education guide

EducationA special supplement brought to you by guide

E2 / Times Herald www.timesherald.com Wednesday, January 29, 2014

Yellow Ribbon Programat Muhlenberg College

Under the Yellow Ribbon program, tuition and fees

are fully covered for veterans with 100 percent

eligibility under the NEW GI BILL. Muhlenberg College has

partnered with the U.S. Department of Veterans Affairs in

offering this scholarship which covers the difference between

the cost of tuition and the reimbursed amount provided by the

post 9/11 GI Bill, thereby covering 100 percent of the tuition for

eligible veterans.

–

The Wescoe School is proud to support the college experience for militarypersonnel and veterans. We recognize the important contributions you andyour family have made for our country and look forward to welcoming you toour campus. Contact our office to get started. Together we’ll planan academic path best suited to your professional goals.

“I have been a soldier for 11 years and have attendedseveral military institutions throughout the country.The support the Wescoe School staff provided me wasthe best I received anywhere. Additionally, I know thedegree I've earned will not only enhance my currentmilitary career, but eventually my civilian career uponmy retirement from the military.”– SFC USARMY Alejandra M. Castillo ’13

Bachelor’s of Business Administration with aConcentration in Human Resources Leadership

Ranked #1Liberal Arts Schoolfor Veterans – 2014

Muhlenberg College has been named the nation’s best

liberal arts college for veterans by U.S. News & World Report.Lewis & Clark College in Oregon and Hillsdale College in

Mississippi ranked second and third respectively. The new

rankings provide data and information on schools that offer

benefits, including tuition assistance, to veterans and active

service members.

Wednesday, January 29, 2014 Times Herald / E3www.timesherald.com

Arcadia pg.7Arcadia pg.15Baldwin pg.15ClassIChildcare pg.4CorpisChristy pg.15DevonPrep pg.9Eastern pg.13HolyCross pg.12ImaginationStation pg.12LaSalle pg.13Mulenberg pg.2PennChristianAcademy pg.9PSUValley pg.3RenaissanceAcademyCharter pg.11St.Titus pg.5Wyncroft pg.16

Table of Contents

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For the second consecutive year, the Norristown Award Program has chosen Class 1 Child Care, Inc. at 35 School Lane in Jeffersonville as “Best” in the child care classifica-tion.

This recognition is a result of exemplifying a positive image of small business through dedication, efforts and service to customers and the community.

Class 1 Child Care, Inc. has served the Jeffersonville and sur-rounding areas for the past 22 years, with the same dedicated owners and consistent staff. This year, Class 1 has earned a Star 3 rating, recog-nized for providing high quality early care and education. Class 1 Child Care, Inc. is building a strong foundation for children’s success in school and life.

Private – Licensed – Insured; Flexible schedules (full and part time); Open 7 a.m. to 6 p.m., Monday through Friday; Free Breakfast and snacks; Subsidy accepted; Member of NAEYC, PACCA and CACFP with current enrollment opportunities in our Infant Room.

Come see why our Teachers, Parents and Children are Happy!

Watch for our “Open House Star 3 Celebration”, coming this spring.

Editor’s Note: According to its website, the Norristown Award Program is an annual awards pro-gram honoring the achievements and accomplishments of local busi-nesses throughout the Norristown area.

The Norristown Award Program was established to recognize the best of local businesses in our com-munity. Our organization works exclusively with local business own-ers, trade groups, professional asso-ciations and other business advertis-ing and marketing groups. Our mis-sion is to recognize the small busi-ness community’s contributions to the U.S. economy.

Quality child are in a friendly atmosphere

By Mari-Jane WilliaMsThe Washington Post

Recess has taken a beating in recent years. Because of shirink-ing budgets and ever-increasing academic demands, playground time in many school districts has dwindled, seen as a frivolous luxu-ry. In some places, recess has been cut altogether, despite endorsements from the American Academy of Pediatrics and studies showing that recess not only improves children’s fitness, but

Children learn lessons other than games on the playground

The play’s the thingbenefits their social-emotional growth and academic performance.

But 14 public and charter schools in Washington, D.C. have overhauled recess dra-matically to make playtime a priority. Each of those schools has a Playworks coach who helps facilitate playground activities. A non-profit organization started in Oakland, Calif., in 1996, Playworks champions recess not only for its health benefits, but for the opportuni-ties it creates to teach children conflict resolu-tion skills.

“Yes, it gives kids the physical activity and the opportunity to play, but it’s also the social-emotional learning aspect of it,” said Nancy

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Barrand, a senior adviser for pro-gram development at the Robert Wood Johnson Foundation, which provides funding for Playworks. “It’s helping kids learn how to socialize, how to take turns, how to be able to wait, how to be able to compete without killing each other. It’s all the things that one learns from play. Sometimes it’s easier to learn those things from play than from reading a rule book and being told what to do.”

Susan Comfort, executive director of Playworks D.C., cited the American Academy of Pediatrics’s statement on recess from January 2012 and its empha-sis on the academic benefits of play, calling the policy statement a “grand slam” for Playworks’ efforts to get schools to make time for play. She hopes the AAP endorsement will help protect recess.

Playworks’ direct service pro-gram includes about 175,000 chil-dren at 380 schools in 23 cities. To participate in its direct service model, where the organization splits the cost of a full-time coach with the school, 50 percent or more of the students in a school must qualify for free and reduced lunch, Comfort said. Playworks also serves other schools, with children from all economic back-grounds, by holding training ses-sions to allow school staff to administer the program on their own.

The direct service program is about $65,000 a year per school, including teacher training, a “sur-vival kit” of equipment and a sti-pend for the coaches. The schools put up $29,000 of that, Comfort

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Comfort said. Playworks covers the rest of the cost.

Jill Vialet, chief executive of Playworks, started the organi-zation after visiting a school in Oakland for her job as the founder of the Museum of Children’s Arts.

Vialet was waiting for a meeting when the principal emerged from her office with three boys who had been unruly at recess. After dismissing the boys, the principal told Vialet that recess was a nightmare. Teachers didn’t want to be on the playground supervising, and they spent an excessive amount of classroom time deal-ing with problems that carried over from playground disputes.

The principal said, “Can’t you do something?” That princi-pal was joking (sort of), but Vialet ran with the idea.

“So much of how we talk about education is about serv-ing or helping kids,” Vialet said. “So little of what we talk about involves their agency, their choices, their leadership, their engagement.”

At the Playworks schools in the District, the coaches set up stations on the playground, varying the available games from day to day, and children can choose which ones they want to play. Coaches are play-ing with the kids the whole time, fully engaged in the games.

They don’t have to spend their time policing conflicts because the children are taught to use the game rock-paper-scissors to resolve disputes. And despite what you might think — yeah, we tried that with our kids at home and it was a disaster — the coaches and teachers say it’s like magic. The kids do rock-paper-scissors when they disagree about

whose turn it is or what game to play, and then they move on, no questions asked.

A study released in May by Mathematica Policy Research suggests that the Playworks model works. It found that teachers at Playworks schools reported 43 percent less bully-ing and exclusion than at non-Playworks schools. They also spent 34 percent fewer minutes getting children to settle down and get back to work after recess. And Playworks students spent 43 percent more of their recess time engaged in physi-cally rigorous activity than kids at schools without Playworks.

“It’s really been a game-changer for the kids,” said Jackie Jaffe, a second-grade teacher at Bruce-Monroe Elementary School at Park View in Washington. Jaffe was at Bruce Monroe before it

launched its Playworks pro-gram during the 2008-2009 school year, when Bruce-Monroe and Park View were consolidated into one school. They brought the program in to help build the new school com-munity, according to Rachel Hustedt, a Playworks program manager in the District. This year, the school is transitioning from having a full-time Playworks coach to managing the program with school staff, according to Comfort.

“We used to come back and I would spend 20 to 30 minutes of instructional time putting out the fires of whatever happened during recess time, because they had nothing else to do” but argue, Jaffe said. “Now we come back from recess and I don’t miss a second.”

So the kids at Bruce-Monroe come out for recess, line up to

hear the day’s games, and do a cheer before breaking apart to blow off some steam. They run around playing toilet tag (when you’re tagged you have to kneel, put your hand up, and remain frozen until someone comes by and “flushes” you), foursquare, soccer, jump rope or basketball.

If they don’t like the day’s options, they can ask the coach about starting another game. Or they can hang out and talk to a friend if they prefer. It’s not about telling the students what they have to do so much as organizing the playing field and then letting them choose what they want to do and how to resolve disputes when they come up.

The program also selects some older students to be junior coaches and help oversee recess. They get to wear special shirts and assist the recess

coach with set-up and organiza-tion of games. Sometimes, the kids are chosen because of their leadership skills. But often, it’s not the star students who get picked.

“We’ll pick a shy kid, or a kid that’s using their leadership in the wrong direction, as more of a bullying tendency,” Comfort said. “Giving them a responsi-bility and letting them lead games and teach other kids pos-itive behaviors and rock, paper scissors has a transformative effect on their own behavior.”

That is particularly true with shy children or those who are non-native English speakers, Comfort said. Learning how to be assertive and proficient with English on the playground can translate into classroom suc-cess, she said. It’s another way Playworks employees believe their program helps kids aca-demically, as well as physically and socially.

“If you’re going to ask them to decode letters and to add numerals, they need a brain break between those to operate at full brain capacity,” Comfort said. “Recess isn’t just to fight obesity or get kids moving. It’s not just to develop their social-emotional skills. It’s also criti-cally necessary if you’re going to have success in the class-room.”

Susan Ohanian, author of “What Happened to Recess and Why Are Our Children Struggling in Kindergarten?” agrees that free time to play — in addition to structured physi-cal education classes — is criti-cally important for children.

“They are under adult direc-tion all day long. Recess should be a time when they’re inde-pendent and able to draw on their own resources,” Ohanian said, recalling a rainy day in third grade when she went out-side and stood in the rain dur-ing recess. “The teacher told me to get out of the rain. I said, ‘It’s recess. It’s my time.’ ”

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Washington Post photo/Katherine FreyJohntae McFarland, Terrance Turner and Zanniyah Freeman do jumping jacks before recess at Amidon-Bowen Elementary School; studies show that recess not only improves children’s fitness but benefits their emotional growth and academic performance.


Tablets, such as those shown above, are another tool for learning.

By PHILIP ELLIOTTAssociated Press

WASHINGTON — Well before the cleanup from Superstorm Sandy was in full swing, students could read about the weather system that slammed the East Coast in their text-books.

Welcome to the new digital book-case, where traditional ink-and-paper textbooks have given way to iPads and book bags are getting lighter. Publishers update students’ books almost instantly with the latest events or research. Schools are increasingly

looking to the hand-held tablets as a way to sustain students’ interest, reward their achievements and, in some cases, actually keep per-student costs down.

“We must use technology to empower teachers and improve the way students learn,” said Joel Klein, a former New York City schools’ chief who now leads News Corp.’s educa-tion tablet program. “At its best, edu-cation technology will change the face of education by helping teachers man-age the classroom and personalize instruction.”

Schools shift from textbooks to tablets

News Corp. introduced their Amplify tablet during a breakfast Wednesday at the South by Southwest conference in Austin, Texas. Priced at $299, the 10-inch unit runs on a school’s wireless Internet system and comes with software for teachers to watch each student’s activi-

ties, offer instant polls and provide anon-ymous quizzes to gauge student under-standing.

Orders placed by June 30 will be ready for the start of the school year in the fall, officials at Rupert Murdoch’s company

Please see TABLETS on E8

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said, adding yet another plat-form for schools to consider.

Putting a device in every student’s hand is not a pie-in-the-sky dream. Some 2,000 schools already have part-nered with Google to use its lightweight Chromebooks, which start at $199. Some 20 million students and teachers are already using them, com-pany officials said.

And a study from the Pew Research Center’s Internet and American Life Project found that more than 40 per-cent of students or teachers use some sort of tablet in their Advanced Placement and National Writing Project classrooms.

“When you think about it, these are A.P. classes and National Writing Project classes, and 4 in 10 say they are using these devices,” said Kristen Purcell, associate director for research at Pew Research Center’s Internet and American Life Project. “That’s 6 in 10 who aren’t using them. We still have a lot of room for growth.”

In coming years, growth seems to be the norm.

Christine Quinn, the speak-er of the New York City Council, has suggested replac-ing textbooks — they cost the city $100 million a year — with tablets. Schools in Los Angeles last month allocated $50 million to start buying tablets for every student; the project is expected to cost $500 million by the time it is completed. Schools in McAllen, Texas, distributed 6,800 Apple tablets last year at a cost of $20.5 million.

But it’s not just the biggest school districts making the shift. The Eanes Independent School District in Austin is

distributing more than 2,000 iPads to every student, from kindergarteners to high school seniors. The cost: $1.2 million.

Students, unlike some of their parents, aren’t blinking.

“The biggest challenge is that they’re growing up as digital natives, but when they get to the school door, they have to leave that at the door,” said Scott Kinney, who trains teachers on how to use Discovery Education’s prod-ucts, which work on various platforms. “Kids are very comfortable with these things, so why aren’t we reaching them in a way that’s most ben-eficial to students?”

Discovery, the top digital content provider to U.S. schools, recognizes its poten-tial to keep students interest-ed with the most up-to-date material. For instance, it updated its science lessons for students in grades six through high school to incor-porate Superstorm Sandy within weeks of its making

landfall.Students traced the path of

the storm using digital maps, compared the changes in barometric pressure with wind speed and proposed cleanup plans for the region — even while cleanup crews were still working.

That fast turnaround is one of the main advantages of shifting to digital textbooks. So, too, are their language functions. For instance, a stu-dent working on his home-work with a parent who isn’t fluent in English can switch to Spanish. The textbooks can toggle between languages so students who aren’t native speakers can check their understanding.

Another advantage: the digital books’ cost. Discovery’s lessons — branded “Techbooks” that run on lap-tops, desktops, iPads or other tablets — run between $38 and $55 per student for a six-year subscription. The aver-age traditional textbook is $70 per student.

More than a half-million students are using Discovery’s texts in 35 states on various platforms.

But technology doesn’t guarantee success.

“If the teacher doesn’t know how to use it, obviously it’s not going to make much difference,” said Mevlut Kaya, a computer teacher at Orlando Science Schools, a charter program that offered each student a leased iPad if he or she achieved a 3.5 grade point average.

In classrooms at the pri-vate Avenues: The World School in New York City, stu-dents at all levels receive an iPad and then receive an iPad and MacBook Air in middle school. The school doesn’t buy textbooks and, in most cases, teachers automatically send students their reading and homework assignments over the school’s wireless Internet network.

It’s a system that’s normal for students, who often already have mastered the technology.

“They live in the world where they have these dis-tractions, where they have an iPad on their desk or a smart-phone in their pocket,” said Dirk Delo, the school’s chief technology officer.

That’s not to say there should be an instant shift, even technology evangelists warned.

“All too often, the technol-ogy programs I observed seemed more focused on bells and whistles, gadgets and giz-mos, than on improving learn-ing,” Klein said. “And in many school districts, teachers have been handed technology they either don’t think is effective or don’t know how to use. The last thing we need is just another pile of unused laptops in the back or the classroom.”

TABLETSFrom Page E7

AP Photo/Bebeto MatthewsAdam Cohen watches as his son Marc, 5, uses a tablet at their home in New York.

Our region is fortu-nate to have several superior academic insti-tutions to help local adults pursue the goal of completing a bachelor’s degree or obtaining a major certificate or teacher certification. If you are hoping to contin-ue your education, be sure to include Muhlenberg’s Wescoe School in your research.

Our students appreci-ate the warm and caring learning environment our small classes pro-vide.

The flexible and diverse course schedules allow our students to work around their family and career commit-ments. Many degrees can be earned while tak-ing evening and week-end classes.

The Muhlenberg College campus is conve-niently located in the heart of the Lehigh Valley in Allentown, PA. We invite you to our friendly campus to meet with an academic advisor. You may also elect to sit in on a class with other adult students. Our staff will work with you to review transfer of credit, course selection, financial aid, military education bene-fits and more.

Get started today. Advisement sessions may be scheduled week-days, weeknights and Saturday mornings: 484-664-3300 or [email protected].

Wescoe School of Muhlenberg helps adults reach goals


Devon Prep Eighth Grader Akul Naik of Phoenixville recently won Devon Prep’s Middle School Geography Bee, a challenging test of geo-graphic knowledge conducted by the school’s Geography Teacher Mr. George Beothy. Eighth Grader William D’Amico of Media took second place and Eighth Grader Thomas Brower of Kimberton took third in this year’s competition.

At Devon Prep the Geography Bee includes 6th, 7th and 8th grade students answering questions of a geographic nature. These questions might include: Which country has the world’s largest Muslim popu-lation—Indonesia or Mexico? (Indonesia); What is the term for a part of an ocean or sea that cuts far into the bordering landmass and may contain one or more bays? (gulf); or To visit the ruins of Persepolis, an ancient ceremonial capital of Persia, you would have to travel to what present-day country? (Iran). If a student answers a question incorrectly he is eliminat-ed. The winning question in Devon Prep’s recent Geography Bee was Where is the Taklamakan Desert

located?. Naik knew the answer to be China.As the Geography Bee winner Nail will take the

written qualifying test for the state competition. The top 100 students (based on qualifying test scores) will then represent their schools and compete in an oral competition at the state level. In May the state win-ners will compete in the national finals for scholar-ships in the amount of $25,000, $15,000 and $10,000.

The National Geographic Bee is administered on a not-for-profit basis by the National Geographic Society. The contest, for students in grades four through eight, is designed to encourage teachers to include geography in their classrooms, spark student interest in the subject, and increase public awareness about geography.

Devon Prep is a small, private, Catholic, college preparatory school for young men in grades six through 12 conducted by the Piarist Fathers. The school is located on a 20 acre campus on North Valley Forge Road in Devon, Chester County. Devon Prep will administer a Ninth Grade Practice Entrance

Exam for seventh graders on Sunday, April 27 from 8 – 11 AM. The school will also host a Spring Open House on Sunday, April 27, from 9 – 11 AM. For more information call 610-688-7337 or visit www.devonprep.com or www.facebook.com/devonprep.

Eighth Grader Akul Naik, left, of Phoenixville took first place in Devon Prep’s Middle School Geography Bee. eighth grader William D’Amico of Media, center, took second place and eighth grader Thomas Brower of Kimberton took third.

Devon Prep 8th grader wins geography bee

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Penn Christian Academy has been partnering with families in the area to educate their children for nearly 50 years! Located conveniently on Germantown Pike in East Norriton, the 11-acre campus boasts 3 class-room wings, a gymnasium, play-grounds, and a number of athletic fields.

Classes are offered for students from 3 years old all the way through 8th grade. In addition to the tradi-tional subjects, the Academy stu-dents enjoy special classes in Physical Education, Music, Art, Library, Computer Science, and even Spanish from kindergarten on up!

Also offered are a full range of athletics including: soccer, volley-ball, basketball, cheerleading, lacrosse, baseball, softball, and track.

Extracurricular clubs also offered are: drama, band, praise team, praise dance, science, math, art, yearbook, and robotics. Penn Christian Academy’s motto is “developing skills to last a lifetime and character to last for eternity.”

PCA offers families a seamless blend of top-notch academics with small class sizes to help children flourish. Caring, degreed classroom teachers blend the most up-to-date teaching strategies with biblical inte-gration in every subject area.

Recent TerraNova standardized test scores showed across the board the excellent education that is being provided to the students.

For example, 87, 89, and 90 per-cent of PCA’s kindergarten students scored at or above the 90th percentile in Reading, Language, and Math respectively.

Penn Christian Academy employs the Wilson method to teach the build-ing blocks of reading in such a way that every child can learn smoothly — even those with learning differ-ences.

In fact, the 1st grade class average in Reading was at the 93rd percen-

tile! Another exciting finding was that in all elementary grades, actual achievement levels on the TerraNova were significantly higher than the levels that were predicted by the InView student aptitude tests!

Not only does Penn Christian Academy feature fabulous Early Childhood and Elementary pro-grams, but the Middle School grades prepare students for a strong transi-tion into any high school.

Science classes offered include Earth, Life, and Physical Sciences. Math tracking is also in place with the top-tier students completing high school level Algebra 1 and Geometry prior to 8th grade graduation.

The TerraNova scores again were amazing! In 6th grade, 100 percent of the class demonstrated moderate mastery and above in Science and Language Arts! Ninety-three per-cent of them showed the same level of mastery in Math and Social Studies. For 7th grade, 86 percent displayed moderate mastery and above in Math. Quite impressively, 100 percent of the class demonstrat-ed moderate mastery and above in Science, Social Studies, and Language Arts!

For the 8th graders, 85-92 percent of the class showed moderate mas-tery and above in all subjects! In each grade, a majority of the class actually demonstrated a high mas-tery level across the board!

Penn Christian Academy is a place where students can thrive academi-cally, socially, and spiritually as they learn in a “peaceful, loving, and kind” environment being taught by skilled professionals who are weav-ing godly truths into every subject area. Before and after school care is also available.

Check out www.PennChristian.org for more information.

Penn Christian Academy scores high marks in education and preparation

The Imagination Station, Inc. opened in October of 2001. It is owned and operated by Kim Steiner. We are a small facility of 35 children. We have four classrooms ranging from Infants up to Pre-Kindergarten. We have low teacher turnover, with two of our teach-ers being here since we have opened.

Our mission is to provide a relaxed and caring learning environment. Our highest priority is to focus on the devel-opment of self esteem, confidence, and a love of learning. Throughout the day, children will have the opportunity to manipulate ideas and materials in creative ways. We promote cognitive,

physical, and social-emotional growth. We have a music program at our

center once a week. The Township Library comes to visit at least three times a school year. We have a petting zoo come to visit annually.

We also have an annual Halloween Parade in which parents are welcome to attend. We also have one special event each month, from tye-dye days, serving breakfast for lunch, silly sock day, inside-out day, to pajama day, etc.

Imaginiation Station: 111 Matsonford Rd, Conshohocken, PA 19428; Phone:(610) 527-1606

Imagination Station provides relaxed and caring learning environment for children

In its more than 100-year his-tory, Penn State Lehigh Valley has continued to grow and change to meet our students’ needs. Our campus offers multi-ple pathways for you to earn your Penn State degree and pro-vides a dynamic, fun, and sup-portive environment in which to do it. From cutting-edge science and engineering labs where stu-dents conduct undergraduate research, to new art and music spaces that let creativity soar; from world-class faculty mentors to world-wide travel opportuni-ties, and a myriad of student activities and athletic teams, Penn State Lehigh Valley offers the value of a big university in a small-campus setting.

In addition to offering the first two years of more than 160 Penn State degrees, our campus now has six bachelor’s degrees that can be completed right here in

the Lehigh Valley – including the most recent additions, Corporate Communication and Rehabilitation and Human Services – with more on the horizon.

Penn State Lehigh Valley puts a strong emphasis not only on the academic journey, but also on your future career. We work closely with students to find meaningful internships and to prepare them to find a job after graduation. In fact, The Princeton Review recently named Penn State #1 in Best Career Services in its 2014 “Best 378 Colleges” publication.

There is much to learn about the opportunities that await you at Penn State Lehigh Valley. We enthusiastically invite you to visit our campus, speak to our faculty, staff and students, and discover why WE ARE…Penn State proud in the Lehigh Valley!

Penn State Proud in Lehigh Valley


Keeping their stu-dents’ attention the week

before Christmas can be trying for some teachers, but Devon Prep Teacher Mrs. Annette Loutrel didn’t have that problem with her eighth grade science classes recently. She had them creating beauti-ful silver ornaments to demonstrate a practical application of an oxidation - reduction chemical reaction.

“What we did was mimic the process used to produce a mirror in a glass ornament,” Loutrel

explained. “So they created a silver orna-ment to bring home for their Christmas

trees.”The 13 and 14 year

olds boys

Devon Prep 8th graders use chemistry to create holiday decorations

Devon Prep Eighth Grader Jacob Pabia of Phoenixville was the first in the class to complete the experiment.

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Devon Prep Eighth Grader Thomas Brower of Kimberton measures the necessary chemicals to make a silver ornament.


combined four solutions (dextrose, sil-ver nitrate, ammonium nitrate and sodium hydroxide) in a glass ornament ball and swirled it around. After a short time a thin lustrous silver coat-ing began to cover the inside of the ornament. After drying overnight they were ready to be placed on Christmas trees.

In an earlier class the eighth grad-ers also made crystal ornaments in various holiday shapes with pipe cleaners and a solution of water and borax.

Jacob Pabia of Phoenixville was the

first one in his class to complete the silver ornament project. “It wasn’t hard to do as long as you followed the procedure,” he said. “When it was done the ornament looked pretty good.”

Devon Prep is a private, Catholic, college preparatory school for young men in grades six through 12 conduct-ed by the Piarist Fathers and located on the Main Line. The school, which sits on a 20 acre campus in Devon, enrolls nearly 300 students from the five county Philadelphia area.

Devon Prep will administer Scholarship / Entrance Exams on Sunday, January 26 and Saturday, February 1 beginning at 8:30 AM. For more information contact the Admissions Office at 610-688-7337, email [email protected], or visit www.devonprep.com.

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Devon Prep Science Teacher Mrs. Annette Loutrel of Fairless Hills explains to Eighth Grader Jacob Snyder of Collegeville that he must swirl the chemicals around the glass orna-ment in order to completely coat it.

Devon Prep Eighth Grader Gus Thompson of Devon pours the chemicals into the glass ornament that will make it silver.

Holy Cross Regional Catholic School Pre K – Grade 8

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Each day begins with socialization time where the children can be creative and prob-lem solve while exploring the centers of engag-ing toys and props.

During this time the teachers are observing and on hand to model good interpersonal rela-tionships.

The day also consists of group time where children learn to take turns and listen and

respond to their teacher’s questions. This approach also gives each child a chance to share their thoughts in a group setting.

The emergent curriculum is based on the fundamentals of critical thinking, problem solving, creativity and collaboration. Skills to prepare children for the elementary years are presented at each level and the teachers take time to work with the children one on one.

The daily curriculum also includes math, lit-erature, science, music, gym and computer

skills. Fun and imaginative activities are planned throughout the year to captivate chil-dren’s interests.

This year the children have enjoyed fall fest, Polar Express party, hibernation celebration and are looking forward to a 100th day cele-bration.

The teachers at Saint Titus are state certi-fied and committed to a faith based education to ensure your child reaches his/her full poten-tial in every aspect of his/her life. They pro-mote autonomy in a safe, loving environment where every child feels secure to take chances and become the best version of themselves.

Saint Titus teachers believe that every young learner is motivated by self-awareness and curiosity and the children are given oppor-tunities every day to explore many paths to achieving success.

St. Titus Preschool focuses on developing whole childFYI

St. Titus Preschool3000 Keenwood RoadEast Norriton, PA 19403Pastoral Office Phone: 610-279-4990

Eastern University’s RN to BSNprogram offers a caring learningenvironment, with talentedfaculty, all in a cohort modelwhere students thrive.

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End-of-Life Trained(ELNEC)

Wednesday, February 12th, 7-8:30 pm

By EmiliE RuschThe Denver Post

COMMERCE CITY — In the pasta aisle of the grocery store, Maile Diaz sur-veyed her options.

In the 6-year-old’s hands was a shop-ping list she wrote out before she and her father left home.

“This one is $1,” Paolo Diaz said, pointing to a box of spaghetti on sale at 10 for $10. “This one is $2.99. Which one should we get?”

“This one,” Maile said, selecting the less expensive of the two.

It may not have made for the speediest shopping trip, but for the Diazes, grocery shopping is about more than restocking the pantry.

It’s a weekly opportunity for Diaz to start teaching his daughter, in first grade, how to manage and spend money wisely.

“More than anything, I want her to know she needs to be responsible when she grows up so she doesn’t go through what I did when I was in college,” he said.

In college, Diaz maxed out three cred-it cards and ended up going through credit counseling after seeing an ad on TV. The agency consolidated his debt, some $8,000-$9,000, and it took him five or six years to pay everything off.

“I don’t want her to fall into that trap,” he said.

Parents like Diaz play a critical role in making sure their children have the financial know-how to navigate the world as adults, financial education experts said.

According to a 2013 survey sponsored by TCF Bank, though, 90 percent of teen-agers felt they weren’t learning every-thing they needed to know about money management.

In Colorado, the basics of personal finance — planning, saving, credit, debt, risk management and insurance — are now part of the curriculum for all grades K-12.

But experts said it’s at home, not the classroom, where children get the real-life experience with money they need to succeed as adults.

“In my opinion, it’s one of the most valuable lessons we can teach our kids,” said Rich Martinez, chief executive offi-cer of the Young Americans Center for Financial Education. “All the way up

until we leave this world and die, every day we’re making some kind of financial transaction.”

“A lot of parents are embarrassed with what they’ve done with their finances,” he said, “but it’s essential [that] parents get involved.”

Kim Curtis of Denver began schooling her daughter, Arden Gehl, 15, in personal financial literacy as soon as Arden knew what money was.

They started with a savings account at age 5.

When Arden turned 14, she got a debit card through Young Americans tied to her monthly allowance, money meant to cover her personal expenses — clothing, entertainment, trips to Starbucks.

At the end of the year, she and her parents reviewed how she had spent her money — and promptly decided it was time to have a family meeting about bud-geting, Curtis said.

“She could be a shareholder at Red Mango,” Curtis said, referring to the fro-zen-yogurt company.

“I was shocked at how much I spent,” Arden said. “Because you’re not holding money in your hand, you don’t realize how much you’re spending. I had gone to a coffee shop in the morning, Starbucks at lunch and another coffee shop after school. I didn’t realize I had gone to a cof-fee shop three times in one day. I could have saved money.”

Her parents cut off her allowance until she went through a budgeting exercise and set some savings goals, Arden said.

Now, she has to put 20 percent of her allowance into savings every month. Her goal is to buy her mom’s car, a 13-year-old Volvo, after she gets her driver’s license.

This year, she also has to pay a per-centage of her cellphone bill and part of the increase to the family’s car insurance now that she’s driving.

Curtis leads a Denver wealth-manage-ment firm but said you don’t need to be a financial planner to teach kids about money.

With her children, it hasn’t been a smooth process — a few family meetings admittedly have ended with Arden storm-ing out — but Curtis said what’s impor-tant is being intentional and meeting your kids where they are developmentally.

“It’s up to (Arden) to make trials and errors for herself when the mistakes are small and recoverable versus when she’s out on her own,” Curtis said.

“When you think about financial liter-acy, it’s economic self-defense,” she said. “Money skills — saving and spending and charity — that’s our armor to prepare Arden and our son for life’s challenges. It makes them less vulnerable. If we don’t do that, who will?”How to teach kids money sense

Personal finance can be a challenging subject for adults to master, let alone teach their children. Two local experts in financial education offered tips on how to get started.

Instill a saving habit early. Martinez recommends opening a savings account for your child and making regular visits together to the bank to deposit money, even if the amount each time is small. Set an achievable savings goal based on your child’s age — for a very young child, it may just be enough money to buy a piece of candy, but it’s about making saving money a habit, he said.

Give your child the resources to prac-tice. Many parents ask Martinez about an allowance. He says each family should decide what it can afford and whether the money should be tied to chores or not. But, he said, “You can’t teach them about money without giving them some.”

Be honest with your kids, and talk to them about your budget. For young kids, it can be as easy as talking about how much groceries cost. Martinez said it’s important to put things in context for kids. His children knew from a young age how much the family’s mortgage pay-ment was, as well as what their house-hold income was.

Involve your children in personal finance from an early age. Go to the gro-cery store together and talk about unit cost or consider giving your older child an allowance. Kids need real-world, per-sonal application of the financial con-cepts you want them to learn, McGrigg said.

Set a good example. “You can tell your kids that money is for three things — sav-ing, spending and sharing — but unless they see you doing that, the lesson prob-ably isn’t going to sink in,” she said.


Parents play important role in personal finance education

Our school is dedicated to providing your child with intellectual growth, explora-tion and enrichment of skills and talents, and a strong foundation of their Catholic faith and identity. State of the art technology and dedi-cated teachers create a dynamic learning environ-ment. A wide variety of activities are offered to inspire each child to pursue his/her interests, as well as encourage teamwork.

We are proud that our students continually achieve high academic standards and are well prepared for enter-ing high school. Together, with our strong family com-munity, we are dedicated to providing the best faith-based educational program we can provide for our chil-dren.

Holy Cross Regional Catholic School offers a qual-ity education from Pre-Kindergarten through eighth grade. We offer:

· A full day Kindergarten program that is convenient for working parents

· An affordable after school CARES program

· A strong foundation of the Catholic faith and identity

· Excellence in academics· Extracurricular activities· Integration of technology

into the curriculum· A nurturing environment· A Pre-K program that

develops cognitive and social skills

Holy Cross Regional Catholic School serves the educational needs of Sacred Heart and Saint Eleanor Parish as well as those of neighboring parishes.

Holy Cross strives to provide growth and enrichment


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For a tour and to learn more about Corpus Christi,Call Barb Casee at (215) 368-0582.

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