete Ops automation including provisioning new clusters, patching, and upgrading databases as well as configuration and compliance management—all essential for organizations embracing automation.
Monitor all databases, clusters, and hardware components in a single view. Use alerting, monitoring, and configuration management to stay current on status. Optimize for consolidation without overprovisioning.
Further extend Enterprise Manager capabilities with REST APIs to interoperate with third-party tools.
Features include rapid platform update for patching and updates, proactive health monitoring and diagnostics, and flexible high availability deployment options. 
These features can significantly reduce IT operational cost and complexity by enabling consistent automation practices across a mix of IT deployment architectures.
7 was registered on 05.03.2003. The organization was assigned TIN 7706293369, PSRN 1037706013135, KPP 773101001. The main activity is the lease and management of own or leased non-residential real estate, in total 3 types of activity are registered according to OKVED. Has connections with 1 company. 
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The position requires availability during the week, Monday through Friday, with flexible hours. Shift times may vary.
The Lead Teacher will also be responsible for assuring compliance with codes of all State and local governing contracting agencies, and will work collegially with other staff members.
A flexible approach towards assignments and the ability to successfully operate under appropriate guidelines is a must.
Hamilton Road in Gahanna, Ohio. The childcare center occupies approximately 12,200 square feet. The facility has 11 classrooms and one indoor muscle room, each having its own emergency exit. There are two large outdoor playgrounds with rubber mulch and privacy fences for safety. Our Preschool for Columbus Ohio children!
Thus, delivering high-quality child-care services. The Jolly Tots Too! daycare and preschool services provide love, nurturing, and guidance while introducing educational learning experiences that stimulate the child’s mind, body and spirit to help them develop in a most natural, healthy manner. We incorporate everything from Music Appreciation to Language and Multiculturalism. This is the perfect daycare for parents living in Columbus due to our close proximity.
Children receive instruction in Spanish and Sign Language each week. Our preschool and daycare lessons are directly related to the topics studied through the weekly curriculum and increase the child’s awareness of the people whose culture they are studying. Every year we also have a multicultural fair where children from Columbus OH can visit experience different countries throughout our center.
We are a preschool serving Columbus! Stop by for a visit!
Toddlers are exploring their power over the child care provider through obstinacy, temper tantrums, and negativism. During this stage, it is especially important to provide consistency in allowing choices, setting limits, and utilizing appropriate guidance methods. Columbus parents will be happy to know that we are providing nurturing consistency and support to toddlers. Thus enabling your child to understand expectations and meets their need for feelings of safety and security of our toddler care program.
Our preschool is also a convenient drive from Columbus and is perfect for both parents and kids.
Because we have a Registered Nurse present to answer questions, medical concerns are put to ease. Our teachers regularly practice healthy and safe protocols, which prevents the spread of germs and illness within the classrooms. Columbus parents can rest assured that our staff is educated in CPR, First Aid, Communicable Disease, and Child Abuse/Neglect. Your children will be in professional and caring hands.
A comprehensive, educational, learning-center curriculum is provided and directed toward the individual needs of each child in order to promote the optimal level of development. Each preschooler is provided with the best possible foundation, therefore helping them accomplish the growth and developmental milestones. Jolly Tots Too! is the perfect preschool because we proudly serve Columbus Ohio families! Read more about the Jolly Tots Too! Philosophy.
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Berwick has a warm natural environment and a welcoming atmosphere, as well as a diverse population, including significant numbers of African Americans and Jews. The median household income is higher than the state average at $51,048, and the median net worth is $509,793. The average age of residents is 52 years. Notable citizens of Columbus, including Heisman Trophy winner Archie Griffin and Columbus Mayor Michael B. Coleman, have resided in the area.
Bruce Black, former president of the Berwick Civic Association, states, “In the early 1970s, the area experienced some racial growth problems as African-American families migrated to the area. Some white families have moved out of fear that their property values will plummet.”
In addition, the cost of housing is ten percent lower than in the rest of Columbus. The average cost of a one-bedroom apartment is approximately $660 per month, compared to the average cost of $765 per month in Greater Columbus. As of 2015, over 1,800 homes have been built in Berwick.
Livingston Ave. Next door.
The park often hosts many cultural and educational events.
It was created by Tony and Maria Susi in 1955 and is therefore much younger than the TAT Ristorante di Famiglia. But the restaurant takes pride in constantly trying new recipes to create the best tasting Italian dishes. They also cater for weddings of all sizes and banquets. The restaurant has received many positive reviews on TripAdvisor and WeddingWire.
They are not selected or validated by us and can contain inappropriate terms or ideas. Please report examples to be edited or not to be displayed. Rude or colloquial translations are usually marked in red or orange.
But there’s so much more to do in the city than just browse the vendors’ shows! This is a city worth exploring a little further because it has all of its amazing restaurants, breweries, cafes, arts and culture venues, outdoor venues and sporting events. Here are our top picks for action in Columbus! 
This is a fascinating place to find or buy art, gifts, fashion and home decor. It is also a great place for dinner and local bars. The area is affectionately referred to as the art and soul of Columbus and has over 300 businesses to explore. Most of them are locally owned or headquartered, so shopping here also boosts the local economy. 
It is also a popular place for special events and corporate meetings. 
One of the most popular places to visit here is called The Book Loft which has so many rooms with books and more at great prices. Art galleries in the area include Franklin Art Glass and Keny Galleries. Also have fun in the nearby parks or take a food tour with Columbus Food Adventures. Many of the German Village’s restaurants have al fresco seating for you to enjoy, including Harvest Pizzeria, Hofbrauhaus Columbus, Brown Bag Delicatessen, and Das Kaffee Haus. 
How fun is this test?! Some participating breweries include Actual Brewing Co., Brewdog, Combustion Brewery, and Grove City Brewing Co. 
This museum, founded in 1964, has attracted more than 33 million people from all US states and around the world. This science center is a great place to visit for both kids and adults, and there are many events planned throughout the year. For example, the museum hosts Friday Family Nights with limited entry after 5pm and COSI After Dark, where adults 21+ can visit the museum in the evening without children and with adult drinks in hand. .jpg)
Our company provides innovative solutions and insightful strategies for green office products. Our purpose is to lead the industry while inspiring our employees and clients to make the world a greener place. Our mission is to develop successful relationships that benefit our employees, enhances the community, and sustains the company for the future.
Using a bulleted list is recommended, and you should aim to have more than five but fewer than nine bullet points. As you can see from the following examples, it is best to use a strong action verb for the first word of each bullet point. This makes the administrative coordinator job description focused on the tasks candidates will do if you hire them and demonstrates what the daily responsibilities are.
On the contrary, this section can determine how many applicants you will receive. If the qualifications are too lenient, you may receive many applications from unqualified candidates, and if they are too strict, the talented candidates may be too intimidated to apply.
You should be able to assist management and all visitors to the company by handling office tasks, providing polite and professional assistance via phone, mail, and e-mail, making reservations or travel arrangements, and generally being a helpful and positive presence in the workplace.
e. Windows, Excel, Word, CRM
The main job duties typically include providing comprehensive administrative support, supervising support staff, and helping to manage the budget. These tasks are well-suited for a person who is self-motivated, meticulous, and practical.
These staff members typically include non-supervisory employees in the department who provide clerical, secretarial, or financial services. Most coordinators are also in charge of hiring new employees, evaluating or reprimanding current employees, and setting work assignments.
Coordinators are frequently in charge of maintaining the office, including purchasing supplies, working with facilities management, and securing maintenance for equipment.
Some organizations may require a bachelor’s or even a graduate-level college degree.
1.1. Failure
It is believed that such a person has already entered the runway of building his own business, recruiting his own team, and coordinating its successful development, up to a global scale. In this, nothing can limit him, except perhaps his own convictions. 
It is a huge document with color guides, by which all departments of the company determine their tasks. The contract concluded with the next customer is considered the main document, respectively, the coordinator has to study it and know it literally by heart. In addition, he must be aware of contractors, contacts of all those responsible, estimates. Managers are usually unable to cope with such a huge amount of work, and for this they need a coordinator. This is a normal workflow for any company. 
And if you have an analytical mindset, a strong-willed, purposeful character, are emotionally stable and are able not to confuse the correct delegation of duties with “the ability to command”, then, as they say, welcome aboard. 
Functional and job responsibilities of the office manager and secretary
6. During the absence of an office manager, his duties are performed by a duly appointed person who acquires the relevant rights and bears full responsibility for the quality and timely performance of the functions assigned to him. 
2. To carry out the reception of telephone calls and, if necessary, transfer them to those employees to whom they are intended. Fixing the information received by phone for the director in his absence and bringing its content to his attention. 
9. Comply with the norms, rules and instructions for labor protection, industrial sanitation, fire safety rules; 
“Now, she takes Gravol before car rides,” she explains. (Note that Gravol is not safe for kids under age two.)
(If you do offer a pouch or puffs in the car seat, a mirror can help you keep an eye on them while they’re rear-facing.) 
Little kids naturally co-regulate and match your internal state, says Rosensweet, so give yourself some empathy first. “You might think, my child is really upset, and there’s nothing I can do about it,” she says. “This is really hard.” 
It’s OK if you’re mad at me, but you’re going in this car seat, and it’s going to be fine.” 
My children fell into the latter category, so I spent years deciding whether or not it was even worth it to leave my house knowing a car ride full of wailing awaited me.
That’s why it’s important to start off strong by making the seat as comfortable as possible right from the beginning.
With the car in park, sit in the backseat and play with baby while they’re strapped in. You can move to the driver’s seat for short stints after they get used to the setup.
Besides calming them, singing a tune can also calm parents. Mariah M. notes that turning on her son’s favorite song, ‘Apples and Bananas’, seemed to help soothe him on longer rides.
It’s possible that controlled reflux will equal peaceful car rides for all.
Reactions can be as strong as constant wailing and screaming or less intense like fidgeting or general fussiness from the moment they’re placed in their car seat. 
Other reasons:
Therefore, even if there is not much left until the end of the trip, do not abuse the child’s patience, give him the opportunity to rest, otherwise he will soon refuse to sit in his favorite car seat at all. 
In this regard, seat belts with a five-point fixation are especially relevant. With their presence, you can be absolutely sure that nothing threatens an overly inquisitive and mobile child. But you can take his curiosity with the help of a variety of ways. The most frequently used and fairly frequent in use is the placement of a special panel in front of the child with various toys sewn, embroidered, glued and put into pockets. The child will not rest until he explores all his secrets, which means that parents can enjoy a quiet, serene ride with pleasure. To prepare such a panel on your own is quite within the power of even the most “non-handmade” mother. 
In this case, leave for a while the thoughts of the front seat and conversations with your husband and move back, armed with books and toys. It will be better than any developmental activities for a child if you read poems and fairy tales to him on the road, or if you tell, show and explain everything that you see behind the glass. 
Take the car seat home and let the child calmly get used to it, feel it and figure it out. And in a couple of days you will see how a happy child sits in it and plays in it, and soon you will be able to return to family car rides in peace and quiet. 
In most European countries, you won’t even be allowed to pick up your newborn from the maternity hospital without a child car seat. It is a dangerous misconception that it is better to carry a baby in the mother’s arms. It’s dangerous, inconvenient, and expensive with current fines for not using a child restraint. The longer a child travels without a car seat, the more difficult it is to teach him to ride in a seat. Also, quite often one has to observe a rather strange situation: an expensive, comfortable and safe car seat is installed in the car, and the mother, “pitying” the child, carries him on her knees. Or even worse – the child crawls all over the cabin, i.e. the chair serves as a dummy for the police. 
Soon this will be accepted as the norm. 
If possible, when choosing a car seat, visit a specialized store with your child, where it is possible to seat the baby in various models of car seats from various manufacturers. If age allows – invite him to take part in the choice – this may affect his further attitude to travel in the chair 
In the heat, a car can become so hot that the air inside reaches +50 degrees, and this will not take long. Heatstroke is the most common cause of death in children outside of car accidents. 
Create comfortable conditions so that he can sleep on the road: cover the window with a curtain, put a pillow under his head and organize silence in the cabin. 
To pick up a mother with a baby from the hospital, you will definitely need it. Traveling in a car seat from birth, the child will not mind doing so afterwards. 
Opportunity and encouragement play major roles, too. That’s why our engaged teachers inspire kids to explore unchartered territories like sports, art, drama, science, technology, cooking and more.
Click HERE to see what our Academies are doing this summer.
The owners and staff can easily observe classroom activities throughout each day. Families can login to a secure, password-protected website to check in on their child periodically
Opportunity and encouragement play major roles, too. That’s why our engaged teachers inspire kids to explore unchartered territories like sports, art, drama, science, technology, cooking and more.
This promotes an open, bright atmosphere, as well as a clean environment
The owners and staff can easily observe classroom activities throughout each day. Families can login to a secure, password-protected website to check in on their child periodically
..
We provide one-on-one assistance with homework and school assignments, as well as the teaching and advancement of literacy and study skills.
Besides having a blast, the kids learn essential teamwork skills that will follow them for the rest of their lives.
There they help men learn successful co-parenting skills and provide job training and placement assistance to help them be better dads to their kids.
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At the end of every month, we open a spectacular prize room and children can buy items by using their stars as currency. We even have really big prizes that children can save stars over several months to purchase.
Worksheets are available and there is a writing topic on the board as well. Different work is assigned to different children based on their individual needs. 3rd graders and up usually have something to study or mandatory reading and these things take precedent.
It is no secret that children appreciate having choices and having choices is vital to their autonomous development and improves their decision-making skills. Thus, ROUND ROBIN! We ensure that there are between 3 and 4 separate, structured, dynamic activities. Round Robin sounds exactly like it’s name – it is designed to guide our kids to be the most well-ROUNDed version of themselves through choices that vary from flag football championships, storytelling, slime creations, scavenger hunts, and more!
Since our hobbies rotate each month, our children are exposed to endless passions and pastimes. Some examples of past Hobby Hours include:
Drivers ensure that safety procedures are undertaken. They create a safe and fun environment for the passengers. All vans are equipped with car seats.
For information on evening weekend rates, please click on your center below.
All the chicken, beef and eggs we serve are 100% organic. We will never serve fruits and vegetables on EWG’s “Dirty Dozen” list if they are not available organically. While we always strive to serve all organic fruits and vegetables when available, we will substitute conventionally grown fruits and vegetables if the conventional fruit or vegetable is on EWG’s “Clean 15” list. We serve organic maple syrup, ketchup, tomato sauce, granola, animal crackers, and more!
5oz serving) or 100% organic high protein pasta
Extracurricular classes are available in the evening for your convenience. Moreover, if you need to stay late at work or want a well-deserved parent’s night out, our Evening & Weekend program is there for your child to continue to enjoy all the safety, comfort, education and fun that Kids Klub has to offer. 
Sign up early and reserve your spot! FYI -If a field trip must be prepaid, you will not be reimbursed if we close due to weather.
Kids Club was there for us all the way at a time when most institutions pulled back. Kids Club asked, “How can we?” and found a way rather than saying “We can’t.”
Social emotional skill development lays the foundation for these actions to take hold.
The majority of our WINGS kids have not traveled more than 10 miles outside of their neighborhoods. Through grants and discounted rates, we have been able to take our kids to:
4 times greater than higher-income students. Research shows that effective social and emotional education has the power to strengthen attachment to school and reduce negative behavior, two significant predictors of success.
Don’t have the time? Take a look at our wish list, we’re always in need of academic kits and homework supplies.
The 130 college students we hire each year are intentional about developing healthy and supportive relationships with kids, as well as modeling respect and kindness in their interactions with peers. WINGS is not just a program, it’s a community where kids and learning thrive.
Every Friday, during Wild WINGS the kids get to use their saved tickets to purchase special prizes. Our focus on fun is one way we drive school attendance. If you don’t attend school, you can’t attend WINGS, and our kids definitely don’t want to miss WINGS.
Additional pre-professional general education programs (abbreviated abbreviation used in the texts of the programs – DPEP) – an increased level of art education, which implies further professional orientation of students and a high level of learning material. Implemented by the institution since 2013 at the music, choreography and art department 
. To a minimum of the content, structure and conditions for the implementation of additional pre-professional programs in the field of arts, to the terms of training for these programs by the federal executive body in charge of developing state policy and legal regulation in the field of culture, in agreement with the federal executive body in charge of functions for the development of state policy and legal regulation in the field of education, federal state requirements are established. Admission to training in additional pre-professional programs in the field of arts is carried out on the basis of the results of an individual selection carried out in order to identify individuals with creative abilities and physical data, in the manner established by the executive authority that performs the functions of developing state policy and legal regulation in in the field of culture, in agreement with the federal executive body responsible for developing state policy and legal regulation in the field of education.
The development of additional pre-professional programs in the field of arts ends with the final certification of students, the form and procedure for which is established by the executive body that performs the functions on the development of state policy and legal regulation in the field of culture, in agreement with the federal executive body that performs the functions of developing state policy and legal regulation in the field of education. 
Additional general educational general development programs: 
5 
7 
Classes are held 2 (two) times a week for 4 (four) academic hours. 
Teaching staff 
Korovin 
Interzonal competition in the Children’s Art School named after E.A. Kolchenko, Mytishchi. 
A. Gerasimov/29/2015 – excursion to “Soyuzmultfilm” 
That is why the historical experience of the origin and formation of a unique domestic phenomenon – the SHUV system (“school-college-university”, as it was customary to call it in the 20th century among professionals, and now a children’s art school, a secondary and higher vocational educational institution), very relevant in the period of reforms. 
We hope that this collection of materials will help each teacher of the children’s art school competently and effectively conduct pedagogical activities in modern conditions. 
6255, Effective: December 22, 2013) 
613n) – comes into force on January 1, 2017. 
Project 
25322 
15 GB) 
03.2012 No. 159 
Art department
and the art of Western Europe in the 19th century. 
Sketches and sketches 
Short-term course of etudes and sketches» 
Special piano/watch 
3-6 years old / see 