Admissions Consulting Archives

Educational Planning With A Multidisciplinary Team

January 3, 2021 Brad Hoffman Leave a Comment

January is always an important check-in time for our families with parent-teacher conferences having recently occurred and new year’s goal setting top of mind. Most schools have sent the first set of report cards and/or progress reports by now, and those who haven’t will send them this month. In addition, many families have completed or are working to complete the admissions process for this past fall, while other families are starting to plan for the admissions process for the upcoming fall, whether they’re applying for the 2s, preschool, kindergarten, 6th grade, 9th grade, college, graduate school or something in between. Because families are faced with so many considerations and decisions, there is a tremendous advantage to educational planning with a multidisciplinary team.

At this time of year, there are many important questions that our families are discussing with us, including but not limited to:

My preschooler will just miss the cutoff for starting Kindergarten this upcoming fall, what should we do?
How do we manage private school placement if we’re moving to NYC from a foreign country or another state?
How do we change schools if we’re not totally happy in our current school?
What is my child’s reading level and how does it compare with quarterly benchmarking and grade level expectations?
How do I help my child to master their basic facts? Improve math fluency?
How do I manage accommodations for standardized testing, including extended time, typing an essay, or marking directly in the test booklet?
Is a neuropsychological evaluation valuable?
Should I take the ACT or SAT and when should I start preparation? How do we juggle the demands of junior year?
Should we consider boarding schools? If so, why?
What is Singapore Math? Everyday Math? Exeter Math?
How can we enhance executive function skills within the context of the school curriculum and content support?

As a multidisciplinary educational consulting firm focused on supporting the entire educational journey, our executive team and faculty has had the privilege of working with so many great families to accomplish so many targeted goals over our 15 years as an organization, and our hundreds of years of combined professional experience. In each instance, we define success in partnership with families and work toward that shared goal.

There are myriad scenarios that occur for families over the course of the school year and our team is here to help with educational planning through an integrated and collaborative approach. We know results are best achieved when we work as a team in partnership with parents and schools, and we believe in customizing the approach for each of our students and families in order to create an optimal experience.

Please contact our office to discuss your needs.

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

Under the leadership of Brad Hoffman and Faya Hoffman, a husband-and-wife team, My Learning Springboard offers private tutoring, test preparation, special education advocacy, admissions consulting and school transition support at every level from nursery through college, including specialized school placements for students with learning disabilities and therapeutic school settings.

In addition to their years of classroom teaching experience and consultation with both families and schools, Brad Hoffman is a Professional Member of the Independent Educational Consultants Association (IECA) with speciality designations in mainstream (day and boarding schools), specialized (learning disabilities), and therapeutic school placements. He is also a member of The Association of Boarding Schools (TABS), The Enrollment Management Association (formerly SSATB), the National Association for College Admission Counseling (NACAC), the National Association of Therapeutic Schools and Programs (NATSAP), the Association of Educational Therapists (AET), the Learning Disabilities Association of America (LDA), and the National Council of Teachers of Mathematics (NCTM). My Learning Springboard is a member organization of the Washington Independent Services for Educational Resources (WISER).

How to Handle the Dreaded Dastardly Deferral Letter

December 22, 2020 Brad Hoffman Leave a Comment

It’s the holiday season, you’ve worked as hard as possible to keep up with your schoolwork AND write the Common App AND fill out endless application forms, and the response from your Early Decision school is a blow to the gut: a deferral. You wander around in dismay, devastated, embarrassed, not sure what to do next or how to wrap your head around the possibility that your first choice school has not sent you a hearty welcome!

Do not despair! Let’s talk about what a deferral actually means for a moment.

Being deferred is not a rejection or an acceptance: it is simply another word for the college asking you to wait for a little bit. Basically, a deferral means that the college has decided to hold onto your application while they weigh it against the rest of the applicant pool. For some reason, your application did not leap out of the pile and dance in front of their eyes.

There is still hope.

Now this is where you do have a choice: how do you react to this setback? Do you swallow the raw lemon and gag, or do you make lemonade? At My Learning Springboard, we suggest you learn how to make lemonade, and quick!

There is still some work to be done if you want to see whether you can change that “maybe” to a resounding “YES!!” You thought you were done with this hellacious process? Think again. Now is the time to RALLY!!!

The reality is that for some reason, your application did not stand out, as perhaps it could have, on the first round. So what do you do now? BE PROACTIVE!

Step 1: Contact the Admissions Office

Contact your dream school’s Office of Admissions and ask to speak directly with an admissions counselor, if not the Dean of Admissions. You have nothing to lose provided you plan properly and communicate appropriately.

Before calling, sit down and jot down 3 bullet points – what are the 3 “messages” you want to convey to this admissions person? What is the final take-away point that you would like to leave him/her remembering?

Politely ask why your application was deferred. Engage in a short conversation about it. DO NOT BE DEFENSIVE. Many schools are now expecting these phone calls. But before you call the school, you MUST study their website with a fine tooth comb to be certain whether or not the college has specifically asked students NOT to call. You certainly do not want to jeopardize your deferral by overstepping important boundaries at this point.

Basically, you have 3-5 minutes to begin to turn the situation around. Ask for suggestions. What can you do at this point? What supplemental material could you submit? Reconfirm your specific interest in the school.

In doing so, you are making the school representative, and hence your dream school, aware of your COMMITMENT and your worthiness of an acceptance. You want to convey your sincere desire to attend this particular college.

If in doubt about what to say, contact the My Learning Springboard office ASAP to discuss an appropriate strategy. We are available over the winter break.

Step 2: Write a Letter

Write a letter. How simple! How sweet!

Your goal in writing this short letter? Basically you want to convey your continued interest in this college. Why would it be the perfect match for you? What one quality do you possess that would make this a win-win for all?

Remember, saccharine is NOT the correct tone to take here. This is THE moment to be genuine and honest. Do you want to sound whiny, angry, or petty in this letter? Absolutely NOT. Your goal is to be upbeat and positive!!!

In your letter, you might choose to mention a recent personal or academic development that makes you stand out, like the fact that you just received a good samaritan award for helping the elderly, or that you are volunteering over the holidays in a soup kitchen, or that you have been invited to be co-chair of a new club at school. If nothing like this has happened in the recent past because you have been chained to your desk writing essays, don’t bother making anything up. Your letter must be authentic if you have any hope of swaying the Admission Committee’s minds.

Step 3: Improve Your Test Scores

If you think you could improve your test scores because you believe the scores did not represent you properly, and you think you have a real chance to improve them, SIGN UP TODAY and contact the My Learning Springboard office ASAP to schedule meeting times with a test preparation tutor. We have a number of teachers with availability over the winter break, either in person or remotely.

Step 4: Share Updated Report Cards

Mid-year Grade Reports: Once again, check college websites to see if they ask for mid-year grades. If so, make sure you contact your high school registrar ASAP to request that they are sent to the Admissions Office. Be sure you meet the school deadline for this submission.

Step 5: Organize An Additional Recommendation Letter

Consider submitting one final shining teacher or personal recommendation that addresses your finest qualities and why you would be such a perfect fit for the school. Again, check first to see whether the school will even accept additional recommendations. Many schools do, some don’t.

Step 6: Let Go

This is the moment of truth: you may never receive that much hoped for letter of acceptance from your “dream” school, because frankly, adult to adult here, there is no one perfect school for anyone. Just like you understood deep in your heart that the letter of deferral was in fact not really a “rejection” of you, now you are also beginning to understand there are moments in life when we just have to let go. Letting go is a tremendously difficult, but life saving skill to learn. The only thing we can be certain about in life is that everything changes.

Step 7: Complete All Other Applications

Whether or not you decide to do any of the above, the one thing you MUST do at this moment is make sure all of your other applications are completed and you hit send, even if in your heart you are still holding out hope for an acceptance from your the school you originally thought was your dream school.

Time to be practical. You’ve simply got to RALLY again!

Write the best applications you can. Take another look at the school websites. You might even surprise yourself, there may be an even better match out there waiting for your application — a place where your real value will be seen, appreciated, and welcomed with open arms!!

A final note ~ When you are sitting on the sofa over the holidays with that enormous box of chocolate on your lap, just remember:
You have done your best and we are proud of you!!!

This has been an incredible journey and process of growth for you. You have climbed a mountain and reached the top, whether or not you know where you’re headed next. And therein lies the adventure. Don’t let a deferral get you down!

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

Why Studying Grammar Matters

November 13, 2020 alla Leave a Comment

In an age of auto-correct and casual texting, it’s common to think of grammar as a rigid set of rules that is unnecessary to study. Often, students have an intuitive grasp of language and what “sounds right” based on years of reading and writing. Educators face similar questions about studying grammar. In fact, debates over teaching grammar have been raging in the United States for the last fifty years. Those who advocate against teaching grammar argue that students will learn grammar in an organic way, through reading and writing. They state that grammar instruction is often prescriptive and focused on rules, thereby limiting student expression. Certainly, there are dreary and constricting ways of teaching and learning grammar, but can we ever separate our thoughts and ideas from the sentences we are using to express them?

When we understand the relationship between words in a sentence, we gain a clearer sense of what it is that we mean to say. Rather than seeing grammar as a “mechanical” layer of writing, we can use grammar to more fully understand the linguistic choices we’re making and their effect on our readers.

Here we’ll take a look at some of the ways studying grammar can help our writing and language acquisition.

Fluency

When we understand the necessary parts of a sentence, we can feel confident about clarifying convoluted phrasing. Let’s look at an example:

June was at the grocery store when she ran into a girl who used to go to her school named Essie, and she bought three avocados and a seltzer.

This sentence is technically correct but reads quite sloppily. We aren’t sure who bought the avocados and seltzer, June or Essie.

One way to clarify the sentence is using a prepositional phrase to situate us in place, adding an appositive to separate the additional details about Essie, and adding in the adverb “then” to clarify the order of actions.

Syntax

Often, complex syntax can reflect a nuanced and sophisticated way of connecting ideas. By studying grammar, we can start to make our sentences more intricate, and more aligned with our critical thinking.

For example, let’s say we are thinking about the benefits and drawbacks of remote learning.

On a first draft, we might write: Remote learning is beneficial for students who can focus better in their own homes. It is harmful to those who don’t have access to technology or who focus better in a group setting.

Then, we decide that we want to directly show the relationship between the benefits and drawbacks and can use transitional words to combine the sentences.

While remote learning is beneficial for students who can focus better in their own homes, it is harmful for those who don’t have access to technology or who focus better in a group setting.

Remote learning is beneficial for students who can focus better in their own homes; however, it is harmful for those who don’t have access to technology or who focus better in a group setting.

Varying syntax also helps the reader stay engaged with your writing. When our language is monotonous, the reader may have a hard time moving through a piece of writing. Even when reading silently, our “inner ear” enjoys musicality, or at least a change of pace between sentences. Studying grammar can open up more choices for us to create dynamic sentences.

Here is another example:

I walked my dog and I got some flowers. I read a book and I called a friend. I took a shower and listened to music before bed.

All of the sentences above use the simple past verb tense. The syntax does not vary and as a result, the sentences sound more like a list of activities than a narrative.

In the revised sentences, both simple past and past continuous verb tenses are used, which makes the day flow in a livelier manner. By adding in prepositional phrases are added, we are not only mixing up the syntax, but also conveying important details. Adverbs help to locate the activity in time.

Learning another language

Another reason to study English grammar is to improve our ability to learn another language. Students often find that having a familiarity with parts of speech, tenses, and other grammatical components can help them transition into learning other languages. Likewise, students often find that studying another language improves their understanding of English grammar. Even when the grammar structure varies dramatically between two languages, understanding these differences can help students avoid common errors. There are many similarities in grammar structure between English and Mandarin. However, English-speaking students studying Mandarin often face difficulty with adverbs and denoting amount. In order to learn Mandarin grammar, it’s helpful to understand where adverbs are placed in English and how “measure words” are used. Once we start studying grammar across multiple languages, we begin to see how the language choices we make are not arbitrary. Rather, grammar is the architecture of language, setting up the foundations – and possibilities – for how we can express meaning.

Where to Begin

The good news about studying grammar is that we can find it all around us. When reading an interesting article, we can try to identify verb tenses or ways that the syntax is varying. When reading a poem, we can consider the grammatical choices an author made, and how they affect the text. Even when casually texting, we can think about the linguistic choices we are making.

For additional resources, Purdue Owl has excellent online resources on grammar and writing. The classic book Elements of Style by E.B. White and William Strunk, Jr. is a helpful guide to writing clearly and concisely. Additionally, The Blue Book of Grammar and Punctuation by Jane Straus offers clear instruction on grammar and punctuation usage, as well as detailed examples and quizzes.

By Joss Lake, MFA | Private Tutor and Writing Coach

7 Survival Skills for 21st Century Students

October 18, 2020 Brad Hoffman Leave a Comment

Tony Wagner’s book, The Global Achievement Gap, explains the competencies high school and college graduates need in order to be successful young professionals and global citizens in today’s society. Wagner explains how much of the way we go about traditional schooling is truly obsolete, and he challenges educators to redefine what we mean by a rigorous curriculum and schooling experience. To help students become the “knowledge workers” we need for the 21st century, and to remain competitive as a nation, Wagner outlines these 7 survival skills below, which have been informed by interviews with business leaders and educators across the nation at every level.

So frequently, parents and teachers get caught up in short term education problem solving. Parents and teachers, naturally, become narrowly focused on an upcoming standardized test or the content demands of a particular course or grade level. In fact, we see this happen at every type of school–public, charter, and private. However, if we all take a step back, and spend some time in the helicopter rather than the blender, we can see what really matters. This reflection rarely happens for a teacher working in isolation. In order to effectively assess one’s teaching practice and raise the bar on teaching and learning, educators must work collaboratively and constructively, a model that happens much less frequently than you might imagine, even at the most elite schools.

Since learning is a lifelong journey, our goal as educators must be to help our students meet the demands of today’s world – with consideration for these 7 survival skills – while also helping students to remain engaged, motivated, and curious. Learning should be meaningful and applicable. Two of the most important skills we can help our children master is the ability to research and communicate effectively, both verbally and in writing. At all grade levels, we need to stretch our children’s ability to think critically, synthesize information, and present their findings. When we tutor students at My Learning Springboard, we consider the investment in lifelong skills and use each assignment as an opportunity to develop these competencies. We never lose sight of our role as mentors.

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

7 Survival Skills For 21st Century Students

From Tony Wagner’s website:

CRITICAL THINKING AND PROBLEM SOLVING

“The idea that a company’s senior leaders have all the answers and can solve problems by themselves has gone completely by the wayside…The person who’s close to the work has to have strong analytic skills. You have to be rigorous: test your assumptions, don’t take things at face value, don’t go in with preconceived ideas that you’re trying to prove.”
—Ellen Kumata, consultant to Fortune 200 companies

COLLABORATION ACROSS NETWORKS AND LEADING BY INFLUENCE

“The biggest problem we have in the company as a whole is finding people capable of exerting leadership across the board…Our mantra is that you lead by influence, rather than authority.”
—Mark Chandler, Senior Vice President and General Counsel at Cisco

AGILITY AND ADAPTABILITY

“I’ve been here four years, and we’ve done fundamental reorganization every year because of changes in the business…I can guarantee the job I hire someone to do will change or may not exist in the future, so this is why adaptability and learning skills are more important than technical skills.”
—Clay Parker, President of Chemical Management Division of BOC Edwards

INITIATIVE AND ENTREPRENEURSHIP

“For our production and crafts staff, the hourly workers, we need self-directed people…who can find creative solutions to some very tough, challenging problems.”
—Mark Maddox, Human Resources Manager at Unilever Foods North America

EFFECTIVE ORAL AND WRITTEN COMMUNICATION

“The biggest skill people are missing is the ability to communicate: both written and oral presentations. It’s a huge problem for us.”
—Annmarie Neal, Vice President for Talent Management at Cisco Systems

ACCESSING AND ANALYZING INFORMATION

“There is so much information available that it is almost too much, and if people aren’t prepared to process the information effectively, it almost freezes them in their steps.”
—Mike Summers, Vice President for Global Talent Management at Dell

CURIOSITY AND IMAGINATION

“Our old idea is that work is defined by employers and that employees have to do whatever the employer wants…but actually, you would like him to come up with an interpretation that you like—he’s adding something personal—a creative element.”
—Michael Jung, Senior Consultant at McKinsey and Company

Key Messages That Support The Learning Process

October 13, 2020 Brad Hoffman Leave a Comment

No matter their students’ location or grade level, there are a number of key messages that educators need to communicate to students in order to help them to be effective learners and to see their teacher(s) as an integral part of supporting them in the learning process. Key messages are the core concepts that a speaker wants their audience (in this case, students) to hear and remember and, most importantly, believe. Effective key messages both resonate in the moment and stay with the listeners long after they first hear the messages.

Maslow’s hierarchy reminds us as educators that students’ needs for safety, belonging, and self-confidence must be addressed in order for them to learn academic material effectively. With these considerations in mind, our key messages for students are based not in scholastic content but in social-emotional principles. These messages help students see that achievements that may feel unreachable to them now will be reachable soon. These messages encourage social-emotional learning transfer by helping students identify and activate positive attributes they already possess, as well as by helping them cultivate new ones. These messages encourage students to take intellectual risks — an essential aspect of being a fully actualized learner — by reassuring them that they have a safety net and that the teacher believes in the student and their ability. These messages help learners build stamina and give them the confidence to persist when learning is challenging — both when the educator is there beside them and when the student is working independently. These messages help students conceptualize their work with their teacher as something that helps them both in the immediate moment and in the long term.

The key messages below should be shared directly with your students as well as embedded implicitly in your communications with them during each interaction. Repeated use makes a critical difference.

My Learning Springboard believes in these key messages for our students:

Our work together is important.
You can do this.
I am here for you and won’t give up on you.
Learning new things can be hard, but remember you’ve done hard things before (remember when you…).
You may not be able to do this YET, but the key word is “yet.”
Effective effort + persistence = success.

Think back to a time when you struggled alone with something as a learner — perhaps when you floundered in isolation, felt misunderstood, or were hesitant to ask for assistance. Imagine how things could have been different if you had been able to work with a teacher who was consistently encouraging and who made it safe to ask for help. How could hearing these key messages have benefited you as you tried to master that concept or skill set? We believe that these messages could have let you know that you were not alone, that someone cared about you and believed in you, that some struggle is an integral part of learning, and that your efforts would be fruitful in the end. With that growth mindset and belief system, you would be more willing to take risks, which, as we note above, is really what learning is all about.

Encouraging messages are always important in education, but we find them to be even more vital in the current moment, when students, parents, and educators are navigating the new landscape of remote learning along with a set of larger uncertainties. For many students right now, learning feels less fun, harder, more abstract, perhaps less relevant to their daily lives. A teacher who works to connect with a student, who expresses confidence in them, and who is unwaveringly there for them helps the student understand that this too shall pass and that in the meanwhile, we are all working to move forward together.

By Laurie Gross, M.A.T. and Learning Specialist, and Brad Hoffman, M.S.Ed. and Learning Specialist