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


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
203 503 5207
Training/Civic Liaison Specialist JoAnn Benson
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.

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