, Author at My Learning Springboard

Charlotte Kent

April 15, 2016

Raised in a diplomatic family, Charlotte Kent wandered across Europe with her parents, becoming fluent in French while attending the Lyçée Français, before settling in the United States to attend boarding school at Philips Academy Andover. She then pursued a “great books” education, receiving her BA in Philosophy and the History of Math in 2002 at St. John’s College in Santa Fe, NM. She worked for an art school and then ran the education division of a medical publishing company in New York before returning to graduate school in 2009. While pursuing her graduate work, she was a Fellow at The Writer’s Institute, working under Leo Carey (The New Yorker), John Freeman (Freeman, formerly of Granta), among others. She has written for both academic and general audience journals and magazines. In 2014, Charlotte completed a PhD in Comparative Literature at the CUNY Graduate Center on contemporary experiments in art writing.

Charlotte Kent, PhD, has taught at New York University, the School for Visual Arts, Mercy College, as well as CUNY’s The City College of New York and Baruch College. As a private tutor, she has worked with high schools students from around the world and across the NYC area through the college application essay and across diverse subjects, including all levels of French. Most of her work focuses on helping students improve their reading comprehension and critical writing across all subjects in preparation for papers, exams, standardized tests, and applications. Beyond her work tutoring in-person, Charlotte has worked via Skype and other collaborative tools with students who live abroad, move, or travel frequently with their families.

SAT Redesigned for Spring 2016

March 5, 2016 Brad Hoffman

The College Board redesigned the SAT in March 2016. Below is the complete explanation from the College Board about the changes.

The Basics

The redesigned SAT will first be given in spring 2016.
The SAT will be offered in print and, at selected locations, on computer.
There will be three sections: Evidence-Based Reading and Writing, Math, and the Essay.
The length of the SAT will be about three hours, with an added 50 minutes for the essay. Precise timing will be finalized after further research.
The exam will once again be scored on a 400- to 1600-point scale. The Evidence-Based Reading and Writing section and the Math section will each be scored on a 200- to 800-point scale. Scores for the Essay will be reported separately.

Eight Key Changes

The redesigned SAT will ask students to apply a deep understanding of the few things shown by current research to matter most for college readiness and success. They’ll find questions modeled on the work of the best classroom teachers and perform tasks practiced in rigorous course work. The SAT redesign is centered on eight key changes.

Relevant Words in Context

The redesigned SAT will focus on relevant words, the meanings of which depend on how they’re used. Students will be asked to interpret the meaning of words based on the context of the passage in which they appear. This is demanding but rewarding work. These are words that students will use throughout their lives — in high school, college, and beyond.

Requiring students to master relevant vocabulary will change the way they prepare for the exam. No longer will students use flashcards to memorize obscure words, only to forget them the minute they put their test pencils down. The redesigned SAT will engage students in close reading and honor the best work of the classroom.

Command of Evidence

When students take the Evidence-Based Reading and Writing section of the redesigned SAT, they’ll be asked to demonstrate their ability to interpret, synthesize, and use evidence found in a wide range of sources. These include informational graphics and multiparagraph passages excerpted from literature and literary nonfiction; texts in the humanities, science, history, and social studies; and career-related sources.

For every passage students read, there will be at least one question asking them to select a quote from the text that best supports the answer they have chosen in response to the preceding question. Some passages will be paired with informational graphics, and students will be asked to integrate the information conveyed through each in order to find the best answer.

Questions that assess writing skills will also depend on a command of evidence. Students will be asked to analyze sequences of paragraphs to make sure they are correct, grammatically and substantively. In some questions, students will be asked to interpret graphics and edit the accompanying passages so that they accurately convey the information in the graphics.

The redesigned SAT will more closely reflect the real work of college and career, where a flexible command of evidence — whether found in text or graphic — is more important than ever.

Math Focused on Three Key Areas

The exam will focus in depth on three essential areas of math: Problem Solving and Data Analysis, the Heart of Algebra, and Passport to Advanced Math. Problem Solving and Data Analysis is about being quantitatively literate. It includes using ratios, percentages, and proportional reasoning to solve problems in science, social science, and career contexts. The Heart of Algebra focuses on the mastery of linear equations and systems, which helps students develop key powers of abstraction. Passport to Advanced Math focuses on the student’s familiarity with more complex equations and the manipulation they require.

Current research shows that these areas most contribute to readiness for college and career training. They’re used disproportionately in a wide range of majors and careers. The SAT will sample from additional topics in math, but keep a strong focus on these three.

Problems Grounded in Real-World Contexts

Throughout the redesigned SAT, students will engage with questions grounded in the real world, questions directly related to the work performed in college and career.

In the Evidence-Based Reading and Writing section, reading questions will include literature and literary nonfiction, but also feature charts, graphs, and passages like the ones students are likely to encounter in science, social science, and other majors and careers. Students will be asked to do more than correct errors; they’ll edit and revise to improve texts from the humanities, history, social science, and career contexts.

The Math section will feature multistep applications to solve problems in science, social science, career scenarios, and other real-life contexts. Students will be presented with a scenario and then asked several questions about it. This allows students to dig into a situation and think about it, then model it mathematically.

Analysis in Science and in Social Studies

When students take the redesigned SAT, they will be asked to apply their reading, writing, language, and math skills to answer questions in science, history, and social studies contexts. They will use these skills — in college, in their jobs, and in their lives — to make sense of recent discoveries, political developments, global events, and health and environmental issues.

Students will encounter challenging texts and informational graphics that pertain to issues and topics like these in the Evidence-Based Reading and Writing section and the Math section. Questions will require them to read and comprehend texts, revise texts to be consistent with data presented in graphics, synthesize information presented through texts and graphics, and solve problems based in science and social science.

Founding Documents and Great Global Conversation

America’s founding documents — such as the Declaration of Independence, the Constitution, and the Bill of Rights — are all rather short, but they have inspired a conversation that endures today. Every time students take the redesigned SAT, they will encounter an excerpt from one of the Founding Documents or a text from the ongoing Great Global Conversation about freedom, justice, and human dignity. In this way, we hope that the redesigned SAT will inspire deep engagement with texts that matter and reflect not only what is important for college and career, but what is important for citizenship here and around the world.

No Penalty for Wrong Answers

The redesigned SAT will remove the penalty for wrong answers. Students will earn points for the questions they answer correctly. This move to rights-only scoring encourages students to give the best answer they have to every problem.

Written by: Editorial Team, My Learning Springboard, Inc.

10 Back-To-School Teacher Tips for a Successful School Year

February 14, 2016 Brad Hoffman

As an experienced educator who has been through more than two dozen back-to-school seasons, I have my own ideas about how to get a new school year off to a good start and keep it moving forward. Here are some quick tips for teachers at any grade level and in any location.

Get your personal life in order. Reduce your stress level by preparing for pre-service week by getting caught up with bills, mail, household projects and lingering issues. I have found it best to begin a new school year with an empty personal to-do list. That way, you can focus on the setup of your classroom or space.
Pre-order or shop early for materials. Avoid the crowds by purchasing any materials that you need for the start of school beforehand. During the summer time there are more bargains to be found at the teachers’ store and in educational catalogs, therefore it is wise to shop and save in July and August. I hate crowded stores and long lines so you won’t find me buying school and teaching supplies the first week back!
Be inspired by someone.Find a mentor, an instructional coach or author who moves you to expand and enrich your own practice. Talk, read. and or view DVDs or video clips to learn more about their ideas. Bring those ideas to life in your own classroom. Don’t be afraid to put your own twist on their thoughts.
Communicate early.Whenever possible make contact with students and families early on, even before school begins. Send a card, letter or e-mail if possible. A warm welcome goes a long way in building strong relationships where families feel valued, included and respected. Continue to provide multiple ways for you and your families to access each other so that sharing is ongoing.
Tidy up and get organized.No one likes to come back to a mess or piles of stuff. Organize your files and materials. Don’t be afraid to pitch old papers, books and resources that are dated and are no longer useful. It is a luxury to have empty space at the beginning of a school year…no doubt it will get filled up shortly. Also, develop systems for keeping track of data and documenting student progress.
Establish a positive classroom climate and learning environment. I like to say that I have a “no secrets policy” in my classroom. I continually and clearly communicate expectations to my students about their learning and behavior. Using rubrics and checklists ahead of time allows students to understand what you expect from them. If students know what you expect, they are better able to meet or exceed your expectations. By providing and maintaining a positive classroom climate, students are better able to take risks, feel safe and improve academically.
Try something new. Each year I like to expand my skill set or repertoire by adding at least one new program, routine, strategy or material to my current practice. This helps me to stay excited about teaching and learning. For example, last year I was focused on using more technology and used programs such as Wordle and Kidspiration to engage my students. This year I am planning to incorporate more suggestions from Words Their Way into my word study program as well as use an electronic grade book to document my students’ progress.
Get connected.Make a positive first impression with students and parents. Right from the beginning make sure your students and parents know that you are committed to their learning and that you care about them as individuals. Let them know that the work that occurs in your classroom is important and that you believe that everyone can succeed. Share with them that if a student needs help you will be there for them.
Build relationships.Get to know the people in your building, especially your teammates and colleagues. Work to develop professional learning communities where teachers and administrators can work together to break down obstacles that interfere with learning. Also be kind and appreciative to the secretaries and custodians in your building. They are invaluable resources, and you will likely need their assistance in the future.
Be reflective.Continually think about the work that you do with your students. The best instruction is deliberate and purposeful. Evaluate what is working and what needs change or enhancement. Make adjustments as needed and keep moving full steam ahead. Your students will benefit from your thoughtfulness and continuous expertise.

By Amy Shapiro, Reading Specialist and National Board Certified Teacher

Counseled Out From Private Schools

January 14, 2016 Brad Hoffman

We’re here to help any families whose children are being counseled out from their private schools.

Counseled Out and Managing School Disciplinary Issues

Watch this video on YouTube

For the most part, January and February are filled with excited anticipation for so many families who completed the fall application process for private schools. This process officially began in September, but most of our families began these planning conversations 6-18 months ago. Over that time period, families were engaged in school research and visits, interview preparation, test preparation, strategic planning, and networking as well as regular analysis and conversation about their experiences. While the process is naturally stressful, and many families feel unusually vulnerable, there’s comfort in the structure and process of this typical admissions season and families can thoughtfully implement a plan that serves to create options.

But just when those school application deadlines are closing for September spots, the second cycle of admissions is about to begin. This second cycle is subject to rolling admissions and moves at a much different pace from fall admissions. Families may be engaged in a later admissions process for any number of reasons, including relocation to NYC, a late decision to make a school change, or as a result of being “counseled out.” It’s this last reason that causes the most stress for families.

Private schools and being “counseled out”

Private schools of all shapes and sizes have counseled out families. The reasons vary from behavioral to academic to social. Sometimes parents anticipate this news because there’s been a long history of communication around the challenges, but more often than we’d like, parents find this news a shock having missed the warning signs. As a result, parents are often understandably upset, frustrated, and angry coming into the admissions planning process both because they resent being forced to make a change and because they fear there won’t be good options available at this late stage. But that’s not the case.

Although being counseled out is not their choice, families now have the opportunity to reframe the situation and to reassess their child’s educational needs and priorities:

What sort of learner do they have?
Is specialized instruction needed?
Do we need more data to inform decision making?
Would their child like to explore a boarding school option?
Would their child benefit from homeschooling or a 1:1 setting?

Then families should proceed with a full-scale search casting a reasonably wide net with a very open mind. Despite any complicated feelings, it’s critical that families partner with their current school to facilitate a smooth transition; it’s in the best interest of their child.

Though these transitions can be difficult, we’ve only experienced positive resolutions with our families, and we would be happy to help if the need arises.

Please contact Brad Hoffman and Faya Hoffman — a husband-and-wife team and both Board Certified Educational Planners and Learning Specialists — for admissions consultation.

By Brad Hoffman, M.S.Ed.
Board Certified Educational Planner and Learning Specialist
My Learning Springboard

Bill Army

October 10, 2015

Bill Army made his professional theatrical debut at the age of nineteen. After graduating from Middlebury College with a Bachelor of Arts in English and Theatre, Bill matriculated to the Tisch Graduate Acting Program at New York University obtaining a Master of Fine Arts in Acting. At Tisch, he had the opportunity to work with Tony-Award and Pulitzer-Prize-Winning Playwright and Screenwriter, Tony Kushner on the world premiere of his play, Henry Box Brown directed by Mark Wing Davey.

Bill has performed in several successful and critically-acclaimed plays musicals, and revues. On Broadway, he has originated roles in Relatively Speaking three one-act plays written by Ethan Coen, Elaine May, and Woody Allen, directed by John Turturro, Act One at Lincoln Center Theater written and directed by James Lapine. and The Band’s Visit (Winner of Ten Tony Awards including “Best New Musical,” The Grammy Award for “Best Musical Theater Album,” and the Daytime Emmy Award for “Outstanding Musical Performance in a Daytime Program”) written by Itamar Moses, David Yazbek, and directed by David Cromer. Off-Broadway, he has performed with The Public Theater, The Atlantic Theater Company, Red Bull Theater, and in the hit revue Old Jews Telling Jokes at the Westside Theater directed by Marc Bruni. Bill was a company member of the Off-off Broadway company the Potomac Theatre Project for eighteen years, performing most notably in Lunch by Steven Berkoff, Scenes from an Execution, No End of Blame, and The Europeans by Howard Barker and Vinegar Tom by Caryl Churchill. Regionally, Bill has worked with The Westport Country Playhouse, George Street Playhouse, Olney Theater Center, and The National Players. His Film/TV credits include appearances in “The Marvelous Mrs. Maisel,” “Deadbeat,” and the web series “COHAB.”

In 2022, Bill founded the nonprofit site-specific theatre company, Sketchbook Theatre, Inc whose mission is to break conventional perceptions and expectations of what it means to experience live performance, while serving a wide range of communities. In 2023, he produced the inaugural season of Anton Chekhov’s The Cherry Orchard at a townhouse space on the Upper West Side called, The Lethe Lounge and at Tydeman Farm in Germantown, New York.

In addition to Acting and Producing, Bill has emceed the 2013 Drama Desk Awards, Broadway in Bryant Park, and the Manhattan Theatre Club Gala. He has written and adapted plays and musicals, the book of his original musical “The Family Business” was selected as a Semi-Finalist for the National Music Theater Conference at the Eugene O’Neill Theater Center.

Bill has taught Text and Musical Theatre at the LaGuardia High School for the performing Arts, where he has co-directed three shows. He has also taught acting and directed at Middlebury College. In addition to his classroom teaching work at LaGuardia, Bill also works with students as a private acting/audition coach.