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What:This free seminar shines new light on how the natural ability to think in pictures can be a disability in word thinking settings.  10 – 15% of the population struggle with learning, are often misunderstood, leading to frustration and low self-esteem.  Strategies exist for those working hard and not getting the results they expect.  * Thinking style—Learning differences * The two facets of Dyslexia: The disability…and THE GIFT * Why creativity holds a critical key to visual-spatial learning * Overview of Davis® Dyslexia Correction Program * Teacher Renewal and Continuing Education Units Available* Strategies to use your way of thinking to your advantage Presenter: Elsie Johnson, DDAI Certified Facilitator, Educational TherapistWhen:Thursday, February 23, 7:00 - 9:00 pmSaturday, February 25, 10:30 am - 12:00 pm Thursday, April 19, 7:00 pm - 9:00 pmSaturday, April 21, 10:30 am - 12:00 pm Thursday, May 17, 7:00 pm - 9:00 pmSaturday. May 19, 10:30 am - 12:00 pmWhere:Pilgrim Church, 2118 South 3rd Avenue Bozeman, MT 59715 Contact:   Elsie Johnson  Phone: 406-282-7416Email:  elsie@thelearningoptions.comWebsite: www.thelearningoptions.com Seating is limited - Pre-registration is required. 

What:This free seminar shines new light on how the natural ability to think in pictures can be a disability in word thinking settings.  10 – 15% of the population struggle with learning, are often misunderstood, leading to frustration and low self-esteem.  Strategies exist for those working hard and not getting the results they expect.  * Thinking style—Learning differences * The two facets of Dyslexia: The disability…and THE GIFT * Why creativity holds a critical key to visual-spatial learning * Overview of Davis® Dyslexia Correction Program * Teacher Renewal and Continuing Education Units Available* Strategies to use your way of thinking to your advantage Presenter: Elsie Johnson, DDAI Certified Facilitator, Educational TherapistWhen:Thursday, February 23, 7:00 - 9:00 pmSaturday, February 25, 10:30 am - 12:00 pm Thursday, April 19, 7:00 pm - 9:00 pmSaturday, April 21, 10:30 am - 12:00 pm Thursday, May 17, 7:00 pm - 9:00 pmSaturday. May 19, 10:30 am - 12:00 pmWhere:Pilgrim Church, 2118 South 3rd Avenue Bozeman, MT 59715 Contact:   Elsie Johnson  Phone: 406-282-7416Email:  elsie@thelearningoptions.comWebsite: www.thelearningoptions.com Seating is limited - Pre-registration is required. 

There's something funny about learning that a successful CEO or politician received bad grades in school. We're amused to hear that Steve Jobs earned C's on his way to a 2.6 GPA in high school-- before creating the most profitable company on Earth. But what if stories like these say more about the quality of our schools than we think? Indeed, statistics show that schools in the United States may not be fostering the skills needed to succeed in life after high school. A shocking number of high school graduates require remediation when they get to college. In New York City - which, unlike most other districts, is tracking the data and attempting to do something about it - more than half of high school graduates aren't prepared for coursework in in community college. Naturally, cities and states (and the authors of the Common Core Standards) have begun adjusting their approach, shifting focus to higher level skills like problem-solving, critical thinking, and even creativity. It's time we took a similar approach to the education of students with learning differences and learning disabilities.

A child's autism diagnosis can mess with parents' heads. Media portrayals of children with autism and their adult spectrum-mates dwell almost exclusively on negatives and challenges, so when a parent is told that their child is autistic, they are usually incredibly upset. It doesn't help when doctors lack the bedside manner to soften the emotional impact of their diagnoses, or have no information about contemporary autism therapies and resources. When that happens, parents are both freaked out and flapping in the wind. Their child's doctor was supposed to give them answers and guidance, but instead upended their lives, then shoved them out the door. No one can explain why they have a child with autism, and they know nothing about autism. They are emotionally reeling, angry with the medical establishment, and hungry for any information that will help their child.

This six-part webinar series, Girls Matter, provides research, best practice and critical thinking on the topics that professionals working with girls and young women must know. Each session addresses a key area of what matters to adolescent girls today—including challenges, opportunities, and strategies for supporting girls. SAMHSA has created this webinar series to: Increase the behavioral health workforce’s understanding of the needs and concerns of adolescent girls (primarily ages 12-18) Bring visibility and attention to the specific behavioral health concerns of adolescent girls

We recently asked our readers: “If you could choose only one, what’s the skill you’d like every student to learn?”Perhaps surprisingly, while many readers did cite critical thinking as a skill every student needs, another skill was listed nearly twice as much as all other responses combined.

Today, the Obama Administration outlined how states can get relief from provisions of the Elementary and Secondary Education Act – or No Child Left Behind (NCLB) – in exchange for serious state-led efforts to close achievement gaps, promote rigorous accountability, and ensure that all students are on track to graduate college- and career-ready. “To help states, districts and schools that are ready to move forward with education reform, our administration will provide flexibility from the law in exchange for a real commitment to undertake change. The purpose is not to give states and districts a reprieve from accountability, but rather to unleash energy to improve our schools at the local level,” President Obama said. What this means for you:   For Teachers: A collaborative learning culture where teachers can target instruction towards the needs of students and offer a well-rounded curriculum. Fair and responsible evaluations that are based on multiple measures including peer review, principal observation, and classroom work.  For Principals: Greater flexibility to tailor solutions to the unique educational challenges of their students and recognition for progress and performance.  For Parents: Accurate and descriptive information about their children’s progress and honest accountability that recognizes and rewards success – where schools fall short – targeted and focused strategies for the students most at risk.  For Students: A system that measures student growth and critical thinking to inspire better teaching and greater student engagement across a well-rounded curriculum. For more information on how this flexibility package may affect you, read our blog post: What NCLB Flexibility Means for You