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Library of Congress Summer Teacher Institutes

[O-G tutoring; in NW Columbus OH : 614-579-6021 ; see more below] 

2016 Summer Teacher Institutes

Teaching with Primary Sources

The Library of Congress is now accepting applications for its week-long summer institutes for K-12 educators. Held at the Library of Congress in Washington, D.C., this professional development opportunity provides educators with tools and resources to effectively integrate primary sources into K-12 classroom teaching, with an emphasis on student engagement, critical thinking, and construction of knowledge.

The Library is offering five programs this summer. Four of the programs are open to teachers and librarians across all content areas. One focuses on primary sources in science, technology and engineering. During each five-day institute, participants work with Library education specialists and subject-matter experts to learn effective practices for using primary sources in the classroom, while exploring some of the millions of digitized historical artifacts and documents available on the Library’s website.

General Institutes – open to K-12 educators across all content areas:

June 27-July 1
July 11-15
July 18-22
July 25-29

Science, Technology, and Engineering Institute 

recommended for K-12 educators who teach science, technology, or engineering, or collaborate with those who do

June 20-24

Tuition and materials are provided at no cost. Participants will be responsible for transportation to and from Washington, D.C., and any required overnight accommodations.

Applications are due February 29 and require a letter of recommendation. Read more:

Orton-Gillingham tutoring in Columbus OH: Adrienne Edwards 614-579-6021 or email

+ Summer School Tips from

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Here is a Web site — eNotes — for students and teachers:

eNotes offers study guides, discussion rooms and tutoring help.  If you sign up, they will send you useful emails. You can also follow eNotes on Facebook.

A recent email newsletter offers tips for surviving summer school.

  • Attend class — well, obviously.  But it’s especially important in the context of summer school, since classes progress much faster than during the regular school year.  Missing just one lesson can leave you substantially behind.
  • Read a little more each day — since these classes whiz by, the amount you have to learn is condensed into a shorter time frame.  So spend a little extra time studying every day.
  • Think positive — especially if you’re repeating a class, don’t be dejected.  You’re at an advantage, since you’ve got old class notes to review as well.  Info will sink in faster.  If you’re not repeating a class, remind yourself that you’ll be a step ahead when school begins in the fall.
  • Stay energized — summer can sap your energy, as will late nights.  Three hour classes are common.  So it’s very important to keep decent hours, eat right, get some exercise.
  • Don’t suffer in silence — voice your questions to the instructor, confirm information with your peers.  Go to eNotes as well for help.  If you’re writing an essay, eNotes offers an Essay Lab.

Check out eNotes.  Lots of material is freely available.  For a six month or a year’s subscription you will find  a depth of resource material at your fingertips.  Cool benefit —  every month in 2012 eNotes is giving away a Kindle Fire.

Find eNotes on Facebook to enter: .  Just “like” them and then answer this question:  “In the spirit of July 4th, what book embodies the “great American novel” in your opinion, and why?

Orton-Gillingham tutoring in Columbus OH:  Adrienne Edwards 614-579-6021 or email 

+ eNotes Quick Study Tip: Solving Chemistry Equations

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From eNotes, which provides study guides for students (and resources for teachers as well) here are some tips for solving chemistry equations.

Solving chemistry equations isn’t easy for most students.  But practice and determination will give you confidence.  eNotes asks you to keep these three tips in mind as you do your chemistry homework.

  1. Take a moment to organize the equation before you pull out your calculator to do the math.
  2. Pay close attention to the units to make sure they are canceling correctly.  If units aren’t canceling correctly, then your answer won’t be correct.
  3. If you do a question multiple times before getting it right, make sure you look at the incorrect attempts to see where you went wrong.  Did you invert a conversion factor?  Forget to convert from kJ to J?  Miscalculate a molar mass?  This will help you make a mental checklist of potential problems in other equations.

eNotes want you to know that if you get really stuck, Editors are standing by and ready to help.  You have options for access to this help, you can choose monthly or yearly subscriptions.

eNotes is giving away an Amazon Kindle Fire every month in 2012.

Like them on Facebook as well!

Visit eNotes at

Orton-Gillingham tutoring in Columbus OH: Adrienne Edwards 614-579-6021 or email

+ Generating Ideas “Outside the Box”

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Great article in the Times this morning on creativity:  Suntae Kim, Evan Polman and Jeffrey Sanchez-Burks wanted to know if there is any psychological truth to metaphors such as “think outside the box,” and “on the one hand; on the other hand…”

Researchers had already found that someone holding a warm cup of coffee tends to perceive a stranger as having a “warmer” personality.  Other studies have shown that if a person is holding something heavy, they tend to view things as more serious and important… more “weighty.”

But the authors asked 102 undergraduates at NYU to complete a task designed to measure innovative thinking.

The type of task was to (for example) generate a word (“tape”) that related to three clue words: “measure,” “worm,” and “video.”

Some students were randomly assigned to do this while sitting inside a 125-cubic-foot box that we made of plastic pipe and cardboard.  The rest got to sit and think outside (and next to) the box.

…We found that those thinking outside the box were significantly more creative: compared with those thinking inside the box, they came up with over  20 percent more creative solutions.

 In another study students were asked to think of original used for particular objects made of Lego blocks; but they had to do it while walking along a fixed rectangular path indicated by duct tape on the floor — marking out an area of about 48 square feet.  Other students were allowed to walk as freely as they wished.

They found striking differences.  Those who walked freely  were better at generating creative uses for the objects — coming up with over 25 percent more original ideas.

Such creativity was assessed in terms of fluency (the number of ideas generated) flexibility (the number of unique categories that described the generated ideas), and originality (as judged by independent raters).

On the one hand…

The researchers found that something similar happens when thinking about a problem “on one hand and then on the other.”

 Forty undergraduates from the University of Michigan were asked to lift and hold a hand outstretched (“as you might when addressing an audience from a stage”) while generating novel uses for a new university complex.

Some were asked to lift just one hand.  others were asked to switch between hands.

Among students who were allowed to switch hands (literally on the one hand, on the other hand) they found a nearly 50 percent increase in the number of uses generated.

The authors feel they are close to finding some sources of creativity.  

By showing that bodily experiences can help create new knowledge, our results further undermine the strict separation between mind and body — another box that has confined our thinking for a long time.

Additionally, the authors say, even though researchers are only starting to grasp how catch-phrases shape how people think, it may now be possible to prescribe some novel suggestions to enhance creativity.  For instance, perhaps if we’re performing a job that requires some “outside the box” thinking — it may be literally a good idea to avoid working in cubicles.

Suntae Kim is a doctoral candidate and Jeffrey Sanchez-Burks is an associate professor, both in management and organizations, at the University of Michigan.  Evan Polman is visiting assistant professor of management and organizations at NYU.

For the entire article, visit,%20Evan%20Polman&st=Search

Orton-Gillingham tutoring in Columbus OH:  Adrienne Edwards 614-579-6021 or email

+ Council for Learning Disabilities Call For Proposals: Due March 30

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The 34th International Conference on Learning Disabilities, to be held in Texas in October, is calling for proposals. 

The theme of the CLD conference is “Learning Disabilities: Looking Back and Looking Forward — Using What We Know to Create a Blueprint for the Future.”


  • Panel — Topics should be pertinent to LD and include three or more panelists; and be of use to researchers, policy makers, teacher educators, and educators.  Content should be readily applicable to their professional roles.
  • Cracker-barrel — Sessions leaders should introduce key issues, provide ample opportunities for group interaction, facilitating small-group discussion.  Controversy is okay.
  • Poster — Content should be evidence-based; might include (for example) a synopsis of an intervention study, progress monitoring tools, practices relating to pre-service training , meta-analysis/synthesis of the literature, examination of technical applications.


  • Intervention — Sessions should offer information that helps  implement practices and approaches directly, provide their  documentation as evidence-based, summarize the theory and underpinnings, include relevant data.  
  • Policy — These sessions address system-level issues, systems change, legislative/legal issues, or policy development.  Should delineate multiple perspectives, discuss how a policy impacts individuals, families and advocates.  Proposals should include an explanation of the policy, give a brief background, explain the how and why of its effects on LD people and the professionals who serve them.
  • Teacher Preparation — These sessions should describe evidence-based practices for preparing teachers, advocates and  families.  Proposals should include a description of the  practice and examples of its use in a university/clinic setting, as well as ways to measure effectiveness.
  • Research Methodology — Of particular interest: methodologies that advance the participants’ understanding of how to conduct evidence-providing research on interventions; also how to read research-based articles, follow analyses, design studies and write them up.  Proposals should describe the methodology strategies and how session participants can apply the content for themselves.

For more information and instructions for submitting a proposal, visit

Orton-Gillingham tutoring in Columbus OH:  Adrienne Edwards  614-579-6021 or email

+ How Much of Your Expenses Can Be Deducted?

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Thanks to Alyssa Roberts Boscarelli, who posted some links to this information on the Ohio Dyslexia Group Facebook page. 

 [I want to note that it’s always wise to double check any advice found here or on other sites.]

IRS Publication says

How much of the Expenses can you deduct?  You  can deduct on Schedule A (Form 1040) only the amount of your medical and dental expenses that is more than 7.5% of your AGE (Form 1040, line 38.) 

For example, if :  the AGI is $40,000, 7.5% of that amount is  $3,000.  Any expense less than that would be non-deductible.

  1. Dependent:” You can include medical expenses you paid for your dependent.  The person must have been your dependent either at the time the medical services were provided, or at the time you paid the expenses.  A person generally qualifies as your dependent for this purpose if  A)the person was a “qualifying child” or a “qualifying relative” [check for the exact meaning of these terms] and  B) the person was a US citizen or national or a resident of the US, Canada, or Mexico.  (Adopted child: you may need to do further checking to locate “Exception for adopted child.”)
  2. Special Education: You can include — in medical expenses – fees you pay on a doctor’s recommendation for a child’s tutoring by a teacher who is specially trained and qualified to work with children who have learning disabilities caused by mental or physical impairments (including nervous system disorders).  You can also include the cost (tuition, meals and lodging) of attending a school that furnishes special education to help a child to overcome learning disabilities.  A doctor must recommend that the child attend the school.  Overcoming learning disabilities must be a principal reason for attending the school, and any ordinary education received must be incidental to the special education provided.   For a look at the link,

Information from the Journal of Accountancy

The Journal of Accountancy had headlines  that read “Dyslexia program tuition is a valid deduction;” and  “Special education is a medical expense.”

They give further details, saying that the IRS (in letter ruling 200521003) has held that tuition paid to a school program to help dyslexic children deal with their condition can be an IRC section 213(a) deductible medical expense.

The article notes that the  IRS first explained that “normal education” is not medical care. 

For education to be considered medical care, a physician or other qualified professional must diagnose a medical condidtion that requires special education to correct it.  The school need not hire doctors, but it must have professional staff competent to design and supervise a curriculum providing such care.  Overcoming the disability must be the primary reason for the child attending the school. For more analysis, visit

Special Schools

From the Tax Research Consultant, we learn that a “special school” is distinguished by the substantive content of its curriculum. 

Although ordinary education may be provided by the school, it must be incidental to enabling the student to compensate for or overcome a handicap so that the student will be prepared for future normal education or normal living.

The IRS privately ruled that the tuition, summer school, tutoring and transportation costs for a dyslexic child in a school that accepts only handicapped children with specific learning disabilities and has a curriculum tailored for learning disabled children are deductible.

Whether a school is a special school, however, is determined by the nature of the services received by the handicapped student — not with respect to the institution as a whole.

Examples of special schools:

  • Schools for training the mentally retarded.
  • Schools for average and above average students who have learning disabilities, with the purpose of providing an environment in which they can adjust to a normal competitive classroom situation.
  • A regular school’s curriculum that is specially designed to meet the needs of handicapped children whose IQ scores ranged between 50 and 75.  A class must be structured to educate students who were not able to profit from the education that was being offered through ordinary classroom instruction, but whose intellectual ability indicates the possibility of a degree of scholastic attainment with the help of specially trained teachers and special methods and materials.
  • A special school for a child with severe learning disabilities.

For a closer look, and all the footnotes, visit

Orton-Gillingham tutoring in Columbus OH:  Adrienne Edwards  614-579-6021 or email

+ Study Tips from

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From eNotes, study tips. 

Read the syllabus!  Knowing when assignments are due is the primary reason you want to refer to your syllabus early and often.  But there are other reasons as well.

  • Attendance: Attendance policies can vary widely, especially in college courses.  But most professors will assess penalties for missed classes.  Make sure you know how many classes — if any — you can miss before your grade is affected.
  • Late Work: Accepting late work is typically at the discretion of your teacher.  Some won’t accept late work, period.  Others may have substantial penalties associated with accepting late assignments.  Be sure you know where each instructor stands.
  • Extra Credit:  Again — each instructor is different.  Some teachers offer modest “extra credit” points.  Some may increase your grade a great deal for putting in extra effort.  Others may not offer extra credit at all.
  • Contacting Your Instructor: Most professors and teachers will list their office phone numbers (and even sometimes a personal number) as well as their email address.  Most will also tell you their preferred method of contact.  Use the method they prefer first.

About this resource:   eNotes is a web site for students and teachers, with resources and study guides, teachers who will answer questions and lots more.  There is even a Facebook app.  Subscribe for a short period, or for a year.  Check it out.

Orton-gillingham tutoring in Columbus OH:  Adrienne Edwards 614-579-6021  or email