EvolutionPartIIEvolutionTheEducationalSocietiesWeLiveWithinTheSocialLearningExperiencesFieldWork

EVOLUTION PART II Evolution The Educational Societies We Live WithinThe Social Learning Experiences Field Work Author Publisher Dr. Sheila Jocelyn Shaw, D.B.A./M.B.A

Teamwork Today’s workplace is characterized by the emergence of group communication andwork teams, units that must work cohesively to achieve the organization’s objectives. .. Without actual experience working together with others to produce tangible results, individuals are prone to peer-to-peer tensions and disharmony that invariably sabotages team effectiveness...acquire the interpersonal skills necessary to communicate effectively with coworkers, along with an understanding of the implications of contributing to a team project. (h​ttp://almedauniversity.org/almeda-graduate.html​) Building Trust Inside Your Team; Creating a Strong, Cohesive Group http://www.mindtools.com/pages/article/building-trust-team.htm BUILDING YOUR TEAM Here’s a great example of how teamwork promotes creativity and achieveshigher outputs through not just the design of one but, team or organizational design. Become a team! https://openideo.com/blog/virtual-teams-the-lowdown

Evolution II : T​he Educational Societies We Live Within The Social Learning ExperiencesField Work ​is the second edition of E​volution:The Educational Societies We Live WithinThe Social Learning Experiences Field Work, a​uthored and published by Dr. SheilaJocelyn Shaw, D.B. A./M.B.A as a flipping book and available in the Open Librarycatalog amongst 250,000 ebooks available to the public.Evolutions continues to provide educational literacy and context regarding the changein educational design towards not only better service entities but also the change inthe student, the delivery and the outcomes. Evolution II continues exploration inmodern 21st century educational paradigms by building the team analytics anddiscovering how these successful teams are achieving their academic goals through“change management”, adaptive behaviors towards changing environments.Evolution The Educational Societies We Live Within The Social Learning ExperiencesField WorkPublishing source ​PUB HTML5view the flipping book (P​UB HTML5 link)http://online.pubhtml5.com/tsyi/gseu/“the following is a compilation of educational material derived from various sourcedocuments and research within the divisions of traditional and nontraditional,residential and nonresidential campus educational paradigms over the evolution ofmodern transformational educational curriculum design & development meeting thediversity of today's student.” Dr. Sheila Jocelyn Shaw, D.B.A/M.B.A



CREATIVITY! LEARN THE RULES WHERE’S THE CREATIVITY? THE ANSWERCAN BE FOUND IN THESE NEW LEARNING PARADIGMS AND EDUCATIONAL LEADERSHIPDESIGNED TO CUSTOM YOUR LEARNING EXPERIENCE.

https://www.ed.gov/sites/default/files/netp2010.pdfTransforming American Education: Learning powered by Technologyhttp://educationtopicsnow.blogspot.com/2014/05/home-school-publications-including.htmlLearning: Engage and Empowerhttp://www.ed.gov/technology/netp-2010/learning-engage-and-empowerThe Changing Landscape of Higher Education: 1965 - 2005 , Education Week/EducationNexthttp://futureofchildren.org/publications/journals/article/index.xml?journalid=72&articleid=523&sectionid=3589Journal Issue: Transition to Adulthood Volume 20 Number 1 Spring 2010Access to higher education has been greatly expanded since the mid-1960s.http://www.edweek.org/ew/articles/2013/11/13/12counseling_ep.h33.htmlhttp://educationnext.org/floridas-online-option/

TECHNOLOGY IN EDUCATION EXAMPLE COLUMBIA UNIVERSITY OFFERS AN ASSORTMENT OF DEGREE AND CERTIFICATE PROGRAMS THROUGH THE COLUMBIA VIDEO NETWORK THROUGH VIDEOCONFERENCING, VIDEOCASSETTE, STREAMING INTERNET MEDIA, WEB PROGRAMS, VIRTUAL, NONRESIDENTIAL AND RESIDENTIAL“1.0 Learning All learners will have engaging and empowering learning experiencesboth in and outside of school that prepare them to be active, creative, knowledgeable,and ethical participants in our globally networked society. To meet this goal, werecommend the following actions:1.1 Revise, create, and adopt standards and learning objectives for all content areasthat reflect 21st century expertise and the power of technology to improve learning.1.2 Develop and adopt learning resources that use technology to embody designprinciples from the learning sciences.1.3 Develop and adopt learning resources that exploit the flexibility and power oftechnology to reach all learners anytime and anywhere.1.4 Use advances in the learning sciences and technology to enhance STEM (science,technology, engineering, and mathematics) learning and develop, adopt, and evaluatenew methodologies with the potential to enable all learners to excel in STEM. “Productivity

“To achieve our goal of transforming American education, we must rethink basicassumptions and redesign our education system. We must apply technology toimplement personalized learning and ensure that students are making appropriateprogress through our K-16 system so they graduate. These and other initiativesrequire investment, but tight economic times and basic fiscal responsibility demandthat we get more out of each dollar we spend. We must leverage technology to plan,manage, monitor, and report spending to provide decision-makers with a reliable,accurate, and complete view of the financial performance of our education system atall levels. Such visibility is essential to meeting our goals for educational attainmentwithin the budgets we can afford. Improving productivity is a daily focus of mostAmerican organizations in all sectors – both for-profit and nonprofit – and especiallyso in tight economic times. Education has not, however, incorporated many of thepractices other sectors regularly use to improve productivity and manage costs, norhas it leveraged technology to enable or enhance them. We can learn much from theexperience in other sectors.What education can learn from the experience of business is that we need to make thefundamental structural changes that technology enables if we are to see dramaticimprovements in productivity. As we do so, we should recognize that although thefundamental purpose of our public education system is the same, the roles andprocesses of schools, educators, and the system itself should change to reflect thetimes we live in and our goals as a world leader. Such rethinking applies to learning,

assessment, and teaching processes, and to the infrastructure and operational andfinancial sides of running schools and school systems. Rethinking Basic AssumptionsOne of the most basic assumptions in our education system is time-based or\"seat-time\" measures of educational attainment. These measures were created in thelate 1800s and early 1900s to smooth transitions from K-12 into higher education bytranslating high school work to college admissions offices (Shedd, 2003) and madetheir way into higher education when institutions began moving away fromstandardized curricula.Another basic assumption is the way we organize students into age-determinedgroups, structure separate academic disciplines, organize learning into classes ofroughly equal size with all the students in a particular class receiving the same contentat the same pace, and keep these groups in place all year.The last decade has seen the emergence of some radically redesigned schools,demonstrating the range of possibilities for structuring education. These includeschools that organize around competence rather than seat time and others thatenable more flexible xi Transforming American Education: Learning Powered byTechnology - Executive Summary scheduling that fits students’ individual needs ratherthan traditional academic periods and lockstep curriculum pacing. In addition, schoolsare beginning to incorporate online learning, which gives us the opportunity to extendthe learning day, week, or year.The United States has a long way to go if we are to see every student complete at leasta year of higher education or postsecondary career training. There is no way to

achieve this target unless we can dramatically reduce the number of students wholeave high school without getting a diploma and/or who are unprepared forpostsecondary education.A complex set of personal and academic factors underlie students’ decision to leaveschool or to disengage from learning, but support should start as early as possible,before children enter school, and should become intensified for those students whoneed it as they move through school. Practices supported with technology can helpaddress the problem, including learning dashboards that keep students on track withtheir course requirements and earning credits for courses taken online.Redesigning education in America for improved productivity is a complex challengethat will require all 50 states, the thousands of districts and schools across thecountry, the federal government, and other education stakeholders in the public andprivate sector coming together to design and implement innovative solutions. It is achallenge for educators – leaders, teachers, and policymakers committed to learning –as well as technologists, and ideally they will come together to lead the effort.”Student Motivation, School Culture,and Academic AchievementTRANSFORMING AMERICAN EDUCATION LEARNING POWERhttp://www.ed.gov/sites/default/files/NETP-2010-final-report.pdf

http://tv.adobe.com/watch/creativity-in-education/adobe-education-anthem-video/Higher Education Customer ShowcaseLearn how higher education institutions are overcoming challenges across the campuswith Adobetechnology.http://tv.adobe.com/show/higher-education-customer-showcase/http://adobe.ly/zQekcV

Richard P. Keeling and Richard H. Hershhttps://www.higheredjobs.com/blog/postDisplay.cfm?post=327AuthorsRichard P. Keeling leads Keeling & Associates, LLC, a comprehensive higher educationconsulting practice based in New York City. Dr. Keeling serves...According to Richard P. Keeling and Richard H. Hersh,co-authors ofWe're Losing our Minds: Rethinking American Higher Education,​

\"America is being held back by the quality and quantity of learning in college. This is atrue educational emergency.\" Changing the culture of our colleges and universities toelevate the quality and quantity of learning requires that we make learning the firstand highest priority; it must become the touchstone for decision-making and resourceallocation. To put student learning at the center of each institution's work demandsthat we know the extent to which learning is occurring -- which means thatestablishing and sustaining a conscientious, diligent, and rigorous regime of learningassessment is a foundational element of change for learning.Currently, far too muchlearning assessment in our colleges and universities is only summative, and is usuallyprovided at a point at which it is too late for feedback to be useful to students.Learning assessment, to be effective, must be both adequate and timely. How can astudent who received a \"D\" or an \"F\" in a course based primarily on the work she didon one term paper and/or her performance on the final examination incorporatefeedback and improve her work? Motivated mostly by the desire to complete enoughcourses on their way to a degree rather than by any true engagement with learning,many students check their grades at the end of the semester -- but never reviewcomments on their papers or final exams that might have guided improvements intheir future performance or contributed to their knowledge base. If there is no chanceto improve because there is no next paper or examination, how inspired should astudent be to gather, attend to and use feedback? Feedback too often comes too littleand too late. As it is, students have minimal opportunity to engage with professors andreceive feedback early in a course, at a time when misunderstandings can be set

straight and foundational knowledge upon which more advanced learning is based canbe built correctly. Some students fail to realize how bad their performance has beenor how poor their understanding is of concepts or skills taught in a course until thereis no time and little reason to change.Assessment must also provide useful information to students, helping them learn skillsin self-assessment by enabling them to understand the quality of their ownperformance as measured against some consistent standard. But more often than not,learning assessments in college are norm-referenced, rather than based on standards;they amount to comparisons with the performance of other students in a course (inother words, grades are \"curved\"), and a student's work will \"look\" better or worsedepending on how other students performed. When the only \"standards\" are thecomparative performance of peers, they cannot be clearly articulated and explained atthe beginning of a course -- so grades will not be based on the achievement ofpre-specified, publicly defined learning goals, regardless of whether some, most, or allof those goals are accomplished. How can a student achieve, much less respect, thehighest levels of mastery if standards appear to be arbitrary and based on the chancedistribution of peer talent, attention, and motivation?

Higher learning improves when students are provided timely and meaningful feedbackover the course of instruction. Consider the assessments of learning among surgeons,pilots, and hedge fund managers who are still in training. Neither learning nor itsassessment is left to chance. We insist upon high, clear, and well-documentedstandards for judging expertise in these cases; there are no secrets about what isexpected or how success at meeting those expectations will be measured. Nor is itassumed that students get one shot at proving their achievement of the learning thatis required. Practice, lots of it, and feedback in the context of clear and high standardsare part of the assessment regime. Measurement is an inextricable part of instructionand promotion through not only objective tests, but also simulations, comprehensivewritten and oral examinations, and proof of performance during as well as at the endof instruction.

Such assessments are completely competency-based; students do not move to the\"next level\" of training without clearly demonstrating at least satisfactory performanceon the previous level. And because the expected outcomes are so imperative, studentsare provided timely and appropriate feedback to achieve mastery, rather than havingtheir performance compared to that of their peers along a normal curve. Moreover,continuous formative feedback signals and reinforces the teacher's expectedstandards of achievement, and, equally important, enables students to internalizethose standards, lessening the need to rely on an external authority to define quality.None of us would consider flying with a pilot who has not been fully trained and testedon takeoffs and landings, nor would we knowingly tolerate having an operationperformed by a surgeon who had not been adequately trained and certified by anexamining board or having a root canal performed by an uncertified endodontist. Inother words, when it really matters, we find ways to do timely, meaningful assessmentof learning both during and after teaching has taken place. When assessment is donein this fashion, it becomes a powerful form of teaching and learning.Appropriate and effective learning assessment requires that educators -- inside oroutside the classroom -- define and communicate the intended objectives for eachcourse or other learning experience at the outset, including the nature of the learningassessments to be utilized and the standards and criteria that will be used for judgingstudents' learning. There should be no surprises; makingstudents guess what matters most, how competency will be assessed, or what thecriteria for various levels of accomplishment are, serves no educational purpose.

Moreover, assessment that effectively supports learning requires that faculty andprofessional staff who provide experiential learning activities for students share theirexpectations -- and the results of their learning assessments -- with both their studentsand their colleagues, in order to support continuous improvement in teaching andlearning. Such transparency also promotes the cumulative achievement of learninggoals and outcomes that can only result from the aggregate of teaching and learning,occurring in many contexts, across the institution

Learning assessment -- understood, practiced, and promoted as a powerful form ofteaching and learning -- both supports and reflects the changes in campus cultureneeded to improve the quality and quantity of undergraduate learning. It requires fargreater investments of time, effort, and thought on the part of educators and studentsalike than grading on a curve; done well, it is not susceptible to the problem of gradeinflation. Although many faculty and professional staff will adopt rigorous learningassessment because it helps them do their best work and serves their interest inimproving student outcomes, it is also reasonable to expect that reappointment,promotion, and tenure criteria will be adjusted to align with expectations for thegreater and more time-consuming engagement with students and their learning thateffective learning assessment requires. Change for learning requires not just shifts inattitudes, but alterations in campus policy; institutions that value student learning willnot only create vibrant cultures of assessment, but also develop frameworks of policyand commonly agreed practices to advance and sustain those cultures. Learningassessment should never be the province of a small knot of dedicated faculty and staffwho understand its benefits and are willing to engage its costs; when that happens,exhaustion, disenchantment, and frustration are the inevitable consequences. Instead,educators should support each other -- and the institution should support all of them-- in a systemic effort to make learning, and learning assessment, central, high prioritycampus concerns.



BLOG ENTRIEShttps://www.higheredjobs.com/blog/default.cfm?BlogID=7HigherEdJobs Author in ResidenceWe're Losing our Minds: Rethinking American Higher EducationAccording to Richard P. Keeling and Richard H. Hersh, co-authors of ​We're Losing our Minds:Rethinking American Higher Education,​\"America is being held back by the quality andquantity of learning in college. This is a true educational emergency.\" Based on years ofexperience working as faculty, administrators and consultants in academia, Keeling andHersh offer an honest and straightforward dissection of the educational system, but alsopropose meaningful solutions on how to overcome this crisis in higher education and makeour students of today the sound leaders of tomorrow.

Tuesday, May 15, 2012Culture Change for Learningby Richard P. Keeling and Richard H. HershToday's crisis in the quality of learning in higher education is fundamentally aproblem in culture: the lack of strength in -- and in too many cases, the completeabsence of -- a serious culture of teaching and learning on campus.Monday, April 23, 2012Assessment as a Form of Teaching and Learningby Richard P. Keeling and Richard H. HershChanging the culture of our colleges and universities to elevate the quality andquantity of learning requires that we make learning the first and highest priority; itmust become the touchstone for decision-making and resource allocation. To putstudent learning at the center of each institution's work demands that we know theextent to which learning is occurring -- which means that establishing and sustaininga conscientious, diligent, and rigorous regime of learning assessment is afoundational element of change for learning.

Friday, March 16, 2012The Cumulative and Collective Nature of Higher Learningby Richard P. Keeling and Richard H. HershToo many college graduates have not achieved widely accepted and significant highereducation learning outcomes: the ability to think critically and creatively, speak andwrite cogently and clearly, solve problems, comprehend complex issues, acceptresponsibility and accountability, or take the perspective of others.Thursday, February 16, 2012The Higher Education Learning Crisisby Richard P. Keeling and Richard H. HershThe purpose of this blog is to shift the national conversation about higher educationfrom a primary focus on the comparisons that make up magazine rankings to aserious discussion about the failure of colleges and universities to fulfill their coremission: higher learning.

Friday, February 10, 2012Introduction to Our 2012 Author in Residenceby Kelly A. CherwinHigherEdJobs is pleased to introduce the 2012 Author in Residence bloggers, RichardP. Keeling and Richard H. Hersh. Beginning next week, their articles about highereducation will start appearing on the HigherEdJobs website and the quarterly postswill continue throughout the year. The articles are related to their book We're Losingour Minds: Rethinking American Higher Education.

HOW THE RULES CHANGED THE SOCIAL DEMOGRAPHIC & AGE BARRIERS ALONG WITH IMPLEMENTING CREATIVITY TOWARDS PERFORMANCE!No Regrets: How Homeschooling Earned me a Master's Degree at age 16The engaging story of Swann's experience growing up as a Southern Baptisthomeschooled child from New Mexico earning her education at a highly acceleratedpace. At the age of fifteen, she became the youngest student ever to graduate fromBrigham Young University in its 111 year historyProduct Details: Paperback: 168 pages Publisher: Alexandra Swann (April 3, 2010) Language: English ISBN-10: 0962361100 ISBN-13: 978-0962361104http://educationtopicsnow.blogspot.com/2012/02/more-on-exams-httpwwwetsorggreearn.html

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Excelsior CollegeHave college credit but don't want to spend the rest of your college career in atraditional learning setting? ​Excelsior College​awards up to 30 college credits toindividuals who score an 80% or higher on a given G​RE​subject. The schoolallows you to earn 18 credits of upper level course credit and around 12credits of lower division course credit for your success in this exam.Many students often use this opportunity to complete a major in the ​GREsubject exam of their choice, without having to take any classes in the field.Excelsior​takes a non-traditional approach to demonstrating mastery in thegiven subject in order to earn a significant amount of credit.This is an optimal choice for entry level college students that may choose totransfer into ​Excelsior College​with a majority of lower level course work.Students can use their ​GRE​exam credit along with their previously earnedcourse credit to finish their degrees. Students just entering college with nocollege credit can also take advantage of this option by earning 30 credits thatcount toward an undergraduate degree simply by taking the ​GRE​subjectexam.Charter Oak State CollegeCharter Oak​also incorporates the G​RE​subject exams into its degreecompletion curriculum options. It allows its students, who have scored in the

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awarded both by C​harter Oak State College​and E​xcelsior College​fordemonstration of competency when taking the G​RE​subject tests.

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Improving Quality of Life Through Telecommuting December 5, 2010The following is a paper written by Wendell Cox for The Information Technology &Innovation FoundationThe number of jobs filled by telecommuters could grow nearly four-fold to 19 millionand deliver substantial economic, environmental and quality of life benefits for theUnited States over the next 12 years. Thanks to its potential to cut costs, increaseproductivity, and expand the supply of potential employees, telecommuting isemerging as a standard business strategy for a large number of organizations. Spurredby advances in information technology, especially the spread of broadband services,telecommuting is the fastest growing mode of getting from home to work. Facilitatedby continued expansion in broadband, especially higher speed broadband,telecommuting is poised to become more popular than transit and non-household carpools as a means of accessing work.Could You Telecommute?Telecommuting successfully depends on the right mix of many variables including theright jobs/tasks, people, organizations, and home-office settings. Here are a number ofthe factors that can help you decide whether you have what it takes to be a goodcandidate for telecommuting.

Do you have the right job?How much of your work, or part of your work, is portable? How much face-to-facecontact do you require with people at the office? Does your job require ongoing accessto equipment, materials, and files that are situated only at the workplace?Do you have a good job performance record?How familiar are you with your work? Do you know your job well enough to keepworking without the need to check with the supervisor at every stage of a project? Doyou have a history of reliable and responsible job performance?Do you have the right home office environment?Does your home have a separate room or area that is quiet, safe, and insulated fromdomestic activities and other distractions? Do you have the work tools necessary to doyour job, such as a computer, remote-access capability and ergonomically acceptablefurniture? Would members of the household allow you to work without interruption?Do you have the right boss and organizational culture?Is your boss generally flexible and supportive of employee needs to balance work withpersonal life? Does your boss trust your integrity and professionalism? Does your bosstend to evaluate performance by results rather than by the clock or 'face time'? Is your

organization generally supportive of flexible work arrangements, includingtelecommuting?Are you an effective communicator?Are you adept at communicating quickly and effectively with your supervisor, officecolleagues and clients? Would you be prepared to 'up' your level of communication toensure that you, your supervisor and your colleagues are all on the \"same page\"?Are you self disciplined, motivated and organized?At the office, it's fairly easy to develop the discipline to go back to work after a break.As a telecommuter, this may be a problem unless you are self-motivated,self-disciplined, and able to focus on the work to be done. Do you have a proven trackrecord of personal motivation and being able to stay on course without directsupervision? How easily are you distracted by TV, the kids, doing things around thehouse, visiting with neighbors and raiding the refrigerator?Do you have social independence skills?Some people have no trouble working on their own. Others need the social interactionwith office colleagues, and may feel lonely or isolated working at home for longstretches of time (even with keeping in touch with the office by phone, e-mail, etc.)Are you susceptible to overwork?

With work so accessible around the clock, many telecommuters find it difficult to knowwhen to quit their workday. Unchecked, this can lead to reduced productivity andstress-related illnesses. Do you have a tendency to overwork?Do you see telecommuting as a way to balance work and other roles?If allowed to telecommute, would you be prepared to dedicate 100% of your attentionto your work during working hours? Or do you see telecommuting as a way tocombine your work while taking care of children, elders, or sick people? If you do, youare not likely to be the best candidate for telecommuting.Are you a good candidate for Telecommuting?Determining whether or not you may be considered for telecommuting will depend onhow you have demonstrated necessary competencies. Take our s​elf-assessment testand find out if you are a good candidate for telecommuting.http://telecommutect.com/employees/could_you.php

WHAT’S GOING ON ACROSS THE COUNTRY IN PUBLIC & PRIVATE GOVERNMENT REGULATED SCHOOLS?(e.g.)REINVENTING HIGH SCHOOL PROGRAM MODELS - PROGRAMS OF INTEREST RATHERTHAN JURISDICTION RESTRICTED PROGRAMSONE MODEL PROGRAM INCLUDES:\"Programs of Study-Each high school offers a specialized Program of Study\"(http://www.fwcs.k12.in.us/admin/files/reinvent_hs.pdf)FORT WAYNE, INHigh School Reinvent at Fort Wayne Community Schools Programs of StudyEach high school offers a specialized Program of Study.North Side High School – Global Studies/World LanguagesThrough technology and communication, our world is getting smaller. Today’sstudents recognize the need to understand the world’s many cultures and multiplelanguages and, with one in five jobs in the United States tied to global trade, this trendis becoming the norm.

The Global Studies/World Languages program drives global knowledge into coursesdesigned to enable students to work, live and communicate in a global society. Theprogram emphasizes how the world’s people and institutions are interconnected andhow critical global economic, political, technological, environmental and social systemsoperate interdependently around the globe.Through the program, students and teachers have the skills to analyze and evaluateglobal issues from multiple perspectives and are prepared to participate in exchangeprograms with other countries. Graduates are given multiple options forpost-secondary education, work or service in the global system and emerge ready toprove themselves as leaders in tomorrow’s world.Northrop High School – Project Lead the Way EngineeringProject Lead the Way (PLTW) is a nationally-known program that adds rigor totraditional technical programs and relevance to traditional academics. Northrop offersthe PLTW engineering program, which provides real world learning and hands-onexperience to students interested in engineering, biomechanics, aeronautics and otherapplied math and science areas. PLTW courses challenge students through project andproblem-based learning, creating an environment for applying engineering conceptsto real life problems. This approach helps students understand how the skills they arelearning in the classroom can be applied in everyday life.PLTW uses the innovative Pathway to Engineering program, which offers students a

chance to find out if engineering is the career for them and offers courses that directlyprepare them to study engineering in college. Students learn to workPrograms of StudyEach high school offers a specialized Program of Study.North Side High School – Global Studies/World LanguagesThrough technology and communication, our world is getting smaller. Today’sstudents recognize the need to understand the world’s many cultures and multiplelanguages and, with one in five jobs in the United States tied to global trade, this trendis becoming the norm.The Global Studies/World Languages program drives global knowledge into coursesdesigned to enable students to work, live and communicate in a global society. Theprogram emphasizes how the world’s people and institutions are interconnected andhow critical global economic, political, technological, environmental and social systemsoperate interdependently around the globe.Through the program, students and teachers have the skills to analyze and evaluateglobal issues from multiple perspectives and are prepared to participate in exchangeprograms with other countries. Graduates are given multiple options for

post-secondary education, work or service in the global system and emerge ready toprove themselves as leaders in tomorrow’s world.Northrop High School – Project Lead the Way EngineeringProject Lead the Way (PLTW) is a nationally-known program that adds rigor totraditional technical programs and relevance to traditional academics. Northrop offersthe PLTW engineering program, which provides real world learning and hands-onexperience to students interested in engineering, biomechanics, aeronautics and otherapplied math and science areas. PLTW courses challenge students through project andproblem-based learning, creating an environment for applying engineering conceptstoreal life problems. This approach helps students understand how the skills they arelearning in the classroom can be applied in everyday life.PLTW uses the innovative Pathway to Engineering program, which offers students achance to find out if engineering is the career for them and offers courses that directlyprepare them to study engineering in college. Students learn to workSouth Side High School – International Baccalaureate Diploma ProgramSome students are ready for a challenge before they graduate. They are ready toexamine possibilities, make changes and reach beyond what is expected. For thesestudents there is the International Baccalaureate (IB) Diploma program.Designed as a rigorous pre-university course of study, this program can result in a

diploma that is recognized by many universities internationally in their admissionprocess. Students can receive college credit, improve their class standing and becomeeligible for scholarships.The IB Diploma program seeks to develop inquiring, knowledgeable and caring youthwho want to create a better and more peaceful world through interculturalunderstanding and respect. Students are encouraged to appreciate differentperspectives to understand and respect other people and to celebrate theirdifferences.Students considering the IB Diploma program are expected to take honors classes intheir freshman and sophomore years with IB courses following in their junior andsenior years.Wayne High School – Business ProgramThe Business Program of Study allows students to explore how business operatesnationally and internationally and what skills are needed to be a successfulentrepreneur.Students can choose from classes in business management, accounting or marketing.All include an entrepreneurship component, and internship and mentoringopportunities are available through partnerships with businesses in northeast Indiana.The Business program uses project-based learning, which makes assignments relevantto real world

experiences.This program is designed for students to easily transition from high school to collegethrough our close working relationship with area universities. Students in the Businessprogram are ready to leave FWCS with the preparation needed for further trainingafter high school.New Tech at Wayne High SchoolStudents can pave the way for today’s fast-paced and highly technological world byattending New Tech at Wayne High School.With our New Tech program, students realize the opportunity to learn real life contentthrough project-based instruction. They are engaged and challenged daily usingcomputers and new technologies. Working both independently and in groups,students work through real world assignments and projects building a knowledge basethat better prepares them for college.Using an innovative and professional environment, students learn how to usetechnology as a tool to foster ideas, innovation and advancement. New Techencourages students to learn through a collaboration of project-based challenges andthrough connections with family, business and the community.

Through advanced teaching, technology and team building skills, our students aredeveloping the resilience necessary to succeed in a rapidly changing world and meetthe high standards of universities and ultimately the work place.



800 Member Alliance Families/Education & Military Child Education Coalitionhttp://www.militarychild.org/http://www.vba.va.gov/bln/vre/vec.htmhttp://www.militaryscholar ​.org/,​​http://www.militarychild.o ​rg/military-parent/links/,​http://www.militaryfamily. o​rg/get-involved/join/EligibilityYou must be the son, daughter, or spouse of:A veteran who died or is permanently and totally disabled as the result of aservice-connected disability. The disability must arise out of active service in theArmed Forces.A veteran who died from any cause while such permanent and total service-connecteddisability was in existence.A servicemember missing in action or captured in line of duty by a hostile force.A servicemember forcibly detained or interned in line of duty by a foreign governmentor power.

A servicemember who is hospitalized or receiving outpatient treatment for a serviceconnected permanent and total disability and is likely to be discharged for thatdisability. This change is effective December 23, 2006.Period of EligibilityIf you are a son or daughter and wish to receive benefits for attending school or jobtraining, you must be between the ages of 18 and 26. In certain instances, it is possibleto begin before age 18 and to continue after age 26. Marriage is not a bar to thisbenefit. If you are in the Armed Forces, you may not receive this benefit while onactive duty. To pursue training after military service, your discharge must not be underdishonorable conditions. VA can extend your period of eligibility by the number ofmonths and days equal to the time spent on active duty. This extension cannotgenerally go beyond your 31st birthday, there are some exceptions.If you are a spouse, benefits end 10 years from the date VA finds you eligible or fromthe date of death of the veteran. If the VA rated the veteran permanently and totallydisabled with an effective date of 3 years from discharge a spouse will remain eligiblefor 20 years from the effective date of the rating. This change is effective October 10,2008 and no benefits may be paid for any training taken prior to that date.For surviving spouses (spouses of service members who died on active duty) benefitsend 20 years from the date of death.

How to ApplyYou should make sure that your selected program is approved for VA training. If youare not clear on this point, VA will inform you and the school or company about therequirements.Obtain and complete VA Form 22-5490, Application for Survivors' and Dependents'Educational Assistance. Send it to the VA regional office with jurisdiction over the Statewhere you will train. If you are a son or daughter, under legal age, a parent orguardian must sign the application.If you have started training, take your application to your school or employer. Askthem to complete VA Form 22-1999, Enrollment Certification, and send both forms toVA.Section 301 of Public Law 109-461 adds a new category to the definition of \"eligibleperson\" for DEA benefits. The new category includes the spouse or child of a personwho:VA determines has a service-connected permanent and total disability; and at the timeof VA's determination is a member of the Armed Forces who is hospitalized orreceiving outpatient medical care, services, or treatment; and is likely to be dischargedor released from service for this service-connected disability.Persons eligible under this new provision may be eligible for DEA benefits effectiveDecember 23, 2006, the effective date of the law.DEA provides education and training opportunities to eligible dependents of veteranswho are permanently and totally disabled due to a service-related condition, or who