U.S. Department of Education Blog
Student Artists and Writers Spark a Celebration of Creativity; 2017 Scholastic Art & Writing Awards Winners Exhibits Open at ED
On Sept. 15, 2017, for the 14th year, the U.S. Department of Education opened the Scholastic Art and Writing Awards exhibit of works by students from across the country, with a special exhibit this year of winners from Harris County (Houston), Texas. Presented by the Alliance for Young Artists & Writers and founded in 1923, the Scholastic Art and Writing Awards is the longest-running and most prestigious award program for teenagers in the U.S. This year, 330,000 pieces of art and writing were submitted, and only 2,700 students were selected as national winners. Of those national winners, the Department has the honor of exhibiting 66 for the entire year, along with an additional 30 artists from Harris County, Texas, through Oct. 31, 2017.
A standing-room-only audience of 230 students, family members, educators, arts leaders, and ED staff joined in the celebration. Featured ED speaker Jason Botel, acting assistant secretary and principal deputy assistant secretary for elementary and secondary education, summed up the value of arts education from his perspective: “Through these exhibits at the Department of Education, and the opportunities your schools provide, we can gain a better understanding of each other.” Virginia McEnerney, executive director of the Alliance, pointed out that many past winners are contributing immensely through their talents in other fields because of their success in the Scholastic competition: “If you want to be a human rights activist or an educator or an entrepreneur,” she said, “we talk to lots of people in those fields who also point to this experience of winning a Scholastic Award as having been seminal and essential to them.” 2016 National Student Poet Joey Reisberg, now a senior at the George Washington Carver Center for Arts and Technology in Towson, Maryland, recited two of his poems, giving us perhaps a reason for the arts: “So much in this life is so unnoticeable— ” (from Lamedvovniks, The Thirty-Sixers).
Following the ceremony, the Herb Block Foundation, which awards Scholastic winners for their editorial cartoons, held a workshop for the students.
The student artists and writers made clear that their educators were instrumental in helping to define themselves as artists. Mt. Vernon (Virginia) High School’s principal Dr. Anthony Terrell and art teacher Sally Gilliam, along with 25 current students, came to celebrate award recipient Jaron Owens. Gilliam shared that, when the award announcement was made, “[Jaron] jumped out of his chair and told me that he didn’t realize that he could be a serious artist. At that moment he realized that he did have artistic talent.” Terrell spoke of the impact of the event on the students from his school: “These students are now inspired to make more meaningful artwork because next year their work could be featured here.”
The parents noted that, without great teachers, their children may not realize their talents. Grace Sanders, artist of an untitled photograph, confessed that she didn’t think her photo would win because, to her, she was just splattering paint on her face. But she submitted the photo because her teacher saw something special in it. Grace’s mom said, “Grace likes to hide all her power and beauty in the dark” and that she was grateful this award gave her the confidence to talk about her work.
We had the opportunity to talk with other student award winners in the shows, who shared these reflections about their works:
“I had a vision and just went for it. It took me about three or four months to create the piece. The wiring took me four hours.” Virginia Dragoslavic, NSU University School, Davie, Florida, on her ceramic vase.
“My friend had a hard childhood. The bottom [of my drawing and illustration] represents her broken past filled with depression and darkness. As you move up, the piece starts to lighten. It is the representation that she could finally see her beauty.” Edward Bustos, Langham Creek High School, Houston, Texas
“My [editorial cartoon “A”] was inspired from a prompt from a literary arts magazine looking for pieces about what holds people back. I thought about stress from pressures of homework, grades, college applications, and student life. ” Evie Polen, Gaston Day School, Gastonia, North Carolina
“My [drawing and illustration] is based on a Scottish proverb, “You can’t keep the birds of sadness from flying above your head but you can keep them from nesting in your hair.” Allison Maeker, Klein Oak High School, Spring, Texas
The national show will remain at the Department through July 2018, and the Harris County exhibit will remain through October 2017.
Morgan Bassford is an intern from American University in the Office of Communications and Outreach at the U.S. Department of Education.
Chareese Ross is a student art exhibit program associate and editor in the Office of Communications and Outreach at the U.S. Department of Education.
Photo at the top: 2017 Scholastic winners cut the ribbon to formally open their exhibit.
You can view additional photos from the event here. All photos are by U.S. Department of Education photographer Leslie Williams.
The Department’s Student Art Exhibit Program provides students and teachers an opportunity to display creative work from the classroom in a highly public space that honors their work as an effective path to learning and knowledge for all. To visit the exhibits or for information about exhibiting, contact Jackye Zimmermann at Jacquelyn.email@example.com or visit https://www.ed.gov/student-art-exhibit
Note: October is Learning Disabilities/Dyslexia/Attention Deficit Hyperactivity Disorder (ADHD) Awareness Month.
A teacher can make the difference between a good day and a bad one.
Actually, they can make or break a child’s entire school year by understanding what accommodations in a 504 Plan or an individualized education program (IEP) can do to help a person like me who works every day to overcome the impact of dyslexia, dysgraphia and attention deficit hyperactivity disorder (ADHD).
I think I am lucky to have been surrounded by teachers who worked hard to make sure I was able to be as successful as my peers.
I have had a 504 Plan since the fourth grade. It’s supported me through elementary school, middle school and now into high school.
At the beginning of the year, I introduce myself and my accommodations through email. I think it’s important for my teachers to know why I benefit from something that most of the other kids in my class don’t use. The game changers for me include:
- Extra time
Dyslexia makes me read slowly and work hard to decode words. This means that it takes me more time to take tests. Knowing that I can work hard and answer the questions correctly at my own pace is very helpful for me. I would like to be able to show my teacher what I know.
- Read on demand
Reading and spelling are harder for me than my classmates. I can decode almost any word after my remediation; it just takes me some time to do it if it’s a harder word. If I am really stuck, I would like to ask for help to have the word or phrase read to me. It makes me way more comfortable in class to know that if I get stuck, my teacher will know that I really need the help.
- Small group testing
It helps to be on my own or in a smaller group. If I am taking a test with the class I might get to the third question and someone next to me is finished with the test because they can read it faster. I’d like to be able to focus on the content and do my best.
I use my iPad to ear read (text to speech) everything I can. Eye reading is tiring for me. Sometimes, I use an app to change a handout to a readable PDF and then ear read it, if I need to. Normally, I just eye read the handouts. My iPad also has an app that will let me record the classroom lecture, if I need it. I don’t access the curriculum exactly like my peers, but the system in place right now works really well for me.
- Teacher notes
I am dysgraphic, too. That means it is hard for me to put my thoughts onto paper, quickly. I learn best by listening to the teacher first and then practicing what I have learned. It is very hard for me to listen and copy things from the board or write things down as the teacher is talking. I take notes, but I miss a lot. The teacher’s notes help me make sure that I don’t miss anything when I am studying.
- Advanced notice when called on to read in class
This accommodation makes me feel comfortable in class. It feels terrible if I think I might be called on to read out loud without knowing what I am going to read. If my teacher wants me to read something, they’ll just tell me the night before and I will practice first. I am a good reader now, but I still get nervous when I have to read out loud. Messing up on a word like ‘began’ feels really bad in a classroom full of my classmates. That’s what dyslexia will do to me.
With the help of my parents, my teachers and my accommodations, I’ve created a successful learning environment for myself. Because I need to work very hard to achieve the academic success I’ve had, I don’t take anything for granted. I appreciate my teachers who have made an effort to understand me and my accommodations.
Teachers really do make all the difference!
Carter Grace Duncan is a freshman in a Northern Virginia public high school. She is a youth advocate for Decoding Dyslexia Virginia who enjoys sharing her knowledge with students with disabilities about how accommodations in school can help create a pathway to academic success.
(Cross-posted at the OSERS blog.)
The post Understanding Teachers Make “All the Difference” for a High School Student with Dyslexia appeared first on ED.gov Blog.
There’s so much information available about financial aid for college or career school that it can be hard to tell the facts from fiction. We’ve got you covered! Here are some common myths—and the real scoop—about financial aid and the Free Application for Federal Student Aid (FAFSA®) form.MYTH 1: My parents make too much money, so I won’t qualify for any aid.
FACT: The reality is there’s no income cut-off to qualify for federal student aid. It doesn’t matter if you have a low or high income; most people qualify for some type of financial aid, including low-interest federal student loans. Many factors besides income—such as your family size and your year in school—are taken into account.
TIP: When you fill out the FAFSA form, you’re also automatically applying for funds from your state, and possibly from your school as well. In fact, some schools won’t even consider you for any of their scholarships (including academic scholarships) until you’ve submitted a FAFSA form. Don’t make assumptions about what you’ll get—fill out the application and find out!MYTH 2: The 2018–19 FAFSA® form launches on Jan. 1.
FACT: The 2018–19 FAFSA form launched on Oct. 1. You should submit a FAFSA form as early as possible because some states and schools have limited funds.MYTH 3: I should use my 2017 tax information to fill out the 2018–19 FAFSA® form.
FACT: You must use your 2016 tax information to complete the 2018–19 FAFSA form. (The requirements changed last year.) It doesn’t matter if you or your parents haven’t filed 2017 taxes yet, because the 2018–19 FAFSA form doesn’t need that information. You won’t have to update your FAFSA form after filing 2017 taxes either, because 2016 information is what’s required. If your financial situation has changed since 2016, complete the 2018–19 FAFSA form using the tax information it requires (2016), and then contact your school’s financial aid office to discuss the change in your situation. They can make updates to your FAFSA information if warranted.MYTH 4: I support myself, so I don’t have to include my parent’s info on the FAFSA® form.
FACT: This is not necessarily true. Even if you support yourself, live on your own, or file your own taxes, you may still be considered a dependent student for FAFSA purposes. The FAFSA form asks a series of questions to determine your dependency status. If you’re independent, you won’t need to include your parents’ information on your FAFSA form. But if you’re dependent, you must provide your parents’ information.
If you’re a dependent student, find out who is considered your parent for FAFSA purposes. (It’s not as obvious as you might think.)MYTH 5: I should wait until I’m accepted to a college before I fill out the FAFSA® form.
FACT: Don’t wait. You can start now! As a matter of fact, you can start as early as your senior year of high school. You must list at least one college to receive your information. You SHOULD list all schools you’re considering even if you haven’t applied or been accepted yet. It doesn’t hurt your application to add more schools; colleges can’t see the other schools you’ve added. In fact, you don’t even have to remove schools if you later decide not to apply or attend. If you don’t end up applying or getting accepted to a school, the school can just disregard your FAFSA form.
You can add up to 10 schools at a time. If you’re applying to more than 10 schools, here’s what you should do. If you want to add another school after you submit your FAFSA form, you can log in at fafsa.gov and submit a correction.
The schools you list will use your FAFSA information to determine the types and amounts of aid you may receive.MYTH 6: If I didn’t receive enough money for school. I’m just out of luck.
FACT: You still have options! If you’ve received federal, state, and college aid but still find yourself having to fill the gap between what your financial aid covers and what you owe your school, check out these 7 options.MYTH 7: I should call “the FAFSA® people” (Federal Student Aid) to find out how much financial aid money I’m getting and when.
FACT: No, you’ll have to contact your school. Federal Student Aid does not award or disburse your aid, so we won’t be able to tell you what you’ll get or when you’ll get it. You will have to contact the financial aid office at your school to find out the status of your aid and when you should expect it. Just keep in mind that each school has a different timeline for awarding financial aid.MYTH 8: There’s only one FAFSA® deadline and that’s not until June.
FACT: Nope! There are at least three deadlines you need to check: your state, school, and federal deadlines. You can find the state and federal deadlines at fafsa.gov. You’ll need to check your school’s website for their FAFSA deadline. If you’re applying to multiple schools, make sure to check all of their deadlines and apply by the earliest one. Also, if you’re applying to any scholarships that require the FAFSA form, they might have a different deadline as well! Even if your deadlines aren’t for a while, we recommend you fill out the FAFSA form as soon as possible to make sure you don’t miss out on any aid.MYTH 9: I only have fill out the FAFSA® form once.
FACT: You have to fill out the FAFSA form every year you’re in school in order to stay eligible for federal student aid.MYTH 10: I can share an FSA ID with my parent(s).
FACT: Nope, if you’re a dependent student, then two people will need their own FSA ID to sign your FAFSA form online:
- You (the student)
- One of your parents
An FSA ID is a username and password that you use to log in to certain U.S. Department of Education (ED) websites. Your FSA ID identifies you as someone who has the right to access your own personal information on ED websites such as fafsa.gov.
If you’re a dependent student, your parent will need his or her own FSA ID to sign your FAFSA form electronically. If your parent has more than one child attending college, he or she can use the same FSA ID to sign all applications. You’ll need a unique email address for each FSA ID.
Your FSA ID is used to sign legally binding documents electronically. It has the same legal status as a written signature. Don’t give your FSA ID to anyone—not even to someone helping you fill out the FAFSA form. Sharing your FSA ID could put you at risk of identity theft and could cause delays in the FAFSA process!MYTH 11: Only students with good grades get financial aid.
FACT: While a high grade point average will help you get into a good school and may help with academic scholarships, most federal student aid programs do not take grades into consideration when you first apply. Keep in mind that if you want to continue receiving aid throughout your college career, you will have to maintain satisfactory academic progress as determined by your school.MYTH 12: It costs money to submit the FAFSA® form.
FACT: Absolutely not! You NEVER have to pay to complete the FAFSA form when you go to fafsa.gov. If you’re paying a fee, you’re not on the official government website.
So what’s next?
Go to fafsa.gov and fill out the application. If you applied for admission to a college or career school and have been accepted, and you listed that school on your FAFSA form, the school will calculate your aid and will send you an electronic or paper financial aid offer telling you how much aid you’re eligible for at the school.
Mia Johnson is a Management & Program Analyst at the U.S. Department of Education’s office of Federal Student Aid.
The post 12 Myths About the FAFSA® Form and Applying for Financial Aid appeared first on ED.gov Blog.
Having one child who is heading to college can be stressful, but having to help multiple children at the same time can feel like too much to manage. While I can’t save you from a forgotten application deadline or the “how to do your own laundry” lessons, hopefully, I can help make the financial aid part of the process run more smoothly with these tips:
An FSA ID is a username and password combination that serves as your legal electronic signature throughout the financial aid process—from the first time your children fill out the Free Application for Federal Student Aid ( FAFSA®) form until the time their loans are paid off. You AND each of your children will need your own FSA ID. Parents and students can create their FSA IDs here.
Note: Your FSA ID is associated with your Social Security number and is equivalent to your legal signature; therefore, each person can only have one FSA ID. If you are a parent, you will use the same FSA ID to sign each of your children’s FAFSA forms.
Each student and one parent need an FSA ID and each of your children will need to fill out a FAFSA. Your children will need to provide your (parent) information on their 2018–19 FAFSA forms unless they are going to graduate school, were born before January 1, 1995, or can answer “yes” to any of these questions.
Example: You have three children who are going to or who are in college. You’ll need four FSA IDs—one for you as the parent (only one parent needs an FSA ID) and one for each child. You’ll need to fill out three FAFSA forms, one for each child.Can I transfer my information from one child’s FAFSA form to another so I don’t have to re-enter it?
Yes! Once your first child’s FAFSA form is complete, you’ll get to a confirmation page. On the confirmation page, you’ll see a hyperlink that says, “transfer your parents’ information into a new FAFSA.” Make sure you have your pop-up blocker turned off and click that link.
TIP: If you want the process to go as smoothly as possible, your second child should have his/her FSA ID handy so you’re ready for the next step.
You’ll then see the alert below confirming that you want to transfer your information to another FAFSA.
Once you click “OK,” a new window will open allowing your other child to start his or her FAFSA form. We recommend that your child starts the FAFSA form by entering his or her FSA ID (not your FSA ID) using the option on the left in the image below. However, if you are starting your child’s FAFSA form, choose the option on the right and enter your child’s information.
IMPORTANT: Regardless of who starts the application from this screen, the FAFSA form remains the student’s application; so when the FAFSA form says “you” it means the student. If the FAFSA form is asking for parent information, it will specify that. When in doubt, refer to the left side of the screen. It will indicate whether you’re on a student page (blue) or a parent page (purple).
After you select the FAFSA form you’d like to complete and create a save key, you’ll be brought to the introduction page, which will indicate that parental data was copied into your second child’s FAFSA form.
Once you reach the parent information page, you will see your information pre-populated. Verify this info, proceed to sign and submit the FAFSA form, and you’re done!
NOTE: If you have a third (or fourth, fifth, etc.) child who needs to fill out the FAFSA form and provide your information, repeat this process until you’ve finished all your children’s FAFSA forms.I have education savings accounts (529 plan, etc.) for my children. How do I report those on the FAFSA form?
You report the value of all education savings accounts owned by you, your child, or any other dependent children in your household as a parent investment. (Read “What is the net worth of your parents’ investments?” for more information.) If you have education savings accounts for multiple children, you must report the combined current value of those accounts, even if some of those children are not in college yet or are not completing a FAFSA form.
Example: Child 1 and 2 are filling out the FAFSA. Child 3 is in 8th grade. They each have 529 college savings plan accounts in their names.
- Child 1 account balance: $20,000
- Child 2 account balance: $13,000
- Child 3 account balance: $8,000
You would add $41,000 to any other parent investments you’re required to report and input it when asked, “What is the net worth of your parents’ investments?” on each of your children’s FAFSAs.How does having more than one child in college impact the amount of financial aid my children qualify for?
Having multiple children enrolled in college at the same time could have an impact on your children’s eligibility for need-based federal financial aid.
TIP: We often hear about families who choose not to fill out the FAFSA form again because they believe that they won’t qualify for grants or scholarships, especially if they did not qualify the previous year. This is a huge mistake, especially if you will have additional children entering college. Read on to learn why.
Cost of attendance (COA) – Expected Family Contribution (EFC) = financial need
Let’s break down this formula:
Cost of attendance: This will vary by school, so if you have two children attending different schools with different costs, their financial need may be different, even if their EFC is the same.
Expected Family Contribution: The information you provide on the FAFSA form is used to calculate your child’s Expected Family Contribution (EFC). The EFC is a combination of how much a parent and student are expected to contribute towards the student’s cost to attend college. The EFC is not necessarily the amount of money your family will have to pay for college, nor is it the amount of federal student aid you will receive. It is a number used by your child’s school to calculate how much financial aid he or she is eligible to receive. Since we recognize that a parent’s annual ability to pay doesn’t change as you have more children enroll in college, we divide the expected parent contribution portion by the number of children you expect to have in college.
Example: Let’s assume that all of your dependent children have identical financial information and that the calculated EFC assuming one child in college would be $10,000. Here’s how each child’s EFC would change depending on the number of family members attending college full-time.Number of dependent children in college full-time Each child’s EFC 1 $10,000 2 $5,000 3 $3,333 4 $2,500
Financial need: Please note that schools differ (sometimes greatly) in their ability to meet each student’s financial need. To compare average school costs schools based on family income, visit the CollegeScorecard.ed.gov.
Nicole Callahan is a Digital Engagement Strategist at the U.S. Department of Education’s office of Federal Student Aid.
Photo by Getty Images
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