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Have you ever tried to help a child write the letter e? They often make them upside down, backwards or in parts. They make many strokes like they are drawing the letter instead of writing it. While using the program Handwriting Without Tears I was introduced to the saying “Hit the ball and run around the bases” for remembering how to write the lowercase letter e. It has made a huge difference in developing the writing of that letter.
S: "It is a little big."
Me: "So, what do you think your next goal should be?" S: Looking at me puzzled. (So I questioned him through it.) Me: "I heard you say the e was too big, so what would you like it to be?" S: "I would like it to be smaller?" Me: "So, do you think making the e smaller next week should be your goal?" S: "Yes, that should be my goal for next time?" The next week we practiced tracing the e as a reminder of the correct path. He then wrote his name and that e was smaller without any reminders. Another goal achieved and another celebration. My big AHA! Was he noticed the e being bigger than the other letters in his name. I am not sure what he has been working on in his classroom, but the thing I was excited about was his self_reflecting. He is in the beginning months of kindergarten and is able to self-reflect. That is a strength on which we we can build.
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Recently, I started volunteering in Kindergarten at a local elementary. This is a new experience since I am used to being a part of the school staff and having access to the data, demographics, assessment information, etc. As a volunteer I have limited access to information, rightly so. Confidentiality is oh so important. So this is going to challenge me to support in a different way. This is an opportunity for me to grow. Always a good thing. So… Here I go. Time to Innovate Inside the Box. (If you have not read this book by George Couros and Katie Novak you should)
I will be working with a total of 17 students at this time from 4 different rooms in a two hour time slot over two days. Some students meet with me twice a week and some meet once. It will mean I am working with each student for less than 10 minutes. I have been provided with information about letter recognition for upper and lower case and sounds for each student. It is amazing how that is not as important as I once thought, at least initially. I started my session with each student chatting from the classroom to the work room since I am pulling out. I introduced myself and shared what we would be doing and building excitement about this opportunity. We took a photo and then I showed them how we could add their name using a photo collage app. Who knew the amount of learning you could witness from this one little activity? I discovered the following.
When they went to sit down they immediately went for the smaller student chairs and avoided the teacher computer chair. When I am able, I offer the comfy chair to the student. In this case, I also had another reason. There is a taller table in the room I work. So, putting the student in the chair adjusted higher allows them to reach materials and work in a better setting. I want to set them up for success. I will also offer to allow them to stand in the future. I may also move the chair so it faces away from the door to remove distractions. Considering the environment is so important. I loved the reactions to the question, “Would you like to sit in the big chair?” Some jumped right into it. Others were a little apprehensive, but jumped in when I showed them the why. When they sat in the smaller chair there chin can to the top of the table. Then, I asked them to sit in the bigger chair. We discussed how the girl in the three bears tried out all three chairs to know which one is just right. They all decided the taller chair would be just right for them so they could reach the table. Next, I had them match magnetic letters to the printed letters on my dry erase board. My watch fors were:
I had a student who wanted to build words and she built like and no. She said no, but built on. I could praise finding the correct letters and then ask what sound do you hear first. She immediately changed the letters. This tells me a strength. She can hear the sounds and knows what order she heard them so she has some phonemic awareness skills. The students I will be working with have a wide range of skills. They all have strengths we can build on and I want to give them a sense of them determining their learning path. I make sure to let them know they are there to teach me what they know and what they need/want to learn. I am a student too and if they teach me we can grow together. Book Pensive ~ Foreword to Chapter 2This month I am participating in a book study of Innovate Inside the Box. by George Couros and Katie Novak.. My blog will be a pensive of takeaways, big Ideas and Aha moments as I read. This week, I decided to share them in the form of #BookSnaps. BookSnaps are one of my favorite ways to take notes and share ideas about books, To learn more about Booksnaps check out a blog Tara M MArtin and I wrote here or her website here.       
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 | Have you ever noticed that when you shift the words you are using your thinking goes right along with it? I have been reading Word Shift by Joy Kirr. In her book she states, "Our thoughts become our words, and our words become our actions." I have noticed since reading her book and intentionally changing the words I am using it is also impacting what I am thinking, and what people are perceiving because of my word choice. |
| As I was reading, I came upon the word crazy. What Joy wrote resonated with me. If you asked me what word others would use to describe me I would probably tell you crazy. I owned that title of crazy and never really thought about how others might perceive it Until... I was asked in an interview what word others would use to describe me. The first word that came to mind was CRAZY! But, is that really what I was. Was I crazy to have provided ball chairs, flexible seating, and regular chairs for the students in my classroom? Or was I really innovative, courageous, and/or Impactful? We must be careful of the words used. Not everyone will perceive them the same way. |  |
Ready to have some fun reinforcing spelling and word study? In the game Boggle EDU you can do just that in a short amount of time and possibly time that would be used just waiting around to use the bathroom. In this challenge, put together by my friend Brooke Sulzmann, students reinforce concepts taught through a game based activity increasing their enjoyment, motivation, the love of words, pattern recognition, critical thinking, and scanning skills. Here is how she did it.
“Use them but don’t abuse them
and always know what will serve your children best”
Dabell, J. (2018)
Boggle Challenge
By Brooke Sulzmann
I challenged the 2nd grade through 4th grade students to a game of boggle.
I display the boggle board in a central location. In my school, I chose near the bathrooms where the students lined up throughout the day for bathroom breaks. Prior to hanging up the board I visited each classroom to explain the rules. They were to have at least 3 letter words, no abbreviations, no names, and real words must be spelled correctly. They cannot repeat the same letter (example - sleep, using the same letter, must be two separate e’s) I answered any of their questions and gave several examples and let the kids look for words and see if they would count toward the challenge. I provided sheets to the teachers each week and I went to the classrooms on Friday to collect the sheets. I also provided a picture of the new weekly board to the teachers through an email so they could display the board on their smartboard. I scrambled the board each week for different challenges.
By Brooke Sulzmann
I challenged the 2nd grade through 4th grade students to a game of boggle.
I display the boggle board in a central location. In my school, I chose near the bathrooms where the students lined up throughout the day for bathroom breaks. Prior to hanging up the board I visited each classroom to explain the rules. They were to have at least 3 letter words, no abbreviations, no names, and real words must be spelled correctly. They cannot repeat the same letter (example - sleep, using the same letter, must be two separate e’s) I answered any of their questions and gave several examples and let the kids look for words and see if they would count toward the challenge. I provided sheets to the teachers each week and I went to the classrooms on Friday to collect the sheets. I also provided a picture of the new weekly board to the teachers through an email so they could display the board on their smartboard. I scrambled the board each week for different challenges.
Week 1 - I did not provide a specific challenge, I just wanted the students to explore the game of boggle. And continued to answer their questions throughout the week.
Week 2 - I challenged them to find a word that is a reading strategy they use when they are reading. (example - question, infer, predict, etc.)
Week 3 - I challenged the students to find 2 homophones (example, sail, sale, berry, bury)
Week 4 - I challenged the students to find a word that is part of our school expectations/Howard Husky Way (Example - respect, responsible, safe)
Every Friday at the end of the day I would collect all the sheets from all the classrooms. I would give prizes (Husky Bucks) to students that spelled all their words correctly along the rules of boggle. I gave another buck to the students who met my challenge. They were not ever expected to fill the entire sheet, but if they did, they would get lunch with me with another friend. I would hand out these prizes on Monday while introducing the new board and challenge.
Where would be the best place(s) on campus to deliver this content?Burgess, D. (2012)
How to play Boggle
Boggle for Education is played a little differently than the actual game. Boggle EDU starts with a game board put up randomly or with a focus. Next, Students are given a recording sheet and set expectations according to the teacher. Some teachers only allow vertical, horizontal or diagonal words. This is good for younger students. For a little older students it is acceptable to allow them to make words with letters that are touching consecutively You can assign points for words or just check the words. The skies the limit. Make it your own and especially what works in your classroom, hallway, school. In Teach Like a Pirate Dave Burgess Discusses The Safari Hook. (a hook is to activate student engagement) For this hook he suggests asking these questions
I think about this hook in the sense that our time is valuable and depending how you are using #BoggleEDU may determine the place it should be located. For Brooke’s challenge she placed it near the bathroom. It was a way to use a space and time that sometimes is lost to standing and waiting. She turned this time into a learning opportunity by reinforcing skills across three grade levels by using Boggle EDU. It allowed students to find words using word patterns, they have been taught.
The exciting thing is Boggle is not just for word study. Many teachers have been using it to reinforce math. By changing letters to numbers you can ask students to locate numbers to write an equation and reinforce order of operations.
Boggle for Education is played a little differently than the actual game. Boggle EDU starts with a game board put up randomly or with a focus. Next, Students are given a recording sheet and set expectations according to the teacher. Some teachers only allow vertical, horizontal or diagonal words. This is good for younger students. For a little older students it is acceptable to allow them to make words with letters that are touching consecutively You can assign points for words or just check the words. The skies the limit. Make it your own and especially what works in your classroom, hallway, school. In Teach Like a Pirate Dave Burgess Discusses The Safari Hook. (a hook is to activate student engagement) For this hook he suggests asking these questions
- How can I get my class outside my four walls for this lesson?
- Where would be the best place(s) on campus to deliver this content?
- Is there an area of the school that serves as the perfect backdrop? Burgess 2012
I think about this hook in the sense that our time is valuable and depending how you are using #BoggleEDU may determine the place it should be located. For Brooke’s challenge she placed it near the bathroom. It was a way to use a space and time that sometimes is lost to standing and waiting. She turned this time into a learning opportunity by reinforcing skills across three grade levels by using Boggle EDU. It allowed students to find words using word patterns, they have been taught.
The exciting thing is Boggle is not just for word study. Many teachers have been using it to reinforce math. By changing letters to numbers you can ask students to locate numbers to write an equation and reinforce order of operations.
When is the best time to deliver the content?
How are you going to deliver this content?
Is it using your time wisely?
Padalino, A. (2019)
Why
I know word searches and word games are sometimes used as busy work, but they do not have to be when used intentionally. I have been doing some research to determine their value in the education setting.
Here are some things I discovered about Boggle EDU.
For word Study Students
For math students
I know word searches and word games are sometimes used as busy work, but they do not have to be when used intentionally. I have been doing some research to determine their value in the education setting.
Here are some things I discovered about Boggle EDU.
For word Study Students
- engage in lots of scanning, sifting, and searching
- develop word recognition and can improve spelling
- introduce and review new vocabulary
- help develop pattern recognition
- improve problem-solving
- support learning context clues
- are self-differentiating
- can boost working memory
- foster persistence
- can improve self-confidence ~ Dabell, J. (2018)
- Increase enjoyment of word study
For math students
- engage in lots of scanning, sifting, and searching
- develop number recognition and can improve math skills
- Reinforce math facts and order of operations
- help understanding math families
- improve problem-solving
- are self-differentiating
- foster persistence
- can improve self-confidence
Resources
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Boggle Pocket Chart
This pocket chart is currently in production. Please fill out the contact form if you are interested in either a pocket chart or a pattern to create the chart. The word Boggle or Noggle can be added, left off, or replaced with a pocket so you can add your own title. Please specify interest in the form.
References
Burgess, D. (2012). Teach Like a Pirate, https://daveburgess.com/blog/
Sulzmann, B. (2019). Boggle Challenge. Guest blogger for https://www.bringedlife.com/blog
Dabell, J. (2018) Word Searches – A Waste Of Time? https://johndabell.com/
Burgess, D. (2012). Teach Like a Pirate, https://daveburgess.com/blog/
Sulzmann, B. (2019). Boggle Challenge. Guest blogger for https://www.bringedlife.com/blog
Dabell, J. (2018) Word Searches – A Waste Of Time? https://johndabell.com/
.Bring Education to Life is so excited to be sharing Level Up Learning with educators.
Leveling Up Learning Pedagogy
This is the the beginning of a vision we had for advocating best teaching practices across multiple content areas and pedagogy. These practices include promoting gamification through a systematic method for individualized differentiation, personalized learning., cooperative learning, engaging all learners, and building in movement activities. Bring Education to Life has developed pocket charts as a Leveling Up Learning tool that will facilitate implementation of these best practices. Our future goal is to have Level Up pocket chart (gameboard) and card kits available.
Our Story
While teaching Algebra 2 in an economically disadvantaged school Northwest of Houston, Cyndi found it difficult to reach every students' needs. A coworker shared the idea of having students practice their math in game form that also scaffolded necessary skills as well as differentiated for students with learning gaps. This strategy also helped identify these gaps. Cyndi also noticed how engaged every student was in this activity because all students could be successful, due to the "Level Up Learning" structure as well as the "Cooperative Learning" framework..
April, while teaching at an elementary school on the north side of Green Bay, was also finding it difficult to meet every students needs. She wanted to find away to engage and differentiate to empower all learners across subjects. During a professional development, April had the opportunity to learn more about the concept of Leveling Up from two intermediate school teachers, Amanda Jacobs and Leigh Destache, in the Howard Suamico School District. She continued to see value and has been exploring ways it can be used more efficiently and in other subject areas.
When investigating where the actual idea came from they discovered that Cyndi, Amanda, and Leigh all were looking for a way to engage kids using their interests such as video games and Leveling Up. Both groups started in a very similar way, but Cyndi evolved the idea a little differently.
In the beginning, Cyndi used business envelopes stuffed with math problems from a cut up worksheet. Then, as an instructional coach, Cyndi realized using a pocket chart helped to better organize the activity for students. Teachers' however lacked time to make their own Level Up Learning tools. Thus, when Cyndi provided the tools, teachers observed how this activity greatly increased engagement thereafter some teachers would take the time to create Level Up Learning activities because they saw the value. Our desire is to teach more educators about this strategy and our future hope is to make the necessary tools more easily available.
Being teaching sisters, Cyndi and April discussed teaching strategies, frameworks and methods frequently even though Cyndi's interests were math and April's was reading and word study. When April moved to a new state, she chose to not return to the classroom, but to support education through a new venue. It was a perfect time to explore creating a pocket chart that would more effectively meet the needs of students and teachers.
Leveling Up Learning Pedagogy
This is the the beginning of a vision we had for advocating best teaching practices across multiple content areas and pedagogy. These practices include promoting gamification through a systematic method for individualized differentiation, personalized learning., cooperative learning, engaging all learners, and building in movement activities. Bring Education to Life has developed pocket charts as a Leveling Up Learning tool that will facilitate implementation of these best practices. Our future goal is to have Level Up pocket chart (gameboard) and card kits available.
Our Story
While teaching Algebra 2 in an economically disadvantaged school Northwest of Houston, Cyndi found it difficult to reach every students' needs. A coworker shared the idea of having students practice their math in game form that also scaffolded necessary skills as well as differentiated for students with learning gaps. This strategy also helped identify these gaps. Cyndi also noticed how engaged every student was in this activity because all students could be successful, due to the "Level Up Learning" structure as well as the "Cooperative Learning" framework..
April, while teaching at an elementary school on the north side of Green Bay, was also finding it difficult to meet every students needs. She wanted to find away to engage and differentiate to empower all learners across subjects. During a professional development, April had the opportunity to learn more about the concept of Leveling Up from two intermediate school teachers, Amanda Jacobs and Leigh Destache, in the Howard Suamico School District. She continued to see value and has been exploring ways it can be used more efficiently and in other subject areas.
When investigating where the actual idea came from they discovered that Cyndi, Amanda, and Leigh all were looking for a way to engage kids using their interests such as video games and Leveling Up. Both groups started in a very similar way, but Cyndi evolved the idea a little differently.
In the beginning, Cyndi used business envelopes stuffed with math problems from a cut up worksheet. Then, as an instructional coach, Cyndi realized using a pocket chart helped to better organize the activity for students. Teachers' however lacked time to make their own Level Up Learning tools. Thus, when Cyndi provided the tools, teachers observed how this activity greatly increased engagement thereafter some teachers would take the time to create Level Up Learning activities because they saw the value. Our desire is to teach more educators about this strategy and our future hope is to make the necessary tools more easily available.
Being teaching sisters, Cyndi and April discussed teaching strategies, frameworks and methods frequently even though Cyndi's interests were math and April's was reading and word study. When April moved to a new state, she chose to not return to the classroom, but to support education through a new venue. It was a perfect time to explore creating a pocket chart that would more effectively meet the needs of students and teachers.
The original pocket chart was designed and produced in the Fall of 2018. There was a bit of failing forward. Sewing on vinyl turned out to be difficult. Also trying to get the vinyl laid out and kept in place for sewing was a challenge. April tried tape, but that gums up the machine so she had to make sure not to sew on it. The tape left residue which made more work involving goo gone. Finally, April discovered a sewing foot for her machine that glides right across the vinyl. Phew!
Cyndi then tested the chart in classrooms of her school with classroom teachers and students at the middle school level. Cyndi and April reflected on video and teacher observations to determine improvements that could be made.
Cyndi then tested the chart in classrooms of her school with classroom teachers and students at the middle school level. Cyndi and April reflected on video and teacher observations to determine improvements that could be made.
.They determined the color should define the level, the cards needed to be larger, and the space between the columns needed to be larger. Cyndi also decided a new way of scaffolding across the life cards would be helpful. (see the game instructions for more explanation of these.) Cyndi has been working on the cards and a template that teachers can customize. She is working through trial and error attempts to get the cards to match on both sides for being able to print double sided.
This is how the latest pocket chart and cards came to be. To learn more about level up please use this link. They have been working with manufacturers, but have not found a good fit at this time so the search will continue until a good solution is found..
This is how the latest pocket chart and cards came to be. To learn more about level up please use this link. They have been working with manufacturers, but have not found a good fit at this time so the search will continue until a good solution is found..
We often do not know the impact we make with our students til years later. This year, I had numerous moments that have affirmed my decisions about my teaching philosophy. Multiple parents and students have shared their appreciation for the time I took to get to know their child and how they learn. I believe that every student can learn in their time and their way. I want to share a couple of notes I received. On Facebook. (permission was obtained to share as they are). The students are entering high school, but I first met them in Kindergarten and first grade.
April Lippert Padalino I found this today while getting Joey ready for his first day of high school tomorrow; an essay he wrote about a teacher who impacted him most. So sweet that I would find this today of all days and I will remember to tell him to shine his light tomorrow! (My tag line everyday.)
By Joey: I learn best when the teacher knows how to teach a topic well and knows ways to allow students to remember that topic for years to come.
A teacher I learned a lot from was Mrs. Padalino, my reading teacher at St. John the Baptist School from kindergarten to second grade. Her teaching style reflected basic skills in teaching young children how to read.
I was a very advanced reader at the time so reading was my favorite subject. Her ways of teaching about the basics of reading were extremely helpful and made me the reader and writer I am today.
In every place where there was a book in a classroom, you could see a chart with four columns, showing each of the four skills you need to develop to read, such as comprehension and fluency. Her ways of teaching were easy to pick up and learn, but advanced enough to allow me to love reading and writing every day.
My most fond memory from that year was reading Dogsong with the advanced reading group, which included second graders. I was the only first grader in the group, and it was an honor to be there. I remember being so proud of myself while reading in that group. The reason I remember the book so fondly is because of the detail in the book, but also because of Mrs. Padalino, I knew how to read and understand every aspect of the book, from the first to last page.
My love for reading and writing that I acquired that year has stayed with me my entire life and might lead to a career choice for me as an author.
My class at St. John’s was very large and very hard to handle, quite similar to the 2018 class at HFS today, but at the end of the day, Mrs. Padalino helped all of us learn and grow in our reading skills. And she loved what she did.
There was never a day where she didn’t have a smile on her face and had fun with the class.
I would like to thank Mrs. Padalino for everything she has done for all of her students throughout her career. She always told us to shine our light and make good choices. I try to remember those words every day.
By Joey: I learn best when the teacher knows how to teach a topic well and knows ways to allow students to remember that topic for years to come.
A teacher I learned a lot from was Mrs. Padalino, my reading teacher at St. John the Baptist School from kindergarten to second grade. Her teaching style reflected basic skills in teaching young children how to read.
I was a very advanced reader at the time so reading was my favorite subject. Her ways of teaching about the basics of reading were extremely helpful and made me the reader and writer I am today.
In every place where there was a book in a classroom, you could see a chart with four columns, showing each of the four skills you need to develop to read, such as comprehension and fluency. Her ways of teaching were easy to pick up and learn, but advanced enough to allow me to love reading and writing every day.
My most fond memory from that year was reading Dogsong with the advanced reading group, which included second graders. I was the only first grader in the group, and it was an honor to be there. I remember being so proud of myself while reading in that group. The reason I remember the book so fondly is because of the detail in the book, but also because of Mrs. Padalino, I knew how to read and understand every aspect of the book, from the first to last page.
My love for reading and writing that I acquired that year has stayed with me my entire life and might lead to a career choice for me as an author.
My class at St. John’s was very large and very hard to handle, quite similar to the 2018 class at HFS today, but at the end of the day, Mrs. Padalino helped all of us learn and grow in our reading skills. And she loved what she did.
There was never a day where she didn’t have a smile on her face and had fun with the class.
I would like to thank Mrs. Padalino for everything she has done for all of her students throughout her career. She always told us to shine our light and make good choices. I try to remember those words every day.
Can you say serious waterfalls! Whoa! Mind blown!
Another mom chimed in
Another mom chimed in
From Meghan, Ok, I'm literally tearing up over here ! April Lippert Padalino has been an amazing foundation in Portia's education. Portia is VERY left sided. She is an amazing artist, she is empathetic, she is not a traditional student. Mrs. Padalino saw that in her . It is a gift when a teacher sees the whole student as a person, not just their academic inclinations. Mrs. Padalino worked endless amounts of time in order to make sure Portia was reading well and her grammar was on point! I assure you, now at the tender age of 14, she is very quick to correct anyone who writes "your.....but means.....you're" It actually irritates her, lol.
They reminded me of my Why? To advocate for education opportunities that fit the students and teachers. We need to listen to our students and learn from them. We need to listen to our teachers and learn from them too. In the 17+ years I have been in school, I learned so much just from being immersed in schools with colleagues and students, They were and are the best education.
Remember your why, build relationships, and Bring Education to Life for each and every student.
Remember your why, build relationships, and Bring Education to Life for each and every student.
Recently, I moved for my 10th time since I have been married. The moves are becoming a bit of a blur, but they all have something in common. I grow a little bit each time.
I became a teacher while moving. Volunteering in the classroom, becoming a sub, going back to school, moving, getting multiple certifications, etc. This time is a little different. My kids did not move with me and I left a position I loved. Now, I am learning to let go.
I am letting go of my kids to allow them to grow into who they are meant to be. I need to step back and allow them to spread their wings into adulthood. That does not mean I will not be a part of their life. It just means our relationship is a little different. They do not need the same kind of parenting.
I am letting go of Literacy Coaching as I once knew it. It was the best of all worlds. I worked with awesome teachers in and out of classrooms. I worked with students, colleagues, parents, and administration. I read books and networked via social media. Now, I need to do this a little differently.
I am in another new state and more testing to get recertified (Did I mention I have extreme test anxiety). I want the flexibility to travel with my husband and to support immediate and extended family (we are spread out across the world). I want to work with educators to change the lives of our future leaders. So, as with the other moves I will grow.
It is time to learn to be a part of education without being certified in another a state. I still have my education, experience, the ability to read awesome books, network through social media, and volunteer. Who knows what the future will look like, but I am thankful for innovation and a world of possibilities. I am thankful for social media and staying connected. It will help me learn my new place in the world of education. I am hoping to Bring Education to Life through blogging and supporting teachers and students virtually. It will be a new adventure as life changes and the journey continues.
April
While reading Chapter 1 of Shattering the Perfect Teacher Myth by Aaron Hogan, I found myself reflecting on how to help students engage more with the texts they are reading. Even when they appear to be reading, they are not always having a conversation with the text. Many students do not realize they should be. I am amazed at the difference when I am modeling inner voice by having a conversation with a book. Then, I ask them about the inner conversation with their books. Initially, they do not have much to say. The more I model and reteach; the more they practice what they see and hear. A
After reading The Book Whisperer by Donalyn Miller and Readicide by Kelly Gallagher I also realized they need choice. I have learned to ask myself “Are they interested in what they are reading?” We may want them to be learning about a certain topic, but have we considered the options available for learning and provided voice and choice. It is like providing a choose your own adventure book, but with a variety of options, including articles, ebooks, multi media, and traditional books. In some cases it is good to let them do the research (make sure you have taught them how) and encourage them to find the materials; giving them voice. The empowerment with appropriate support can yield amazing results.
After reading The Book Whisperer by Donalyn Miller and Readicide by Kelly Gallagher I also realized they need choice. I have learned to ask myself “Are they interested in what they are reading?” We may want them to be learning about a certain topic, but have we considered the options available for learning and provided voice and choice. It is like providing a choose your own adventure book, but with a variety of options, including articles, ebooks, multi media, and traditional books. In some cases it is good to let them do the research (make sure you have taught them how) and encourage them to find the materials; giving them voice. The empowerment with appropriate support can yield amazing results.
April Padalino and Cyndi Dull
We are educational coaches with a passion for learning and empowering students, parents, and educators to Bring Education to Life.
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