Paying for your U.S. Education

Like many students, both international and American, you are probably concerned about how you will pay for your studies in the USA. Don’t let this ruin the exciting plans you have made. With a little planning, you will come out ahead. If you are feeling overwhelmed by the cost, consider what an American education and degree will mean to your future. Education is one of the best investments you can make—an investment in yourself. Plus, the money isn’t all going toward lab fees and library late book charges. You are also going to be having fun, spending money on things like ski trips and nights out on the town eating sushi with your new friends!

Make an accurate estimate for the overall cost of your study in America, then create an accurate budget. There will be many components to your budget that you need to take into consideration. Be aware that many U.S. universities and colleges require that international students pay for their first year’s tuition in one installment. In order to pay this sizable amount, you and your family will likely need to start saving well in advance.

Despite this, don’t let the cost of a university education in the USA scare you off! A U.S. education and proficiency in English paves the way to more secure and higher paying jobs. In the end, your education here will pay for itself many times over.

To finance your U.S. education, you may have to rely on financial aid packages, which include grants, scholarships, loans and work/study options. Make time to thoroughly research the funding opportunities available to you.

Scholarships

Very few U.S. universities and colleges are able to offer robust financial aid to international students. Therefore it is critical for you and your family to be responsible for all of your education, personal housing, and food costs. Scholarships are for varying amounts and one will only cover a small portion of the total amount necessary for an academic year in the States.

You can write to the school of your choice to ask for a scholarship consideration form. But, you should first check with your family, government, home institution, and any other organizations to which you belong as a source for funding your studies. You will have greater opportunities and you won’t be competing with students from all over the world. Plus, if the scholarship program originates from your country, the process may be easier for you.

Loans

Loans can make it possible for you to study as an international student in the United States. There are also international student loans that are available. While the majority of American students have to obtain loans to study, taking out a loan should not be taken lightly. Rigorously research your other options first. It is best to gain as much funding as possible—money you don’t owe back—and then if need be, supplement the remaining costs with loans. Compare interest rates and terms at various financial institutions to find the best deal for the long term.

Just like any other investment, remember the return. You will be investing in your future career and earning power.

Work/Study

An estimated 75 percent of all full-time students studying at U.S. universities and colleges hold at least part-time jobs. If you are coming to the USA for more than a short-term program or exchange, it is likely that you will have an F-1 Student Visa. With this type of visa you may qualify for work/study programs at your school. You might want to work extra hours while still in your home country, as visa restrictions in the USA reduce the number of hours you are able to work.

If are able to get a work/study job, be sure not to stress yourself by overloading your schedule with too much work and a full load of classes. You have come to the USA to study and you want to be able to enjoy and excel in your classes. However, an advantage to holding a part-time job is the extra money, as well as the practical work experience. Find a balance that works for you.

Entrance Exams: $500

College or university admission exams, such as the SAT, TOEFL, and GMAT, can cost from $50 to $500. There may be additional fees for processing, sending your scores to schools, etc. You may have to take the exams more than once, so set aside the funds to do so. It’s important to give yourself enough time to take the tests so that the school will receive your scores before the admission deadline. There are additional fees to have your score results rush-delivered.

Application Fees: $250 - $600

Application fees to cover administration and processing range from $50 to $75 per application. Most applicants apply to four to ten schools.

Tuition: $3,500 - $30,000

Tuition costs vary greatly from school to school and location. Depending on where you choose to study, your annual tuition can average from $3,500 to $30,000. Typically, English as a Second Language (ESL) schools and community colleges cost less than colleges or universities. State schools, which are financed by the local state and U.S. government, cost less than private colleges or universities. However, most state schools charge a higher “out-of-state” rate for international students and you should budget for annual inflation of tuition costs, around five percent. A helpful website for comparing tuition is collegeboard.com.

Room and Board: $7,000 - $10,500

Most students choose a dormitory or residence hall to live in for at least the first academic year. Some schools require that freshman live in the dorms during their first year. Two or more people usually share dorm rooms, which is a great way to make friends and you and your roommate can explore your American university or college together. Housing is also available on many campuses for married students and families.

Rural areas are often much less expensive than larger cities. In larger cities, and at English language institutes, students can live more economically off campus. Rental agreements in the USA often include first and last month’s rent, plus a security deposit.

No matter where you choose to live, take a thorough inventory of the apartment with your landlord and note any pre-existing damage. Make sure to have a signed contract with rental terms and conditions for returning your deposit. If you don’t understand something in your rental contract, have a friend help you. It is important that you understand what you are signing; don’t feel pressured by your landlord to hurry.

Another option many students enjoy, is living with an American family. This is commonly referred to as a “homestay.” If your school is equipped, they can help you coordinate a homestay. Otherwise, the school can provide you with a list of companies that help arrange stays in family homes. Don’t be afraid to ask for guidance.

The family provides you with your own room or a shared room, as well as breakfast and dinner in a family setting. Living with a host family is an especially good option for younger students who aren’t used to living on their own. It is also one of the best ways to become fluent in English and gain a firsthand understanding of American family life.



Travel Costs: $500 - $3,000

To calculate your travel costs, investigate ticket prices from your country to the USA. Air travel within the United States typically ranges from $300 to $700 per round-trip ticket.

Books and Materials: $900 - $1,300

You are responsible for paying for books, notebooks, computer accessories and other study supplies. Expect to spend around $1,000 on books and materials each year. When possible, buy or rent used textbooks. Websites like efollet.com and amazon.com are good choices for buying used books. This will save you an enormous amount of money. You can also sell your books once the class is completed. Many school bookstores have a buy-back day. These are convenient, but depending on the textbook and time of year, you may consider selling your textbooks online.

Health Insurance: $350 - $500

As an international student at a U.S. institution, you will be required to have health insurance. To begin your search for insurance, check with the college or university you would like to attend to see what policies they have available for international students. You can then compare the services and prices offered through your school to those of other organizations and companies. Make sure that your insurance company and coverage meets the requirements of the school.

Additionally, most U.S. universities and colleges have a medical center that provides examinations or treatment for minor injuries and illnesses for a small fee. Campuses usually have counseling centers as well. These services can not substitute for a health insurance requirement.


Personal Expenses: $2,500

Of course, you will require all of the things that you usually need at home: personal care items, medicine, money for laundry, dry cleaning, transportation, recreation, entertainment, and so on. Carrying large amounts of cash is not advised anywhere in the USA. Very rarely is cash even needed; most purchases can be made by a debit or credit card.

Don’t let all of this serious talk about money stress you! Remember, you are going to the USA to study—and to have fun! Some of your money will be spent on fun things like ordering pizza or going out dancing! Maybe you’ll want to splurge on an “I ♥ New York” T-shirt, or a pair of authentic, vintage Levi’s. Balance thrift and fun, and your study abroad experience is sure to be a financial success!

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USA Education

USA Education

USA Education is the main in all of the world.In USA, there are many institutions, famous colleges and universities that provides you modern and meaning study basis on all themes.
For higher studies and deep knowledge of any single subjects the peoples of all over the world attract towards the education in USA.
There are many education systems that runs many educational programs.Online and distance education is also the main part of USA education.Besides these there are many fast tracking courses that helps to improve your

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U.S. Higher Education System

 

AMERICAN INSTITUTIONS OF HIGHER EDUCATION

While characterized by great diversity, American institutions of higher education are classified in general as follows:

A. UNDERGRADUATE STUDY

Community and Junior Colleges: provide a two-year course beyond high school or secondary school. Courses are either “Terminal”, leading to employment, or “Academic”, preparing the student for transfer to a four-year college or university where he/she will complete his/her education. Graduates of junior colleges are usually awarded an Associate in Arts (A.A.) or Associate in Sciences (A.S.) degree.

A Technical Institute: offers a two- or three-year course of training for a semi-professional occupation, such as that of a dental, engineering or medical technician.

Terminal Occupational Education:offers one to three years of study beyond secondary level intended to prepare the student for immediate employment. Technical programs, also known as “Vocational” and “Organized Occupational” studies, do not prepare a student to continue higher education at a regular four-year college or university.

Liberal Arts College or University: offers a university education combining natural and social sciences as well as humanistic studies. The term “college” is often used where undergraduate study is concerned. The college may be part of a university which also has graduate and professional schools, or it may be an independent institution offering a Bachelor’s degree program, with little if any instruction at the graduate level. (Thus Harvard College is the undergraduate division of Harvard University; Vassar College, Amherst College and Sarah Lawrence College are examples of independent colleges, also called liberal arts colleges). The academic status of an independent liberal arts college may be just as high as a college which is part of a university.

Fine Arts and Music are often taught in the colleges and universities described above, but may also be available in specialized academies, schools and conservatories. See Directories at the Advising Center for information.

The Bachelor’s Degree: Four years of undergraduate study lead to a Bachelor’s degree in Liberal Arts or in Science, a B.A. or B.S. degree, and qualify the graduate to apply for admission to a graduate school. The Bachelor of Arts (B.A.) or Bachelor of Science (B.S.) degree is awarded on successful completion of a specified number of courses or units and the full degree requirement is usually stated as being 120 credits (about 4O courses) for institutions operating on a semester system, and 180 credits for a quarterly calendar. A Bachelor’s degree program is designed to last four years, the first year being called Freshman year, the second Sophomore, the third Junior, and the fourth Senior. Courses in the first two years are referred to as “lower division” courses and in the last two years as “upper division” courses.

Many institutions have experimented with a wide variety of amendments to the structure of their degrees in recent years. Nevertheless, the original pattern usually survives in some form and consists of:

• General basic courses sometimes called “core courses”or “distribution requirements,” which must be taken by all students, usually during their first two years. These comprise about a third of the degree and they include subjects such as English, a foreign language, a natural science, social science and mathematics.

• Courses in which a student wishes to “major”, i.e. specialize, which are mostly taken in the last two years and usually amount to a quarter or more of the total degree requirements.

• “Elective courses” which the student chooses from any field.

Students from other countries do not necessarily enter an American college or university as freshmen (first-year students). They may be admitted by the college at a higher level or receive advanced standing, mainly through placement tests. Each college or university in the United States determines for itself the level of entry for each student. Students may sometimes complete a Bachelor’s degree in less than four years by (a) receiving credits for pre-college work (i.e. the European Baccalaurate) or (b) taking courses during the summer.

B. GRADUATE STUDY

Graduate and Professional Schools: Provide post-university study leading to the Master’s or doctoral degree.

1. The Master’s Degree

The M.A., M.S., M.B.A. and other professional Master’s degrees require a minimum of one academic year. More often 18 months or two years are needed. Although requirements for advanced degrees vary far more than for the Bachelor’s degree, some number of course credits is always required. The Master’s degree will usually require a minimum of about 30 credits up to a maximum of 60 credits, and an average grade of “B.”

2. The Doctorate Degree

The Doctorate Degree covers many fields of specialization and requires a minimum of three to four years of study beyond the Bachelor’s degree; two to four years of study after the Master’s degree. Most graduate schools do not require that a student fulfill the specific requirements for the Master’s degree before becoming a candidate for the Doctor’s degree, although many students find it desirable to do so. Doctorates in Education, Science and Law are sometimes labeled Ed.D., Sc.D., Jur.D., but most doctorates are known as Ph.D. (Doctor of Philosophy) degrees.

To obtain a Ph.D. degree or other doctorate the university generally requires that a student:

1. Earn a certain number of credits in a required distribution of courses.
2. Maintain an average grade of B.
3. Pass a qualifying comprehensive examination after completion of the required courses.
4. Pass examinations in one or more foreign languages.
5. Present and defend a thesis which is the result of original research.
6. Pass an oral examination.

For detailed information about American degrees, consult individual university catalogs or subject reference books in the Advising Center.

C. NON-DEGREE STUDENTS

Students wishing to take courses without enrolling for a degree may apply to register as “special students”. Colleges and universities are increasingly reluctant to accept “special students”, unless they are enrolled for a degree in some other institution and are seeking instruction which is not available in the other institution. Non-degree students do not have access to all the facilities that degree students are able to use, such as limited access to library and computer facilities, and often there is a limitation on the number of credits they can take.

D. PROFESSIONAL TRAINING

Training for many professions may only be taken as postgraduate study. Thus a law degree takes three years after completion of a four-year Bachelor’s degree; medicine takes four years after a Bachelor’s degree, and social work two. In other professional fields such as dentistry, veterinary medicine and architecture, four years of general college work is usually required before admission to the four-year professional program.

ACCREDITATION

If one decides to study in the United States, one should always choose an institution which is “accredited.” An institution is accredited provided that its program of study, professors, and academic facilities meet the minimum standards established by an agency recognized by the Council on Postsecondary Accreditation and by the U.S. Department of Education. Accreditation by a regional agency, such as the Middle States Association of Colleges and Secondary Schools or the New England Association of Colleges and Secondary Schools, applies to the institution as a whole and may be awarded for up to four different levels: Associate degree; Bachelor’s degree; Master’s degree and Doctorate. Accreditation by a professional agency applies only to the relevant school or department; e.g., engineering schools are accredited by the Accreditation Board for Engineering and Technology. Foreign students should not enroll in degree courses in institutions or departments which are not accredited.

THE CREDIT SYSTEM

American degrees, both undergraduate and graduate, are earned on the basis of the number of courses successfully taken. Each course earns “credits” or “units”, which are known as credit hours, semester hours (for schools on the semester system), quarter hours (for schools on the quarter system) or merely hours or credits. The number of credits earned by each course relates to the number of hours of classroom work involved, but does not necessarily correspond exactly. For instance, a course meeting three times a week for an hour (actually 50 minutes) each time may be expected to give a student three hours credit for the semester or term. On the other hand, an intensive seminar may meet once a week for two hours and also be a three-credit course. Two or three laboratory periods are usually considered to be equivalent to one class “hour”. The undergraduate student program, known as an “academic load”, is normally 15-17 units a semester, or 12 to 15 units a quarter. The graduate student’s normal load is 9-12 units.

THE GRADING SYSTEM

Students are graded on course work completed, and most colleges and universities use letter grades as follows: A being excellent or outstanding; B means above average; C, average; D, below average; and F, failing. Roughly, the following percentage values and point scales are applicable:

An undergraduate student must maintain a C or 2.00 average in general and a B or 3.00 average in his or her major field in order to receive a degree.

Some schools may also use the “Pass/Fail” grading system in which there are only two possible grades. The student either passes and receives credit for the course or fails and receives no credit. Many schools combine both the “Pass/Fail Option” with the conventional grading system. In this case, a student may take a certain number of courses for a Pass or Fail grade, and his other courses using the conventional A – F grading system.

IMPORTANT NOTE: There are no real equivalencies between the Belgian and American grading systems. Therefore, when supplying U.S. universities with information on the courses you have taken here and the results, always give those results in their original form, i.e., 15/20. Do not attempt to translate the Belgian system into American terms.

A student’s academic standing is often measured by his or her grade point average (GPA). This is the average of the grades that a student has had for all his years of college or for each term. The grade point average is computed by dividing the total number of grade points by the total number of credit hours. For example, a student takes four 3-unit courses with the following results: Business 101 – A; Introduction to Business Law – B; Mass Media and Marketing – A; and Computer Science Techniques applied to Business – B. The average is determined as follows:

Grade	Units or Hours	Grade Points	Grade Point Average
A = 4.0	* 3	12
B= 3.0	* 3	9
A = 4.0	* 3	12
B= 3.0	* 3	9
	12	42	3.5

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Resources for GLBT Youth

RESOURCES FOR GLBT YOUTH
The Minneapolis–Saint Paul resource for GLBT youth is “District 202” (see the website athttp://www.dist202.org).This resource is an all-inclusive Community center and support service for GLBT youth in the Twin Cities. The center provides a safe space to explore gender and sexuality issues and provides educational and social opportunities.
Please, keep in mind that you may make inquiries solely for the purpose of gaining information, and that you do not have to have any belief about GLBT one way or another. Also, these types of resources do not recruit or encourage any specific behavior. They simply can answer questions you may have and provide accurate information.

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Elementary and Secondary School Logistics

ELEMENTARY AND SECONDARY SCHOOL LOGISTICS
Gaining Admission to Public Schools
Foreign national students accompanying parents who are working usually attend public schools tuition-free on the basis of their family's residence in the community. These students' visa status is based on that of their parents.
At the elementary and secondary levels, the school the student will attend is usually the one nearest his or her home. Normally, medical records showing dates of required immunizations and documents showing academic performance at the students' last school are required for admittance. Some schools can offer English as a Foreign Language course: call in advance to ask about any special courses needed.
Gaining Admission to Private Schools
Private boarding and day schools have been established to serve a multitude of special educational needs. Some are "prep schools" geared to prepare students for admission to highly selective colleges; some are single-sex institutions; some are sponsored by religious groups; some are for students with learning disabilities. There are boarding schools that emphasize activities such as music, international education, and outdoor living. In considering a private school, it is especially important to examine the goals of the school to find one whose purposes match those of the student.
Private Schools often have certain admission requirements, such as minimum score on a given standardized test, the writing of one or more essays, etc. Those requirements are generally listed on their websites. Many also have application deadlines. The student should begin well in advance in order to complete the application process before the school's deadline date.
As with Public Schools, normally, medical records showing dates of required immunizations and documents showing academic performance at the students' last school are required for admittance. Some schools can offer English as a Foreign Language course: call in advance to ask about any special courses needed.
Health
In most states, school children must be immunized against a range of diseases before starting school. These may include polio, DTP (diphtheria, tetanus and pertussis or whooping cough) and MMR (measles, mumps and rubella or German measles). Tuberculin screening may also be necessary. (If your children have been vaccinated against tuberculosis, be sure the school knows this, as they will test positive when screening is performed.) Evidence (in English) of the appropriate inoculations, including exact dates, is required when you apply to a school. Each school district may require additional documentation. To find out which school district you live in, contact your city hall. For immunization requirements in elementary and secondary school, visit the Immunization Requirements section.
Enrollment Procedure: Where to go and What to Bring
Enrollment procedures may vary depending on the school district. You can find information about your school district online (most school districts host a website). Contact the main enrollment office for details about its requirements for enrollment. Depending on the school district, there might be a welcome center for new families where you can go to start the process. Otherwise, just follow the instructions about the steps you should follow for enrollment. Wherever you go, and for all children, be sure to bring a record of their birth certificate (or another official document that verifies the child’s Date of Birth – such as a Passport or an I-94 card), proof of vaccinations (see immunization requirements section), and for children that have already been enrolled in school bring their school transcripts. It will be helpful if your child's primary teacher can write a short description of subjects covered and anything specific about your child that might be important for the U.S. teacher. More specific explanation of subjects and grades will be important for the placement of a junior high school or senior high school student. Finally, bring proof of your residential address (utility bill, rental agreement, etc.).
Most school districts in the Twin Cities area have programs for children whose native language is not English. They will direct you on how to arrange language screening and school placement for your child; the latter is based on the results of the test and the availability of an ESL program at a given school.
Schools begin in September, so you should make arrangements ahead of time. However, you can also enroll children throughout the academic year (which runs September to June).
For enrollment in the Minneapolis school district, contact the NewFamilyCenter and Student Placement at 612/668-3700 to arrange for language screening and school placement. The Minneapolis school district website is www.mpls.k12.mn.us/ .
For enrollment in the St. Paul school district, contact the English Language Learners (ELL) program at 651/767-8320.
Once You Determine Where Your Child will go to School
Once you have determined where your child will go to school take him/her to see the school before school starts. You can either call in advance or just go to the school. As a rule, public schools offer a variety of after school activities, including sports or other interest groups at the junior and senior high level.
Parents are expected to participate in the affairs of their child's school. Most schools have a Parent Teacher Association (PTA) that meets regularly during the school year to discuss school matters of interest. Parent-teacher conferences are held several times a year and offer parents a chance to meet privately with teachers to discuss their child's progress. Volunteering at your child's school to either help in the classroom or with after-school activities is a good way to support your children and to meet people in the area. Parents are also expected to follow their child with homework and spend some time every day doing so. In many schools, the guideline for parents’ involvement is 10 minutes per grade (so, for example, if your child is in
2nd grade, you are expected to spend 20 minutes every day on school homework). Parents’ participation with homework decreases as a child gets older; however, parents are still supposed to continually remain appraised of their child’s school progress.
Transportation
Many school districts provide transport to school (buses), although it may be provided for certain schools or ages only, and may depend on the traveling distance to school, e.g. there may be bussing only when the distance from home to school is over 2 or 2.5 mi (3 to 5.5km). Some school districts provide buses for children in special education only. Students are mailed a bus schedule at the beginning of each academic year detailing pick up and drop off place and time. The bus schedule can vary from one year to the next, depending on the number of students the school serves and their place of residence. Also, students might have to walk some distance to get to the bus stop. In Minnesota children can attend a school outside of their district. However free transportation is not available outside your district (unless you live in Minneapolis and your family is eligible to participate in The Choice is Yours Program – see the “Information and Resources for choosing a school in Minnesota”section).
Provisions & Meals at school
It’s common for children at elementary level to take a packed lunch to school. Most elementary and secondary schools provide a self-service cafeteria where children may purchase lunch. The cost of lunches is set by each individual state. Lower income families are eligible to receive reduced cost or free lunches. Information about this program is usually given to the family at the beginning of each academic year along with other material. Milk is usually sold at elementary schools at snack and lunch times.
High school students are provided with lockers where they can store their books and other possessions. Generally, students are required to purchase their own lock. Sometimes locks are provided by the school for a cost. Schools provide cycle racks for students who cycle to school and high schools provide car parks (parking lots – keep in mind in most states students are eligible to drive when they turn 16).
School Supplies, Books and other Expenses
Every year, before school starts, families are mailed (or can find online on the school’s website) a list of school supplies they are asked to purchase. The list can be quite specific and the supplies are meant to meet the student’s needs for the entire academic year. Generally, the supplies are placed in a common supply area all students have equally access to on an as needed basis.
Many schools provide lockers for their students to visit between classes and use to store books or supplies. However, students may still be required to carry many of their belongings with them to and from home. Therefore, you might want to consider purchasing a good sturdy backpack. If you're going to be investing in a new one, you may want to consider purchasing a pack with wheels. Parents may want to check with the school first to see if there are any requirements or recommendations at for that particular school.
Here is an example of an elementary school supply list:
http://www.edina.k12.mn.us/concord/supplylist10-11.pdf
Books are generally provided by the school to each student at the beginning of the year, with the expectation that the student will return them at the end of the school year.
Some elementary schools do not provide textbooks to students (at least not for every subject); instead, they use handouts that students collect in folders or binders.
Extra costs do occur throughout the year, including (but not limited to): lunch tickets, field trips, PTO membership, room party dues, school pictures, and yearbook.
There are also instances when students are asked to pay for lost or damaged books and equipment. These assessments are made by the teacher, media specialist or principal as circumstances dictate.
Many schools have financial assistance (scholarships) for low income families.
Schools’ Dress Code
Each school has its own dress code explained either on their website or in a Handbook provided to students and parents. Most public schools do not require a school uniform, while many private schools do. Some schools do not allow students to wear hats (although headscarves and other attire required by religious beliefs are generally permitted). Other types of clothing may also not be permitted. In general, students are not to wear items that advertise and/ordisplay tobacco, alcohol, or other chemicals, or attire with obscene language or pictures. Also, MinnesotaState law requires that shoes must be wornin a public building.
Terms and School Hours
Usually a student has one teacher for all major subjects during his first six years of schooling (elementary) and a different teacher for each subject during the last six grades in junior high and high schools.
Many schools operate on a two semester system and have quarterly academic reports.
Each school has different school day start and end hours. Some schools, for example, might start at 7:00am and end at 2:00, while others might start at 9:00am and end at 4:00. Generally, the length of a school day in kindergarten is 2.5 hours, elementary school is of 6.5 hours, while junior and high school days consist of 7 to 7.5 hours. Many elementary and junior high schools have before and after school programs that provide quality enrichment and care before and after school and on release days.
Homework
Homework is often used by schools to improve academic performance and to encourage parental involvement in their child's education.
Generally, in addition to daily reading, students are expected to complete approximately ten minutes of homework per day for each grade they have completed. A third grader, for example, should spend approximately 30 minutes each day completing homework.
In high school, the amount of time a student is expected to spend on homework is increasingly higher.
Reporting and Assessment
Generally, students’ assessment is a continuous process. Some schools use student portfolios as well as traditional report cards. A portfolio is a collection of student work samples which represent the progress the individual student has made during the assessment period.
Progress reports (report cards) are generally issued several times a year, according to a schedule set by each school.
Generally, a student’s Grade Point Average (GPA) is not calculated until high school. The GPA is also used in some high schools to determine a student’s class ranking.
Students are also routinely administers standardized tests to certain grade levels. Each year, the district's testing schedule is included in the school directory. Parents are sent test score results along with an interpretation of the scores. The results of these test scores are also used to determine a child’s special needs (for example, whether s/he should be placed in a “gifted” education program).
Maximizing Parent-Teacher Conferences
One central aspect of parent involvement within home-school communication is the parent-teacher conference. Depending on the age of the child, the parent-teacher conference is typically scheduled once or twice a year (sometimes more often, depending on the school), starting with the end of the school’s first academic quarter. The meeting is an opportunity for parents and their child's teacher to share insights and information about the child and to talk about his/her strengths and struggles in school. At this meeting, parents have the opportunity to develop a relationship with the teacher(s) and present themselves as team players in their child's education. Some schools allow children to be present and participate to the conference, other schools discourage this practice.
Since the average parent-teacher conference lasts 30 minutes, many parents prepare for it in advance because time tends to run fast when one is talking about their child. To prepare in advance, here are some factors parents are encouraged to consider:
Gather Information
Parents should start preparing during the first few weeks of the school year. As a parent, what should you pay attention to?

Ask the teacher to give you information about the planned curriculum, and explain how the teacher assigns and evaluates work, and what the teacher’s teaching philosophy is.

Check your child's school work. What is the teacher assigning? You also might review your child's completed and corrected work.

Look for patterns in your child's school work. What subjects (such as math or reading) seem difficult? Are certain tasks (such as writing or computing math problems) more difficult than others? Write down examples of:

Ongoing (carryover) problems from your child's previous school years.

Any new struggles you see emerging.

Improvement in areas that used to be difficult.

Listen to what your child says about his school work, as well as his relationships with his teacher and classmates. Ask him what he thinks are the most important points to cover at the conference. Doing this will help you see things from his perspective.

Note any classroom accommodations and techniques previous teachers have used to help your child succeed.
Organize and Prioritize
From the list of concerns and observations you create:

Select the most important points to discuss with the teacher.

Prioritize your concerns so you'll be sure to cover the most critical topics before "your time is up" at the conference. Summarize your top concerns on paper to take with you to the conference.
Find Out Who Gives Feedback
At least a week before the conference, ask the teacher if feedback from other educators will be included. For example, if your child:

Seems to have problems socializing with adults or students at school, is there a school staff member (counselor or mental health worker) who can give feedback?

Takes classes in art, music, or sports, will those teachers and coaches comment on his skill, talent, and progress in those areas?

Is in a special program (i.e. ESL), how will his special education teacher give his report?
Asking for feedback from several people will help you and the school view your child as a "whole" person with strengths as well as needs.
Get a Broad Perspective
As the conference date draws near, remember the meeting is an opportunity for you and the teacher to collaborate. Remember that you're the expert about your child, while the teacher is the expert on teaching kids at his grade level. You'll both come to the table with ideas and opinions. Remember, too, that collaboration sometimes requires compromise; striking a balance of ideas is often in the best interest of your child.
At the Conference Now, you're ready to meet with the teacher. Here are some guidelines to keep in mind during the conference:

Let the teacher "lead" the conference. Be friendly, open, and appreciative of the positive things she does for your child.

Allow the teacher to express her views, but make sure your priority concerns are addressed. This should be a give-and-take exchange.

Hear the teacher out before you make any final requests or suggestions. What she says (new information, insights, or ideas) may alter the approach you take.

For concerns you and the teacher agree on, ask how you and she can work together. For example, if your child has trouble staying organized, ask the teacher how she plans to help your child. If she offers to create an assignment sheet with due dates for your child to track homework and projects, you can offer to help your child mark his own calendar at home and coach him to check the calendar daily or weekly.

If you haven't already done so, ask the teacher how — and how often — the two of you will stay in touch. Will you make contact daily, weekly, or only as needed? Will you communicate by notes, telephone, email, or in person? Making such arrangements sends the message you're a team player in your child's education. It also helps you and the teacher plan for two-way communication throughout the school year.
At Home after the Conference
Whether or not your child attended the conference with you, it is helpful to sit down with him/her to discuss what occurred. Depending on his age and maturity level, he may need
help understanding what problems — and solutions — were covered. Most kids also want to have a clear idea of what's expected of the teacher, the parent(s), and, most importantly, from him. Parents can point out a child’s strengths along with his struggles.
Other Forms of Home-School Communication
Many secondary schools use online electronic tools to communicate with both students and parents. Those tools are used to track progress and keep current on assignments, tests and other academic activities. Generally, these tools: require activation and login to protect the privacy of the information; contain a wealth of information and are updated daily; allow parents to follow a student’s school progress on a daily basis; often provide access to additional online resources students can use to enrich their learning. The following is an example of one such tool: Edline

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Assessment and Testing

STUDENTS’ ASSESSMENT AND TESTING
Standardized Assessment Tests
Both the U.S. Federal Government and the State of Minnesota mandate schools in Minnesota to administer certain standardized assessment tests. These tests help schools meet federal education requirements and measure student progress toward Minnesota's academic standards. Detailed information about each of Minnesota's statewide assessment tests is available by going to the Minnesota Department of Education Assessment and Testing website. A brief definition for each of Minnesota's regularly administered assessment tests is listed below.

Minnesota Comprehensive Assessments (MCAs) are federally mandated tests. The Reading and Mathematics MCAs are used to determine whether schools and districts have made adequate yearly progress (AYP) toward all students being proficient in reading and math. Science is also required, but is not included in AYP calculations at this time. Reading and mathematics tests are given in grades 3 through 8, 10 and 11. Science tests are given in grades 5, 8 and once in high school, depending on when students complete their life sciences curriculum. Please keep in mind that: the Roman number after the MCA acronym (i.e.: MCA-II or MCA-III) refers to the newest version of the test.

English Language Learner (ELL)testis also a federally mandated test. The ELL test is used to determine whether students whose native language is not English need specialized ESL instruction.

Minnesota Test of Academic Skills (MTAS) is Minnesota’s alternate assessment for mathematics, reading and science designed for students with the most significant cognitive disabilities. The MTAS in reading and mathematics was administered for the first time in spring 2007 and science in spring 2008.

Graduation-Required Assessments for Diploma (GRAD) are the tests that are mandated by the State of Minnesota and fulfill Minnesota’s high school graduation requirement for students who first entered grade 8 in 2005-06 or later. These tests measure student performance on essential skills in writing, reading and mathematics. If a student does not satisfy the graduation requirement for an assessment during the first administration, there will be retest opportunities available. The GRAD is first administered as follows: Writing: Grade 9; Reading: Grade 10; Mathematics: Grade 11.

EPAS (Educational Planning and Assessment System) is a set of tests (ACT, PLAN, EXPLORE) available to districts (NOT MANDATED) under a short-term grant from the state of Minnesota. These tests measure students’ preparation for college-level work. The EXPLORE test is generally administered in Grade 8; the PLAN test is generally administered in Grade 10.

National Assessment of Educational Progress (NAEP) is the federal program that annually assesses the academic achievement of samples of students in all states. Schools are randomly selected on a yearly basis to administer the NAEP test.
To find free samplers of the assessment tests listed above, you can visit the Assessment division of the Minnesota Department of Education website. The Assessment division provides: information to parents on the various tests; parent guides and brochures that include suggestions to help students prepare for testing; and an overview plus answers to frequently asked questions for each test; test item samplers students can use to familiarize themselves with the tests. Materials are provided in English plus the other nine languages most commonly spoken by Minnesota students.
In addition to these tests, each school district may select to administer additional tests. For example, the Edina school district administers the CogAT test.

Cognitive Abilities Test (CogAT)is widely used through the U.S. as a screening test for gifted program entry.
It is frequently used in conjunction with the Iowa Test of Basic Skills (ITBS) to provide an indication as to whether or not children are working up to their ability level and to assist teachers in tailoring instruction to benefit all students.
The CogAT assesses reasoning and problem solving abilities in three areas: verbal, non-verbal and quantitative. Follow the link below for more information about the contents of these test batteries for children being tested using Levels A-H of theCogAT(grades 3-12). The primary edition of the CogAT (levels K, 1 and 2) has a different format.
Regarding Parental Review of GRAD and/or MCA Tests
To ensure parents’ access to their child’s test results while maintaining the security of the state-developed assessments, the Minnesota Department of Education (MDE) has established the following procedure.
Parental Request for Review
The Minnesota Department of Education (MDE) provides parental access for review of Graduation-Required Assessments for Diploma (GRAD), Minnesota Comprehensive Assessments – Series II (MCA-IIs), and similar statewide tests.
Parent/Guardians wishing to see their child’s responses to a statewide test must make the request in writing to the child’s district. The parent/guardian must provide a copy of their child’s student report with the written request.
The child’s district must then complete the Request to Review Student Responses form which is sent to the MDE. MDE will send a computer-generated copy of the student’s responses and a test book to the District Assessment Coordinator. The responses and test book are secure materials and all security procedures will apply, including signing by all relevant persons of the non-disclosure agreement provided on the MDE Website prior to reviewing materials.
The District Assessment Coordinator or designee will meet with the parent/guardians and child. Review of materials cannot begin until the parent/guardian and child has signed the non-disclosure agreement. The parent/guardian is not allowed to make copies or take notes or examples out of the room. At the end of the review the District Assessment Coordinator or designee must collect all materials that the parent/guardian and child may have generated (e.g., notes, solutions to problems) for return to MDE.
The student responses, test book and other materials generated from the review must be returned to MDE Research and Assessment within ten days of receiving the materials.
Parent Request for Re-Scoring of a Test
Parents may also request that their child’s test be re-scored. The cost to the parent for this service is $125. To initiate a request, the parent must complete the required form and mail it with a check for the $125 fee directly to the test vendor. Parents who are interested in this service should contact the Edina Research and Evaluation Director at 952-848-4944 to obtain a copy of the request form.

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The Open University

The Open University's mission is to be open to people, places, methods and ideas.

We promote educational opportunity and social justice by providing high-quality university education to all who wish to realise their ambitions and fulfil their potential.

Through academic research, pedagogic innovation and collaborative partnership we seek to be a world leader in the design, content and delivery of supported open learning.
How we deliver our mission

The OU was founded to open up higher education to all, regardless of their circumstances or where they live. We have students of all ages and backgrounds: school students wanting experience of university-level study, school leavers who choose to begin their careers while they study for a degree, people wanting to develop or update their skills, or change career entirely, and retired people wanting to explore new interests and keep mentally active.

The Open University’s Strategic Plan 2012-15 is the means by which we secure The Open University’s Mission and thrive as a University within the new Higher Education environment across the four nations of the UK and internationally.

We are committed to promoting equal opportunities for all and we monitor ourselves to make sure we live up to our ideals.

Equality and diversity website
Open to all: what we mean by open admissions

Nearly all of our undergraduate courses have no formal entry requirements, either prior qualifications or experience. We allow people who have missed out on education to fulfil their potential and achieve a university-level qualification.

We believe that it is the qualifications with which our students leave, rather than those with which they enter, that count.

Frequently asked questions on entry requirements
Supporting students with disabilities

The OU has more disabled students than any other UK or European university: the flexible nature of OU study and our experience in harnessing technology to enable all our students means almost 12,500 people with a wide range of disablities - including mental health issues - study with us each year.

Services for Disabled Students

We have an Access Centre dedicated to ensuring that wherever possible our disabled students are provided with additional support to enable them to take part in every aspect of university life. Support can range from special computer software to sitting exams in their own home, having a personal assistant at day or residential school, and advice on available funding support.

Access Centre

Access all areas

Services for disabled students include accessible materials, equipment loan schemes and special arrangements for tutorials, examinations and residential schools.

Widening participation in education

We have developed a range of ways to include people from under-represented groups in higher education. Working in partnership with locally-based organisations we are able to offer programmes that reach out to potential students in their communities. And we are also working to make sure that these students receive the support they need to succeed in their studies.

Widening participation

Our Openings courses are designed for people who may feel daunted by the idea of university-level study. This range of short courses aims to build confidence and study skills and prepare students for the challenge of our regular undergraduate courses.

Openings courses

Studying an Openings course with the OU led Ruth and Frances on to work towards a degree in social sciences.
Open access to the OU's learning materials

As part of our mission we are making an increasing amount of Open University teaching and learning resources available free of charge to anyone with access to the internet, no matter where in the world they live. Our four biggest open access schemes are:

The multi-award-winning website, OpenLearn, makes OU course material and other educational resources available free of charge to potential learners anywhere in the world. They don't need to register as students.

OpenLearn

The OU was the first British university to join the iTunes University - iTunes U - and is now seeing more than 250,000 downloads of its material each week.

The Open University on iTunes U

Extracts from Open University broadcasts and teaching materials can be viewed on YouTube, along with videos on OU research and student life.

OUView on YouTube

More than 15,000 research publications are now freely available to view and consult via Open Research Online, one of the largest university research collections in the UK.

Open Research Online

The OU and iTunesU

The OU is the first university worldwide to achieve 20 million downloads of its learning materials on iTunes U and now has over 27 million downloads to date.

Is the OU a real university?

Because we are not a residential university and the vast majority of our students study part-time for a degree we don't appear in most league tables. However, since 2005 The Open University has consistently been voted by our students into the top five universities for student satisfaction, topping the chart several times. In 2013 the OU achieved a satisfaction rating of 92 per cent.

Student survey results 2013

Our qualifications are recognised by academic institutions and professional bodies throughout the UK, Europe and the world.

Some of our partnerships with professional bodies

More than 30,000 employers - including over 75 per cent of FTSE companies - have chosen to sponsor their staff on OU programmes.

Organisations who have recently sponsored staff on Open University Business School modules

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Assessment and Testing

STUDENTS’ ASSESSMENT AND TESTING
Standardized Assessment Tests
Both the U.S. Federal Government and the State of Minnesota mandate schools in Minnesota to administer certain standardized assessment tests. These tests help schools meet federal education requirements and measure student progress toward Minnesota's academic standards. Detailed information about each of Minnesota's statewide assessment tests is available by going to the Minnesota Department of Education Assessment and Testing website. A brief definition for each of Minnesota's regularly administered assessment tests is listed below.

Minnesota Comprehensive Assessments (MCAs) are federally mandated tests. The Reading and Mathematics MCAs are used to determine whether schools and districts have made adequate yearly progress (AYP) toward all students being proficient in reading and math. Science is also required, but is not included in AYP calculations at this time. Reading and mathematics tests are given in grades 3 through 8, 10 and 11. Science tests are given in grades 5, 8 and once in high school, depending on when students complete their life sciences curriculum. Please keep in mind that: the Roman number after the MCA acronym (i.e.: MCA-II or MCA-III) refers to the newest version of the test.

English Language Learner (ELL)testis also a federally mandated test. The ELL test is used to determine whether students whose native language is not English need specialized ESL instruction.

Minnesota Test of Academic Skills (MTAS) is Minnesota’s alternate assessment for mathematics, reading and science designed for students with the most significant cognitive disabilities. The MTAS in reading and mathematics was administered for the first time in spring 2007 and science in spring 2008.

Graduation-Required Assessments for Diploma (GRAD) are the tests that are mandated by the State of Minnesota and fulfill Minnesota’s high school graduation requirement for students who first entered grade 8 in 2005-06 or later. These tests measure student performance on essential skills in writing, reading and mathematics. If a student does not satisfy the graduation requirement for an assessment during the first administration, there will be retest opportunities available. The GRAD is first administered as follows: Writing: Grade 9; Reading: Grade 10; Mathematics: Grade 11.

EPAS (Educational Planning and Assessment System) is a set of tests (ACT, PLAN, EXPLORE) available to districts (NOT MANDATED) under a short-term grant from the state of Minnesota. These tests measure students’ preparation for college-level work. The EXPLORE test is generally administered in Grade 8; the PLAN test is generally administered in Grade 10.

National Assessment of Educational Progress (NAEP) is the federal program that annually assesses the academic achievement of samples of students in all states. Schools are randomly selected on a yearly basis to administer the NAEP test.
To find free samplers of the assessment tests listed above, you can visit the Assessment division of the Minnesota Department of Education website. The Assessment division provides: information to parents on the various tests; parent guides and brochures that include suggestions to help students prepare for testing; and an overview plus answers to frequently asked questions for each test; test item samplers students can use to familiarize themselves with the tests. Materials are provided in English plus the other nine languages most commonly spoken by Minnesota students.
In addition to these tests, each school district may select to administer additional tests. For example, the Edina school district administers the CogAT test.

Cognitive Abilities Test (CogAT)is widely used through the U.S. as a screening test for gifted program entry.
It is frequently used in conjunction with the Iowa Test of Basic Skills (ITBS) to provide an indication as to whether or not children are working up to their ability level and to assist teachers in tailoring instruction to benefit all students.
The CogAT assesses reasoning and problem solving abilities in three areas: verbal, non-verbal and quantitative. Follow the link below for more information about the contents of these test batteries for children being tested using Levels A-H of theCogAT(grades 3-12). The primary edition of the CogAT (levels K, 1 and 2) has a different format.
Regarding Parental Review of GRAD and/or MCA Tests
To ensure parents’ access to their child’s test results while maintaining the security of the state-developed assessments, the Minnesota Department of Education (MDE) has established the following procedure.
Parental Request for Review
The Minnesota Department of Education (MDE) provides parental access for review of Graduation-Required Assessments for Diploma (GRAD), Minnesota Comprehensive Assessments – Series II (MCA-IIs), and similar statewide tests.
Parent/Guardians wishing to see their child’s responses to a statewide test must make the request in writing to the child’s district. The parent/guardian must provide a copy of their child’s student report with the written request.
The child’s district must then complete the Request to Review Student Responses form which is sent to the MDE. MDE will send a computer-generated copy of the student’s responses and a test book to the District Assessment Coordinator. The responses and test book are secure materials and all security procedures will apply, including signing by all relevant persons of the non-disclosure agreement provided on the MDE Website prior to reviewing materials.
The District Assessment Coordinator or designee will meet with the parent/guardians and child. Review of materials cannot begin until the parent/guardian and child has signed the non-disclosure agreement. The parent/guardian is not allowed to make copies or take notes or examples out of the room. At the end of the review the District Assessment Coordinator or designee must collect all materials that the parent/guardian and child may have generated (e.g., notes, solutions to problems) for return to MDE.
The student responses, test book and other materials generated from the review must be returned to MDE Research and Assessment within ten days of receiving the materials.
Parent Request for Re-Scoring of a Test
Parents may also request that their child’s test be re-scored. The cost to the parent for this service is $125. To initiate a request, the parent must complete the required form and mail it with a check for the $125 fee directly to the test vendor. Parents who are interested in this service should contact the Edina Research and Evaluation Director at 952-848-4944 to obtain a copy of the request form.

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Gifted and Talented

OPPORTUNITIES FOR “GIFTED AND TALENTED” STUDENTS IN AMERICAN SCHOOLS
Elementary and Middle School
In Elementary and Middle schools, gifted education programs support students with special talents. Special talents are defined and identified differently in different school districts; however, they generally refer to students who need more rigor or challenge in one or more areas of the curriculum. “Gifted Students” are identified through standardized test scores, recommendations from classroom teachers or resource teachers, anecdotal information that might be available, etc.
Gifted education programs respond to a student’s individual needs and provide him/her with challenging learning activities. The Minnesota Department of Children, Families and Learning recommends two components for gifted services: curriculum-based services and student-based services. Curriculum-based services are modifications of the regular curriculum in response to the learning needs of the student. Student-based services are those learning opportunities above and beyond the regular curriculum and often extended to learning activities outside the classroom. Gifted education programs are implemented differently in different school districts, and may include a variety of services, including direct instruction with a gifted resource teacher, classes with an enriched curriculum, and special extracurricular opportunities. Often, even students not formally identified for gifted services benefit from all-school enrichment programs (often offered in the form of extracurricular afternoon activities) and events. In addition, students who demonstrate a need in the classroom might qualify for some services, such as special pullout lessons along with formally identified gifted students. Generally, gifted services are founded on the assumption that school staff and family will work in partnership. The underlying belief is that parental involvement is a significant factor in a student's success, and schools strongly encourage parent participation and involvement in their child's school career. In fact, it is not uncommon for parents to advocate for their own children so that they are given access to gifted resources.
High School
Many high schools provide Advanced Placement (AP) or International Baccalaureate (IB) courses. These are special forms of honors classes where the curriculum is more challenging and lessons more aggressively paced than standard courses.
AP classes follow a rigorous standardized curriculum and prepare students for final examinations that are scored on a numeric scale, 1 to 5.
IB programs are administered by the International Baccalaureate Organization, a recognized pre-university educational program. They offer curricula that are broadly applicable worldwide and acceptable for university entrance qualification in countries throughout the world. Students take six subjects, and must also complete 3 extra requirements: the Theory of Knowledge course (ToK), a 4000-word Extended Essay (EE), and at least 150 hours in CAS (Creativity, Action, Service) areas. Marks are awarded from 1 to 7 in each subject with 7 being the highest, and up to three additional points may be awarded depending on the results of the EE and ToK essays. The maximum possible point total in the Diploma Program is 45. In order to receive an International Baccalaureate Diploma, candidates must receive a minimum of 24 points.
AP or IB courses are usually taken during the 11th or 12th grade of high school. Students can self-select to take AP or IB courses or might receive a referral by their teachers.
Most colleges take AP or IB exam results into consideration in the admissions process. Because AP and IB courses are intended to be the equivalent of the first year of college courses, some colleges may grant unit credit which enables students to graduate early. Other institutions use examinations for placement purposes only: students are exempted from introductory course work but may not receive credit towards a concentration, degree, or core requirement. Colleges vary in the selection of examinations they accept and the scores they require to grant credit or placement, with more elite institutions tending to accept fewer examinations and requiring higher scoring. For example, some institutions accept AP scores of 4 or 5, and some accept scores of 3.
Also, in many states there are often mechanisms by which gifted students may seek permission from their school district to attend community college courses full time during the summer, and during the school year at no additional cost for families. In Minnesota, for example, gifted students may qualify to participate in the University of Minnesota’s Post-Secondary Enrollment Option, a program which allows advanced high school students the opportunity to take more challenging coursework than what may be provided at their high schools. The units earned through participation in programs like this one can often be transferred to one's university, and can facilitate early graduation.
Resources
Outside Opportunities for Students When looking for outside opportunities to challenge and enrich your gifted child, the best thing to do is talk to your child's gifted resource teacher. In addition, we have compiled links to some of the opportunities available in our area (including enrichment classes, programs for credit, talent searches, and distance learning).
Academic Enrichment
Minnesota Institute for Talented Youth The Minnesota Institute for Talented Youth provides and maintains an educational community where a diverse group of talented students can expand their academic and social visions and experience the joy and excitement of learning. The Institute has three available programs:
Expand Your Mind, for students currently in Grades 7-12, offers three summer sessions, two of which are available to residential students.
ExplorSchool, for students currently in Grades 5-6, offers one 2-week summer commuter session.
YES: Your Extraordinary Saturday, for students currently in Grades 1-4, offers Saturday morning classes on four Saturdays in November.
For more information, visit the website above or call the office at 651-696-6590.
District 287 West Suburban Summer School
Courses are designed to give high-potential students a unique experience to challenge their abilities beyond their regular school-year classroom activities. Classes are interdisciplinary, focused on a theme that includes several disciplines such as math, science, writing, and art. Questions? Contact Joan Cundiff 763-550-7167 or email jccundiff@int287.k12.mn.us
District 287 Arts and Academic Opportunities District 287 has compiled a list of classes and special events that, though not exclusively for gifted and talented young people, provide valuable enrichment options.
Programs for Credit (Local)
University of Minnesota Talented Youth in Mathematics Program (UMTYMP) UMTYMP provides a challenging alternative to grade 8-12 mathematics coursework for Minnesota's talented mathematics students in grades 5-12. The highly accelerated courses are specially designed to provide these students with an intense academic environment that will stimulate their mathematical interest and abilities. Coursework begins with High School Algebra 1 and goes through College Calculus III and other advanced topics. Participating
students take a two-hour class once a week after school and are not required to take mathematics in their home schools. Interested students must pass a qualifying exam, given in mid-April.
District 287 Mentor Connection The Mentor Connection Academic Program connects eminent professionals with gifted high school students in pursuit of advanced learning.
Minnesota Department of Education Scholars of Distinction The Scholars of Distinction program nurtures and recognizes distinguished achievement by highly motivated students. Each specialty area was developed through partnerships of educators, business and others. To earn this recognition, students must complete required work in Minnesota's Academic Standards, demonstrate mastery of complex subject matter and apply their knowledge to challenging projects. Areas include: Applied Geography, Leadership, Mathematics, Science and Theater Arts. Students interested in earning recognition as a Scholar of Distinction must complete the Intent to Apply form online. Students may access the form as well as the program overview, important dates, rubrics, and project consultant contact information by visiting the site.
Post-Secondary Enrollment Options The Post-secondary Enrollment Options program was established in 1985 as a means to "promote rigorous educational pursuits and provide a wider variety of options for students." Through PSEOP, high school students in Grades 11 and 12 receive high school credit for college or university courses completed and subsequently may apply for postsecondary credit upon entering college. Minnesota students may enroll at any area college and receive high school or college credit for day, evening, independent study and correspondence classes. The high school counselor should be involved in planning. Contact Darrell Sedio, (651) 582-8297.Talent Searches
Belin-Blank Exceptional Student Talent Search (BESTS) The Belin-Blank Exceptional Student Talent Search (BESTS) is a program initiated by the Belin-Blank Center in 1992 for students in grades 4-9 who score in the 95th percentile or higher on a nationally normed, standardized in-grade achievement test. The goal of the Talent Search is to discover, via above-level testing, students who need further educational challenge to fully realize their academic talent. Participants take either the EXPLORE®, ACT Assessment®, or SAT® I.
Midwest Talent Searches Students in Grades 3-9 who earn qualifying scores on acceptable standardized in-grade achievement tests are eligible for participation in the Midwest Talent Search, sponsored by The Center for Talent Development at NorthwesternUniversity. Participation requires that the student take either the EXPLORE®, ACT Assessment®, or the SAT® I. The CTD believes that these out-of-level tests can discern different levels of ability in many content areas and are far better measures of a student's intellectual abilities than standardized in-grade achievement tests.
Distance Learning
EPGY (Education Program for Gifted Youth), Stanford University A continuing project dedicated to developing and offering multimedia computer-based distance-learning courses. Combining technical and instructional expertise, EPGY provides high-ability students of all ages with an individualized educational experience, optimized in both pace and content.
CTY (Center for Talented Youth), Johns Hopkins University CTY's unique distance education program provides challenging academic courses all year long for eligible students in grades K through 12. The distance courses are varied, demanding and very appropriate for highly able students.
Center for Talent Development, Northwestern University The Center for Talent Development's LearningLinks Program (previously LetterLinks) allows academically talented 4th-12th graders to take advanced courses through distance learning. Courses are taught by master teachers who accommodate the abilities and learning styles of academically talented students and work with students in a variety of formats.
Minnesota Extension Agency
The University of Minnesota Extension Service is committed to delivering high-quality, relevant educational programs and information. Their statewide network of researchers, educators, and volunteers addresses critical needs by focusing on issues where research-based education can make a difference.
The Minnesota Extension Agency’s website contains information on raising children and living in Minnesota. Please visit their website to see their extensive offerings: www.extension.umn.edu/index.html

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High School Curriculum Options

HIGH SCHOOLS’ CURRICULUM AND COURSE OPTIONS
Introduction
Public high school education is co-educational and comprehensive. Schools offer a wide range of subjects from which a student sets up a program leading to college/university entrance or to a career in business or industry. Every student must take certain required courses for a prescribed number of years. Required courses include English, mathematics, health, physical education, general science and social sciences, which include US history and government, world history and social problems. Apart from these subjects many students elect subjects according to future career plans. Students who intend to go to college/university elect courses with a special emphasis on academic sciences (biology, chemistry, and physics), higher mathematics (algebra, geometry, trigonometry, and calculus), foreign languages, advanced English literature, composition and social sciences. Students interested in business or industry may take typing, shorthand, bookkeeping, business machines or "business English". It is often possible to take agricultural, technical or fine arts subjects as well.
A student is graded from -"A"-Excellent to "F"-Failing -in each subject he takes throughout his twelve years of education. Grades are based on tests given during the year, participation in class discussion, completion of homework assignments and independent projects. Report cards are issued at least twice a year (generally, schools are on a two semester system and have quarterly academic reports). They show the grades earned in each of the subjects studied. The high school maintains a "transcript" which summarizes these subjects, the grades attained and any other relevant data. Upon satisfactory completion of twelfth grade, the student graduates and receives a "high school diploma".
College-bound students take national college aptitude tests during their last two years in high school. These tests are set up by various independent institutions and are designed to measure aptitude in verbal and mathematical skills. They are not based directly on course work. The tests most often required are the Scholarship Aptitude Test (SAT) and the American College Test (ACT). Both are recognized by accredited universities as a means of evaluating potential students.
AP Exams and the International Baccalaureate
Some international students with a regular American "high school diploma" will not be admitted to universities when they return in their home countries. Secondary school students who will eventually return to their home countries and are concerned about meeting university entrance requirements in that country might consider AP Exams or the International Baccalaureate.
AP Exams: American schools do not train students for external examinations. There is a continuous evaluation system throughout all the grades. In recent years, the Advanced Placement program has gained in popularity in the US and is recognized by many universities abroad. The AP Program is an advanced-level curriculum offered in a range of subjects. The
program is adopted by a high school in addition to its state-mandated curriculum. Most colleges take AP exam results into consideration in the admissions process. Because AP courses are intended to be the equivalent of the first year of college courses, some colleges may grant unit credit which enables students to graduate early. Other institutions use examinations for placement purposes only: students are exempted from introductory course work but may not receive credit towards a concentration, degree, or core requirement. Colleges vary in the selection of examinations they accept and the scores they require to grant credit or placement, with more elite institutions tending to accept fewer examinations and requiring higher scoring. For example, some institutions accept AP scores of 4 or 5, and some accept scores of 3.
The International Baccalaureate (IB):Another option for secondary school students who will eventually return to their home country (or who want to take up a more challenging curriculum) is the International Baccalaureate. The IB Diploma program is a rigorous pre-university course of study that allows its graduates to fulfill requirements of various national systems of education.
The IB curriculum comprises the last two years of secondary education. The subjects which make up the core of the IB are arranged according to six groups. Diploma candidates are required to select one subject from each area:

Language A-includes the study of world literature

Language B-modern foreign languages

Study of Man in Society-social sciences

Experimental Science

Mathematics

A "Sixth Subject" elective
Three subjects are studied at the Higher level, three at the Subsidiary level and the candidate is required to complete a course unique to the IB curriculum, "Theory of Knowledge". (The latter reflects the philosophy of the IB, which is that students should be taught "how to learn"- a deliberate compromise between the preference for specialization in some countries and the emphasis on breadth often preferred by others)
Additional Resources
A great resource for parents of high school children is the book:
What High Schools Don't Tell You: 300+ Secrets to Make Your Kid Irresistible to Colleges by Senior Year
“In What High Schools Don't Tell You, Wissner-Gross reveals 300+ proven strategies to help parents stack the admissions deck in their kid's favor, gleaned from her expertise and interviews with parents of outstandingly high achievers-strategies that most high school guidance counselors, principals, and teachers simply don't know to share. From identifying
exactly which academic credentials will wow an admissions committee to which summer programs and extra-curricular activities can turn an ordinary applicant into a must-have, What High Schools Don't Tell Youdemonstrates how hands-on parental involvement early in a child's high school career is essential to achieving college admissions success.”

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Immunization Requirements

Immunizations Required for Child Care enrollment:

DTP (diphtheria, tetanus, pertussis/whopping cough), 4 shots total, given at age 2 months, age 4 months, age 6 months, and age 15-18 months
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Polio, 3 shots given at age 2 months, age 4 months, and age 6-18 months
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MMR (measles, mumps, rubella), 1 shot total, given at age 12-15 months
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Hib (Haemophilus influenza type b), 4 shots total, given at age 2 months, age 4 months, age 6 months, and age 12-15 months
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Varicella (chickenpox), 1 shot total, given at age 12-18 months
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PCV (pneumococcal vaccine), 4 shots total, given at age 2 months, age 4 months, age 6 months, and age 12-15 months
Immunizations Required for Grades K-12
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All immunizations required for enrollment in child care, except Hib and PCV
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Hep B (hepatitis B), 3 shots total, given at birth, 1-2 months after first hep B, and age 6-18 months. If child did not have these 3 shots previously, then he will be required to have them before enrollment in grade K-12.
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Hep A (hepatitis A), 2 shots total, given at age 12-23 months. Doses are given 6-18 months apart. MCV4 (meningococcal conjugate), 1 shot total, given at age 11-12 years.
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Influenza (flu), shot given each fall, beginning at age 6-23 months. Children receiving the influenza immunization for the first time need 2 shots at least 4 weeks apart.
For more information on immunizations, please visit the following websites:
Minnesota Department of Health: Immunization
(http://www.health.state.mn.us/divs/idepc/immunize/index.html0
This website has information on immunizations in Minnesota, including basic information on immunizations and a list of immunizations required for schools.
Minnesota’s school immunization law: Are you kids ready for school?
(http://www.health.state.mn.us/divs/idepc/immunize/arekidseng.pdf)
This handout has includes a chart that explains what immunizations are needed to children of different ages.

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RESOURCES FOR CHOOSING A SCHOOL IN MINNESOTA

RESOURCES FOR CHOOSING A SCHOOL IN MINNESOTA
Characteristics for Evaluating Schools
Whether parents live in a school district that offers school choice, are changing residences, or have a child entering kindergarten, choosing a school is a complex decision that includes the characteristics of the child, family, and schools.
School quality depends on many characteristics, not all easily measurable, and not all equally important for each individual child or family. Parents may want to consider the following characteristics when evaluating a school.
* Child characteristics. Parents will want to think about their child's personality, learning style, and any special needs. Does the child need the structure that a traditional school setting would provide, or does he or she prefer to explore and take more personal responsibility for learning? Could she benefit from some type of alternative schooling approach? Does the child respond differently to being in small and large groups? If, for example, a child learns best in small cooperative work groups, then parents may want to consider finding a school that uses this instructional strategy. If a child has a special interest in music or a foreign language, then some preference might be given to a school that offers or excels in those areas in its regular curriculum or through after-school programming or clubs. In this case, parents will want to look at the school curriculum and after-school programming options the school offers (Most of this information is listed on a school’s website).
* Family Characteristics.A family's choice of schools will depend on the family's values, in addition to practical considerations such as transportation and tuition costs for private education. Choosing the neighborhood school regardless of other factors may be the best option for many families with close ties to their neighbors and neighborhood community, while choosing a religious school may be the best choice for others.
* School Location. In the U.S. most school districts offer free transportation to and from school. Bus routes and schedules are set up differently each year (depending on the number of children the school serves and their home location) and generally remain the same throughout the academic year. Depending on the route, children might spend anytime between 10 minutes to 1.5 hours on the bus (each way). So, if you are concerned about the amount of time your child will spend on the bus, you might want to consider a school that is close to where you live.
In Minnesota, children can attend a school outside the school district in which they reside through a program calledOpen Enrollment. Families that look for specific programs (such as language immersions) that are not offered in the school district where they reside, often
enroll their children in schools located in different districts. However, free transportation is not available outside your school district and families that enroll their children through Open Enrollment will have to provide their own transportation.
In Minneapolis, low income families that meet certain low income requirements set by the state of Minnesota are eligible to participate inThe Choice is Yours Program, a program which will offer children that go to school outside their district free transportation (and other services). For children that take part in the Choice is Yours Program, the time spent on a bus every day might become an issue (the Choice is Yours Program buses cover a wide area and a given bus might provide service to a number of kids).
* School Characteristics
* School Philosophy. Parents can read the school's statement of philosophy or mission statement and ask about beliefs that guide the school's program and teaching approaches.
*Instructional Approaches. Multi-age grouping, looping, and traditional classrooms offer different advantages, and parents will want to know how the school is organized for instruction. Parents will also want to inquire about average class size at the various grade levels. A school with a traditional structure that provides clear standards and expectations may be a good choice for some children, while a school that allows extra freedom and places more responsibility for learning on the child may work well for other children.
* School Facilities/Personnel Resources.Although modern, well-designed facilities do not guarantee higher student achievement, some basic features that parents can look for include a well-equipped library, a collection of age-appropriate books and periodicals in addition to textbooks in each classroom, a separate lunchroom and auditorium or large classroom for meetings and presentations, and adequate physical education facilities. With regard to services, parents can check to see whether the school has a full-time library/media specialist, on-site nurse, secretary, and social worker. Parents can also ask about the background and qualifications of the teachers and what specialties are represented (e.g., English as a Second Language, special education, music, art).
* School Policies.Parents will want to find out about school policies related to scheduling (traditional vs. year-round) and programming day (e.g., block, flexible, or traditional scheduling, hours of building operation). Parents will want to examine the school discipline
policy to see if the rules seem fair and consequences seem appropriate. Parents will also want to find out about homework and grading policies.
* School Reputation.Parents can ask friends, neighbors, parents, and community leaders about the reputation of the school(s) of interest. After listening to each person's opinion, parents can decide whether the positive or negative views would apply to their family and children. Parents may want to find out about special areas of concern, such as whether community diversity is reflected in the faculty, and whether students from diverse cultural and linguistic backgrounds are well integrated into the school culture and activities.
http://www.projectappleseed.org/pledge.html* School Safety.Parents will want to know how they will be notified in case of an emergency; whether the school has an emergency plan (and they should ask to see it); the policy with regard to guns, knives, and other hazardous items; the school's policy toward bullying; and whether there are formal programs in place to combat bullying. If a parent is especially concerned about school safety, a call to the police department may be appropriate. The NationalSchoolSafetyCenter provides additional information on safety at http://www.nssc1.org/.
* Curriculum. Does the school have a strong focus on literacy and other key areas? Does it offer a special focus such as immersion in a second language? Parents can find out how well the school addresses core subjects and skills such as reading, writing, and mathematics by looking at the curriculum, visiting classes, and reading the school's report card (please see information below). Does the school's curricular focus match parents' expectations and educational goals for their child?
* Extracurricular Activities. What extracurricular activities does the school sponsor? (Some schools have student councils and a variety of clubs for special interests like music, drama, chess, etc.) Extracurricular activities are considered to be very important in a child’s education in the U.S. (starting from a young age all the way up to college). It is believed that extracurricular activities help students gain experience in a variety of areas that will enhance their future. Through participation in sports, students learn cooperation, teamwork and time management. By serving as an officer in an organization, students learn responsibility, problem solving and communication. Extracurricular activities can also help students discover hidden talents, meet people they might otherwise not encounter, and learn about things outside their own environment. As a parent, you will find yourself having to choose one or more extracurricular activity for your child. Most likely, you will feel compelled to do so to make sure your child is on par with other children.
* Family and Community Involvement Issues.Finally, schools that are working toward excellence are developing many ways to involve parents. Parents can ask for a packet from the school about any programs and policies related to parent involvement. Once a school has been chosen, it is important that parents maintain a real commitment to that school, including supporting the staff and contributing time and talents as they are able. Children who see their parents involved in this way have a greater likelihood of school success. Strong
bonds with local businesses and community groups (for mentoring, guest speakers, service learning, and financial support) and opportunities for community use of school facilities after school and in the evening can contribute to the quality of the school and the support that it enjoys in the community.
How Can Parents Find Information on Individual Schools?
School Report Cards.The 2001 federal No Child Left Behind legislation requires an annual school report card (see http://www.nclb.gov/next/faqs/accountability.html) for all schools. School report cards describe characteristics of the school, including the number of children, various test scores, ratios of teachers to students, ethnic ratios, poverty levels, and more. Report cards can usually be obtained by contacting the department of education in the state or the school district office where the school is located. If more than one district is under consideration, several districts in the same geographic area can supply this information for comparative purposes. It may also be a good idea to examine school report cards for the last several years and talk to the principal if test scores have declined or if one subject/section of the test leads to dramatically higher results than others. The NationalCenter for Education Statistics provides an analysis of state report cards and links to each state's report cards at http://nces.ed.gov/forum/performance.asp.
Visiting Potential Schools.Parents may want to keep in mind that no written set of assessments or test scores can take the place of visiting a school and forming one's own opinion about the overall environment and quality of the school and classrooms. Is the environment welcoming and orderly, yet creative and child friendly? How do the adults interact with the children (are they friendly, harsh, respectful, etc.)? Does discipline seem to be maintained? Do the classrooms have desks, or do the children work collaboratively at tables located in various parts of the room? The furnishings in classrooms can cue parents about the teaching philosophy at the school. Classroom arrangement can suggest a structured approach or an approach that encourages independent learning. When parents are thinking about a school, they will want to think about what learning environment is best for their child and how the school accommodates different styles as well as students with special needs. Another important step is to talk with staff (including the Principal) and parents in the school. What do they see as strengths and concerns at the school and in the community? What are their goals for the year?
While visiting, parents can look for student work on the walls and in display areas, including writing samples and other evidence of literacy projects and artwork. Displays that feature work samples allow parents to see beyond test scores to what the children are learning and how they are learning it. Has the school been recognized with any excellence awards or awards for dramatic recent improvements in achievement? Parents can ask during a visit about turnover of staff and the rate of student transfers, as well as student and teacher absentee rates.
SchoolDigger.This website (http://www.schooldigger.com/go/MN/search.aspx) allows parents to view school rankings and compare performance on standardized tests. Schools can be compared as a whole, or by grade level.
Recommendations from the National Association of Elementary School Principals (NAESP)
The following is Advice from NAESP about choosing a School:
1) Check out the school district's annual report to compare the expenditure per pupil in each district you are considering. In many communities, this dollar amount will be closely linked to school quality. This information is often available on the state's department of education Web site. The NationalCenter for Education Statistics offers a searchable resource called the Public School District Finance Peer Search. This resource allows users to find out the per-pupil expenditure for school districts of interest, how those figures compare to school districts that have similar demographic characteristics, and how the district's per-pupil expenditure compares to state and national averages. This resource is located at http://nces.ed.gov/edfin/search/search_intro.asp.
2) Check to see what services are available at the school. Look for guidance counselors, an on-site nurse, a librarian, and a secretary, and check to see if they work at more than one school. If any of these key personnel do work at more than one school, be cautious!
3) Check the structure of the school year. Do you want your child in a year-round school or do you prefer a more traditional school calendar?
4) If you are looking at a high school, check to see what percentage of the students goes on to college.
5) Check the local library for books and videos on moving to a new school. Look for books for children as well as adults.
6) What is the school's discipline policy? (The school should provide a printed copy of this policy.)
7) How are students graded? (Ask for a sample report card and explanation of the grading system.)
8) How often are textbooks and classroom materials reviewed and updated? (There should be fixed schedules.)
9) Is there a school homework policy? (Some schools prefer to leave homework decisions to individual teachers.)
10) What is the school's safety policy? (Ask about rules for playground activities and strangers on school property.)
11) What extracurricular activities does the school sponsor? (Some schools have student councils and a variety of clubs for special interests like music, drama, and chess.)
12) How many students are assigned to a classroom teacher? (The smaller the class size the better, especially in the primary grades.)
13) Is the library/media center well equipped and organized? (Can children regularly check out books and use the center's resources?)
https://www.networkforgood.org/donate/MakeDonation.aspx?hosection=donate&agency_id=431859663&agency_name=PARENTS+ADVOCATING+CHALLENGING+EDUCATION&agency_service_code=B99&agency_address1=520+Melville&agency_address2=&agency_city=St.+Louis&agency_state=MO&a14) How do the teachers teach? (In many schools, teachers work with students in small groups or work in teams to teach larger groups.)
15) How does the school communicate with parents? (Is there a regular newsletter? Are parents' calls welcome?)
16) Is there an active parent organization? (Ask for a schedule of events and plan to attend the first meeting.)
17) Is there a before- and after-school care program? (This question can be critical for working parents.)
18) Try hard to tour prospective schools. Here's what to look for:
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A warm welcome by the principal and staff members.
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A clean, well-maintained campus.
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Children who are actively involved in learning. Instead of sitting silently, they should be responding to teachers, discussing class work, and using such technology as calculators, computers, and audiovisual equipment.

Teachers who maintain good classroom discipline.

Classrooms and hallways filled with students' work.
Additional Resources
 School and District Directories - Directories of districts, schools by district, schools by county, and charter schools.
 School & District Statistics - Statistics on Minnesota publics school districts, schools, teachers, and public/nonpublic enrollment.
 School District Locations - Maps of Minnesota school districts.
 School Report Card - Data for individual schools and districts. Includes school report cards, test results, enrollment, teaching staff, funding, addresses, and contacts.
If you are trying to find schools in different school districts, go to google.com and search for “Minnesota Public Schools”.

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