A Reminder About Helpful Links

Be sure to check out the helpful links posted on both sides of the page!
We're now on Twitter, too. Type "@eos_guidance" in your Twitter search box. Or click on "Twitter" to the left.







Wednesday, February 15, 2017

02/15/17


Follow EOS Guidance Twitter

If you haven't already done so and you're a Twitter user, take a moment to add @eos_guidance to your account.  Get up-to-date announcements, links, and the like on a regular basis.  Check out the link in the upper left corner and add it to your list.

Check Out the Message Board

Be sure to check out the Message Board (link is in upper right corner of this page) for updates on information about a variety of topics, including scholarship opportunities.  This board is the same one on display in the EOS main foyer and Guidance Department Office.

Registration for AP Exams Begins on Monday, March 6

Students interested in taking AP exams must register for them in the Guidance Office.  Registration begins on Monday, March 6th and concludes on Friday, March 24th. Scheduled during the first two weeks of May, these three-hour exams are offered in a variety of subject areas.  The registration fee is $20 (cash or checks made payable to EO Smith) per exam, with the balance of $73 paid (total cost for each exam is $93) on the day of each exam.  For more information go to AP Central.

Tuition Discounts for Connecticut Residents

Looking for a discount on college tuition? Well, the New England Board of Higher Education may have a program for you. Called the Regional Student Program (RSP) Tuition Break, this program is a partnership comprised of the public colleges and universities in New England that offers more than 700 undergraduate and graduate degree programs and provides a significant discount on regular out-of-state tuition rates to eligible students. 

Here's how it works - residents of one New England state are eligible when they attend certain public colleges in the other five New England states and pursue majors not offered by public colleges in their home state.  This means that a CT resident may enroll in an out-of-state public school in New England and pay what amounts to almost in-state tuition provided that the major pursued at the college is not one offered by any of the public colleges and universities in CT.

If interested (and why wouldn't you be?), you can find more information about the program as well as majors available elsewhere at Regional Student Program Tuition Break. You can also read testimonials from graduates of the RSP by clicking here.  

Click here for fast facts about the the college landscape in New England and here for information about how many students typically transfer and where.  Click here for program's annual report (2016-17).

Updates on NCAA Clearinghouse Eligibility

Students who enroll full time at an NCAA Division I school this fall must graduate high school and meet ALL the following requirements:

  • Complete 16 core courses:
  • Four years of English
  • Three years of math (Algebra 1 or higher)
  • Two years of natural/physical science (including one year of lab science if your high school offers it)
  • One additional year of English, math or natural/physical science
  • Two years of social science
  • Four additional years of English, math, natural/physical science, social science, foreign language, comparative religion or philosophy 
  • Complete 10 core courses, including seven in English, math or natural/physical science, before the start of the seventh semester. Once students begin their seventh semester, they must have more than 10 core courses completed to be able to repeat or replace any of the 10 courses used in the preliminary academic certification.
  •  Earn at least a 2.3 GPA in their core courses. 
  • Earn an SAT combined score or ACT sum score matching their core-course GPA on the Division I sliding scale, which balances their test score and core-course GPA. If students have a low test score, they will need a higher core-course GPA to be eligible. If they have a low core-course GPA, they will need a higher test score to be eligible.  
For more information, click on the NCAA Eligibility Center link and NCAA Student Guide listed on the left side of this page.


Joint Yale/FBI Program

The New Haven Field Office of the FBI and Yale University Police Department are proud to announce the second annual Future Law Enforcement Youth Academy (FLEYA). Two of America’s most notable and iconic institutions have partnered to create a week-long law enforcement and legal training camp for Connecticut teenagers June 18 – June 24, 2017.
Applications are currently being accepted for the 2017 Future Law Enforcement Youth Academy (FLEYA). The deadline to apply is March 10, 2017.
The Future Law Enforcement Youth Academy (FLEYA) will give participants an inside look at today’s FBI and exposure to various local, state and federal law enforcement agencies and practices.
Participants will receive specific classroom training and practical exercises in investigative forensics, cyber technology techniques for combating violent crime, counterintelligence, gang awareness, and civil rights. Assistant US Attorneys and State Attorneys, local police, judges, and federal agents will lead trainings and classes.
FLEYA participants will be housed on the Yale campus, chaperoned by law enforcement and FBI employees, including Yale PD officers and FBI National Academy Alumni. Each participant will be matched with an alumni officer from his/her county to promote ongoing connections and networking.
All applicants must:
  • Be between 15–18 years of age and returning to a Connecticut high school in 2017 
  • Be full-time Connecticut resident 
  • Be committed to physical fitness through sports or other activity 
  • Have a minimum GPA of 2.7 
  • Submit a completed online application which includes a 200 word essay 
  • Participate in an initial telephone interview if selected by staff members of the academy 
  • Participate in a final panel interview at FBI New Haven 
Student applications and instructions for FLEYA can be found at here.
Twenty-Eight (28) students from urban, rural, and suburban CT high schools will be selected to participate. The program seeks students from diverse racial, and cultural backgrounds. This program will promote tolerance, unity, and the importance of partnerships for success in the working world.
The application deadline is March 10, 2017.
Community Outreach Specialist (COS) Charles Grady
Charles.Grady@ic.fbi.gov
203 503 5207
Training/Civic Liaison Specialist JoAnn Benson
JoAnn.Benson2@ic.fbi.gov
203 503 5270


Hidden Figures In the Arts and Sciences


Perhaps you've seen the movie "Hidden Figures" that has played in theaters recently (click here for the trailer).  Thought-provoking, for sure, it's a story that reveals a whole host of socio-cultural issues that were present in the sixties, with several remaining still today. One such issue is our fascination with numbers and the power they seem to possess.  The storyline in the movie addresses the meaning often hidden in the figures.  It's a message that could very easily be applied to the fascination we hold with test scores today.  

An article published in the New York Times a couple of years ago titled "Creativity vs. Quants" (click here for it) shines a light on the aforementioned fascination.  It's especially relevant as we learn more about how artificial intelligence and automation threaten to take over several occupations currently served by human beings.  It's also why the Rhode Island School of Design added the A in STE(A)M.  The writer pays homage to chaotic thinking as a necessary precursor to the creative process, a process that remains uniquely human.  There is also mention made of the critical stage of incubation that precedes the "aha" moment, that period when inspiration is in the prenatal stage and takes form out of sight before an idea is born.  It's this element, especially in the mix of teaching and learning, that requires attention if today's students will become productive employees/citizens as adults in the years to come.  Tests, no doubt, measure some things.  And other things count that simply can't be measured.  

I recently watched a full orchestra perform that was comprised of students in a conservatory.  These students are also required to major in another field outside of music for reasons I'll avoid mentioning now for the sake of brevity.  What is worth mentioning is that the orchestra conductor also happened to be the president of this college.  I wondered, as I watched him lead the sections through musical scores, if he viewed his faculty and staff as an orchestra in a similar way to how he viewed the musicians he was leading that night.  If he did, I wondered how he would arrange the sectionals by discipline - and why.  Where and why would he arrange content areas in such a way as to blend the separate disciplines - the arts and the sciences -  into a complementary whole.

It's the creative tension (harmony) played by the sectionals that creates a full sound.  And the whole, if performed properly, becomes greater than the sum of its parts.  Likewise, it's the creative tension celebrated by any group (why not include the New England Patriots here as a current example) that, collectively, makes the whole greater than the sum of its parts.  It's when 1+1=3.  And this is why it's hard to quantify.

Standardized assessments (both formative and summative) have their place as measurements for growth in learning.  Valid and reliable tests that measure what they're designed to measure can be valid and reliable tools in the process.  That said, it's also necessary to look beyond the numbers in a similar way that we sometimes need to read between the lines.  This takes courage... and sometimes requires chaos.


So, the piece is worth a few minutes of your time (and the movie is worth several more).  It really shouldn't be about quants vs. creativity.  And discussions about change shouldn't be about this ( for example, standardized assessments) or that (for example, class grades).  It shouldn't be about the sciences or the arts, either.  Rather, discussions should be about this AND that.  It's this kind of mindset, one that is comfortable with chaos and ambiguity, that can lead to substantive change.  It's this duality that can't really be separated (think about the term "indivi-dual") that needs to be recognized.  And it's about a collective will to embrace it if we are to retain the human-ities in our schools.



Wednesday, February 1, 2017

02/01/2017


MCC Registration Closes on February 3

Students enrolled in MCC courses at EOS have until February 3 to register for dual (EOS and MCC) credits.  Instructions for on-line registration have been provided via Guidance Matters. 

To date, several students still have not registered for these FREE courses.  Teachers and counselors have reminded students to register for these free credits.  And the Guidance Office has identified students who are enrolled in these courses at EOS but have not yet registered with MCC.  The identified students and their parents received an email on Monday (January 30) urging them to register.

Please remind students to complete this registration process by February 3.  MCC will NOT accept registration forms submitted after this date. 


Students should contact their counselors if they need more information.

2017-18 Course Selections Process Begins

Power School Portal  Opens This Week

The initial stage of the 2017-18 course selection process has begun.  Students are encouraged to select courses through the Power School portal now.  Current ninth-graders have actually already (tentatively) selected their courses with the help of counselors  by way of English 9 classes.

This first step in the process allows EOSHS to pour the foundation for the eventual construction of the 2017-18 master schedule.  Note that students will have several opportunities to make changes on their list of selections in the months ahead.  You should also note that counselors will discuss course selections and confirm choices during their  individual meetings with students and their parents/guardians that are currently taking place.

Keep in mind, too, that four-year plans of study for various post secondary options are available in Naviance.  Click on the "Courses" tab for the plans as well as to access the full list of course descriptions in the curriculum.

Mailing Senior Transcripts

 (Mid-Year School Reports) 


Seniors applying to colleges know that their first semester grades are typically required by college admissions offices.  Mid-year school reports that show only first semester grades will be mailed electronically to colleges when these grades became permanent after a final audit this week.  Thus, colleges to which students submitted applications should receive these reports in the next week.

Registration for AP Exams Begins on Monday, March 6

Students interested in taking AP exams must register for them in the Guidance Office.  Registration begins on Monday, March 7th and concludes on Friday, March 24th. Scheduled during the first two weeks of May, these three-hour exams are offered in a variety of subject areas.  The registration fee is $20 (cash or checks made payable to EO Smith) per exam, with the balance of $73 paid (total cost for each exam is $93) on the day of each exam.  For more information go to AP Central.

Dual Enrollment Courses Available at EOSHS

EOSHS has, arguably, the most extensive array of dual enrollment courses in Connecticut.  These courses are available to students as both high school and college courses (thus, the "dual" designation).  So students enrolled in these courses earn high school credits while simultaneously earning college credits as well.  EOSHS offers these courses through UConn, ECSU, and MCC.  

For course descriptions, go to your Naviance Family Connections page and click on the "Courses" tab.  The list is below.

UConn Early College Experience Courses

AD English (UC ENGL 1010)
AD Biology (UC BIOL 1107)
AD Biology (UC BIOL 1108)
AD Biotechnology (UC PLSC 3230) 
AD Latin 4 (UC CAMS 3102)
AD Latin 5 (UC CAMS 3102)
AD Microeconomics (UC ECON 1201)
AD Macroeconomics (UC ECON 1202)
AD French 5 (UC FREN 3250 and 3268)
AD German 5 (UC GERM 3233 and 3255)
AD World Civilizations (UC HIST 1300)
AD Modern European History (UC HIST 1400)
AD US History (UC HIST 1501and 1502)
AD Individual & Family Development (UC HDFS 1070)
AD Latin America Studies (UC LAMS 1190)
Discrete Math (UC MATH 1030Q)
AD Calculus (UC MATH 1131Q and 1132Q)
AD Physics Engineering (UC PHYS 1401Q and PHYS 1402Q)
AD Physics (UC PHYS 1201Q and 1202Q)
AD Spanish 5 (UC SPAN 3178 and 3179)
AD Statistics (UC STAT 1100Q)

ECSU Courses

ECSU Human Biology (BIO 202/203)
ECSU Math for Liberal Arts (MAT 135)
ECSU Calculus A (MAT 243)

MCC Courses

Accounting 1A (MCC ACC 115)
Human Anatomy & Physiology A (MCC BIO 115)
Intro to Criminal Justice (MCC CJS 101)
Video Productions 1 & 2 (MCC COM 240)
Allied Health (MCC HLT 103)
Tech-Prep Culinary Arts (MCC HSP 101)
Quantitative Literacy (MCC MAT 109)
Algebra 3 and Trigonometry (MCC MAT 138)
Foundations for College Success (MCC SD 111)
English 12A (MCC ENGL 101)
Personal Finance (MCC BFN 111)

In addition to these dual enrollment courses listed above, EOSHS also offers AP Studio Art, AP Chemistry, AP French 4, AP German 4, AP Spanish 4, AP Psychology and AP Computer Science.  Earning satisfactory scores on the AP exams in these courses (as determined by each college and university) may translate into college credits as well.

Finally, Marketing is offered to students in a manner that prepares them to take the CLEP exam for college credits.  For more information about CLEP, click here.  

PE Department Offers Options in 2017-18


The Physical Education Department will offer a series of "selectives" in 2017-18 to 10th and 11th graders.  In addition to PE 10-11, students may select from the options listed below;

Team Sports: Students will try a variety of team sports in a more competitive setting,
Yoga: Students will have an opportunity to practice yoga and mindfulness   
Ultimate Frisbee/Racquet Sports: Students will learn the skills and strategy of ultimate frisbee as well as racquet sports (tennis, badminton, pickleball, eclipse ball). 
Sports Performance: Students will be able to develop and execute their own workout plan.  
Adventure PE: Students will use team building to accomplish challenges and in some cases low ropes course obstacles (a field trip may be included to a high ropes course park). 
Circuit Training: A more basic introduction to fitness using everything from kickboxing to weight training as a basis for developing strength and stamina.
Aerobic Dance: Students will be able to develop and execute their own dance routines as well. 
Lifetime Fitness: (golf, archery, backyard games etc..)


Students should consult with their current PE teachers for more information and contact their counselors to inform them of their choices. 

What Does It Mean to Be Educated?


What does it mean to be "educated"?  And how is one who is considered to be "educated" different from one who is "uneducated"?  Even if you gave scant attention to the recent elections, you would most certainly have heard pollsters place voters in one or the other category.  Is it really the case that one is either educated  - or not?   On what basis?

It seems like most of us have our own ideas about what should be taught in school, how it should be taught, and what kids should know and be able to demonstrate (skills) at the end of grade 12 (or 14 or 16.. or even 20, for that matter).   That most everyone has been schooled in some form or fashion during the first two or three decades of their lives provides an experience from which to form their views.  And there is no shortage of opinions on this issue.  As much disagreement as there may be when you listen to anyone who's ever weighed in, though, you eventually reach the conclusion that this much we do know - school is a good place for kids to be.  And there's this much we don't know - what kids should learn (and how they should learn it) by the time their tickets are punched for life-after-high-school. 

What we do know is that piles of data collected in recent years show the value of education in terms of how much money you've banked, whether you dine on Taco Bell or Bell & Evans, if you remember to vote and care to show up at the polls, and if you choose to volunteer or are forced to live in fear..of the next crisis - health, financial, or otherwise - that eventually puts you in deep and paralyzing debt.  If schools function to prepare students for productive work and active citizenship, then we know they are.   So, we can safely conclude that a relationship exists between higher education and higher income, etc.  But do we know what it really means to be an educated human being?  And do we really know what we should expect a high school graduate to know and be able to demonstrate at graduation in 2020? 

It often becomes heated because both questions tend to be politically charged.  Why?  Here's why - the answers reflect value judgments that often clash among competing interest groups.  What does it mean to be an educated person?  What is it that they know (ideas, knowledge) and are able to do (read, write, quantify, think critically) that earns them this status?  What skills do they possess (even "have in hand" as in hands-on skills)?  Is this "knowledge" different today than it may have been, say, a decade ago?  Two decades ago?  (Check out "What Does It Mean to Be Educated?" in "For Reading" to the right of this page).

Well, this much we know - we seem not to know.  High schools and colleges can't seem to agree. They can't agree among themselves within groups or even what the other should do.  Which group knows for sure?  Or put another way, who's more educated on this issue?  Is this a multiple choice question with one right answer? Or is there more than just one?

Even a cursory review of graduation requirements at three colleges, never mind the three thousand or so more out there, will reveal pretty significant differences in what students are expected to know.  St. John's College in Annapolis, Maryland (and Santa Fe, New Mexico), a highly respected (in academia) but little known (by the mainstream population) college, requires all students to complete the exact same curriculum - reading the same books and taking the same courses (with a little wiggle room in what it calls "preceptorials").  The school promotes itself as the ideal liberal arts institution and assigns students many of the "Great Books" chosen by a panel of faculty members and students (changed periodically).  So, students are expected to know the same curriculum.  Brown University in Providence, RI, on the other hand, is the yogi master in higher education. The school offers total flexibility in its "open curriculum", giving students the freedom to choose ANY courses they wish as long as the credits bend in a way that match the number of credits prescribed for an "individualized"  degree.  And all the other schools fall somewhere along the continuum that begins with St. John's College at one point and ends with Brown at the other.  UConn is one of these "tweeners", a hybrid of sorts that requires students to choose from a menu of courses that's organized kind of like food groups.  Students are free to choose items as long as they select from each of the four "tables" (content areas) on the way to their "main course" of studies.  Know that it resembles a Sunday brunch - lots of items from which to choose and plenty to digest. But you'll probably discover that your plate looks much different from others' at your seating arrangement - unless you're sitting with someone who's selected the same major.  And if it is much different, does it matter?   Is the college experience essentially the same for both?  Or is one more educated than another?

So, think about it - is it a stretch to say that one college produces more educated graduates than another?  Or one major more than another?   Do we really know?  What's more, do we even know what these graduates know (more on this below)?  Or is it simply the degree in hand that confers the label "educated" upon them?

And what about high schools?  What should students really know and be able to demonstrate when their date of manufacture is stamped at graduation?  The CT State Department of Education (CSDE) provides broad requirements for high schools in the state to follow (which are supposed to change in the near future), but local school districts usually add their own ingredients to the mix - presumably because they know what students are expected to know and be able to demonstrate.  But even within high schools there are differences in department requirements - some are more specific than others.  

Confusing?  Everyone seems to have their own ideas about what students should really know (and, of course, be able to do), but there doesn't seem to be much agreement.  It's little wonder, then, why many colleges still cling to the SAT or ACT requirement in order to evaluate readiness for success in higher education (for those who now make it optional, there are other reasons for this than simply thinking they agree that the test is flawed - one major reason is that it drives up applications)?  However "invalid" the test may be, it's at least a measure that may be applied to all students (who choose to take it) regardless of the schools they attend or even courses of studies they take within their respective schools.  And there's still another test for some students to "pass" - the Accuplacer has received its fair share of attention in recent years as more students opt for community colleges.  If you don't know, the Accuplacer is a placement test designed to accurately place students in English and math courses (see more about this below).  Both tests - the SAT/ACT and Accuplacer - are intended to measure what students know and are able to do.  

There are all sorts of discussions about common assessments and a common curriculum that should be set in stone for all high schools throughout the country to follow.   Even colleges have argued about this as the federal government not long ago put pressure on them to put in place some kind of assessment that measures growth over the duration of a college experience (click on the link to learn more about the Collegiate Learning Assessment).  All that exists now to measure the "value" of colleges are SAT scores, acceptance rates, and yield rates on those accepted - all measures of entering students and not of those graduating from the colleges.  Moreover, the college loan debt crisis has been an albatross for many college graduates as it holds them back from becoming financially independent full-scale adults.  The federal government has recently intervened with its College Scorecard, a measure that considers average earnings of graduates from specific colleges.  But this is a flawed metric, never mind that it measures educational value strictly in monetary terms.

What's more, high schools and colleges don't agree with each other on what a student should know at the time in their lives when they become eligible to vote.  Of the seventy percent of high school graduates who go on to some form of higher education, less than half actually complete a four-year degree (that's about 28% of the population).  And many take more than four years to do it.  For those who choose (or have no choice but to go to) community colleges, about forty percent don't meet the benchmarks on placement tests (Accuplacer) and are placed in not-yet-ready-for-prime-time remedial courses that cost lots of money but are worth nothing in terms of college credits.  For the vast majority of these students, college ends before they officially ever get there.  Click here for a recent report on this issue.

​If you listen to the experts, there's a growing divide between those who have and those who wish they had.  The middle is disappearing.  Where's this taking us?

Let's acknowledge that a four-year degree is not for every high school graduate - nor should it have to be.  But some form of higher education needs to be, especially in a changing economy that's beginning to take on an hour-glass shape, one in which there will be plenty of jobs available that require professional degrees and plenty that we'll always need - plumbers, electricians, automotive technicians - that will still require certification and requisite skills as evidenced by performance on entrance exams required for admission to certification programs (click here for more on this).   If the numbers tell a story, about 3 out of every 10 students aren't going there.  And, of those who are, some aren't able to enroll in "ready-for-prime-time" courses because...well, you know why.  This leaves too many kids academically adrift, and they're not even in college.

So, we know that school is a good place to be for students.  We know, too, that there is significant variance in what's expected among and between secondary schools and institutions of higher education.  It also appears that some of this variance leads to problems for kids when they sit for placement tests.  And we know that high school graduates need to move on to some form of meaningful educational experience if they have any chance at meaningful employment in their adult lives.  If they don't, then they wind up in that category call "uneducated" - not much different from those labeled "dropouts".    So, if Common Core is not the answer (and it appears that it isn't), then we need to at least find common ground on what high school graduates should know and be able to do in order for them to be prepared for what's next - to have a realistic chance at being considered among the  "educated". 
  ​




Sunday, January 15, 2017

01/15/2017


EOSHS Receives Lofty Rankings in Recent ECE Report


The Office of Early College Experience Programs (OECEP) at UConn recently published data on participation rates of high schools throughout Connecticut. The numbers highlight the extensive involvement of EOSHS and the significant value derived from student participation in the OECEP.

EOSHS is ranked 4th (with 250 students enrolled) among the 188 high schools in Connecticut that participate in the OECEP, behind Norwich Free Academy (NFA) (364), Manchester High School (264), and Glastonbury High School (251).  It should be noted that the three schools ranked above EOSHS have much larger student enrollments.  When calculating the percentage of the total student enrollment that is participating in the OECEP, EOSHS rises to the top of the list.

Also of note is that EOSHS is second on the list of "Most ECE Credit Hours Taken" with 2312 credit hours tallied, behind first-place NFA (3153) and ahead of third-place Hand (Madison) High School (2067).  Of course, these numbers do not take into account the credit hours that students are earning in courses taken on the UConn Campus.

These figures represent an impressive commitment on the part of the EOSHS faculty and staff in offering OECEP courses and participating in workshops required by the OECEP.  It should also be noted that teachers at EOSHS (and all other participating high schools) must apply for certification and be approved as adjunct instructors before offering such courses.

The EOSHS community should take pride in the exceptional dual enrollment program that comprises a significant segment of its school-wide curriculum.

MCC Applications Due


Students enrolled in Manchester Community College courses offered at EOS need to COMPLETE the MCC application on line by February 5th if they wish to earn MCC credits in these courses.

Click on this link to initiate this process. This registration takes just minutes to complete. 


Mailing Senior Transcripts

 (Mid-Year School Reports) 


Seniors applying to colleges know that their first semester grades are typically required by college admissions offices.  Mid-year school reports that show first semester grades only will be mailed electronically to colleges when these grades become permanent after a final audit.  This should take place in the first week of February.


What's Naviance and Why Should You Be Interested In It?


The EOS Guidance Department has been using Naviance for several years now, adding features along the way when they become available to subscribers and when we feel they're useful to our school community.  Naviance is a web-based program that offers a full range of services. You'll find course descriptions on classes offered at EOS, four-year plans of study (see more about this below) that match up with the various post secondary goals students may have, data on student outcomes specific to colleges and universities to which EOS students have applied over the past several years, links to the vast majority of post secondary institutions throughout the country, links to financial aid web sites, a link to The College Board, career information, Road Trip Nation (career and motivational videos) and an SAT prep program that is extensive - and free to students. There is even more. 

The link to Naviance may be found in the upper right corner of this page (Naviance Family Connection). 

 

What Is Course Planner?


Students (and parents) can access "Course Planner" (mentioned above) by logging in to their accounts and clicking on the "Courses" tab in the menu bar. From there,  four-year plans of study may be reviewed simply by clicking on course plans. Several plans are available and each is based upon the kind of schools - defined by competitiveness (how difficult it is to be accepted - the lower the percentage of students accepted, the more competitive it is) - that a student may wish to pursue.

By clicking on any one of the plans, you will see the types of courses available to choose from that will comprise a four-year plan of study compatible with the kinds of competitive schools for that particular category. For example, a student interested in attending a highly competitive school would click on that plan and see that the vast majority of courses from which to choose would be at the "A" level.  What is not taken into consideration are the grades that a student earns in these courses. Rather, the strength of the four-year plan is based upon the challenges posed by one's course selections.

design flaw that Naviance has not yet corrected relates to the schools of interest that are listed below the "meter" that measures strength of schedule. A plan that may be appropriate for admission to ECSU may not be sufficient for acceptance to UConn, even though Naviance is indicating otherwise. For more accurate feedback, students should speak with their counselors. 

Still, Course Planner may be very useful in the course selection process when taking into consideration post secondary aspirations.


2017-18 Course Selections


Power School Portal  Opens In Two Weeks

The initial stage of the 2017-18 course selection process has begun as subject area departments formulate plans for the next school year.  Students are encouraged to select courses through the Power School portal when it opens in two weeks.

This first step in the process allows EOSHS to "pour the foundation" for the eventual construction of the 2017-18 master schedule.  Note that students will have several opportunities to make changes on their list of selections in the months ahead.  You should also note that counselors will discuss course selections and confirm choices during their upcoming individual meetings with students and their parents/guardians.

Keep in mind, too, that four-year plans of study for various post secondary options are available in Naviance.  Click on the "Courses" tab for the plans as well as to access the full list of course descriptions in the curriculum.

The Kodak Moment You Wouldn't Want


Try picturing this...are you old enough to have had a Kodak moment?  If you are, then you remember  them as special times - countless once-in-a-lifetime (yes - an oxymoron) occasions that were freeze-framed, picture-perfect portraits captured on rolls of film.  With minds intact, you may still be able to recall these ancient instagrams.  Be careful, though, because clutching to your past could end up freeze-framing your present.  You wouldn't want your life to turn into the Kodak moment that resembles the company it eventually became. Here's why.

If you're that "old", you'll recall that Kodak was the Apple of your I back in the 20th century, with Eastman Kodak monopolizing the camera market in a similar way that the iPhone captures the smartphone (and its camera) today. Chances are you've had several Kodak moments that string your life together, moments where you can picture yourself as you once were in a time that once was. Today,  we have "selfies".  Just reach out and touch...the screen...and you get... you. Then simply store them in the cloud.  

Wait.  So what happened?

Here's what happened... with Kodak's meteoric rise and then eventual demise. Back in the late 1800s, George Eastman, an avid photographer, invented what was known as rolled film as well as the camera that could use it.  He launched the Eastman Kodak Company and promised anyone who bought it that "you press the button and we do the rest."  Much like what the smart phone has done for us today, the Kodak camera transformed lives and introduced the "Kodak moment" that allowed individuals to imprint celebrated experiences on to rolling film.  And it was this rolling film attached to inexpensive cameras that had Eastman Kodak rolling in the cash.  The years that followed saw Eastman make adjustments as new technology threatened Kodak and the company was flexible enough to stretch where the market was moving.  Kodak was the Apple of its time for several decades, "thinking different" and adapting as it saw fit.

But years after its inventive founder and imaginative leader passed on, Eastman Kodak gradually became stale and inflexible, full of itself and, as Wikipedia describes it,  mired in an "unassailable competitive position that would foster an unimaginative and complacent corporate culture."  Kodak became short-sighted by its own long-term dominance.

In 1975, with George Eastman having long ago departed this life, a Kodak engineer by the name of Steve Sasson invented the digital camera. What an imaginative idea?  At least, that's what he thought.  But he couldn't convince anyone else in the company to agree with him.  The corporate leadership was blinded by the glow of its own success and lacked the foresight to flex its position.  If only George had been around to look forward.  And think different.

So, much like what happened with the auto industry (think: Detroit) back in the seventies, Japanese companies like Sony seized the moment and created a market for the inexpensive digital cameras that eventually became commonplace.  Not until several years later did Kodak regain its footing and once again reach dominance as the leader in digital cameras.  But, by then, it was too late.  Why?

Remember that Eastman Kodak was making its money off of expensive film loaded on to inexpensive cameras.  Well, now there was no need for this film.  So the profits dried up and little cash was flowing in. Even though it was the market leader in digital cameras, the once iconic Eastman Kodak went belly-up in 2012 and filed for bankruptcy protection.  It was a Kodak moment the company never envisioned.  

Would this have happened had anyone higher up listened to Sasson?  Probably not. That's business, though.  Nothing personal.

But let's make it personal.  Could this happen to you?  Picture this.  What are your Kodak moments like?

The truth is we make our choices.  We can slide through our lives and never decide on much of anything, clinging to what are all-too-familiar patterns of behaviors and habits.  Or we can take charge - albeit with an imperfect control - and affect change that results from conscious choices.  Passively slide or actively decide - it's a choice.  Which is likely to produce the Kodak moments you'd want?

Below are suggestions you may want to consider for an authentic Kodak moment that is longer-lasting;
  • Take a "selfie".  Go ahead.  Make it a close-up of your whole being.  Then closely examine it all, including the darkest corners of your personality.  Recognize this - we don't see things as they are. We see things as we are.  What do you see?  What you will see is that often our expectations may blind us.  What's blinding you?
  • Every so often, do some pruning and weeding. Move into that area of your mind where decisions are made.  When was the last time you cleaned up your inner landscape?  Every so often, it requires weeding and pruning and fertilizing.  You need room to grow out.  So clean out and get rid of what no longer makes sense. Cut it and clear it if it's wilting and withering and just getting in the way.
  • Find your discomfort zone.  That's right.  Stretch yourself in ways that cause discomfort.  This will likely mean that you'll need to overcome your strengths.  As you do this, appreciate mistakes. Lean into these mistakes with confidence, which literally means "with trust".  And break a sweat!  If it becomes too easy for too long, you become...Eastman Kodak.
  • If it ain't broke, break it before it's too late.  What are you doing now simply because that's the way you've always done it?  If you're living by the motto - "If it ain't broke don't fix it" - then think about what happened to Eastman Kodak.  Sometimes it makes sense to "break it before it needs fixing".  
  • It's not the strongest who survive.  It's the fittest.  Get fit!  Successful people see the future before it happens.  It's true of athletes (who see plays develop before they actually occur), musicians (who hear the music before they actually play it), and anyone else who is paying attention while actively engaged in a full breadth of learning.  Whether it's connecting the x's and o's or the musical notes or the dots in a seemingly disparate situation, successful people anticipate and adjust accordingly.  It's not the strongest who survive, it's the fittest.  It's those who can adapt.

Change occurs organically, whether we choose it or not.  In other words, it's natural.  We change - consciously or not.  Technology changes, too.  And it changes us.  With all that we have available, it seems like we can now be in touch with anyone at anytime and anywhere.  Sadly, what we seem to have lost is our ability to be in touch with ourselves.

But you don't have to be out of touch - with yourself.  You just need to be mindful - conscious - of what you're doing and why.  Ask why more often. Take the time to search for the right questions you need to ask (the right answer to the wrong question is true-but-worthless stuff).  When you do, you'll likely invite confusion when you challenge your assumptions.  Any substantive change can be disruptive.  With the right answers to the right questions, though, you're more likely to cultivate genuine growth.  If you can answer "why" to what you want in life, you'll be able to figure out the "hows" that can get you there.

It's a new year.  Think about it.  Think about what you're doing. And then do something about it.  What's your choice - George Eastman or Eastman Kodak? It's your Kodak moment to make.