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UPCOMING BOARD MEETING

Concerned citizens of whitesboro, inc. rainbow homework club, when: monday – thursday from 3:00pm – 5:30pm (during the school year), where: 100 e main street, whitesboro, nj 08252.

Educational development is promoted through the  Concerned Citizens of Whitesboro, Inc. (CCWI) Rainbow Homework Club , an after-school academic assistance program designed to assist school-age children in achieving greater success at school.  The homework club provides a supportive environment to complete homework and sharpen skills. CCWI is a proud member of the National Afterschool Association and the Afterschool Alliance.  

CCWI is a non-profit organization dedicated to the social and economic development of the residents of Whitesboro (Middle Township), New Jersey.

For more information: www.concernedcitizensofwhitesboro.com/about-us

The Mayor of Middle Township stops in to get vegetable gardening tips from the CCWI Rainbow Homework Club students. (Credit: CCWI Website)

Making School Fun at Home

This article was previously published on 7/30/2019.

12 Ways to Make School Fun at Home for Students of All Ages

Back to school will look different this year as families and schools continue to navigate the uncertainty of COVID-19. Getting kids to enjoy (or even accept) doing their homework can be a struggle at any age, especially in the fall when students adjust to smaller classes, alternate schedules and a continuation of virtual learning that began in the spring.

For some families, new ways of learning are further complicated by parents’ work schedules and a lack of technology access. According to the Afterschool Alliance, 1 in 5 kids are unsupervised after the school day ends. And millions of families don’t have internet access at home.

During challenging times and busy parenting schedules, there are still ways to make learning at home fun, safe and constructive for students. Over the years, our trained youth mentors and program facilitators have developed lots of strategies and ideas to make homework more fun. Get tips on how to make virtual learning and homework fun in high school, middle school and elementary school so you can help your kid succeed at every age.

Ideas to Make Homework Fun for Elementary, Middle and High Schoolers

Many kids find homework assignments boring or simply get restless when asked to sit down and study – but that doesn’t mean they all need the same kind of motivation. Avoid a one-size-fits-all approach to homework help by using these age-appropriate tips.

Elementary School Homework Tips

Little kids frequently have trouble focusing on virtual learning and homework, especially when there are so many distractions and fun things to play with at home. The solution? Make learning more like playtime.   

• Create fun focus spaces. Kids often work on homework in their rooms or wherever there’s a little spare table space – but kids’ rooms and common areas are usually filled with distractions. Before this school year starts, create a special “homework zone” in part of the home that’s more peaceful. (A “homework fort” is always a hit with young kids, as long as it’s well lit.) Stock this area with lots of colorful school supplies so there’s no reason to leave until their homework is all done.
• Beat the clock. Young kids love racing to the finish. Make homework more like a race by setting up timed challenges. For example, count how many words they can spell correctly or math problems they can solve in the span of 5 minutes. The next day, challenge your kid to beat their own record. (A little competition can work great with siblings, too.)
• Try learning apps. Support the subjects your kid studies in school with apps that make learning about it more fun. This tip is especially helpful for subjects that you or your kid struggle with. Some of our favorite educational apps include DragonBox for math, Spelling Stage for spelling, and DuoLingo , which offers learning-based games in Spanish, French and many other languages.
• Team up with tunes. Just like the Alphabet Song teaches kids their ABCs, there are plenty of songs out there to help specific subjects stick. Search YouTube to find songs covering a range of subjects, including the planets in our solar system, the days of the week and months of the year, U.S. states and capitals, how to add or subtract, and pretty much any other educational topic you can imagine. If you can’t find a song on a given subject, try making one up together.

Middle School Homework Tips

In middle school, students gain more independence to work alone or with peers. Encourage their developing maturity with a little structure and loads of support.

• Use power hours. Power hours challenge kids to focus for a certain amount of time. Once the timer goes off, they can take a quick break before diving in again. Offering little rewards after productive power hour sessions is a great incentive at this age, too.
• Plan study dates. If your kid struggles in a certain subject or has trouble focusing in a quiet, empty room, let them invite a friend or two over to study. Just remember to follow current safety and social distancing guidelines. If another kid is too much of a distraction, set the tone by working alongside your child. While they do homework, you can pay bills, make dinner, reply to emails, or even work on a crossword puzzle or another brain game. Doing “adult homework” creates a sense of companionship without being too overbearing – and it can help kids learn that work is a part of life, not just a part of school.
• Make a routine. Lack of routine can be stressful for kids. Setting a regular schedule for homework, or the school day for kids learning at home, can help reduce resistance and improve consistency. Beyond planning time for homework, come up with other little rituals that can help your kid focus, from putting on their current favorite album in the background to using prizes and other incentives to reward good work, like a small treat for every complete assignment.
• Stay positive. Your attitude has a huge impact on how your kid sees the world, especially in the formative middle school years. Keep tabs on your own attitude toward your kid’s homework. If you see helping your kid with homework as a chore, your kid will probably feel that way about it, too. Instead, try to see homework help as a fun, productive time when you both can learn and hang out together.

High School Homework Tips

When students reach high school, having parents hanging around to nag them about homework doesn’t always help. Instead of implementing these homework strategies for high schoolers yourself, show this list to your teenager and help them come up with a plan they can stick to. Then, take a step back. Check in with your teen every week or so to see if their plan needs tweaking.

• Get organized . High school is the perfect time to start preparing for the life you want to lead after you leave home. To achieve your goals, you have to make plans and stick to them. It’s the same with homework. When you get your assignments for the week, month or semester, take some time before jumping in to sort through the deadlines and requirements. Then, come up with a schedule and a realistic plan of attack. Use a day planner, calendar app, or time management app like Asana to make to-do lists for yourself – trust us, it feels great to cross stuff off your list.
• Reward yourself . It’s easier to work hard when you know there’s a reward at the end of it. Set a study timer, and if you’ve focused on homework until the timer goes off, reward yourself with a favorite snack, a funny video, an epic solo dance party or a little social media time.
• Upgrade your workspace. Spruce up the place you do virtual learning and homework to fuel your productivity, imagination and problem-solving skills. Keep tools and supplies on hand to help you work through challenging assignments, like colorful pens, highlighters, sticky notes, and cool notepads or notebooks. Decorate with art and other objects that inspire you, and use calendars, whiteboards, chalkboards, corkboards, or even just paper and tape to help visualize and keep track of everything you have to do.
• Turn up the beats. Spotify has tons of playlists dedicated to productivity, from ambient noise to instrumental hip-hop. Find a few go-to playlists that help keep you focused and put one on whenever you have to zone in. Explore movie soundtracks and other kinds of instrumental music to avoid distracting lyrics.

Homework Help from BGCA

Every day, thousands of kids and parents rely on Boys & Girls Clubs of America for homework help and out-of-school support, especially in the crucial hours after school lets out and during the summer months. Explore our website to learn more about our programs , find your nearest club or support BGCA today.

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HOMEWORK CLUB

Student life.

In response to the need of many of our students to have some structured time for homework between school and an after-school activity (e.g., music lessons, sports, etc.), we offer an after-school study hall (Homework Club).

Peabody faculty members supervise Monday through Thursday from 3:15 p.m. to 4:15 p.m. each week that school is in session (unless parents are notified otherwise), beginning the second week of school. Teachers provide a quiet, supervised environment in which children can work and are also available to provide assistance with homework to any child who needs it. A small fee is charged when students attend and parents are billed monthly.

Students who attend Homework Club work on school assignments. At the conclusion of Homework Club, students are picked up or escorted to the After School Program. Students who complete their assignments in Homework Club prior to 4:15 p.m. proceed to the After School Program (if registered) and remain in its supervision until a parent or authorized adult arrives. Students who wish to attend the After School Program after Homework Club must be enrolled in the After School Program.

John Duncan

John Duncan is a graduate of the University of Virginia and holds expertise in corporate development, national security, and   personnel and facility security.  Across a 25-year career in defense and intelligence that encompassed public and private sector roles, Mr. Duncan has overseen a broad range of US defense efforts, from large-scale IT initiatives to intelligence and counter-terrorism support operations. He has directed   programs with worldwide applications, designed   and managed   corporate deployment strategies, and personally directed   staff operations in a variety of foreign theaters. In June 2019 he successfully exited Intrepid Solutions and Services, Inc.; a company that he co-founded in 2009 and served in a variety of senior leadership roles, including Chief Executive/President. During his tenure, the company received industry-wide recognition and awards including multiple-year rankings as one of the fastest-growing companies in America and designation as Small Business Federal Contractor of the Year in 2012. In 2020,   John formed   Heahmor, a Charlottesville-based real estate investment and development platform focused on community collaboration-driven projects with synergistic stakeholder outcomes.   He   is a proud parent of two Peabody graduates and one current Peabody student.

Gary Fox has practiced law for more than 45 years, first in the private sector, and then as a trial attorney within the Office of General Counsel at a federal agency.  He received an A.B., with a concentration in political science from Brown University and a J.D. from Harvard Law School.  A number of years later, Gary returned to school on a part-time basis, ultimately earning a Master of Theological Studies from Boston University.  During that time, he served for two years as a teaching fellow for Nobel Peace Prize recipient Elie Wiesel, assisting in the development and presentation of four academic courses.  Mr. Fox’s daughter has taught at Peabody for several years. 

Will Mayo holds a B.S. in Industrial and Systems Engineering from Virginia Tech and an M.B.A. from University of Colorado-Boulder. Will is the Chief Revenue Officer of WillowTree, where he leads sales and revenue functions for the company. Prior to this role, Will was a Director of Business Development at Twitter, where he led partnerships for Twitter’s data services business. Will spent 9 years in management consulting where he provided commercial, government and non-profit clients with strategic planning and financial advisory services and spent the first couple of years out of college working for Lockheed Martin as a Satellite engineer. Will and his wife, Carol Lynn, have two Peabody students. He spends his free time running, fly fishing, and traveling with his family.

Eric Bundonis

Eric Bundonis received a B.A. in history from Middlebury College and an M.B.A. in finance and management, with honors, from the Wharton School of the University of Pennsylvania. He is a managing director at UVIMCO, with responsibility for Absolute Return and Credit investments. He serves as a member of UVIMCO’s investment committee and is involved in all aspects of the investment process and portfolio risk management. Prior to joining UVIMCO, Mr. Bundonis served as Head of Research at Artivest in La Jolla, California, where he was a member of its investment committee and oversaw the identification, sourcing, due diligence and ongoing monitoring of alternative fund managers across multiple investment strategies totaling approximately $4 billion.  Before joining Artivest in 2009, Mr. Bundonis served as an associate at OneCapital Management Partners in New York and began his career at Auda Hedge, LLC in New York. He previously served as the Treasurer of the Bird Rock Foundation. Eric and his wife Jaylene are proud parents of four Peabody students.

Marie Bourgeois

Marie Bourgeois holds an A.A. in Interior Architecture and Design from the Intercontinental University of London and a B.A. in the Arts from Tulane University. Originally from Charlottesville, Marie has worked in design in New Orleans, Charlottesville, London, Gibraltar, and Sotogrande, Spain. Following graduate school, she worked on multiple projects in the London offices of Joanna Woods and Tim Gosling, including Gosling’s redesign of the Goring Hotel.  From London, she relocated to Gibraltar to work with Patricia Darch Interiors, with offices in Gibraltar and the south of Spain.  Her work has been featured in LPA, La Revista, and Casa y Jardin.  She returned to Charlottesville in 2014 and is the principal and owner of Marie Bourgeois Design.  Marie has been in involved in several local charities, including the Women’s Initiative and the Music Resource Center, which she helped design for its initial opening in 2004.  Marie and her husband Pat have five children at Peabody and one Peabody alumna.

Nettie Lovet

Business and Operations Manager Nettie Lovet received a B.S. in Business and Accounting from the University of Phoenix. She has worked for small businesses as well as larger corporations for nearly 20 years, and has both accounting and operational experience. Ms. Lovet moved to the mountains of Virginia with her daughters in 2018. In her spare time, Nettie enjoys gardening, country living, dancing, and visiting the lake with her family.

Lauren Elliott

First Grade Lauren Elliott holds a B.S. in Elementary Education with a minor in French from the University of Virginia. Before beginning teaching first grade at Peabody in 2022, she student-taught and interned in schools in Charlottesville and Albemarle County. She is passionate about responsive social-emotional teaching and learning and cultivating positive, interesting, and challenging learning experiences. In her free time, Ms. Elliott enjoys playing guitar and piano, playing volleyball, and spending quality time with friends supporting UVA Athletics!

Teaching Assistant/PreK After School Teacher

Ms. Li earned a Master of Teaching degree in Elementary Education from the University of Virginia and holds a K – 6 teaching license in Virginia. She completed her student teaching at Stone- Robinson and Jackson Via Elementary Schools, and worked as an assistant teacher at the University of Virginia’s Child Development Center. Ms. Li also has a Master of Science in Material Science and Engineering from Beijing University of Chemical Technology. With her bilingual and science background, Ms. Li is passionate about creating a curiosity-driven supportive learning environment. 

Music (PreK – grade 3, grades 6-8)

Ms. Stees earned a B.A. in Music Education from James Madison University and an M.Ed. in Special Education from Indiana University. Mary is certified in both vocal and general music K-12. Mary has most recently been the music teacher at Rogers Elementary School in Bloomington, Indiana in addition to teaching two after-school programs (Musical Beginnings and IU Children’s Choir) with the Indiana University Jacobs Academy.  Her previous employment experience includes working for the IU Auditorium as the educational outreach specialist and at Brown County Junior High School as the performing arts director. She has also led the Rogers Elementary School Equity Committee.

Jessica Harrison

Fifth Grade Humanities

Jessica earned a B.A. in Anthropology from Louisiana State University, an M.A. in Anthropology from the University of Illinois where her graduate work focused on the ancient Maya, and a Master’s in Teaching from LSU, where her graduate work focused on teaching history through primary sources (her action research project was titled, “Exploring Indigenous History through Historical Inquiry: Filling the Gaps with Primary Source Documents.”) She is joining Peabody after four years of teaching 6th-12th graders in public schools in Louisiana and Illinois, including 6th Grade Social Studies, and AP Human Geography and European History. In her free time, Jessica enjoys reading, gardening, cooking, and spending time with her two dogs.

Heather Miller

Fifth Grade Math Ms. Miller received a B.A. in history from Dartmouth College and an M.A. in Curriculum and Teaching from Columbia University Teachers College.  She has taught several different age groups but has a particular passion for teaching math to students in the upper elementary grades.  Ms. Miller has taught at private schools in Connecticut, Ontario, Manhattan, Charlotte, and Barcelona.  She has served as both a homeroom teacher and as a learning support specialist.  When not teaching, she spends time with her children, who are young adults, and she enjoys hiking, reading, yoga and relaxing with her two cats.

Kathryn Reese

Mary katherine prehn.

Director of Educational Technology & Technology Teacher, grades 5-8 Amy Brudin has been teaching and learning with technology since she graduated from UVA in 1994. She spent 10 years in the Washington, D.C. area, teaching at the National Cathedral School and consulting privately with families looking to set up networks and computers at home. She and her husband and fellow UVA graduate George moved to Batesville in 2003 and are proud parents of Lune, Peabody class of ’21.

Emmie Wright

Middle School Spanish Emmie Wright holds a B.A. in Spanish with a minor in Anthropology from Washington and Lee University. She earned her M.A. in Spanish from the Middlebury Language School, finishing her last summer in Guadalajara, Mexico. She has spent a number of years teaching both middle and upper school Spanish in Charleston, SC, New York City, and Charlottesville. She took time off from teaching to stay home with her two children, both of whom attend Peabody. In her free time, she loves to travel with her family (especially to Menorca, a small island off the coast of Spain), garden, read, and run.

Mykel Paige

Teaching Assistant/After School Teacher

Mykel Paige earned a B.S. in Communications from Kaplan University in 2009 and A.S. degrees in Teacher Assisting, Gourmet Cooking & Catering, and Nutrition, Diet & Health Science. Mykel’s professional experience includes becoming Trauma-Informed Certified and working as a Residential Counselor in a group home for abused teens, as well as being trained in behavior management and crisis intervention. Mykel is currently working toward a degree in Early Childhood Education.

Kasha Viets-Wood

PreK After School Teacher Kasha Viets-Wood graduated from Guilford College in 1989 with a B.A. in Early Childhood Education and Art.  She has worked with children in a variety of capacities for more than 35 years in public and private schools, daycares, preschools, and after care programs.  Outside the classroom, Ms. Viets-Wood enjoys spending time with her her husband and three dogs, in addition to swimming, watching a good mystery series, socializing at the dog park, growing flowers, going for walks in the woods, and spending time with family and friends.  She is thrilled to return to Peabody’s After School program.

Eric Anderson

Community Connections Coordinator Eric Anderson earned his undergraduate degree from Rutgers University and a Master’s degree at Columbia University in cognitive biopsychology with certification in conservation biology. He has worked in urban education and environmental non-profits, and both taught in and led independent schools in New Jersey and Charlottesville. A Peabody parent, Mr. Anderson will work to build bridges both within the school and to the broader community in his role as Peabody’s new Community Connections Coordinator. A middling birdwatcher, soccer and ultimate frisbee player, and outdoor enthusiast, he is currently trying to learn guitar to help drown out his oft-unwelcome singing.

Hope Sikora

Sixth, Seventh and Eighth Grade Math Hope Sikora received a B.A. in Mathematics and a MAT in Secondary Education from the University of Virginia. Ms. Sikora loves math because it encourages problem solving and helps us understand the world. In her free time, Ms. Sikora enjoys cooking, exercising, and cheering on the Hoos!

Jillian Wilde

Third Grade Jillian Wilde earned her B. A. from the University of Connecticut in Political Science and her M.A.T. from Goucher College in Elementary Education and Special Education. Mrs. Wilde holds teaching licenses in both Elementary Education and Special Education. She taught preschool for four years, followed by four years of teaching third grade in the Montgomery County, Maryland Public School system, before coming to Peabody. In her free time, she enjoys reading and traveling, as well as antiquing and thrifting. She also loves a variety of outdoor activities and is a certified scuba diver.

Nicole Dreyfus

Third Grade Nicole Dreyfus graduated from Bard College with a B.A. in Literature and Creative Writing, and earned her Master’s of Science in Education from Bank Street College of Education in New York City. She holds a teaching license for grades PreK-6 in the state of Virginia, and is also a certified and licensed teacher of Meditation, Hatha, Kundalini and Raja Yoga. Ms. Dreyfus loves learning new things, chess, crossword puzzles, reading about everything, yoga, jogging, skiing, camping, snorkeling, creative writing, history, poetry, chemistry, art history, painting, travel, zoology, psychology, anthropology, volunteering, philosophy, theology, Halloween, mycology and pugs.

Sarah FitzHenry

Online Learning Coordinator Sarah FitzHenry holds a Masters in Library Information Science from the University of Pittsburgh, as well as a B.A. in English and a Bachelor of Music in Music Education, both from Bowling Green State University. Ms. FitzHenry brings experience from both public and independent schools, having taught a diverse range of subjects from elementary literacy to computer science. Additionally, she is an experienced educator coach and presenter, and is passionate about helping teachers and families shape the next generation of leaders and citizens. Ms. FitzHenry lives in Charlottesville with her family, and is pretty much always reading a book or asking someone a question.

Tara Montgomery

School Nurse Tara Montgomery holds a BSN from the University of Virginia.  Her experience includes nursing in the inpatient setting (Sentara Martha Jefferson Hospital), outpatient clinic (UVA Cancer Center), and most recently, Telehealth nursing. Ms. Montgomery’s goal as Peabody’s school nurse is to provide a safe environment for students to learn and play as well as to promote health and wellness in exciting and proactive ways.

Rita Taylor

Ayesha ahmad, geneva mommsen.

Homework Club

Mhp provides preschool and afterschool enrichment programs to more than 400 children..

We serve over 100 children ages 6-12 years old in our afterschool Homework Clubs. In addition to getting homework assistance, children take part in science, technology, engineering, and math (STEM) activities with access to our computer labs. Homework Clubs meet Mondays through Thursdays from September to June. This program is available at 7610 Maple, Glenville Road, Great Hope Homes, Greenwood Terrace, and Gilbert Highlands.

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Homework Club Dates/Times & Sign Ups

Time: 2:45-3:45

Sign-Up: Stop by the office to add your child's name to the sign-up sheet OR email Ms. Pratt,  [email protected] , and she will add your child's name to the list

• Participating students go straight to Room 19 after school.
• This is for homework help only. If your child does not have homework, they can not attend homework club.
• Students must be picked up promptly at 3:45. Ms. Angie will bring them to the front of the school for dismissal.
• Students who finish homework early can read a book, or draw a picture until it's time to go. Everyone will stay with Ms. Angie until 3:45.

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Elementary After-School Activities

After school programs for elementary/6th grade, homework club (grades 2-6), elementary after-school c.a.m.p. (grades 2-5), sixth grade athletics.

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Lehigh University's homework club for Bethlehem students reaping success

• Updated: May. 31, 2015, 12:03 p.m. |
• Published: May. 31, 2015, 11:03 a.m.
• Sara K. Satullo | For lehighvalleylive.com

When the South Bethlehem Neighborhood Center closed during the economic crisis,  Lehigh University knew it had to keep the after-school homework club alive.

The center and Lehigh were partnering to serve  Fountain Hill Elementary and  Broughal Middle schools students. Lehigh took over the program in March 2008 and hasn't looked back.

The university hosts the club at three sites throughout South Bethlehem , serving a total of about 60 kids Monday through Thursday. Over the years, the club has grown into much more than a tutoring support service.

"It is really about the whole kid and the whole family," said Carolina Hernandez, Lehigh's director of community service.

Lehigh sends participants home with snack packs so they have food over the weekend, Greek students feed them dinner once a week and kids go on outings. The university's upcoming annual Great South Side Sale, a giant yard sale of student and staff belongings, benefits the homework club. It raised $19,500 last year.

"We stretch those (proceeds) out as much as possible," Hernandez said.

Hernandez is passionate about the success of the program. But even she was shocked by an analysis that showed the strides participants are making.

Of the 28 Fountain Hill students consistently participating in the club during this school year, 93 percent improved their reading scores. The other two students remained the same.

Seven students who were reading below grade level at the start of school were reading on grade level mid-year. Another seven that were below grade level improved by an entire grade level, although they weren't yet on grade level.

"That is a huge leap," Hernandez said. "That is pretty drastic for our kids. it is data we are really proud of."

The United Way of the Greater Lehigh Valley agrees.

Both Broughal and Fountain Hill are United Way community schools and the organization is now looking at ways to replicate the success with other schools, said Jill Pereira, director of education.

"It is absolutely remarkable," Pereira said. "...We are looking to fund programs that can demonstrate they have a positive impact on reading."

There is still more analysis to be done with the data but on first blush it looks very promising, she said. The United Way had created a higher education commission with Lehigh Valley colleges and is now working to find how to model Lehigh's success so it can be replicated.

"There is some special stuff happening with the homework club," Pereira said.

Students receive one-on-one tutoring with Lehigh students, many who are volunteers, and spend part of the session doing academic enrichment. Participating students are often recommended by the community school coordinators at Fountain Hill and Broghal.

Once a Bethlehem student joins, families often enroll siblings.

"We are really lucky in that we have been able to stay connected with the kids for many years," Hernandez said. Lehigh's fraternities and sororities rotate, providing dinner for the students once a week. They serve meals to the kids and play with them. The Greeks also send home snack bags for the students.

The club participants come on campus once a month for a parents' night out. The students get a fun themed night on campus while parents get a break. Some nights there are more Lehigh students than Bethlehem kids, Hernandez said.

"The relationships of our tutors with our homework club kids is something that is truly deep and meaningful," Hernandez said. "We care about our kids. We are invested in seeing our kids succeed."

Hernandez loves that the proceeds of the sale, which is Saturday, June 6, this year, is invested back into the community.

Sara K. Satullo may be reached at [email protected] . Follow her on Twitter @sarasatullo . Find Bethlehem news on Facebook .

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Homework Club

SME After-School Enrichment  

We are so excited to announce our After-School Enrichment program for Spring 2024 on SME campus. Enrichm ent classes will meet for 1 hour after school, starting the week of March  4th for a total of 8 weeks.

To Inquire: Send  registration form to   [email protected]  to confirm class availability and  receive information on payment.

Enrollment is open to all sme students!

Mondays 12: 45pm-1:45 pm

​ Chess Nuts : Advanced ​​

• ​Start Date: Monday, March 4th​

Chess Nuts brings chess to elementary schools in a way that is fun, exciting & educational. In this class student will be taught & shown games between chess-masters that are 15 moves or less. These games tend to be very fast-paced, compelling & informative. Every student receives a magnetic chess set & a special prize for participating in the class.

*In order to register, students must be familiar with the rules of chess - such as piece movement, check, checkmate & castling or have taken the Chess Nuts: Beginner class.*

Tuesdays 2:30pm-3:30pm

Break Through Sports​

• Start Date: Tuesday, March 5th ​​

​Breakthrough Sports’ experienced coaches focus on fundamentals, character development & growth mindset. students will embark on a transformative journey, building essential life skills & a lifelong love for sports. Breakthrough Sports provides a unique & memorable experience to all students as they strive to not only teach the "how" but the "why" for each sport. Each class will consist of the following a 10 min opening game, 10 min dynamic warm up, 20 min sport specific drills & skills and finishing with 20 min scrimmages & games.

Sports That Will Be Covered:

Flag football

Fitness games

Wednesday 2:30pm-3:30pm

Code Ninjas: Game Design​

• Start Date: Wednesday, March 6th ​​

​ Code Ninjas is the world’s largest & fastest-growing kids' coding franchise. Students will build a foundation of basic coding concepts such as loops & functions through making their own mini video games! During this class, students will have a blast creating backgrounds, characters, themes & worlds through a block-based visual programming environment. 

Recommended Grade Levels: 1st Grade-5th Grade.

Thu rsdays 2:30p m-3:30pm

​ Chess Nuts : ​​ Beginner

• ​ Start Date: Thursday, March 7th ​

​ ​ Chess Nuts teaches chess to students in a way that is life-enhancing & entertaining. All chess levels are welcome. Chess is a wonderful activity that teaches students about spatial relationships, planning for the future, logic, & how to handle winning & losing . In this course, students will be studying & learning from actual games between chess masters. Each student will receive a magnetic chess set & a medallion.

After-School Enrichment Schedule   ​

Week 1: March 4th-8th

Week 2: March 11th-15th

Week 3: March 18th-22nd

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Ebenezer Elementary School Drama Club ready for first musical production

"I love to perform," says Ebenezer Elementary School student Olivia Seman with a smile. "I love to really put on a show for people, and I just love to entertain people."

Seman, a fifth grader, is getting her chance to entertain thanks to Ebenezer Elementary and the school's new Drama Club.

This week, dozens of talented kids will take the stage and be in the spotlight as they put on four performances of the musical, "Seussical KIDS."

"None of them have ever done something quite like this before," said teacher and director Emily Pincofski. "But we've got dancers, people who sang and even gymnasts."

Pincofski wanted to share her love of the theatre with students. She went to school leaders with the idea of starting a drama club. Pincofski was given the green light and auditions were held back in the fall.

Soon after, young stars were born.

"We're hoping to get this off the ground this year and make it even bigger and better next year," Principal Tony Sikes said. "But we're hoping that a lot of our students will carry over and will take part and middle school plays and performances and in high school too."

While many kids their age are simply reading the works of Dr. Seuss, Ebenezer students like Tianna Coe, are bringing beloved characters like Horton the Elephant and the Cat in the Hat to life onstage.

"I'm very excited," said Coe. "I'm just so excited to perform and entertain people this weekend."

The first performance is Thursday, May 9 at 6 p.m. The kids will be back on stage Friday, May 10 at 7 p.m. and two shows are scheduled for Saturday, May 11 at 2 p.m. and 7 p.m.

Doors open 45 minutes before the show starts and concessions will be sold. Scan the QR Code below or Click Here to purchase tickets.

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Afghan student shares story of escape, survival & the hero who helped him on the way

High-school junior earns high honors in culinary, for pro swine handler, it’s all about family bonding, her dream: to sing on broadway , fifth-graders prepare for stem project with an animal visit, art plus stem = student-designed machines, library learning includes space, the eclipse and all things astronomical, book battle promotes literacy, teamwork  , high-schoolers share experience in ap african american studies with state board of education, red hawk rivals episode 2: ‘cornhole’, high school journalists provide behind-the-scenes look at news production, basketball team unites students, promotes inclusion.

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Service day prompts students to ‘choose your legacy’

Thornapple Kellogg — While pulling weeds at Spirit Park just outside McFall Elementary, freshman Reece Ritsema explained the story behind her T-shirt that read, “Choose Your Legacy.”

“Mr. Robinson talked a lot about legacy and always told us to ‘choose our legacy,’” she said. “To me, legacy is what you leave behind and how people see you in your future.” 

Designed by Thornapple Kellogg High School senior Laine Hinton and worn by all staff and students on this year’s service day, these shirts were a tribute to government and digital media teacher of 29 years, Jerry Robinson, who recently died after a three-year battle with cancer. 

Every year on service day, TKHS students learn different ways to give back to their schools and surrounding community, while also musing on how to leave a legacy.

Assistant Principal Amy Forman said almost 600 high schoolers volunteered at offsite locations this year. Groups of students ventured out into Middleville to place American flags on veterans’ graves at different cemeteries, pull weeds and clean up trash at Stagecoach Park, prepare the Crane Road ballfields for summer games and play bingo with residents at Carveth Village.

“Our goal is to give more students the opportunity to go off site for projects out in the community,” Forman said. 

Others chose to stick around the high school or work on projects at the middle school, McFall Elementary and the early childhood center. 

In high school classrooms, students made dog toys out of old t-shirts for a local animal shelter, sewed sleeping bags for unhoused individuals, decorated lunch bags for Kids Food Basket and IV bags tags for children at Helen DeVos Children’s Hospital. 

Senior Ainsley Parsons said she volunteered to paint kindness rocks, with colorful patterns or uplifting words, because “it’s a lot of fun to paint and spread kindness.” 

The painted rocks will be placed along the Paul Henry Trail to spread positivity to all those who walk past them. 

While pulling weeds in the garden behind the middle school, sophomores Avery Hagemann and Reese Lehman discussed why the work was important to them.

“Service day is about helping people who sometimes cannot help themselves and giving back to the community for everything they do for us,” Reese said.

Avery added: “The community gives so much to the schools and I think it’s important to give back so we can continue the cycle of giving to each other.”

Read more from Thornapple Kellogg:  • Students make their service personal • They sure do clean up nice

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Related articles, bond proposals approved to fund elementary renovation, facility upgrades, voters in multiple districts to decide school funding questions, operating millage up for renewal in thornapple kellogg.

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Schools turn to artificial intelligence to spot guns as companies press lawmakers for state funds

TOPEKA, Kan. (AP) — Kansas could soon offer up to $5 million in grants for schools to outfit surveillance cameras with artificial intelligence systems that can spot people carrying guns. But the governor needs to approve the expenditures and the schools must meet some very specific criteria.

The AI software must be patented, “designated as qualified anti-terrorism technology,” in compliance with certain security industry standards, already in use in at least 30 states and capable of detecting “three broad firearm classifications with a minimum of 300 subclassifications” and “at least 2,000 permutations,” among other things.

Only one company currently meets all those criteria: the same organization that touted them to Kansas lawmakers crafting the state budget. That company, ZeroEyes, is a rapidly growing firm founded by military veterans after the fatal  shooting at Marjory Stoneman Douglas High School  in Florida.

The legislation  pending before Kansas Gov. Laura Kelly highlights two things. After  numerous high-profile shootings , school security has become a multibillion-dollar industry. And in state capitols, some companies are successfully persuading policymakers to write their particular corporate solutions into state law.

ZeroEyes also appears to be the only firm qualified for state firearms detection programs under laws enacted last year in Michigan and Utah, bills passed earlier this year in Florida and Iowa and legislation proposed in Colorado, Louisiana and Wisconsin.

On Friday, Missouri became the latest state to pass legislation geared toward ZeroEyes, offering $2.5 million in matching grants for schools to buy firearms detection software designated as “qualified anti-terrorism technology.”

“We’re not paying legislators to write us into their bills,” ZeroEyes co-founder and Chief Revenue Officer Sam Alaimo said. But “if they’re doing that, it means I think they’re doing their homework, and they’re making sure they’re getting a vetted technology.”

ZeroEyes uses artificial intelligence with surveillance cameras to identify visible guns, then flashes an alert to an operations center staffed around the clock by former law enforcement officers and military veterans. If verified as a legitimate threat by ZeroEyes personnel, an alert is sent to school officials and local authorities.

The goal is to “get that gun before that trigger’s squeezed, or before that gun gets to the door,” Alaimo said.

Few question the technology. But some do question the legislative tactics.

The super-specific Kansas bill — particularly the requirement that a company have its product in at least 30 states — is “probably the most egregious thing that I have ever read” in legislation, said Jason Stoddard, director of school safety and security for Charles County Public Schools in Maryland.

Stoddard is chairperson of the newly launched National Council of School Safety Directors, which formed to set standards for school safety officials and push back against vendors who are increasingly  pitching particular products to lawmakers .

When states allot millions of dollars for certain products, it often leaves less money for other important school safety efforts, such as electronic door locks, shatter-resistant windows, communication systems and security staff, he said.

“The artificial-intelligence-driven weapons detection is absolutely wonderful,” Stoddard said. “But it’s probably not the priority that 95% of the schools in the United States need right now.”

The technology also can be costly, which is why some states are establishing grant programs. In Florida, legislation to implement ZeroEyes technology in schools in just two counties cost a total of about $929,000.

ZeroEyes is not the only company using surveillance systems with artificial intelligence to spot guns. One competitor, Omnilert, pivoted from emergency alert systems to firearms detection several years ago and also offers around-the-clock monitoring centers to quickly review AI-detected guns and pass alerts onto local officials.

But Omnilert does not yet have a patent for its technology. And it has not yet been designated by the U.S. Department of Homeland Security as an anti-terrorism technology under a 2002 federal law providing liability protections for companies. It has applied for both.

Though Omnilert is in hundreds of schools, its products aren’t in 30 states, said Mark Franken, Omnilert’s vice president of marketing. But he said that shouldn’t disqualify his company from state grants.

Franken has contacted the Kansas governor’s office in hopes she will line-item veto the specific criteria, which he said “create a kind of anti-competitive environment.”

In Iowa, legislation requiring schools to install firearms detection software was amended to give companies providing the technology until July 1, 2025, to receive federal designation as an anti-terrorism technology. But Democratic state Rep. Ross Wilburn said that designation was originally intended as an incentive for companies to develop technology.

“It was not put in place to provide, promote any type of advantage to one particular company or another,” Wilburn said during House debate.

In Kansas, ZeroEyes’ chief strategy officer presented an overview of its technology in February to the House K-12 Education Budget Committee. It included a live demonstration of its AI gun detection and numerous actual surveillance photos spotting guns at schools, parking lots and transit stations. The presentation also noted authorities arrested about a dozen people last year directly as a result of ZeroEyes alerts.

Kansas state Rep. Adam Thomas, a Republican, initially proposed to specifically name ZeroEyes in the funding legislation. The final version removed the company’s name but kept the criteria that essentially limits it to ZeroEyes.

House K-12 Budget Committee Chair Kristey Williams, a Republican, vigorously defended that provision. She argued during a negotiating meeting with senators that because of student safety, the state couldn’t afford the delays of a standard bidding process. She also touted the company’s technology as unique.

“We do not feel that there was another alternative,” Williams said last month.

The $5 million appropriation won’t cover every school, but Thomas said the amount could later increase once people see how well ZeroEyes technology works.

“I’m hopeful that it does exactly what we saw it do and prevents gun violence in the schools,” Thomas told The Associated Press, “and we can eventually get it in every school.”

Lieb reported from Jefferson City, Missouri. Associated Press writer Hannah Fingerhut contributed from Des Moines, Iowa.

Copyright 2024 The Associated Press. All rights reserved.

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Junior at Madison Comprehensive High School gets perfect score on 2 parts of ACT test

MADISON TOWNSHIP — A perfect score on any portion of the ACT test is cause for celebration.

But what about two perfect scores, which is what Samantha Myers achieved.

"There was a lot of yelling in my house," said Myers, a junior at Madison Comprehensive High School . "It was just me and my mom, but it was loud. It's the loudest my house has ever been."

The ACT is a standardized test used for college admissions. Myers recorded a perfect score of 36 in both math and science.

She also scored a 33 in reading and a 29 in English for a composite score of 34. The day after Myers learned her scores, she and her Academic Challenge teammates had a meet.

"They were shocked," Myers said of her classmates. "They were like, 'How did you get a 34?' I said, 'I don't know. I just walked in there.'''

Myers is ranked No. 1 in her class of 225 and is on pace to be the valedictorian next year.

"I'm just extremely proud of her work and what she represents at Madison," high school Principal Sean Conway said. "She's obviously a good student, but she's also a great person. She's kind to everyone she meets."

Board of education recognized Myers at monthly meeting

Conway says the school district wants to recognize achievements. Myers was honored at last month's board of education meeting.

The junior packs a lot into each day. Her course load includes College Credit Plus physics and pre-calculus. Myers also is president of the Spanish club and a member of drama club.

In addition, she participates in marching band, pep band and symphonic band. She plays French horn, mellophone and trumpet.

Outside of school, Myers works part-time three to five nights a week at the Domino's Pizza location on Ashland Road.

She obviously knows how to budget her time. Myers gets out of school at 2:30 p.m. and usually pulls a 4-9 shift at Domino's.

"That little gap is a lot of my crunch time," she said of doing homework.

Myers has a short list of colleges she would like to attend and plans to apply at some Ivy League schools as well. She is interested in computer science or computer engineering.

Myers looking at career in computers

"I like both math and science," she said. "That's why I think computer science will be a pretty good field for me."

Of math, Myers said, "It makes sense in my brain; it just clicks. I like knowing that there's a set answer and that there's a way to get there."

She said she enjoys science because it shows how the world works.

Myers said her love of math and science goes back to teachers at Mifflin Elementary School and continues with her high school teachers.

Summer will not offer much of respite for Myers, who will be involved in a couple of academic endeavors. She will take part in six weeks of Upward Bound, a college preparatory program for first-generation college students.

Myers also will spend two weeks in Spain as part of a pre-college program.

"She's a great representative of Ram Nation," Conway said.

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Out of the Centre

Savvino-storozhevsky monastery and museum.

Zvenigorod's most famous sight is the Savvino-Storozhevsky Monastery, which was founded in 1398 by the monk Savva from the Troitse-Sergieva Lavra, at the invitation and with the support of Prince Yury Dmitrievich of Zvenigorod. Savva was later canonised as St Sabbas (Savva) of Storozhev. The monastery late flourished under the reign of Tsar Alexis, who chose the monastery as his family church and often went on pilgrimage there and made lots of donations to it. Most of the monastery’s buildings date from this time. The monastery is heavily fortified with thick walls and six towers, the most impressive of which is the Krasny Tower which also serves as the eastern entrance. The monastery was closed in 1918 and only reopened in 1995. In 1998 Patriarch Alexius II took part in a service to return the relics of St Sabbas to the monastery. Today the monastery has the status of a stauropegic monastery, which is second in status to a lavra. In addition to being a working monastery, it also holds the Zvenigorod Historical, Architectural and Art Museum.

Belfry and Neighbouring Churches

Located near the main entrance is the monastery's belfry which is perhaps the calling card of the monastery due to its uniqueness. It was built in the 1650s and the St Sergius of Radonezh’s Church was opened on the middle tier in the mid-17th century, although it was originally dedicated to the Trinity. The belfry's 35-tonne Great Bladgovestny Bell fell in 1941 and was only restored and returned in 2003. Attached to the belfry is a large refectory and the Transfiguration Church, both of which were built on the orders of Tsar Alexis in the 1650s.  

To the left of the belfry is another, smaller, refectory which is attached to the Trinity Gate-Church, which was also constructed in the 1650s on the orders of Tsar Alexis who made it his own family church. The church is elaborately decorated with colourful trims and underneath the archway is a beautiful 19th century fresco.

Nativity of Virgin Mary Cathedral

The Nativity of Virgin Mary Cathedral is the oldest building in the monastery and among the oldest buildings in the Moscow Region. It was built between 1404 and 1405 during the lifetime of St Sabbas and using the funds of Prince Yury of Zvenigorod. The white-stone cathedral is a standard four-pillar design with a single golden dome. After the death of St Sabbas he was interred in the cathedral and a new altar dedicated to him was added.

Under the reign of Tsar Alexis the cathedral was decorated with frescoes by Stepan Ryazanets, some of which remain today. Tsar Alexis also presented the cathedral with a five-tier iconostasis, the top row of icons have been preserved.

Tsaritsa's Chambers

The Nativity of Virgin Mary Cathedral is located between the Tsaritsa's Chambers of the left and the Palace of Tsar Alexis on the right. The Tsaritsa's Chambers were built in the mid-17th century for the wife of Tsar Alexey - Tsaritsa Maria Ilinichna Miloskavskaya. The design of the building is influenced by the ancient Russian architectural style. Is prettier than the Tsar's chambers opposite, being red in colour with elaborately decorated window frames and entrance.

At present the Tsaritsa's Chambers houses the Zvenigorod Historical, Architectural and Art Museum. Among its displays is an accurate recreation of the interior of a noble lady's chambers including furniture, decorations and a decorated tiled oven, and an exhibition on the history of Zvenigorod and the monastery.

Palace of Tsar Alexis

The Palace of Tsar Alexis was built in the 1650s and is now one of the best surviving examples of non-religious architecture of that era. It was built especially for Tsar Alexis who often visited the monastery on religious pilgrimages. Its most striking feature is its pretty row of nine chimney spouts which resemble towers.

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The Unique Burial of a Child of Early Scythian Time at the Cemetery of Saryg-Bulun (Tuva)

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Pages:  379-406

In 1988, the Tuvan Archaeological Expedition (led by M. E. Kilunovskaya and V. A. Semenov) discovered a unique burial of the early Iron Age at Saryg-Bulun in Central Tuva. There are two burial mounds of the Aldy-Bel culture dated by 7th century BC. Within the barrows, which adjoined one another, forming a figure-of-eight, there were discovered 7 burials, from which a representative collection of artifacts was recovered. Burial 5 was the most unique, it was found in a coffin made of a larch trunk, with a tightly closed lid. Due to the preservative properties of larch and lack of air access, the coffin contained a well-preserved mummy of a child with an accompanying set of grave goods. The interred individual retained the skin on his face and had a leather headdress painted with red pigment and a coat, sewn from jerboa fur. The coat was belted with a leather belt with bronze ornaments and buckles. Besides that, a leather quiver with arrows with the shafts decorated with painted ornaments, fully preserved battle pick and a bow were buried in the coffin. Unexpectedly, the full-genomic analysis, showed that the individual was female. This fact opens a new aspect in the study of the social history of the Scythian society and perhaps brings us back to the myth of the Amazons, discussed by Herodotus. Of course, this discovery is unique in its preservation for the Scythian culture of Tuva and requires careful study and conservation.

Keywords: Tuva, Early Iron Age, early Scythian period, Aldy-Bel culture, barrow, burial in the coffin, mummy, full genome sequencing, aDNA

Information about authors: Marina Kilunovskaya (Saint Petersburg, Russian Federation). Candidate of Historical Sciences. Institute for the History of Material Culture of the Russian Academy of Sciences. Dvortsovaya Emb., 18, Saint Petersburg, 191186, Russian Federation E-mail: [email protected] Vladimir Semenov (Saint Petersburg, Russian Federation). Candidate of Historical Sciences. Institute for the History of Material Culture of the Russian Academy of Sciences. Dvortsovaya Emb., 18, Saint Petersburg, 191186, Russian Federation E-mail: [email protected] Varvara Busova  (Moscow, Russian Federation).  (Saint Petersburg, Russian Federation). Institute for the History of Material Culture of the Russian Academy of Sciences.  Dvortsovaya Emb., 18, Saint Petersburg, 191186, Russian Federation E-mail:  [email protected] Kharis Mustafin  (Moscow, Russian Federation). Candidate of Technical Sciences. Moscow Institute of Physics and Technology.  Institutsky Lane, 9, Dolgoprudny, 141701, Moscow Oblast, Russian Federation E-mail:  [email protected] Irina Alborova  (Moscow, Russian Federation). Candidate of Biological Sciences. Moscow Institute of Physics and Technology.  Institutsky Lane, 9, Dolgoprudny, 141701, Moscow Oblast, Russian Federation E-mail:  [email protected] Alina Matzvai  (Moscow, Russian Federation). Moscow Institute of Physics and Technology.  Institutsky Lane, 9, Dolgoprudny, 141701, Moscow Oblast, Russian Federation E-mail:  [email protected]

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