In recent years, graduate admissions have become increasingly competitive. To ensure that members of the military have a competitive edge, the best possible instruction and materials are essential. We feel that our course format and exceptional instructors provide our students with the best preparation for expanding their educational opportunities.
All members of the military will be granted ongoing discount rates on our LSAT, GRE, SAT, and GMAT courses when enrolling in one of our regularly scheduled classes. These class schedules can be found on http://www.powerscore.com.

The new discounted rates are as follows:

$200 off our full-length LSAT course
$100 off our full-length GMAT course
$50 off our weekend GMAT course
$50 off our GRE course
$50 off our full-length SAT course*
$50 off our virtual LSAT course

To enroll and receive discounts members must call PowerScore at 1-800-545-1750 and mention the Military/Veterans Discount, then provide us with a valid proof of service.
Proof of Service can include a faxed copy of military I.D. card for active duty, reserve, or retired, a DD-214 form (official discharge papers), or an American Legion or VFW membership card.

*Children of military members, as well as the members themselves, are eligible for the Full Length SAT class.

*A $50 discount is also available for all military family members enrolling in one of our SAT Full-Length courses. For the SAT discount, please call us and mention the Military Immediate Family Discount.

Do a search for KIPP schools on YouTube and check out the series done by Hedrick Smith on alternative schools. Is Columbia ready for change?

“The $100 training fee per participant may be paid either by the teacher, the school or the district. The remainder of the fee is covered by the legislative appropriation from the state of SC. The $100 fee helps to ensure “buy-in” from all parties. ”

Beth also said that with respect to a district-wide implementation of the model:

“Yes, Schools Attuned can be seen in several district-wide implementations around the country and in Canada. You raised a good point regarding “power struggles,” however, the best way to avoid this is to ensure that the program is “person proof.” In other words, we encourage any district that adopts the program to ensure that adoption is not solely driven by 1 person. The program should be voluntary and blessed by the Superintendent as well as various other administrators in both the district office and at the building level. For the superintendent who wishes to start a district initiative we might suggest allowing the All Kinds of Minds staff to come in and do a presentation for a key group of administrators and lead teachers. Once these lead teachers “buy-in” the superintendent’s job of adopting the program district-wide becomes easy. The educators will voluntarily choose to go and typically become advocates for the program at the grass roots level. Another strategy that has worked extremely well is to set up an application for those who wish to attend the training. This ensures that only the teachers who really want to be there go and in-turn will then create energy around the program. In some of our school districts teacher incentives (administrative promotion, CEUs, and merit raises) have been incorporated into the district’s philosophy and processes.”

For those who would like to learn more about these ideas, we are happy to relay the questions. But if you’d like a more personal answer, please feel free to call All Kinds of Minds directly at 919.933.8082 extension 2135 or 2231.

Who pays the $100 training fee - the district? individual teachers? or outside funders?

What has been the experience of getting teacher “by-in” on either the building-by-building or even district level. Has there ever been a district-wide implementation of the model, and if so, can you describe the power challenges that were involved. We know that new programs can meet with resistance from teachers and union representatives, especially if the new programs seem threatening. What would you suggest to a school superintendent if he or she wanted to implement the program district-wide?

LEARN about Darfur and the world’s other most urgent crises. Talk to friends, and co-workers about these crises and what we can do to help end them.

GIVE an individual - or family - donation to humanitarian, human rights, or advocacy organizations. Attend a fundraiser in your community. Can’t find one? Organize one!

WRITE LETTERS to your representatives to take specific actions for Darfur and other crises. Sign or start a petition calling for accountability by those responsible for genocide and other crimes against humanity

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ACT locally to end injustice everywhere. Visit city and county council members, state and national representatives and push for more action.

Question: What are the differences between the two programs and why Columbia College has chosen AKOM over UDL?

Response: Schools Attuned and Universal Design for Learning represent two approaches for thinking about teaching and learning toward the goal of increased success for students. Based on the core belief that students learn differently and that students bring unique strengths and weaknesses to the learning experience, both programs provide educators with knowledge and tools to better understand and meet the diverse needs of learners.

 

Schools Attuned is a strengths-based program founded on a core philosophy and a neurodevelopmental framework that provides a lens for understanding learning and learners. Based on research from the educational and scientific fields, this framework describes eight neurodevelopmental Constructs and their associated Functions that affect school performance. By using this lens to understand their curriculum, instruction, and student’s learning profiles, Schools Attuned teachers are prepared to make decisions about the accommodations and interventions needed for students to succeed.

 

Universal Design for Learning provides teachers with a framework for using assistive technology to increase opportunities for learning by eliminating barriers for all students, especially those with disabilities. This research-based approach describes three interconnected networks across which learning is distributed - the recognition, strategic and affective networks. Through the use of flexible curriculum methods and materials, UDL prepares teachers to develop classwide learning goals, create individualized approaches based on student need for reaching those goals, and effectively measure student progress.

 

While these two programs share many features, they differ in focus and level of specificity. Schools Attuned provides a specific framework for describing learning that enables teachers to make decisions about curriculum and instruction and how to meet the needs of struggling learners. The principles of Universal Design for Learning are focused on using technology to create classroom environments that maximize opportunities for learning, particularly those with disabilities.

Question: What extent does All Kinds of Minds integrate educational technology in the development of learning curriculum?

Response: Because we understand that learners learn best in different ways, when teachers participate in the Schools Attuned Program, we integrate many different types of classroom and post-course experiences. It’s carefully mixed to appeal to different learning profiles and to keep the participants engaged. Some of the curriculum makes use of technology, while some of it employs the various ways that adults learn in face-to-face settings. As an example, online course modules are available covering a number of different topics that the participant can match to the needs of the school or his/her needs as a classroom teacher. These online modules incorporate reading, sound, and a number of other techniques that make the online work interesting.

 

We will soon launch a professional learning community, which relies on the Internet to connect Schools Attuned participants from around the globe. This use of technology facilitates the sharing of experiences with our program and peer-to-peer learning on topics that the participants choose, and is intended to augment program sustainability and support the notion of lifelong learning about learning.

 

There are a number of ways we plan to use technology to enhance learning, with new tools and services already under development.

Question: What is the cost and time required to train teachers on bringing the All Kinds of Minds Curriculum to schools in SC? Is this plan integrated with the State Professional Development Plan?

Response: The Schools Attuned Program requires educators to attend a 35 hour course and then approximately 10 hours Schools Attuned in Practice. Due to an appropriation from the State of South Carolina, selected South Carolina public educators will be able to attend the program for a $100 registration fee. Educators will receive 60 renewal credits for completion of the Schools Attuned Program.

I am familiar with the work of Dr. Levine. I am also familiar with the work of the Center for Applied Special Technology (CAST) http://www.CAST.org in Massachusetts which has had great success in implementing a similar program called Universal Design for Learning (UDL). I am curious to know from Dr. Barringer, what the differences between the two program are, and why Columbia College has chosen All Kinds of Minds rather than Universal Design for Learning. A second question is to what extent does All Kinds of Mines integrate educational technology in the development of learning curriculum?
A third question is what is the cost and time required to train teachers on bringing the All Kinds of Minds Curriculum to schools in SC? Is this plan integrated with the State Professional Development Plan?

Thanks again for providing the opportunity to begin a discussion.

One item I was wondering about was new soldiers I have that come into my unit that have no combat experience or veteran status, are they eligible to still use the HomeFront Readiness program? I know it is geared for soldiers who have been deployed for a while, but some of these soldiers are right out of high school and could really use some extra skills.

And if this is available to them, could they use their GI Bill to pay for it?

Thanks.

Thanks for letting us know we are on the right track. Do you have anything you would like to see? I know Becca will be glad to research anything special anyone wants.

Or is this program just for us veterans who served overseas?

Thanks

-Phil

I am the First Sergeant for a Army National Guard Signal Brigade here in SC. I have several soldiers from my company deployed right now. The Homefront Readiness program will be a real benefit to them and other soldiers when they return.

Thanks for setting all this up!

-Phil