® the official magazine of the Military Child Education Coalition®
Check out our website’s new look! www.MilitaryChild.org
National Training Seminar
Preview
June 27-28 Grapevine, Texas p.28
Volume 7 Issue 1
Special Insert:
New directions for curriculum standards!
The Military Child Education Coalition
v ision state m e n t :
F o l lowU sO n l i n e !
To serve as a model of positive leadership and advocacy for ensuring inclusive, quality educational opportunities for all military-connected children.
m ission stat e m e n t : To ensure inclusive, quality educational opportunities for all military-connected children affected by mobility, family separation, and transition.
@MilitaryChild
Military Child Education Coalition
g oal s: 1.
Provide responsive and relevant support systems, resources, and products.
2.
Expand the MCEC outreach through engagement, advocacy, and partnerships.
3.
Execute a strategic communications plan.
4.
Build a strong, sustainable, and financially sound organization.
YouTube.com/MilitaryChild
VoicefortheMilitaryChild.org
MilitaryChild.org/flickr.com
The Independent Charities Seal of Excellence is awarded to the members of Independent Charities of America and Local Independent Charities of America that have, upon rigorous independent review, been able to certify, document, and demonstrate on an annual basis that they meet the highest standards of public accountability, program effectiveness, and cost effectiveness. These standards include those required by the U.S. Government for inclusion in the Combined Federal Campaign, probably the most exclusive fund drive in the world. Of the 1,000,000 charities operating in the United States today, it is estimated that fewer than 50,000, or 5 percent, meet or exceed these standards, and, of those, fewer than 2,000 have been awarded this Seal. Military Child Education Coalition®, MCEC®, and associated programs, institutes, trademarks and design elements are owned and licensed by the Military Child Education Coalition. TM/© 2012 Military Child Education Coalition. All Rights Reserved. Reproduction of this magazine, in whole or in part, is authorized with appropriate acknowledgment of the source.
On the move Staff Cindy Simerly, Executive Editor Dr. Mary Keller, President/CEO/Managing Editor Susan Connolly, Editor Karen Kirk, Art Director
tableofcontents FEATUR ES
w h at ’s i n s i d e
4
education innovation
Finding our transitioning militaryconnected students in order to serve them.
opportunity
6
What Superintendents and Administrators Can Do
8 Math in the Middle
Military Student Identifier
12 The GPS Way to Thrive 14 Hardy Plants, Hardy Children
1
16 FedBid Innovative Partnership
ST
17 Scholarship Information Available through MCEC
Special Insert: Common Core
change
Aligning knowledge and skills across state lines.
20 Building a Bridge between School and Home
28
22 PCS for a BA or BS Military Kids:
23 College Admission Stresses
Shining from Sea to Sea
June 27-28, 2012
family
2012 Training Seminar Preview
34 What Can Parents Do to Help Children Succeed in School?
Join us June 27-28 in Grapevine, Texas.
42
A Leader by Definition
Frances Hesselbein inspires students to lead with passion.
38 Tell Me A Story 40 Education and Transition Support for Military-Connected Children with Special Needs leadership 43 Anticipating a Life of Service 44 MCEC: Promoting Professional Development 46 Aligning Services to Benefit Military-Connected Children – LINN Public Engagements
www.MilitaryChild.org
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Boa rd of Dire c to rs Officers General (Ret) Benjamin Griffin, Chairman Dr. William “Bill” Harrison, Vice Chairman The Honorable Valerie Baldwin, Vice Chairman Laura Cichowski, Vice Chairman/Secretary David G. Henry, Vice Chairman Robert “Bob” Utley, Vice Chairman Brigadier General (Ret) Robert “Bob” Gaylord, Treasurer
F rom the Chai rman>>
Members Renee Bostick Beth Chiarelli Barbara Day The Honorable Chet Edwards Patti Hunzeker Lil Ingram Dr. Rich Lerner Kathleen O’Beirne Cathe Robling Patricia “Patty” Shinseki Edward “Ed” Van Buren Joyce Ward
Though April is designated Month of the Military Child, we are reminded every day of the contributions and sacrifices our nation’s military children make in communities across America. We are inspired by many great examples of young leaders through programs such as the MCEC Student 2 Student (S2S), Junior Student 2 Student (JS2S) and the Frances Hesselbein Student Leadership Program. We realize and value the legacy of service reflected in our military families and it is our goal to provide quality programs and services to meet their needs.
Members Emeriti Cathy Franks Lieutenant General (Ret) Don Jones Dr. James Mitchell Robert “Bob” Ray Mary Jo Reimer Sandy Schwartz General (Ret) Thomas A. “Tom” Schwartz Lieutenant General (Ret) H.G. “Pete” Taylor Zoe Trautman
We must strengthen our efforts as we remember our Armed Forces continue to serve with honor throughout the globe, often away from their families and frequently in harm’s way. The MCEC is committed to working toward enduring support for our military children. As we increase both the breadth and depth of our reach, we will actively seek partnerships and expand services based on analysis of response from program participants, educators, military leadership and family members by:
National A dvisory Com m i t t e e Mrs. Lloyd Austin (Charlene) The Honorable Carolyn H. Becraft Mr. Douglas Belair General (Ret) and Mrs. B.B. Bell (Katie) The Honorable and Mrs. John Carter (Erika) Mr. Ed Casey General (Ret) Peter Chiarelli Admiral (Ret) and Mrs. Walter Doran (Ginny) Mrs. Chet Edwards (Lea Ann) General (Ret) and Mrs. Larry R. Ellis (Jean) Lieutenant General (Ret) and Mrs. Phil Ford (Kris) General (Ret) Tommy R. Franks Command Sergeant Major (Ret) and Mrs. William J. Gainey (Cindy) Major General (Ret) Elder Granger, MD (Brenda) Major General (Ret) and Mrs. Mark R. Hamilton (Patty) Lieutenant General (Ret) Charles R. Heflebower RADM (Ret) and Mrs. Leenert Hering (Sharon) General (Ret) and Mrs. James T. Hill (Toni) Lieutenant General William Ingram Major General (Ret) and Mrs. Robert Ivany (Marianne) Mr. Gary Knell General (Ret) and Mrs. Leon J. LaPorte (Judy) General (Ret) and Mrs. David McKiernan (Carmen) Mr. Drayton McLane, Jr. General and Mrs. Duncan McNabb (Linda) Lieutenant General (Ret) and Mrs. Thomas Metz (Pam) General (Ret) and Mrs. Richard Myers (Mary Jo) General (Ret) Dennis J. Reimer Mr. Matthew “Matt” Rogers Mr. and Mrs. Ali Saadat General (Ret) and Mrs. Henry H. Shelton (Carolyn) Lieutenant General (Ret) Stephen M. Speakes Lieutenant General (Ret) George J. Trautman III Dr. Philip “Uri” Treisman
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• Reaching out to educate stakeholders • Using technology to respond to reduced resources • Monitoring states’ legislation to ensure currency of information for our customers • Fostering relationships with entities such as Joining Forces • Working to educate stakeholders in the Common Core State Standards initiative • Partnering with higher education to train a new generation of teachers in the lifestyle and challenges of military-connected children and youth • Conducting research that identifies the challenges military-connected children face and connects them to resources In January, the MCEC launched a fundraising campaign entitled Growing a Community of Support for programs that have connected military children and their parents to their communities and to each other. Corporate partners and individuals alike have contributed time, talent, and money to fund these and other critical programs. We are grateful for the generous contributions and the recognition that our military children are an investment in our country’s future. I hope you’ll join us in Grapevine, Texas, for our National Training Seminar which will bring a diverse group of leaders together in the interest of strengthening opportunities …for the sake of the child.
General (Ret) Benjamin Griffin, USA Chairman of the Board, Military Child Education Coalition
Volume 7 Issue 1
From t h e p r esident>>
M C E C Offi ce Sta ff (254) 953-1923 • (254) 953-1925 (fax) 909 Mountain Lion Circle Harker Heights, Texas 76548 info@MilitaryChild.org
In recent interviews during the Month of the Military Child, several members of our Student 2 Student program shared their perspectives on what it’s like to be a military child. Time and again we see examples of not only resiliency, but also of hardiness, a characteristic defined as bold, brave, or robust. I am filled with pride when I hear how our youth view aspects of their unique lifestyles:
Dr. Mary M. Keller President and Chief Executive Officer Lieutenant General (Ret) Lanny Trapp Senior Vice President/Chief Operating Officer
“I love being a military kid because I can relate to a bunch of different types of people and I can just fit in any type of culture, any type of group. And if I don’t know that culture then I can adapt very quickly. It’s just something that I’ve picked up along, moving around a lot.” S2S member Ironically, change is one of the few constants in a military child’s life, but responses to change are as unique as the children themselves. As an organization whose mission is to ensure quality educational opportunities for all military-connected youth, the MCEC must evaluate the changing landscape and respond to new challenges as they arise. This summer at our 14th National Training Seminar we will have a unique opportunity to collaborate with a diverse community of leaders in the fields of education, industry, government, and the military as we address the changing needs of our militaryconnected youth. We hope you’ll join us in Grapevine, Texas, on June 27-28 for an inspirational, results-oriented training focused on five strands: well-being, family, education innovation, special needs, and leadership. In this issue of On the Move, we’ll examine recent research and hear from experts across disciplines as well as our military-connected children.
“And I’m not gonna say that other peoples’ lives aren’t hard, but, um, being a military kid is a world of its own. Cause you’ve always gotta make changes. Change is a full on variable in a military kid’s life and you’ve always got to be able to accept that change, cause if you don’t, you’re just going to be blind-sided by life.” S2S member
Dr. Sandy Franklin Director, Programs and Services Greg Cook Director, Research, Evaluation, and Technology Helen McCarty Director, Fund Development Shellie Campos Director, Human Resources and Contracting Michael Gravens Director, Communications, Marketing and Membership Cindy Simerly Chief of Marketing Denise Montana-Graham Chief of Logistics Juan Garcia, CPA Comptroller Annette Nelson Staff Counsel
aboutthecover: Artwork by Aubry, Grade 12 | Hohenfels Middle High School, Hohenfels, Germany | U.S. Army
No doubt, like me, you’ll be moved by the strength and commitment of those working so diligently …for the sake of the child.
Dr. Mary M. Keller President and CEO, Military Child Education Coalition Poster artwork by Lauren, Grade 11 | Hohenfels Middle High School, Hohenfels, Germany | U.S. Army
www.MilitaryChild.org
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education
innovation
Where are Military-Connected Kids &
How are they doing? T
hough there are over one million schoolage, military-connected students in prekindergarten through grade twelve, there is NO reliable, consistent school-based data on the academic health of these students. Without precise data, decisions about children, time, money, and initiatives are at risk of being based on supposition rather than reality.
On a local, state or national level, we don’t know: a. where our military-connected children attend school b. how they perform c. whether they graduate d. whether military-connected children choose higher education options or enter the workforce More than two-thirds of Active Duty military families live in civilian communities, and nearly one million of their children attend schools in those communities. Ongoing research tells us service members’ participation in combat operations can impact families for a generation after the conclusion of military service.
real time information on performance, informed decision making, and timely feedback to operate efficiently and effectively. We should support military-connected children in the same way. The Department of Education regularly urges schools across our nation to operate using data-driven decisions, yet schools do not have any uniform data on military-connected students. Education systems can answer the question “How did your female and male students perform in mathematics last year?” or, “How did your migrant students perform in reading last year?” They cannot answer questions such as “How many military-connected students do you serve and how did they perform in mathematics last year?” Children in military families are twice as likely as their civilian counterparts to join the military as adults. As a nation, we need to know they are well prepared to serve.
Business, industry and military organizations rely on sophisticated, precise data systems to provide
Our military-connected students are in every state and every school district. Over 80% attend US public schools. 4 ON THE move®
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of military facilities. These military members have been deployed multiple times in unprecedented numbers.
A military-connection data element for students will allow educational institutions and policy makers at all levels of government to monitor critical elements of education success, including: a. academic progress and proficiency b. mobility rates c. true dropout rates d. college and workplace readiness Members of the National Guard and Reserves have not traditionally been recognized as “military� in their local communities, and they reside in every zip code in the United States. About 800,000 Reserve and Guard troops live outside
Without including a military student identifier and regular data collection, we have no way of knowing where these half million students exist in our communities. We cannot effectively determine needs and gauge resources to provide critical support to these students. Through the Department of Education and the Department of Defense, the federal government invests over $1.2 billion annually in military and Indian-Lands school districts without any systematic reporting of student performance. Military impacted school districts cannot track their military-connected students because they are not identified as such in their student data systems. Implementation of a military-connected student identifier will assist local districts in preparing transitioning students for their new school. It also provides a key performance indicator for local districts to determine college and workplace readiness of secondary school students.
Artwork by Brian, Grade 10 | Hohenfels Middle High School, Hohenfels, Germany | U.S. Army
A military student identifier will indicate trends and patterns so that critical support reaches these students. www.MilitaryChild.org
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Fac ing Challe n g es Stories from Military-Connected Youth
Being Part of a Military Family Jay, Grade 7, New Mexico Jay is a 7th grade student who lives with his family on an Air Force base. When asked about what distinguishes him from students in a civilian school, he thoughtfully and eloquently describes the challenges and pride
What Superintendents and Administrators Can Do
1
Who Are the Kids?
• Have consistent processes in place that identify military-connected students (those with parents/guardians who are serving in the Active Duty, National Guard, Reserves, or are Post-9/11 Veterans). • Consider adding this as a question on your enrollment forms: “Do you have a parent/guardian who is a member of the Active Duty, National Guard, Reserves, or is a Post-9/11 Veteran?” • Use this information to build awareness, inform faculty, focus support, and identify practices worthy of attention.
that differentiate him.
• Encourage campus recognition and appreciation for both military students and their parents.
“If you asked me where I came from
• Don’t forget the siblings! Encourage school administrators to ask about brothers and sisters who are serving.
I’d likely respond, Nowhere and Everywhere, but if you asked me where I consider home, I’d probably say wherever the Air Force sends us! I’ve attended several schools over the last seven years and still manage to keep good grades. I am a Military
2
• Stay informed about what schools are doing, especially during challenging times.
What Other Connections Do We Have?
• Ask faculty and staff annually to share if they are currently serving or have a family member who is currently full-time or in the Reserve Components (Army, Marine Corps, Navy, Air Force or Coast Guard). • Identify Veterans in schools, administration, support staff and on your school board.
Brat! I am America’s secret weapon.
• Build a local speakers bureau.
I support our troops as they keep
• Tap into local, state and national resources (such as the Library of Congress’ Veterans’ History Project).
me free. I look up to the men and women in the Air Force and try to be like them. I hear sonic booms in the air and think to myself, boy, I love the sound of freedom!” Jay’s comments are typical of military-connected youth who experience the challenges inherent to a military lifestyle but remain positive and proud of their service member’s contributions.
• Find out what resources are available to support children and youth through the military, the community, and national organizations.
3
Are We Listening, Learning, and Responding?
• Have processes or procedures in place at the district and campus levels to periodically check in with military-connected parents, students, and staff. • Consider assuring representation from military-connected students and parents on advisory groups and site committees (e.g. calendar development committee). • Review policies and practices to ensure that they are sensitive to the needs of and flexible for all students who may experience school transitions. • Evaluate programs, practices and initiatives. Know and make available What’s Working and Why.
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4
Are We Informing through Professional Development?
• Assure that serving the military-connected student is a priority for professional development. • Provide special program staff, guidance professionals, and registrars additional training on solutions and options that assist students with both entry and exit transitions. • Focus attention on the Interstate Compact on Educational Opportunity for Military Children (www.mic3.net) – assure policies and practices are in sync with the Compact tenets and that parents are consistently informed. • Use connections to the local/area military community to access speakers and resources. • Tap into the Military Child Education Coalition (MCEC) professional development offerings and Speakers Bureau.
5
Are We Using the Power of Partnerships Effectively?
• At the high school and middle school levels — learn about and add the MCEC Student 2 Student and Junior Student 2 Student (S2S and JS2S) programs. • Provide forums and regular opportunities to invite local/area military leaders to meet, exchange insights, and collaborate with you (Active Duty, National Guard and Reserve). • Include a military leader as an ex officio member of the school board. • Assure that the district and campus leadership attend local/area military-related events. • Encourage the district public affairs staff to coordinate and communicate with their military counterparts. • Encourage and showcase adopt-a-school and adopt-a-unit initiatives.
education
National
innovation
Blue Ribbon Schools
While some communities strive to improve schools serving military-connected children, schools in other communities are being recognized for exceeding or improving educational services. In 2011, 305 schools were named National Blue Ribbon schools. “America’s long-term economic prosperity and civic engagement depends on our children receiving a world-class education,” said U.S. Secretary of Education Arne Duncan. “National Blue Ribbon Schools are committed to accelerating student achievement and preparing students for success in college and careers. Their success is an example for others to follow.” Of these schools, approximately 100 schools near military installations received the National Blue Ribbon Schools designation in 2011. The National Blue Ribbon Schools Program, started in 1982, recognizes public and non-public schools that exceed state assessment expectations in reading and mathematics. The award acknowledges exceptional achievement as well as significant improvement over previous test scores. According to the Department of Education website, schools with at least 40 percent of students from disadvantaged backgrounds that have improved significantly in reducing the achievement gap with higher test scores are eligible for the National Blue Ribbon award. The awards include Exemplary High Performing schools as well as Exemplary Improving schools. Public schools receiving the award are chosen based on criteria that meet national guidelines and additional criteria individual states may require. Each school must do an extensive self-evaluation in order to become a Blue Ribbon School. An important aspect of the Blue Ribbon process is that it allows parents, students, teachers, and community leaders to review the school’s strengths and weaknesses and build strategic plans for the future. Find a complete list of National Blue Ribbon Schools within a 25 mile radius of military installations at www.militarychild. org/national-blue-ribbon-schools-program.
• Apply to the LTG (Ret) H.G. “Pete” Taylor Partnership of Excellence Award. • Annually review district and campus websites — are they useful and relevant for any family moving in or leaving?
www.MilitaryChild.org
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education
innovation
Middle school students are growing physically, mentally, socially, ...and mathematically! The middle school years can be a tumultuous time for students because they are growing physically, mentally, and socially.1 With new experiences to explore and more opportunities opening every day, “I’ve noticed that every five minutes is a new five minutes for them,” observes one seventh grade teacher. Middle school is also a time when your child should be refining organization and time-management skills.2 Mastering these skills early will give the time and ability for later opportunities such as juggling a more challenging math class while involved in other activities. Research shows that an appropriately rigorous math path started in middle school will lead students to success in college and careers.
Math in the Middle Middle School Math for Parents Artwork by John, Grade 6 | Naples Elementary School, Naples, Italy | U.S. Navy
Research shows that an appropriately rigorous math path started in middle school will lead students to success in college and careers.
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Parent Question:
My child is always asking, “But how will I use this in real life?” Well?
Here’s a great suggestion from a middle school teacher: challenge your child NOT to use math for an entire weekend. If it involves math, then she can’t participate. The amount of math used can be staggering. Some topics – for instance, algebra – we use every day in that life itself is an equation, made up of variables and constants, and we are balancing that equation so that it will work. That’s higher level thinking – and that’s math.
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Tips from Math Teachers In elementary school, subject times can be adjusted to fit the students’ pace. However, in middle school, class schedules are more rigid. Students may ask for “more time” to do their work but that time is not there for teachers to give them. Students are also juggling multiple assignments and classes instead of staying in one classroom as they did before. Parents want to support their students and teachers, but may be unsure how to balance their child’s new independence with their responsibilities at home. Below are some examples from middle school teachers of how parents can support students in healthy ways.
Encourage Permanent Learning
Managing Tasks & Time
Homework
• Ask your students open-ended questions about what they are learning inside the classroom and at home.
• Encourage students to go to school prepared with homework assignments completed and supplies ready.
• Provide a quiet, well-lit study area for homework.
• To help students make connections between what they learn and how it applies in real life, point out where math is being used as you use it, for instance while reviewing sport statistics.
• If your student doesn’t already have an agenda or day planner, get one for him so that he can help manage his responsibilities on his own.
• During summer and other breaks, continue to work on basic skills and math vocabulary. • Play games. Card and board games use skills like problem-solving and basic math.
• Parents should talk to their student about assignments, due dates, and tests and what the student’s plans are to complete them. • Help your child look out for potential time wasters. Activities such as using the computer, cell phone, or television, need to be factored into schedules. • Work with your student to build a simple organization system for papers and assignments that return home. At the beginning of each semester, review.
Permanent Learning: Learning information for the long-term and not just what’s necessary to “pass the test.” Visit www.thefunworks.org with your student. This site helps middle school students (grades 6-9)
• Let students do homework by themselves first. Homework is their chance to take what they’ve learned that day and practice on their own. • Encourage students to write out their process, as this is very helpful in math. “Math is all about trying! A wrong answer is not incorrect,” says one teacher. “It gives information about how I can fix any problems. A blank page…I can’t fix that.” • Allow the student to ask for help rather than automatically giving assistance.1 This will help in future problem solving. Remember, the struggle is essential: “When that struggle is there with the right amount of support, a student feels a huge sense of accomplishment when he succeeds – and that leads to more independent successes,” say middle school teachers. • If the student does ask for help, resist the urge to show him a “different way” to do the work. • Look for patterns of error. If there is a certain math concept that your child struggles with again and again, let your child’s teacher know what you’ve observed.
explore ways to link interests to exciting future careers in science, technology, engineering, and mathematics. www.MilitaryChild.org
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One of the most important steps in managing time is choosing priorities. Parents can help children set day-to-day priorities by helping them keep these ideas in mind:
Remember the big things. Big things, like doing well on school assignments, are always important. Some things may seem really important now but might seem less so in a few days.
Think about what’s urgent. Which deadline comes first? How much time will this project take? These are all questions to consider when deciding what’s urgent. Think about the consequences of NOT spending time on it. Ask this: what will happen if it doesn’t get done?1 © It’s My Life, http://pbskids.org/itsmylife
What Parents Can Do Regularly Parents can actively encourage the development of math skills in the following ways: Anticipate and Encourage. Although state requirements for math vary, a family’s plan should be to include math in the student’s schedule every year their child is in school and keep track of the math courses taken in middle school and high school. Engage and Communicate. Parents should meet all of their child’s teachers at the beginning of each school year or when enrolling in a new school. During the year, parents can continue to touch base with teachers through conferences, calls, emails, and the school or teacher’s website. Practice Math Informally. Support math learning at home by casually illustrating examples of math used in everyday life, such as percent, proportion, fractions, and rate of movement. Avoid Hidden Messages. Pay attention to how math is discussed at home. Each person experiences math differently, so avoid blanket statements such as “I wasn’t good at math either, so of course you are having problems,” or “This is a piece of cake!” Advocate. Parents can support success in math and every other academic subject by being a compelling advocate for the student. Because military parents serve a special role as the one constant in their child’s frequently changing life, a student needs to know there is always a caring person to speak out.
What Research Says
Seventh grade is crucial: students’ skill & understanding in math can predict future success.
Algebra is rigorous and it requires focus and motivation. A solid foundation, including experience in logical reasoning and the ability to make smooth transitions between concepts, is essential. Although many educators may debate on when a student should begin Algebra I, they agree that all students need to take Algebra I. To be ready, your child has already been working on parts of algebra such as patterns, tables, graphs, and variables2 since primary school. Review your child’s performance with previous tests and classroom work to see her grasp of these concepts. Finally, talk with your child’s teacher about your questions. He should be able to talk to you about your child’s readiness for algebra or any next steps. Mastery of 7th grade math concepts is another meaningful indicator of algebra readiness3. This is because from the time students begin to learn math concepts in elementary school, they are building the foundation for success in higher-level math classes such as Algebra I and Geometry. When students can prove that they not only know the basics but can apply them, they have a better chance of doing well throughout high school — using what they have already learned, making connections, and applying them.
When pitted against athletics, extracurricular activities, relationships, and hormones, middle school students may be tempted to put math on the backburner. Students should continue with challenging math classes every year.
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education
innovation
Math Resources MathMovesU
http://www.mathmovesu.com
Raytheon created this site for middle school students. It is a virtual world combining math, music, fashion, and sports. Hands-on worksheets allow for deep exploration of interesting topics. The site includes homework tips for parents and family math challenge ideas so parents can join in on the learning. Details about Raytheon’s MathMovesU grants and scholarships are also available on the site.
TUTOR .COM http://www.tutor.com/military This unique site is under contract by the Department of Defense to provide free, one-on-one tutoring and help in math, science, social studies, and English for military families.
Khan Academy http://www.khanacademy.org Khan Academy is a not-for-profit site with over 2400 YouTube videos covering everything from basic arithmetic and algebra to differential equations, physics, chemistry, biology and finance, recorded by Salman Khan.
TeacherTube
http://www.teachertube.com
Like YouTube, TeacherTube contains videos for public viewing. This is a great resource for teachers, but teachers themselves recommend the site for students to refresh lessons from the classroom or as homework tools.
THANK YOU, RAYTHEON! Math in the Middle was funded by a grant from Raytheon Corporation, a positive and consistent advocate for preparing the next generation of mathematicians and scientists and a strong supporter of military children and their families.
Parent Question:
We are moving in a few months. What can I do to help get my kids prepared academically?
Creating a dialogue with the math teacher is essential. Parents should share their moving plans with the school. Parents can make copies of textbook table of contents, course descriptions, and outlines to take with them as well as get any suggestions or recommendations from current teachers. Remember to communicate with the future teacher as well – and encourage your child to do the same. “If a student moves into my classroom during the school year,” says one sixth grade teacher, “I want to talk with him and his family to find out about his math background. Some students can jump right in, others will need review, and some students are ahead of the current lesson. But we work together to figure out what the student needs for the most success. That’s what I’m here for.”
For a full “Checklist for Transferring Students,” log on to www.MilitaryChild.org. Learn more about middle school-age kids and how to support their classroom success: http://tweenparenting.about.com/
More Info
www.MilitaryChild.org
Download the guide “Middle School Math: What Parents Should Know and Can Do” from Stanford University’s Primes project: http://www.stanford.edu/group/primes/pagfinal.pdf
Sources http://www.stanford.edu/group/ primes/parent.html Middle School Math: What Parents Should Know and Can Do. June 2002. 15.
1
2 Ginsburg, Ken, & Fitzgerald, Susan. Letting Go with Love and Confidence. 2011. 167. 3 The Grade 7 Pivot Point, July 2011. www.edsource.org @ Copyright 2011 by EDSOURCE, INC.
McTigue, Erin M., Washburn, Erin K., & Liew, Jeffrey. Academic Resilience and Reading: Building Successful Readers. The Reading Teacher. 2009. 62: 422-432. © It’s My Life, http://pbskids.org/ itsmylife SPECIAL THANKS to the knowledgeable and helpful middle school math teachers at Union Grove Middle School in Harker Heights, Texas, for sharing their insights and words of wisdom with the MCEC for this publication: Lillian Spencer, Rosie Barnes, Deanna Sallee, Holly Johnson, Christina Wilkinson, and Barbara McCullough; and to Katie Wright, fifth grade teacher at Eagle Nest Elementary School in North Charleston, South Carolina, for her valuable input.
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opportunity
the gps way to thrive! When you want to go somewhere new, a map or a GPS device is helpful. It can guide you through new streets that might be confusing. Without a map or a GPS, you might eventually get to your destination. However, you are at more risk of getting lost or upset along the way. Just like a GPS device, people can develop their own GPS goal skills that guide them to where they want to go. Research studies show us that youth need strong goal skills to reach their full potential. Youth learn this GPS ability through coaching from adults and practice.
C a ro l W e l s h Gr ay Executive Director, Thrive Foundation for Youth
Scientists have identified three parts of GPS goal skills. GPS stands for:
Questions to Ask
G
P
S
? “What are your goals ” Do some help others?
Goal Selection “Where do you want to go?”
Pursuit of Strategies “What are the many ways to get there?”
Shifting Gears “How do you adjust when the road gets rough?”
You can help your young person develop GPS skills by focusing on each part of GPS:
Goal Selection – Help your young person develop goals that are realistic
in “Do you have goals ost conflict? Which are m hy?” important to you? W think “How can I help you with of strategies to deal als?” conflict between go
and meaningful to him or her.
Engage your young person’s emotions by asking, “What is a goal that matters to you? What will it feel like when you reach your goal?”
Suggest that your young person draw a picture or write details of that future day. Visualize what that success will feel and look like. We are more likely to get to a goal when we are excited and have thought about it in detail.
Shrink the Change: Help your youth break down each goal into bite-size pieces. That way the goals don’t feel so large or far away.
Examine relationships among goals. When your young person has multiple goals, help him or her think about relationships between them. Do the goals work together or are they in conflict?
When two goals work well together, chances are higher for reaching both. With goals in conflict, chances are lower for reaching both. Perhaps there is a conflict between your youth going to a best friend’s party or studying for a high school graduation exam. Until your young person has a plan to deal with this conflict, his or her decisions will be shaped by emotion more than reason.
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Volume 7 Issue 1
Artwork by Sierra, Grade 8 | Holloman Middle School, Holloman AFB, New Mexico | U.S. Air Force
Pursuit of Strategies – Help your young person see a range of strategies for reaching goals. Then help select the best strategy for that moment.
Encourage effort to stick to a plan.
Encourage creative thinking about strategies.
Find Bright Spots. Help your youth think about his or her progress and find behaviors that are working. We call them “bright spots.” Help your youth think about how to do more of them. These signs of early success provide hope to your young person that he or she is capable of reaching goals.
Develop “action triggers.” Support your youth to plan the exact time and place to work toward his or her goals. These “action triggers” will help your youth stay on track and be less controlled by emotions of the moment.
Shifting Gears – At times, things get tough. Learning to adapt, or shift gears, is important for life success. Help your young person develop these skills:
Seeking out new people and resources to help with a goal.
Adjusting a goal when the goal becomes unrealistic. For example, if a young man wants to be a professional quarterback, but develops a bad back, he might consider changing his goal to becoming a sports reporter.
Copying strategies that others have used.
With your encouragement and support, your young person will build strong GPS goal-skills that will guide him or her on the road to thriving!
Action T r
iggers W ork!
In an ex perimen t, studen paper d ts were uring ho asked to li d a y write a break. H plan ahe alf the s ad. Rese tudents archers other ha didn’t “triggere lf. They d t h e a s a k c e t d io time an these st n” for th d place udents t e fo o r w p la r iting the said he’d n their paper. O get up e ne stud arly on C work in ent h ristmas his Dad morning ’s study . He’d before t he famil The resu y got up lt? 75% o . f the Ac comple tion Trig ted the ger stud paper c ents who did ompare n’t plan. d t o just 33 Action T % of tho riggers se work!
References: 1) Dr. Chip Heath, Thrive Chair, Stanford University, and brother Dan Heath. Switch. Crown Business (2010). 2) Dr. Richard Lerner, Bergstrom Chair in Applied Developmental Science; Director, Institute for Applied Research in Youth Development. GPS Project. (2010) Creative Commons Attribution-Noncommercial-Share Alike 3.0 U.S. License
www.MilitaryChild.org
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opportunity
M i ch a e l D. M at t h e ws Department of Behavioral Sciences and Leadership U.S. Military Academy MCEC Science Advisory Board Member
Hardy Plants, Hardy Children Perhaps you are a gardener and have had the experience of planting seedlings in the spring, only to find that not all of them mature. Some fall victim to a late cold snap, others may be stricken with parasites, and still others may wilt during an extended dry spell. But others remain viable and yield a bountiful crop of beautiful flowers. We say that these survivors are “hardy.” Webster’s Dictionary defines hardy as “able to withstand fatigue, privation, etc.; robust; vigorous.” Noted personality psychologist Dr. Salvatore Maddi observes that humans are much like seedlings. Inevitably, all of us experience a variety of stressors and challenges in life. A good number of us experience trauma such as surviving a serious accident or a serious disease. Following major traumatic events, about 10-15 percent of people will shows signs of significant psychological pathology. This may include post-traumatic stress disorder (PTSD), anxiety, depression, or substance abuse. Others may eventually show significant personal growth following trauma. They may value their families more than ever, stop to savor the joy of a spring day, or become more aware of their spirituality. Most people, following trauma, are simply hardy. They deal with trauma, learn to accept it, and move on with their lives. Dr. Maddi has studied hardiness for three decades. He has
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Artwork by Jian, Grade 9 | Hohenfels Middle High School, Hohenfels, Germany | U.S. Army
Volume 7 Issue 1
found that hardy individuals are more successful in all domains of life than those who are not hardy. They succeed better in business, have better relationships with family members and others, and thrive in all aspects of their lives. He also has found that hardiness begins in childhood. It is something that can be nurtured and developed in children. He calls this the “psychology of the possible.” The psychology of the possible tells us that we can teach our children to embrace change, to learn that challenge in life may present opportunities, not just threat. In short, children can learn to accept and flourish in the face of whatever obstacles life may present them. According to Dr. Maddi, hardiness has three components. These are (1) challenge, (2) commitment, and (3) control. A hardy child or adult interprets events as challenges to grow from, not threats to personal security. They are able to commit their energy to achieve long term goals even in the face of adversity, to stay the course, to weather the storm as they pursue their objectives. And the hardy individual believes in their own ability to effect change in their lives. They are not victims of fate. They control their own destiny.
Gardeners know they can increase the hardiness of their seedlings by planting them in fertile ground, providing fertilizer and water in the right amounts at the right time, and by progressively exposing the seedlings to stress. Likewise, the science of hardiness informs parents, teachers, and other stake-holders in the lives of military children with methods for empowering these children with the skills they need to resist stress, and to thrive and flourish through childhood and beyond.
Hardiness is especially important for military children. Frequent moves, changing schools, leaving old friends and making new ones, the deployment of one and sometimes both parents – these and countless other challenges are the reality of being a 21st century military child. The good news is something that anyone connected with the military already knows – military kids are typically amazingly hardy! They excel in academics and sports and learn to make friends easily. Perhaps because of frequent separations, they savor their families. When things get really tough, many military children rise up and amaze us with their seemingly intuitive ways of helping themselves, their siblings, and their parents through difficult times. But not all children have these skills and even those who are successful may benefit from a further honing of their skills. The other good news is that hardiness can be taught. In his forthcoming book, Hardiness: Turning Stressful Circumstances into Successful Growth (Springer, in press), Dr. Maddi describes the concept of hardiness, how it is measured, and how parents and teachers can develop this vital life skill in children. Dr. Maddi champions a “train-the-trainer” approach for building hardiness in children. His Hardiness Institute (see www.hardinessinstitute.com) includes a training program where psychologists, educators, clergy, or others who wish to become hardiness trainers may learn the skills needed to accomplish this task. I view this as a great opportunity for the professionals MCEC serves to acquire skills that can have a major impact on the lives of military children.
Photo appears courtesy of Private First Class Michael Lassiter, Task Force 3-66 Armor This 2011 photo of Afghan children was taken in Paktika Province.
www.MilitaryChild.org
ON THE move® 15
opportunity
Corporate stewardship drives campaign Year after year FedBid has demonstrated innovation in helping MCEC expand its mission and stands at the head of the line in its willingness to support student programs. Helen McC a rt y, Director of Fund Development
For the past six years, FedBid, Inc. has been recognized as a responsible corporate citizen striving to do what is right in support of the Military Child Education Coalition (MCEC). FedBid’s philanthropic efforts focus on families and children, efforts reflected in their corporate values and interests. In partnership with MCEC, FedBid is more than just a responsible corporate citizen, FedBid is part of the MCEC daily fabric. FedBid holds a seat on the National Advisory Committee and meets with the MCEC leadership team regularly to discuss strategic initiatives and guide the way forward. FedBid has also provided generous in-kind marketing support. For example, on March 6th, 2012, during Military Family Night at the Verizon Center, FedBid extended part of its Washington Capital’s corporate sponsorship to MCEC, which enabled the organization to have live air time featuring a military child, coupled with multiple marketing opportunities ranging from screen shots highlighting MCEC to a display table where materials were passed out to attendees interested in learning more about the MCEC mission.
Photo courtesy FedBid
communities where they work and live, such as the Clemyjontri Park Foundation. The Clemyjontri Park Foundation focuses on providing physically challenged children an opportunity to enjoy unrestricted play opportunities.
The Founder and CEO of FedBid, Ali Saadat, will be the first to tell anyone that he supports MCEC because “it’s all about kids and military families,” something he holds near and dear to his heart.
MCEC feels very fortunate to receive invaluable support and monetary assistance from FedBid. Year after year FedBid has demonstrated innovation in helping MCEC expand its mission and stands at the head of the line in its willingness to support student programs. In 2011 FedBid’s generosity helped fund the Frances Hesselbein Leadership program sending several military connected children to Westpoint where they learned critical leadership skills that will stay with them for a lifetime. As stated by one of the Frances Hesselbein scholarship recipients:
FedBid takes great pride in making a difference in people’s lives and investing in the future of its local communities and the nation. As stated in the FedBid’s corporate philanthropy statement:
“One cannot just have integrity at times that are convenient. As Mrs. Hesselbein says, ‘You cannot decide which instances to incorporate integrity; it’s a full time deal.’ I believe that any person can talk a good game, but it takes a leader to follow through.”
“Our demonstrated commitment sends the message: Count on FedBid and its employees to help build the foundation for a better future. Wherever our contributions can have an impact, FedBid will continue to seek opportunities to practice responsible corporate citizenship.”
We are proud of our partnership with FedBid, Inc. but more importantly, we are proud of the positive difference FedBid makes in the lives of military-connected children who serve our great nation.
It’s important to note that not only does FedBid play a leading role in supporting military-connected kids, but the organization also engages in partnerships to enhance the quality of life for citizens in the
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Volume 7 Issue 1
Growing a Community of Support ...for the sake of the child Multiple deployments coupled with extended family separation have strained our military families. With service members engaged on two fronts for the past decade, the impact on families will be felt for years to come. To help military families and their children thrive in this environment, the Military Child Education Coalition® (MCEC®) has developed evidence-based programs to support military-connected children and youth from pre-kindergarten through grade 12.
The MCEC has identified two critical gap areas in which needs go unmet: 1) Many severely injured veterans receiving treatment in a military hospital or polytrauma center have children who require support. Maintaining a child’s academic requirements while coping with new family stressors and demanding therapy/counseling schedules present challenges. The MCEC proposes to support children of Wounded Warriors by conducting Tell Me A Story community events and implementing S2S mentoring programs in communities surrounding the medical facility. 2) Densely populated areas with large military communities but no major military installation result in military-connected youth who are dispersed over several school districts. The Washington, D.C., metro area is a prime example. The MCEC proposes to expand sustainable Student 2 Student and Junior Student 2 Student programs in areas meeting these parameters.
We need your help
to close the gaps. Your tax deductible donation to the MCEC, a 501 (c)(3) organization, funds student and literacy programs, providing vital peer and community support systems. Proceeds will be designated to fund student and literacy initiatives or general student programs.
Did you know?
For More Information and to Donate go to http://www.militarychild.org/partners/ growing-a-community-of-support
www.MilitaryChild.org
Over 92¢ of every dollar is reinvested in programs for military children!
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ScholaStic art & Writing aWardS presented by the Alliance for Young Artists & Writers
all military-connected youth in grades 7 through 12 are invited to submit original art and writing to the 2013 awards to compete for regional and national awards and scholarships (over $25 million offered in the past five years).
registration opens on September 17, 2012. The Scholastic Art & Writing Awards are the nation’s largest and most prestigious source of recognition and scholarships for creative teens. Our impressive 90-year legacy includes noteworthy past winners Andy Warhol, Sylvia Plath, Truman Capote, Richard Avedon, Robert Redford, and Joyce Carol Oates.
to learn more and apply online, visit us at www.artandwriting.org The Alliance for Young Artists & Writers info@artandwriting.org
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Alliance for Young Artists Writers
&
Volume 7 Issue 1
opportunity
Scholarship information available through MCEC Visit www.MilitaryChild.org/parents-and-students/scholarships on a regular basis for the latest information about scholarships for students. Four Star Leadership with General Tommy Franks July 14-20, 2012
Four Star Leadership with General Tommy Franks is a world-class summer leadership program that allows 50 of the top high school students in the US to have a face-to-face experience with national and international leaders. King Abdullah of Jordan, Governor Mike Huckabee, Governor Mary Fallin, General Tommy Franks, Secretary Jack Kemp, Governor Bill Richardson, Judge Andrew Napolitano, Senator James Inhofe, and Olympic gold-medalist Michelle Smith are a few of the program participants over the past three years. The National Center for Policy Analysis, Oklahoma Christian University, and the General Tommy Franks Leadership Institute & Museum are partnering to create this opportunity for our next generation of leaders.
www.fourstarleader.com
A boarding school scholarship program for children of active duty military personnel
St. George’s school is seeking to provide up to four fully funded scholarships for children of active duty military personnel in the 2012-2013 school year in recognition of their service to the nation and in support of the unique demands and sacrifices of military personnel and their families.
Bernard Curtis Brown II Memorial Space Camp Scholarship
The Bernard Curtis Brown II Memorial Space Camp Scholarship is funded by the MCEC. The scholarship covers full tuition, to include: round trip transportation (from student’s home base to Space Camp), meals, lodging, and program materials.
Frances Hesselbein Student Leadership Program
The Frances Hesselbein Student Leadership Program was established by the Military Child Education Coalition (MCEC) in 2006 to identify exemplary young people through their participation in the MCEC Student 2 Student (S2S) program. The program was named for Mrs. Frances Hesselbein in recognition of her dedication to the development of children and youth. Mrs. Hesselbein is President and Chief Executive Officer of the Frances Hesselbein Leader Institute and former CEO of Girl Scouts of the USA. She was awarded the Presidential Medal of Freedom, the United States’ highest civilian honor, in 1998.
St. George’s Scholars Program
www.militarychild.org/st-georges-scholars-program
www.militarychild.org/parents-and-students/programs/bernard-curtis-brown-iimemorial-space-camp-scholarship
www.militarychild.org/parents-and-students/programs/frances-hesselbeinstudent-leadership-program
Forty Acres Scholarship
Pete Gehren, former Secretary of the Army, and his wife Beckie have established a unique scholarship through the Forty Acres Scholars program at The University of Texas at Austin for a child of an active duty military family. The Forty Acres Scholars Program is the premier, full-ride, merit-based scholarship program for The University of Texas at Austin. This program enables The University of Texas to recruit the nation’s best students who possess extraordinary intellectual qualities as well as the capacity to motivate and lead fellow students. Recipients of this scholarship will receive funding for tuition and mandatory fees, books, and a living stipend. The scholarship also includes summer enrichment activities such as a service learning experience, study abroad, and an internship. Every academic year centers on a theme that encompasses team-building, academic, and leadership programming. Recipients will also have access to exclusive University-wide opportunities, distinguished alumni, and mentors.
www.texasexesscholarshipfoundation.org/scholarships/forty-acres/
www.MilitaryChild.org
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change
Building a Bridge between School and Home
By B i l l L awson, MA , LP C
In partnership with the Army, MCEC unveiled a new, two-year Military Student Transition Consultant (MSTC) pilot program and early success has far exceeded original expectations.
Implemented as a unique program that embeds carefully selected MCEC personnel in seven school systems across the U.S., the program’s original intent was to provide military families and their children with a school district contact who has in-depth knowledge of the district’s schools, personnel, and programs, and who also has connections to the military installation and to the community. As the program has evolved, the Military Student Transition Consultants have found themselves assisting families with a wide range of services and providing military-connected students of all ages with the hands-on care and support parents hope to find in every school setting.
A sampling of the initiatives and first-year efforts and accomplishments
School related concerns
Proud to Partner with Schools Across the Nati
Dealing with transition
Copperas Cove Independent School District (Fort Hood) Terri Jones (254) 547-1227 x681 703 W. Avenue D jonest@ccisd.com Copperas Cove, TX 76522
• Working with families, students, counselors, and school registrars dealing with issues surrounding transfer of credits, different state-to-state testing requirements, differing graduation requirements, varied scheduling configurations (e.g., alternating day block vs. traditional 7-period schedule), different calendars, magnet programs, transportation guidelines, and the multitude of school policies (e.g., discipline, dress codes, attendance, immunization requirements, etc.) that students must deal with on a daily basis • Facilitating the transfer of school records that must follow students of military families as they make school-to-school changes • Facilitating the timely receipt of 504 and special education records along with IEPs that are required by school districts to make appropriate student placement
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Fairbanks North Star Borough School District (Fort Wainwright) Recruiting for Position Liberty County School System (Fort Stewart) Tanisha Perkins (912) 876-3038 200 Bradwell Street tperkins@liberty.k12.ga.us Hinesville, GA 31313 Muscogee County Schools (Fort Benning) Darlene Register (706) 748-2254 2960 Macon Road Register.Darlene@muscogee.k12.ga.us Columbus, GA 31906
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“
The MSTC has Percent of educators, students, and parents surveyed % report satisfaction with the support they have received been most helpful from an Military Student Transition Consultant with building relationships with Reported Number of direct and indirect contacts with key stakeholders (students, parents, teachers, families and schools. 33,195 counselors, administrators, and military-connected She is an advocate for individuals) since November 2011 military students and Artwork by Cleia, Grade 10 | Hohenfels Middle High School, is well-seasoned in Hohenfels, Germany | U.S. Army understanding military • Educating parents on ways to best prepare their children life and the local for transfer to new schools school system. military parent • Keeping parents informed of and prepared for intra-district
100
”
transfers due to overcrowding or mandated transfers due to AYP/No Child Left Behind determinations • Serving as a representative of the school district interpreting and translating the application of policies and guidelines to military families as they enroll students in district schools
Dealing with policies, programs, and procedures • Working with school administrators, counselors, and registrars to understand the specifics of the Interstate Compact on Educational Opportunity for Military Children and how the articles of that agreement can be applied to military students entering schools in the district
on Socorro Independent School District (Fort Bliss) Jenny Sanchez (915) 219-8087 12440 Rojas Drive jsanch@sisd.net El Paso, TX 79928 Steilacoom Historical School District (Fort Lewis) Tami Johnson (253) 983-2234 510 Chambers Street tajohnson@steilacoom.k12.wa.us Steilacoom, WA 98388 tamijohnson@comcast.net Vernon Parish Schools (Fort Polk) Ron DeGray (337) 239-1684 201 Belview Road rdegray@vpsb.k12.la.us Leesville, LA 71446
Coming in 2012 Bossier Parish School Board (Barksdale Air Force Base) San Antonio area school districts
www.MilitaryChild.org
• Meeting in a variety of settings with military students to hear their concerns, working with school personnel to create appropriate responses, and helping develop programs that best fit the needs of the students and school personnel working with them • Meeting regularly with community and installation personnel and other stakeholder groups to collect information about programs and activities that involve military students and provide a wide range of services for their parents
Deployment-related concerns Educating teachers and other educators about issues unique to their military students • Awareness, anticipation, and response to academic and behavior changes associated with military parents’ pre-deployment, deployment, reintegration, wounded warrior status, PTSD, changing living arrangements, and frequent moves
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change
The transition from life at home to higher education is often seen as one of the most difficult ones for a young person to make. Not only are they thrust into the “real” world of being an adult and gradually becoming entirely self-driven, but their new world can be far from home in a new place. This kind of sudden change can be a challenge for anyone, but it is one that military-connected youth are especially prepared for in unique ways.
for a
PCS
By M at t h e w Vande rl aan College Student
BA BS: or
The first way in which military kids fare well in a college setting is through communication with their family. Nearly every uniformed member of the military has left home for a temporary duty station (TDY) or been deployed. Communication is imperative during these periods of absence, and children learn fortitude, patience, and how to value that occasional contact. When my mother deployed during Operation Iraqi Freedom while I was in high school, I was able to talk to her about twice a week, which is very frequent compared to many other men and women serving overseas. The time in between each contact could be excruciating, but it was something to look forward to and helped me get through some tough times. Overall, I developed a capacity for self-sufficiency during my mother’s deployment, which helped me do very well once I was on my own at university. When a young person goes off to college, he should endeavor to remember fortitude and patience as it allows him to grow and make his own decisions, but understand that he can always contact his family if necessary. Hand in hand with communication and developing autonomy is the ability of a military-connected child to form trusting and
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How Being a Military Kid Helped Me Prepare for College
solid relationships with adults. The lack of a parent figure leaves a void that needs to be filled, as communication with said parent is not always constant. I found a teacher that I could trust and talk to about what I was going through. We developed a strong friendship as she helped me handle conflicts and the gamut of problems that come with being a teenager. Military-connected youth know that adults who they can trust can help them thrive, and a university setting is the perfect place to find such a mentor, whether it be a professor, counselor, residence hall advisor, or even chaplain. Those people would not take up that line of work if they did not want to help, and military-connected youth tap into that quickly, understanding the importance of such relationships. One of the biggest changes that comes with going off to higher education is moving from home. Military families are adept at dealing with such an obstacle. My parents were both active duty early in my life until my father retired, and my mother stayed on active duty. I moved a lot, but it was still less than the average child of an active duty soldier. Whether it is because of a permanent change of station (PCS) or relocation because a parent is deployed, military families and the
children in them learn that home does not have to be a static location. After my first few months at college, people became invariably homesick. That term was always strange to me, because I understood what it meant to miss my family. However, I looked at it the same way I looked at my mother deploying or going TDY: I would still get to see my family once I made it to a certain point. That goal gave me the drive I needed to finish up my semester with aplomb and the visit home felt well earned. I will be totally honest when I say that the university environment values certain skills over others, and to lack those skills can be detrimental to success. However, those skills of self-sufficiency, confidence and trust in others, and knowing how to value home for what makes it, not necessarily where, are all skills that military-connected kids have in surplus. The pride in service that so many uniformed men and women experience passes on to their children. These children become young men and women with a profound sense of duty and experience that can enrich any community they join, and to think they are simply disadvantaged by their upbringing ignores the myriad benefits that come from being part of a military family.
Volume 7 Issue 1
college admission: Helping Your Teen Deal with the Stresses of the College Admissions Process
BY Dr . K e n n e t h G i nsburg
Artwork by Breanna, Grade 9 | Hohenfels Middle High School, Hohenfels, Germany | U.S. Army
The competition to get into college has become intense, and the admissions process can be stressful for some teens. The pressure on teens to get good grades or test scores can come from parents, school, and even peers. That pressure can lead to severe stress and can backfire, leading some young people to give up or pretend that they just don’t care.
www.MilitaryChild.org
How To Talk To Your Teen About The Pressures They Feel The Pressure: “If I don’t get into the ‘right’ college, I will disappoint everyone.” Your Response: “A parent’s love is unconditional. Also, there is no “right” college. I want you to find the match where you will learn best.” The Pressure: “The college I go to will determine the rest of my life!” Your Response: “Actually, how well you perform at your college, how well you work with people, and how well you take and use constructive feedback matters most to success.” The Pressure: “I will never get into a good college unless I am good at EVERYTHING.” Your Response: “The truth is that no one is good at everything. Successful people are really good at some things and not others. It is true that successful people try things that don’t come naturally and learn to be comfortable when challenging themselves.”
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change The Pressure: “The college admissions test will determine my life. I need to give up my present to prepare for the future.” Your Response: “No test determines your life. It is always worth studying hard because all of life will require hard work. But you also want to enjoy the present because otherwise you will grow to resent your work.”
Parents’ Role In The College Admissions Process The college admissions process is an initiation rite into adulthood. That is why it is so important that teens do most of this on their own and that they learn to always be truthful. Remember, this process is all about your teen beginning to act like a young adult. Let her lead while you do your part. Understand that your teen needs to act independently but will still require your help with some decisions.
Remember that going to a “top tier” school does
Choosing Among Education Options
not guarantee happiness.
Ask your teen about her future plans and be open-minded.
It is more important for
• What does she enjoy? What does she want to be? What options has she considered?
your teen to pick the right school for her.
• Will attending a 2- or 4-year college help your teen achieve her longterm goals? • Does your teen have a more specific interest or skill that would benefit from trade school? • Has your teen thought about joining the military? Or the ARMY Junior ROTC while in high school? Check out the Military Youth on the Move for help thinking about these questions. Available at: http://apps.mhf.dod.mil/pls/ psgprod/f?p=MYOM:HOME:0
The Application Process Talk to your teen about how she plans to track her application deadlines. Expect that she will think you are nagging her. Remember not to rush and push your solutions. Help her come up with her own system after considering her current academic (exams, projects, papers) and after school (practice, meets, recitals, away games) responsibilities. Introduce her to using automatic reminders via her cell phone calendar or email calendar to keep herself on track. Let her know how setting reminders helps you be there for your child when she needs you. “When you tell me about a soccer game you have coming up, I write it in my calendar. I also jot down a note to remind myself that I need to talk with your Aunt Debby to have her pick up Stephanie from her piano lesson that day. If I didn’t plan ahead, I would have to miss your games.” Encourage your teen to be herself on her college applications. She should be proud of what she has accomplished and of who she is. Remind your teen to always be truthful. Exaggerations or dishonesty will hurt her chances of continued on page 25 after the insert
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Volume 7 Issue 1
K-12 Core
Curriculum Standards Why are they the same, only different?
“Sometimes when you move, your curriculum is flip-flopped so you’re learning the same thing over and over again without learning anything new which has happened a couple of times” ~student
SPECIAL TOPIC
Common Core Standards:
Will it make a difference for our military-connected students? A phrase you may hear or read about over the next few years is “Common Core” or “Common Core State Standards” (CCSS). CCSS represent a major education shift toward an emphasis on rigorous and consistent standards throughout students’ K-12 academic careers. The adoption and implementation of CCSS in schools will provide consistent and clear standards of student expectations. The new standards require a high level of student engagement as well as a focus on both content and a depth of understanding to apply the knowledge. Standards are designed to be relevant to what students need to know in order to be prepared for college or their careers and to position our students to be successful in our global economy. For our military-connected children, CCSS are a dramatic shift from an education experience that has traditionally been a patchwork of various standards and expectations as they move from state to state to one that will be as close to academically seamless as possible. Students will not be caught off-guard when they move, because CCSS outline the specific skills and knowledge by each grade that students need to have in order to be prepared for college or employment after high school. Artwork by Daniel, Grade 7 | Poquoson Middle School, Poquoson, Virginia | U.S. Army
What are the Common Core State Standards?
CCSS are a list of specific, grade by grade, academic standards that cover mathematics and English language arts. It is important to understand that CCSS are not intended to dictate everything that is taught, nor do they mandate how to teach. They describe the critical knowledge and skills our students need to be successful in college or the workplace. The example below is from seventh grade mathematics, under the geometry section: • Draw, construct, and describe geometrical figures and describe the relationships between them. • Solve real-life and mathematical problems involving angle measure, area, surface area, and volume.
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Why do we need common standards? Prior to the adoption of CCSS, each state had its own process to develop and implement academic standards or expectations. This autonomy caused in a great deal of disparity in content, rigor, and standards from one state to another. For the military-connected student, this disparity often resulted in students not having pre-requisite skills or knowledge or having to repeat content when they transitioned. All students need to be prepared for success in college or the workplace, wherever their post-secondary endeavors take them. All students are entitled to a high quality education no matter where they live. All students, especially our mobile military-connected students, should know that standards and expectations for academic excellence will be consistent as they move.
Why are CCSS so important to military-connected students? The education experience for many military-connected students can be frustrating. Some students find themselves in a class where they do not have the expected knowledge and skills needed to do well, skills their classmates learned the previous year. Other students find themselves repeating material and are expected to be content to spend class time “reviewing.” The adoption and implementation of CCSS are a critical step and particularly important to the mobile military-connected student because they provide consistency, continuity, and clear expectations of the knowledge and skills students need in each grade.
Who created the standards? The Council of Chief State School Officer (CCSSO) and the National Governors Association Center for Best Practices (NGA Center) have worked for several years with 48 states, two territories, and the District of Columbia to develop curriculum standards for English language arts and mathematics that reflect the skills students need to prepare them for post-secondary education or to enter the work-place (college or career ready). Many other groups were involved in the development of these standards including Achieve, ACT, College Board, National Association of State Boards of Education, and State Higher Education Officers. Other groups like the National Council of Teachers of English and the National Council of Teachers of Mathematics provided feedback on the standards. States voluntarily decide whether they will or will not adopt the standards and how they will implement them. The adoption of CCSS is not a federal government program or mandate. The federal government does, however, have the ability to support the states’ efforts to implement CCSS through a range of incentives such as allowing states greater flexibility in the use of federal funds and in the current accountability system. The federal government can also revise existing federal education laws to support the most effective and promising research-proven practices in the classroom.
www.MilitaryChild.org
Where and when have CCSS been adopted or implemented?
To date, 45 states, the District of Columbia, U.S. Virgin Islands, and the Northern Mariana Islands have voluntarily adopted CCSS (see map). The states that have adopted CCSS are home to approximately 80% of all military-connected children. The remaining students are in one of the states that have not adopted CCSS or attend a Department of Defense Education Activity school. Although the adoption process has occurred, school districts may take several years to implement CCSS. Implementation involves many steps, including necessary changes in curriculum and assessments. States may also refer to CCSS by different names. States that have adopted CCSS have planned to implement them fully no later than School Year 2014-2015. Kentucky has been leading the implementation process with plans for students being assessed on CCSS at the end of School Year 2012. CCSS are based on the best and highest standards in the country. They are aligned with college expectations in both content and skills; therefore, concerns about whether CCSS will result in lower standards are unfounded. A 2011 study completed by the Education Policy Improvement Center (EPIC) compared CCSS to five different sets of standards recognized as exemplary state standards or standards that were written specifically for college readiness. This study suggests a substantial concurrence between CCSS and the comparative standards. (The complete study can be viewed on the EPIC website, www.epiconline.org/CommonCoreStateStandardsStudies)
How do I get involved? Start by learning as much as you can about your state’s and district’s progress toward implementing CCSS. A good place to begin is the CCSS website www. corestandards.org. You can see all the standards, grade by grade, as well as links to information about the state that interests you to get more information on the adoption and implementation process. You can also hear the voices of education leaders from around the country who support CCSS. In addition, The National PTA (www.PTA.org) has great resources that explain how parents can work with their children and what children are expected to know at different grade levels. We at the Military Child Education Coalition are always happy to answer your questions. Contact us through our website, www.militarychild.org.
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A new assessm
Good News for the Mobile
The CCSS are desi Exit testing at the ready for college a
The implementation of common core state standards (CCSS) is a long process. One thing states must consider is how they will assess their students on the new standards. Two consortia were formed to focus on aligning the standards with the assessments. Partnership for Assessment of Readiness for College Careers (PARCC) and The Smarter Balanced Assessment Consortium (Smarter Balanced or SBAC) are multistate consortia awarded funding from the U.S. Department of Education to develop an assessment system based on the new CCSS. Each state that has adopted CCSS has joined one or both of these consortia. (See map on pages 8-9)
reasons for developing new assessments 1. The new standards are more rigorous and the tests need to accurately assess students’ mastery of subject area knowledge and skills. 2. The new assessments will use technology, resulting in more accurate assessments and a faster return on results. 3. CCSS are designed to make sure students are college or workplace ready. Exit testing at the high school level will help identify those students who are ready for college and those who may need remediation to be successful in college.
What do military families need to know about the new assessments that are being designed to align with the standards? Parents will want to know who will take
these new tests?
Similar to tests previously administered under the No Child Left Behind legislation, both PARCC and SBAC are designing tests for students in grades three through eight. High school level tests include formative non-secure items for grades 9 through 11 and a summative college readiness assessment in grade 11. Parents may also be interested in how these tests will be different than
the tests their children currently take.
Each consortium promises new, innovative question types in addition to the performance tasks. Few states currently incorporate task performance other than written composition into their assessments. Preparation for these assessment activities will be incorporated into classroom activities throughout the year, and
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MCEC Special Topic
ment landscape:
e Military-connected student
igned to make sure students are college or workplace ready. high school level will help identify those students who are and those who may need remediation to be successful in college.
Artwork by Chyne, Grade 4 | Netzaberg Elementary School, Netzaberg, Germany | U.S. Army
the final tasks will be administered at the end of the year. SBAC will implement computer-adaptive testing, which uses the response a student gives to a question to determine the difficulty level of the next question. This method of testing will give a more accurate assessment of student performance. Test achievement results will be aligned through the grades to enable measurement of student growth and determine college readiness. The SBAC high school test will be administered at
www.MilitaryChild.org
grade 11. Students who are not identified as college ready may be scheduled into grade 12 bridge courses and upon successful completion of those courses be prepared for college level studies. It may be a few years before your student is affected by the new assessments. The first year, 2010-2011, was devoted to the concept and design of the various types of assessment instruments. This year, test specifications and blueprints
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were released and the first item types, including performance tasks, were written. The 2012-2013 school year will be devoted to pilot testing various test item types: multiple-choice, short answer, new item types enhanced through technology, and performance tasks. Both programs are expected to be fully operational by the 2014-2015 school year following field testing in 2013-2014. Since the states are using the same standards, CCSS, parents may ask will all states use the
same tests?
This question cannot be answered with a simple yes or no. As we have already seen, there are two different consortia. The thirty-four states who have adopted CCSS have reported that they do plan on implementing the new aligned assessment. (Kober & Renter, 2012) Because eight states belong to both consortia and six do not belong to either one, both test programs will most likely be used. Current plans are for states to commit to one of the assessment programs at the beginning of the 2014-2015 school year. If states have included additional standards, they may elect to add up to 15% additional items to meet their additional state-specific standards. They may also plan to test other subjects. Some states have already made plans to offer transitional tests prior to the 201415 school year. One piece of good news for the mobile militaryconnected student is the PARCC and SBAC already have committees at work to address the question of interpreting test results if a student moves from one state program to another. The committees plan to develop common achievement standards that will enable student scores to be comparable between the two consortia. If you are interesting in learning more about assessments, visit your state education assessment website. You can link to this through the SchoolQuest library at www.schoolquest.org/ state-education-resources/. Both of the Consortia have websites and plan to release sample test items, tutorials, practice tests, and scoring information. More information can be found at www. smarterbalanced.org/ and www.parcconline.org.
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MCEC t i ps f o r pa r e nts 1
Know what your child is responsible for on the test and how well they have to perform on each test to pass. Encourage your child to strive for more than a “basic” level of proficiency. As soon as you know you are moving, inquire about the required state tests that your child must take. You can do this the first time you meet with your child’s teacher. If your student did well on his tests last year it doesn’t guarantee he will do well on his tests this year. For example, under the current system of state standards and assessment, a student who was proficient in grade 4 math in one state may or may not be proficient in grade 4 math in another state. This student could be behind before the school year even starts. This is a great example of an issue that will be alleviated with the implementation of CCSS – the standards for math are the same no matter where you live. Ask your child’s teacher(s) for information on state required assessments. Inquire about family nights that introduce the state assessment programs. Visit the MCEC Resource Center at www.SchoolQuest.org, and choose your state and resource area to learn about the test frameworks, test performance, and proficiency provided by the state education agencies. Look for released versions of the tests; just make sure released version are for the current assessment program.
2 Parents of children who have unique learning challenges will want to
know about accommodations and modifications for state assessments. When state assessments are not appropriate, know the options for alternative tests in order to make the best decision for your child. Military parents must relearn the Special Needs identification process and assessment for each state they live in. This knowledge may result in speeding up the ARD or LPAC decision process. If your child was scheduled to receive accommodations or modifications on state assessments or take an alternative assessment at a previous school, make sure you bring your child’s records with you and immediately inform your new school upon arrival. Quick decisions must still be correct decisions. You can find out more about accommodations and modifications for assessments through the MCEC Education Resource center on the SchoolQuest website www.SchoolQuest.org. Look for “Special Education” or “Bilingual/ESL” for English as a Second Language (English Language Learners). You can also address specific questions to “Ask Aunt Peggie” at Peggie.Watson@MilitaryChild.org Start looking for test format information through the MCEC Education
3 Resource Center located in the SchoolQuest Library www.schoolquest.
org. Once you are at the site, got to the Library, then to State Education Resources to find information about assessments in your state. Look for other words like “Exemplars” or “Sample Papers.” Also look for “Blueprints” which sometimes tell the number of each question type or objective. Don’t skip over the rubrics (a rubric tells you how tests are scored and what each point means to the scorer). Knowing why an answer is wrong instead of simply knowing the answer is wrong will help your student avoid repeating the same error. Don’t rely entirely on the format from the previous year to study for the test. The same concept can be tested many different ways.
MCEC Special Topic
Informed Advocacy:
A look at some of the myths and misunderstandings surrounding the Common Core State Standards The adoption and implementation of CCSS represent a major shift in education in the United States. As with any change, and especially one of this magnitude, many myths and misunderstandings often accompany the change. Here is a quick look at a few of those myths and the reality surrounding them.
Myth The
Common Core State Standard Initiative is a federal program.
Reality
The Common Core State Standard Initiative is a state-led effort coordinated by the National Governors Association Center for Best Practice (NGA Center) and the Council of Chief State School Officers (CCSSO). Adoption of the standards is completely voluntary. A state may “un-adopt” the standards if they desire.
Myth
The federal government will take over the Common Core State Standard Initiative.
Reality The Initiative is and will remain a stateled effort. The NGA and CCSSO are committed to developing a long-term governance structure with leadership from governors, chief state school officers, and other state policy makers
Myth The standards are
the same as a national curriculum. Reality The standards are NOT
curriculum. The standards are statements that clearly describe the goals and expectations for learning. They describe the skills and knowledge students need to be successful in college or the workplace. Decisions about curriculum are at the local levels – the schools, principals, and superintendents. Teachers will continue to devise lesson plans and tailor instruction to the needs of students in their classrooms.
Myth The standards are not rigorous and bring all states down to the lowest common denominator.
Reality The standards were designed specifically to prepare all children for success in college or their careers. No state has lowered its academic standards. The standards were informed by the best and highest standards in the country, the highest international standards, and evidence and expertise about educational outcomes.
The adoption of CCSS is critically important to our nation. CCSS set the bar high for all students so they are equipped to succeed in our highly competitive global economy. CCSS adoption is particularly important to our mobile militaryconnected students as they move from state to state and district to district during their kindergarten through high school years. This effort to address the issue of common standards and emphasize high expectation is one all parents should welcome and support. More information about the standards and facts responding to the many myths that surround them can be found at www.corestandards.org www.MilitaryChild.org
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CCSS Adoption Status by State Alabama
Florida
Kentucky
l 23,804 l Nov. 18, 2010 l PARCC/Smarter Balanced
l 55,319 l July 27, 2010 l PARCC
Alaska
Georgia
l 39,380 l Feb. 10, 2010 l PARCC Kentucky was the first state to implement CCSS
l 17,190
l 63,747 l July 8, 2010 l PARCC
Arizona l 20,120 l June 28, 2010 l PARCC
Arkansas l 11,505 l July 12, 2010 l PARCC
California l 97,986 l Aug. 2, 2010 l Smarter Balanced
Colorado l 36,031 l Aug. 2, 2010 l PARCC/Smarter Balanced
Connecticut l 6,262 l July 7, 2010 l Smarter Balanced
Delaware l 5,043 l Aug. 19, 2010 l Smarter Balanced
District of Columbia l 14,342 l July 22, 2010 l PARCC
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Hawaii l 31,854 l June 18, 2010 l Smarter Balanced
Idaho l 6,278 l Jan. 24, 2011 l Smarter Balanced
Illinois l 22,202 l June 24, 2010 l PARCC
Indiana l 14,334 l Aug. 3, 2010 l PARCC
Iowa l 7,930 l July 29, 2010 l Smarter Balanced
Kansas l 25,756 l Oct. 12, 2010 l Smarter Balanced
Louisiana l 26,305 l July 1, 2010 l PARCC
Maine l 3,340 l April 4, 2011 l Smarter Balanced
Maryland l 30,505 l June 22, 2010 l PARCC
Massachusetts l 11,149 l July 21, 2010 l PARCC
Michigan l 13,550 l June 15, 2010 l Smarter Balanced
Minnesota l 11,204 The 2010 Minnesota K-12 Academic Standards in English and Language Arts uses the Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science and Technical Subjects as a base.
Mississippi l 19,197 l June 28, 2010 l PARCC
MCEC Special Topic
Total number of school-aged military-connected children: 1,207,628
Missouri
North Dakota
Legend
l 23,740 l June 15, 2010 l Smarter Balanced
l 5,683 l June 20, 2011 l PARCC/Smarter Balanced
l # of School Aged Military Children (5-18) l CCSS Adoption Date
Montana
Ohio
l 4,506 l Nov. 4, 2011 l Smarter Balanced
l 22,425 l June 18, 2010 l PARCC
Nebraska
Oklahoma
l 8,518
l 24,263 l June 25, 2010 l PARCC
Nevada l 9,241 l June 22, 2010 l Smarter Balanced
New Hampshire l 2,878 l July 13, 2010 l Smarter Balanced
New Jersey l 14,599 l June 23, 2010 l PARCC
New Mexico l 10,189 l Oct. 21, 2010 l PARCC
New York l 31,198 l July 19, 2010 l PARCC
North Carolina l 66,632 l June 2, 2010 l Smarter Balanced
www.MilitaryChild.org
l Assessment Consortium
Not adopted the Standard
Texas l 114,931
Utah
Oregon
l 11,864 l Aug. 8, 2010 l Smarter Balanced
l 8,312 l Oct. 29, 2010 l Smarter Balanced
Vermont
Pennsylvania
l 3,017 l Aug. 17, 2010 l Smarter Balanced
l 17,341 l July 2, 2010 l PARCC/Smarter Balanced
Virginia
Rhode Island
Washington
l 4,942 l July 1, 2010 l PARCC
South Carolina l 26,811 l July 14, 2010 l PARCC/Smarter Balanced
South Dakota l 4,996 l Nov. 29, 2010 l Smarter Balanced
Tennessee l 17,442 l July 20, 2010 l PARCC
l 97,308
l 44,327 l July 20, 2011 l Smarter Balanced
West Virginia l 5,950 l June 2, 2010 l Smarter Balanced
Wisconsin l 8,908 l June 2, 2010 l Smarter Balanced
Wyoming l 3,273 l June 22, 2010 l Smarter Balanced
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perspe A Student’s Perspective
Andrew Parry
“Although I excelled in academics I found myself ‘out of sync’ with my classes.”
I spent my whole childhood as a military child, so moving around was a pretty common occurrence. In fact, I moved 12 times by my 18th birthday, which included attending four different high schools. While my situation is certainly not unique, it was not without its challenges. Because of the frequent moves and school changes I had to take frequent assessments to determine where I “belonged” in my new classes. The “advanced” reading group in one school may have been the equivalent of the “average” group in the next school I attended. In high school the challenges were even greater. Although I excelled in academics I found myself “out of sync”
“For the sake of all children, it is imperative that the knowledge and skills taught from kindergarten through high school be both consistent from state to state as well as challenging.” with my classes. In English I found myself re-reading books in the 10th and 11th grade that I had read in 9th grade. Additionally, there were books my senior year that, according to my teacher, I SHOULD have read, but didn’t because they weren’t part of the curriculum at my past schools. Math proved to be even more difficult. I never took a class in geometry but was expected to know it my sophomore year. This required extra effort on my part to “catch up” with the rest of the class or risk falling further behind. My senior year I found myself in a freshman geography class that was required for graduation. I am confident there are other military children who experience the same issues I faced. That is why the implementation of Common Core State Standards is beneficial to families that must relocate frequently. No longer will kids risk falling behind because of a parent’s reassignment. The curriculum, while challenging, is also uniform from state to state, ensuring that military children are afforded the same opportunities as their peers and that, regardless of where they graduate from high school, they are prepared for either college or the workforce. With the support of the Military Child Education Coalition, this issue and its importance to military-connected students can get the necessary attention of state governments and school systems. More importantly, the effort will help ensure that all children leave high school ready for the next phase in their life whether that is college, working, or both. Although I succeeded in school without Common Core Standards in place, I had a fair number of challenges. Fellow students not well-equipped to handle the frequent changes struggled more. For the sake of all children, it is imperative that the knowledge and skills taught from kindergarten through high school be both consistent from state to state as well as challenging.
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Does It Add Up for Military Families? 1 military family +1 change of duty station A change of address, change of school and teachers, Change of friends, change of place of worship, change of weather, change of scenery Change of schedules, change of neighborhood, change of sports, and change of routine
For our nation’s 2 million military connected children these changes happen an average of 6-9 times over the course of their school years. But what if, just what if, the impact of one of these changes is lessened for every move? That possibility is very real and attainable with passage of the Common Core State Standards. The Common Core Standards Initiative’s mission is to “provide a consistent, clear understanding of what students are expected
MCEC Special Topic
ectives A Parent’s Perspective
As a parent of military-connected children and a veteran of 12 global and interstate relocations, our family navigated its share of turbulent waters when it came to changing schools. Research tells me that my children were typical among their peers. They were in a group of nearly 1.1 million military-connected students with parents who are Active Duty, National Guard or Reserves, 80% of whom attend public school systems in the United States. They also move 3 times more frequently than their civilian classmates and change schools an average of 6 to 9 times before graduation. For the most part, my children embraced each transition – although my son had to work hard at putting a good face on his third high school in four years.
That is why it is with a grateful heart that I follow the progress of a grant from The Bill & Melinda Gates Foundation to the Military Child Education Coalition (MCEC). Through this partnership, the MCEC will be a champion for the implementation of the Common Core State Standards (CCSS) that will help ensure that all students are receiving a high quality education
Zoe Trautman
consistently, from school to school and state to state, as preparation for future success at work or in higher education. CCSS are designed to provide a clear, rigorous set of shared goals and expectations for the knowledge and skills that will help all students.
This predictability is singularly critical for our military-connected students who currently are challenged with adapting and flexing as they move through each state’s unique curriculum, specific materials, requirements, and assessment formats. Often this means repeating courses or missing concepts altogether, given that the scope and sequence of core subjects differs from state to state. Math, in particular, can present these challenges at all grade levels. So while our military families negotiate the choppy seas of change that characterize their lives, changes resulting from military assignments, or a parent’s deployment, they need the reassurance that their children’s educational progress will not suffer – no matter where they are.
An Administrator’s Perspective to learn, so teachers and parents know that they need to do to help them. The standards are designed to be robust and relevant to the real work, reflecting the knowledge and skills that our young people need for success in college and careers. With American students fully prepared for the future, our communities will be best positioned to compete successfully in the global economy.” So for every child across the United States, these rigorous expectations for learning provide consistent and predictable learning goals. Schools and teachers continue to make decisions about how lessons are presented, keeping intact the art of teaching. From my experience as a former principal of an elementary school situated on a large military installation, military families hold their children’s education in high regard, keeping that one item
www.MilitaryChild.org
at the center of their most critical decisions. Decisions such as keeping the family together at the same duty station, or separating the family while the service member moves to the next duty station, or whether or not to remain in the military. Hundreds of our conversations centered on the differences they experienced in school expectations, curriculums, textbooks, etc. and the dramatic effect these fluctuations placed on their children. “Like the Interstate Compact on Educational Opportunity for Military Children that provides common guidelines for states to follow in handling issues that impact children of military families as they transition between schools, the rigor of the proposed academic Common Core Standards will be a benefit to military dependent students everywhere,” said
Karol Carlisle
USAAC Commanding General, LT. Gen. Benjamin C. Freakley. “Moreover, I fully agree with Secretary of Education Duncan when he says there is no more important work than preparing our students to success in the global economy. Our national security as well as our national economy hinge upon education and our ability to adapt to global changes. National standards will raise the bar in education, and ultimately, serve our Nation by producing high school graduates fully prepared for higher education, the military, or the workforce.” As our service members continually sacrifice for the freedoms we enjoy, passage of Common Core State Standards afford military families one less change to face in their transitions and add one more item of familiarity to their world.
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There are no miracles, but there are teachers: An educator’s view on the Common Core Ask 10 fifth-grade teachers how they teach fractions, and you’ll probably get 10 different answers. That’s the beauty of teaching: part art, part science, all creativity. Will Common Core State Standards change that? Will we suddenly have a nation of automatons at the front of our classrooms, delivering identical lessons? As a teacher, I think not. To me, the Common Core represents an empowering opportunity for teachers to collaborate, exchange best practices, and share differing curricula — because a common set of standards is not the same thing as a common curriculum.
By Da rren B urris
Fifth-grade teachers across the country will determine what set of classroom experiences will allow students to fully master this standard. How many ways could 5.NF.1 be experienced? Well… a teacher could organize students in rows and directly instruct them on how to add and subtract fractions by filling the board with examples and having students complete worksheets at their desks. Or a teacher could provide a pair of students with fraction manipulatives and ask them to create equivalent fractions for a half, a third, a fourth, and a fifth. After this, students could be asked to add fractions with different denominators using the manipulatives. A teacher could ask students to reflect on how they spent their time over the weekend and then to determine what fraction they spent sleeping, eating, playing, gaming, or texting. What fraction of the time was spent eating and sleeping? How did you figure that out? How did you get your common denominator? How could you add 2/3 + 5/4?
Darren Burris (Photo by Kate Goldenheim)
A report recently released by the Brookings Institution, The 2012 Brown Center Report on American Education, would have us believe otherwise. The report begins with this oversimplification (unfortunately perpetuated in a blog post by Peter Wood on The Chronicle of Higher Education) and repeats it throughout: “The push for common education standards argues that all American students should study a common curriculum…” Curriculum is informed by standards, not determined by them. By equating a set of standards with the curricular experiences created by teachers for their students, you immediately undercut the craft of teaching. This flawed approach to understanding the Common Core amounts to an elimination of the power of the classroom. Consider this Common Core State Standard from fifth-grade mathematics: 5.NF.1 Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12. (In general, a/b + c/d = (ad + bc)/bd).
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Or a teacher could have students rotate through stations where they look up different words from the standard and make flashcards, listen to a short lesson online, and interact with a virtual applet that explores the topic. This set of independent experiences could fuel a classroom discussion that formalizes the process of adding and subtracting fractions with unlike denominators. Not one of these lessons looks alike, and the student experiences would be quite distinct. But because as teachers, we are designing lesson plans to teach the same standard, we have an unprecedented opportunity to share our experiences about what’s working, how it’s working, with whom it’s working, and which areas of growth still need support.
MCEC Special Topic
Artwork by Sara Noemi, Grade 7 | Ramey School, Aguadilla, Puerto Rico | DoDEA
The Brookings Institution report misses the significant difference between the old standards and the new: the Common Core State Standards are shared in common. True collaboration among teachers could be the single most important result of common standards—if we seize the opportunity. As we craft our curricula from these common standards, we can connect with the best ideas from around the country to inform how we bring the standards to life in our classrooms. We should feel empowered to use evolving technologies to go beyond our classrooms, schools, districts, and even states and to start crafting and sharing curricula and experiences in order to serve all students and families well. The Brookings report’s headline-grabbing finding—that standards will not, on their own, improve student achievement—is nothing new. It only confirms what teachers have known since the standards movement gained steam in the 90s: standards will not in and of themselves improve achievement. Well-led collections of committed and effective teachers, not standards, transform schools.
a/b
c/d
As Kathleen Porter-Magee states in her critique of the Brookings report, “[S]etting standards alone does very little, but… thoughtfully and faithfully implemented rigorous curricula can move the achievement needle, sometimes dramatically.” So the report should not be taken as evidence that standards are useless, or that the Common Core State Standards are a step in the wrong direction. In fact, I find its message ultimately empowering for teachers if we write ourselves into it — empowering if: 1.
We marshal the experiences and lessons learned from the classroom and bring them to bear on the national conversation about education reform.
2. We see this as an unprecedented opportunity for collaboration and the sharing of best practices. 3. We turn the conversation toward enabling and supporting quality teaching in our schools. 4. We connect the K-12 conversation to the demands of college and the workforce. The Brookings report reminded me that there are no miracles in the hard task of closing the achievement gap, graduating college- and career-ready students, and preparing the next generation to be engaged citizens in a fast-changing, information-saturated world. I hope the national conversation now moves toward recognizing the power of holding basic standards in common; that curricula and classrooms will remain as varied as the people teaching and learning in them; and that attracting, supporting, developing and retaining quality teachers would be the closest thing to a miracle that our schools can and should hope for.
Darren Burris is a middle-school instructional coach and a high-school math teacher at a charter school in Boston. He is a former Teach Plus Teaching Policy Fellow. This article appears courtesy of The Hechinger Report. www.MilitaryChild.org
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Common Core Standards:
One Step on the Road to Smooth The adoption of Common Core State Standards (CCSS) is a huge step toward addressing academic transition issues for military-connected children; however, they do not address many of the issues that students will still encounter when they transition. Parents, students, and educators must work together to make sure the transition is as smooth as possible. Challenges that students may encounter could include:
Artwork by Sarah, Grade 8 | Holloman Middle School, Holloman AFB, New Mexico | U.S. Air Force
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MCEC Special Topic
School Transitions Calendars Even though schools may teach the same content, the school calendar may still look very different. The adoption of CCSS does not mean schools will have the same calendar. School calendars are inconsistent. Start dates, end dates, and mid-year break dates can vary considerably between different school districts and even within a district in the instances of different schedules or schools of choice. Start dates can range from early August to after Labor Day in September. If the school is on a year round calendar, this creates another range of dates, usually with school starting and ending in July. The semester break can also be a stumbling block, especially for high school students who take a final exam or end of course test for a class that is only one semester. The first semester may end prior to the winter holiday break or as late as mid-January. Military Families who move over the summer need to pay close attention to starting dates to ensure their children arrive, enroll, and are ready to start when the school year begins. Districts typically post the calendar for the upcoming school year as soon as it is available on their website. If the calendar is not available, call the district or campus office and ask for the start date. Do this early so you have this information when you start planning your move.
Schedules The difference between a block schedule and traditional schedule1 will always create transitioning challenges; these challenges are exacerbated if a student moves during a semester. Moving a student between a traditional and block schedule and vice versa can cause loss of credit. Even though this loss may be mitigated by credit recovery classes, it still contributes to a bumpy transition, particularly for the secondary student. If possible, plan your moving date to coincide with the end of a semester. If you have a high school student, make sure you have course descriptions or a syllabus for his classes to assist the receiving school counselor with placing your student. Make an appointment with the new school counselor as soon as you have moving dates in place.
www.MilitaryChild.org
Interpretation of Grades CCSS do not address how students are graded or what type of grading system is used. When a student moves, the receiving school will need to interpret a student’s grades in a manner that is comparable to its system. “Weighted” grades, a higher grade given for an advanced course, may present challenges. Take, for example, a student who earns a “B” in an advanced placement course where grades are not weighted and this “B” is worth three points on a four point system grading system. The student then moves to a school where advanced courses are weighted, and a “B” in an advanced placement course is worth four points on the same four point system. This student may or may not receive the extra point toward his grade point average when he moves to the new school. A percentage grade is usually easier to interpret, but a 90% may be an “A” in one school and a “B” in another school. Make sure you have a copy of the sending school’s grading scale and policy.
Opportunities to Participate in
Special Programs or Extracurricular Activities Mobile students frequently miss cut-off dates for applying for special programs or do not have the necessary prerequisite coursework to take advantage of special academic opportunities. Mobility may also impact a student’s ability to participate in extracurricular activities. Although many districts have policies in place to accommodate the militaryconnected student, access to these types of programs may be limited. Students who may participate in special programs, like gifted and talented programs, may have to be retested and meet a new set of qualifications to continue participation in these programs. Parents who are proactive in researching programs as soon as they know they are moving will have a better chance of getting their children access to these opportunities.
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Social-Emotional Implications of Transition Moving is always difficult. Finding a way to fit in and make new social connections will always be the greatest challenge for some military-connected children. Find out if your child’s new school has an MCEC Student 2 Student (S2S) or Junior Student 2 Student (JS2S) program. These programs are designed to help your students get connected and assimilate quickly at their new school. The implementation of CCSS will certainly address many of the academic issues that mobile students have encountered in the past, but there are still educational barriers for mobile students. The implementation of CCSS does not address policies for placement in special programs, access to services for a student with special needs, or the ability to participate in an extracurricular activity when a student moves after a deadline to qualify for programs, services, or activities. Kids are kids, and some of them will always struggle and need extra support finding a way to fit in at a new location. The implementation of CCSS mitigates some of the transition issues related to academics such as not having learned a specific skill that is a building block for another skill, repeating material, and finding disparity in standards and expectations. CCSS create an academic environment in which students know what to expect and allow them to feel more prepared to handle the academic challenges no matter where they go, alleviating that stress and allowing students an opportunity to focus on finding their niche in their new school. The adoption and implementation of CCSS are positive steps in the right direction to easing academic transitions for the militaryconnected child, but there is still work to be done to support the 1.2 million military-connected students as they face the uncertainty of school transitions. 1 Scheduling at high school may be block, alternating block, or traditional. Block schedules are sometimes referred to as accelerated or four-by-four block schedule in which students take four, 90-minute classes a day, every day, for one semester. The alternating, or alternative block, is where students have an extended time in each class, usually 90 minutes, and go to four classes on one day and four additional classes on the alternating day. The days are frequently identified as A/B days or two colors such as Black/Gold days. In a traditional schedule, students take six to eight classes for the entire year.
Resources www.SchoolQuest.org SchoolQuest is an educational resource tool from the Military Child Education Coalition. Although our primary audience includes military students and their parents, SchoolQuest is well-suited to anyone who is “questing” information about schools, college and workplace readiness, transition, etc.
Contributing authors and researchers: Stacye Parry • Avlyn Bolton • Peggie Watson
www.parcconline.org www.smarterbalanced.org
@MilitaryChild
Military Child Education Coalition
VoicefortheMilitaryChild.org
www.epiconline.org/files/pdf/LiningUp-FullReport.pdf www.corestandards.org Aunt Peggie Do you have questions about military-connected students and education? Aunt Peggie has the answers! She and her team would like to hear from you! www.militarychild.org/ask-aunt-peggie Peggie Watson – Aunt Peggie - is an expert researcher for the MCEC and serves as a trusted resource for families and educators around the world. She has answered thousands of e-mails over the years.
YouTube.com/ MilitaryChild
MilitaryChild.org/ flickr.com
Military Child Education Coalition 909 Mountain Lion Circle Harker Heights, TX 76548 (254) 953-1923 www.MilitaryChild.org
This publication was made possible through a generous grant from the Bill and Melinda Gates Foundation. ST: 16 ON THE move®
MCEC Special Topic
continued from page 24
college admission:
Helping Your Teen Deal with the Stresses of the College Admissions Process
being accepted. If you suggest that she “beef up” or “pad” her resume, she may think that you are not satisfied with who she is. If your teen has trouble seeing her strengths, help point them out. If your teen says, “I don’t do anything,” remind her of all that she does do! Is she involved in any volunteer activities, sports, performing arts, or academic groups? Does she participate in church, community, or youth group organizations? Or maybe she has a job or helps take care of her younger siblings. If your teen has special needs or disabilities, suggest that she speak with her guidance counselor for advice. Reassure your teen that colleges accept qualified students with a variety of disabilities (physical disabilities, ADHD, learning disabilities). By law, schools have to provide accommodations. Accommodations can include more time on tests, study skills classes, tutors, note-taking, one-on-one class aides, and other services. Check out Military HOMEFRONT for more information about special education programs and policies. Available at: http://www.militaryhomefront.dod.mil/portal/page/mhf/MHF/ MHF_DETAIL_1?section_id=20.80.500.170.0.0.0.0.0&current_ id=20.80.500.170.500.120.32.0.0
The Financial Aid Process Sending your teen to college can be very expensive. There are many resources that can help you afford a college education. Help your child look into financial aid, scholarships, and grants. If you cannot afford to help pay for college, reassure your teen that many students take out loans and pay them back slowly after they graduate. Reassure your child that getting an education will help her get the job she wants, and that job will likely pay more than had she not attended college. Loans for education usually make good financial sense because graduates earn higher wages. Young people in some circumstances may be eligible for unique opportunities. Find out if your child qualifies for funding specifically for military kids. Check out Military HOMEFRONT for more information. Available at: http://www.militaryhomefront.dod.mil/portal/page/mhf/MHF/ MHF_HOME_1?section_id=20.40.500.144.0.0.0.0.0
Supporting Your Teen Throughout the Process Highlight your teen’s strengths. Let her know that she doesn’t have to appear to be good at absolutely everything. “I’m so proud of how you are maturing. Ever since you started volunteering at the animal shelter on the weekends, you have become more organized. Your grades have even gone up! You should be so proud of yourself for figuring out how to juggle everything. Being organized is going to help you in college and throughout life.” Remind your teen about how you define success. What matters most is that she finds the school that is right for her. • Hard work, kindness, generosity, and compassion lead to success. • Getting along with others and the ability to grow from constructive feedback are two other keys to real success. • Praise effort rather than grades or results. This has been proven through research to lead to greater success.+ Help your teen plan how to best handle college rejections or being wait-listed. Everyone will experience some rejection. Talk about how you will handle rejection. Some teens use humor, others change their expectations, and some will be very disappointed. “I know you are upset and disappointed about not getting into one of your favorite schools, but I know you will get accepted to a college that will be right for you.” Remind your teen that the college admissions process can be unpredictable. “The college admissions process is very random. If a college wants more students from the West Coast and you live in Tennessee, that’s going to work against you. Unfortunately, that’s the way college admissions go, especially because they often don’t tell you why you weren’t accepted. It is very frustrating, but hang in there. You still have other colleges you are waiting to hear back from.” Encourage your teen to not bottle up her feelings. Let your teen talk about it as much as she wants to but respect that she might not want to talk about her emotions on your cue. Suggest that your teen not tell everybody her top choices. That will just make it harder for her if she does not get into one of them. Encourage her not to even select a “top choice” until she has received the acceptances. Share your experiences with how life works out the way it is supposed to, even though sometimes you only understand that when you are looking back. “You know I wanted to go to State University more than anything. I felt awful when I did not get accepted. So, I ended up going to Southern State University, where I met your mother. Just think where you’d be if I had gotten into my dream school!”
www.MilitaryChild.org
ON THE move® 25
change Don’t Let Stress Take Over Take care of your own stress first. Model acceptable behaviors when you feel stressed. If you stay calm, your teen will be better able to think clearly and do the tasks that are necessary. Help your teen learn to manage stress safely and effectively. • Remind your teen that the stress of applying to college or trade school will end – it’s for a short period of time. • Take breaks from discussions about college applications and just have fun. Discuss creating a “Personal Stress Plan” with your teen. • Help your teen to identify behaviors or activities that help relieve stress. • Exercise can relieve tension and allow her to regain focus. • Teach your teen to take “instant vacations.” • Reading a book, listening to music, or taking a warm bath will allow her to get away from it all. • Make sure your teen has some time to unwind and recharge. • Encourage your teen to maintain healthy habits, like keeping a regular sleep schedule and eating regular meals.
The college admissions process can be stressful and intense for your teen. Helping your teen navigate this process while being supportive of his independence can also be challenging. Remind your teen of his strengths and help him realize that his long-term goals are within reach at the right school for him.
For more information on topics relevant to students and parents, go to www.militarychild. org/parents-and-students
Be Aware of Signs that Stress has begun to Take a Toll on Your Child When stress becomes too much to handle, we can all feel overwhelmed. If you notice any changes in your teen’s behavior that worry you, contact your healthcare provider. During the college admissions process your teen may find it tough to keep up with her busy life. She might not want to admit that she can’t keep up or that she needs a break. Signs that your teen might be feeling overwhelmed include: • Letting her grades slip • Adopting an “I just don’t care” attitude • Acting lazy because she is scared of failing
Signs that stress might be getting to your teen include: • Sleep problems and/or nightmares • Anger, irritability or outbursts • Hopelessness • Losing touch with friends • Change in eating habits • Missing school because of frequent headaches, dizziness, chest pain, or stomach pain • Drug, alcohol, or cigarette use There are local supportive resources for parents and teens. In addition to talking with your child’s healthcare provider, see your Child and Family Assistance Center (CAFAC) for help.
Sources:
Marilee Jones and Dr. Kenneth Ginsburg with Martha Jablow (2006) Less Stress, More Success: A New Approach to Guiding Your Teen Through College Admissions and Beyond (www.amazon.com/Less-Stress-MoreSuccess-Admissions/dp/1581102305); Dr. Kenneth Ginsburg with Martha Jablow (2011) Building Resilience in Children and Teens (www.fosteringresilience.com)
26 ON THE move®
MilitaryHOMEFRONT (www.militaryhomefront.dod.mil) www.ChallengeSuccess.org Military Youth on the Move (2011) “High School. What’s Next?” (http://apps.mhf.dod.mil/pls/psgprod/f?p=MYOM:HS0:0); +Dr. Carol Dweck (2006) Mindset (http://mindsetonline.com/).
Volume 7 Issue 1
<< Student Essay E xcer p t A l i so n S i m e r ly, College Student
Duty first. It’s a phrase you hear a lot in military circles. From an early age I understood what duty meant.
I knew Dad didn’t want to leave for “the field” on training assignments, miss his family for weeks on end, travel alone to distant countries for a few months, or barely arrive in time for the birth of his son. I knew whatever drove him to do those things was something I hadn’t experienced yet, some sort of inward push like nothing I had encountered in my world of Cheerios and Sesame Street. This, I later learned, was his profound sense of duty — enhanced by his Army training, but retained by his good character. Witnessing my dad’s sacrifices enabled me to develop my own sense of duty. If I had something others did not, then it was my duty to share — which later grew into a love of community involvement and service…
…Although I had much to choose from in the way of admirable qualities, my father emphasized an overarching value: honesty. He re-enforced this with gentle, serious conversation about any of my inquisitions, worries, or wrong-doings and exercised honesty in all he did. Thus, I became comfortable with honest, direct conversation. I realized no matter how it looked to me at a particular junction in my life, the truth was the right thing to tell. When asked to pick someone who influenced their lives, many may choose someone far from reach. Someone forever remembered in a piece of literature, embodied in the lyrics to a famous song, or living on in an ESPN memory. However, some of the biggest heroes can be found where you least expect. They could be pouring cereal next to you at the breakfast table, parking their car in your garage, and walking your dog. They aren’t glamorous A-listers and you may not see them in tabloids, but you could be their biggest fan and they wouldn’t mind – they’re family. Artwork by Alexis, Grade 11 | Hohenfels Middle High School, Hohenfels, Germany | Civilian
www.MilitaryChild.org
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Military Kids:
Shining from Sea to Sea A preview of the Military Child Education Coalition 14th National Training Seminar
Speaker & Session Showcase June 27-28, 2012
New format and focus! Two-day event with 14 training hours
• Four structured, facilitated workshops engaging attendees through collaborative discussion • Direct, measurable benefits and clearly defined outcomes • Real world applications and action plans for communities • Nationally recognized leaders, researchers, practitioners, and subject matter experts • Five focused strands: Well Being, Family, Education Innovation, Special Needs, and Leadership
premier training event
• Early bird registration fee – $499. Extended until June 15th! Includes 2 breakfasts, 2 lunches, and a very special evening at the Chairman’s Reception hosted by General (Ret.) Benjamin Griffin, Chairman, MCEC Board of Directors.
.org d l i h C www.Military
informative
energizing
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globally recognized speakers Volume 7 Issue 1
Featured Speakers: General and Mrs. Martin E. Dempsey Chairman, Joint Chiefs of Staff
Fa m i ly Str a nd The equipment won’t always be perfect, my orders won’t always be perfect, and the organization we create won’t always be perfect. What has to be perfect is that trust with the families.
”
~ General Martin E. Dempsey
Through more than three decades of military family life and raising three children, the Dempseys understand the importance of today’s military maintaining a strong foundation of faith and trust with military families. Join this fireside chat session for a unique opportunity to connect informally and directly with General and Mrs. Dempsey on topics related to all issues affecting military children and their families.
Stefanie Sanford E d uc at i o n I nnovation Strand The Bill and Melinda Gates Foundation believes that “when all people in the United States have the opportunity to develop their talents, our society thrives.” As the Director of Policy and Advocacy for the foundation’s United States Program, Stefanie Sanford leads a team dedicated to the organization’s goal of increasing college-ready high school graduation rates and doubling the number of young people who receive a post secondary credential that has value in the labor market. Join this informative session as Ms. Sanford shares how we all can contribute and build a promising future for all of America’s youth.
“
We see education as the gateway to increased opportunity. …But to ensure that America lives up to its promise of equal opportunity, all of us — foundations, governments, businesses, and citizens — must do our part.
” ”
~ Allan Golston, President, United States Program Bill & Melinda Gates Foundation
Roger T. Staubach L e a d ership Strand
“
I learned about the value of teamwork while studying and playing football at the Naval Academy. When you have the right people in the right places working together as a team, miracles will happen. ~ Roger Staubach
A graduate of the United States Naval Academy, Roger Staubach served as a Naval officer during Vietnam before beginning a storied career in the NFL as a Hall of Fame quarterback for the Dallas Cowboys. Drawing on a lifetime of experience in the military, professional athletics, and the business world, Staubach will share his thoughts on what it takes to be a great leader, the difference teamwork can make, and how to succeed through adversity.
www.MilitaryChild.org
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D i st i n gu i shed Pr esente r o f the LTG ( R e t ) H.G . “ P ete” Taylor Partne rship o f E xc ellen ce Awards
Robert L. Gordon III Deputy Assistant Secretary of Defense for Military Community and Family Policy Mr. Robert L. Gordon III, a member of the Senior Executive Service, is assigned to the Office of the Secretary of Defense, serving as the Deputy Assistant Secretary of Defense for Military Community and Family Policy. Mr. Gordon is responsible for policy, advocacy, and oversight of all community support to service members and families
LTG (Ret) H.G. “Pete” Taylor Partnership of Excellence Awards In recognizing Lieutenant General Taylor’s dedication and work toward assisting military children, the MCEC Board of Directors established the LTG (Ret) H.G. “Pete” Taylor Partnership of Excellence Award at its annual conference in 2004. The award, presented annually, may represent a single project in which the military installation(s) and the school district(s) participated, or it may be a summation of the entire program between military installation(s) and school district(s) which serve the installation(s).
Senior Leaders’ Roundtable Discussion: Military Kids: Shining from Sea to Sea L e a d er s h i p Strand
Military children reside in every zip code across America. How do we – as educators, military professionals, parents, and mentors – reach every military child and lay the groundwork for fostering and encouraging all of our children to achieve the potential to serve as our nation’s future leaders? In what ways can we as involved adults convey the importance of standards and values in shaping young leaders? Don’t miss this important discussion as our distinguished panel of national leaders and conveners offer their observations.
General Norton A. Schwartz Chief of Staff, USAF
General Craig R. McKinley USAF, Chief, National Guard Bureau
General Raymond T. Odierno Chief of Staff, USA
Admiral Jonathan W. Greenert Chief of Naval Operations
Vice Admiral John P. Currier Vice Commandant, USCG
Brigadier General Robert F. Hedelund Director, Marine and Family Programs
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Volume 7 Issue 1
Our 2012 National Training Seminar will offer more than twenty-five Distinguished Lectures and Concurrent Sessions focused on five strands: We l l n ess St rand: Deployment Mental Health An expansive view of deployment mental health is necessary when trying to understand and deal with the real medical and social impact of being a nation at war. Dr. Harold Kudler, from the Mid-Atlantic Veterans Integrated Service Network and Department of Veterans Affairs, offers practical suggestions for developing a community response for returning veterans and their families facing mental health issues.
Thriving from Sea to Sea – Health and Well Being for the Future of America Health is largely a function of lifestyle choices we make on a daily basis. Todd Whitthorne will highlight the critical need for people to address their personal and corporate health and wellness. Todd Whitthorne is much more than a health speaker. He currently serves as president and chief executive officer of Cooper Concepts, Inc., a division of Cooper Aerobics Center in Dallas.
Preparing Educators to Meet the Needs of MilitaryConnected Students April 2011, Mrs. Obama and Dr. Biden announced the Administration’s Joining Forces, an initiative designed to better support the U.S. military and their families. The MCEC and the American Association of Colleges for Teacher Education (AACTE) joined forces with Old Dominion University and Wheelock College to develop Operation Educate the Educators to better prepare pre-service school personnel to meet the needs of military-connected children. Join to learn about the work this important partnership undertakes.
Spe c ial N eeds Strand: Evidence-based Practice and Autism Spectrum Disorders
Fa m i ly Str a nd:
The Centers for Disease Control and Prevention estimates 1 in 110 children has an autism spectrum disorder (ASD), and there are reports suggesting estimates as high as 1 in 88 for military families. Dr. Hanna Rue, from the May Institute, will review the most up-to-date information regarding scientifically supported treatments for individuals with an ASD.
Educating Parents to Support the Resiliency of their Children
Tiger Joe Coffee Shop – Running a Business with Students with Special Needs
Dr. Paula Rauch will introduce Staying Strong, a new webbased video parent guidance tool. This skill-building parent training addresses common challenges faced by families through deployment cycle and reintegration within a framework of developmental stage and child temperament.
Stressed but STRONG – What Research Tells Us About Adolescents in Military Families Working with and parenting adolescents in a military culture involves unique considerations, including coping with some distinct family stressors. Dr. Janet Crowe, from Baylor University, will focus on what research has shown us about adolescents in military families and identification of protective factors found in military families and the communities serving them.
Educational Innovation Strand: Applying Resilience across the School Setting While much emphasis has been placed on performance and achievement, it is critical to recognize the importance of resilience in fostering the behavioral, social, and emotional success of the whole child in the educational setting. Dr. Ken Ginsburg, from the Children’s Hospital of Philadelphia, and Mona Johnson, US Army Medical Command, Office of Child, Adolescent and Family Behavioral Health, will lead this energizing, informative and evidence-informed workshop assisting participants in defining and understanding the foundational concepts of resilience and their significant relationship to academic success.
www.MilitaryChild.org
The Tiger Joe Program operates a fully-functioning coffee shop in Waynesville High School. As part of operating Tiger Joe, students with special needs learn to prep, stock, take inventory, and interact with customers, co-workers, and supervisors in a real-world, handson training. Bonnie Brainard, Assistant Principal, Waynesville High School, will show us how this program truly is a win-win situation for all students involved.
L e ade rship Strand: Hardy Plants, Hardy Children Frequent moves, changing schools, and the deployment of one or both parents are realities in the lives of military children in the 21st century. In this presentation, Dr. Mike Matthews, from the United States Military Academy, will introduce the concept of hardiness, describe how to measure it as well as nurture it, and present strategies for parents, educators, clergy, and others with an interest in the military-connected child.
Students Can Lead! Yes, They Really Can The MCEC Student to Student (S2S) program is a model of an effective student-led, adult-supervised, high school youth development leadership program. Using the example of the S2S program, Paul Callen leads this seminar in exploring how adults can actively develop, promote, and provide meaningful leadership opportunities for students. S2S Students present ideas, opinions, and experiences and engage in the seminar discussion.
and more!
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Seminar Registration: To register, visit us at www.militarychild.org/nts Early Bird Registration Rate.....................................................$499 (Early bird registration ends 6/15/2012)
Registration Rate............... Members $575/Non-members $599 (Regular registration starts 6/16/2012 and ends 6/27/2012)
Full registration includes: • Breakfast & lunch on the 27th and 28th, and Chairman’s Reception on evening of the 27th (cash bar) • A robust training agenda including facilitated small group sessions twice daily. These sessions will empower professional learning communities to produce accountable outcomes with effective and useful applications for their communities.
Day Registration Rates: $375 for the 27th (includes breakfast, lunch and Chairman’s Reception) $300 for the 28th (includes breakfast and lunch)
Register with your smart phone! Use the QR code to go directly to seminar information and registration.
Agenda W e d n es day, Ju n e 2 7 7:00-7:45 a.m. 8:00-8:30 a.m. 8:45-10:00 a.m. 10:15-11:30 a.m. 11:45 a.m.-12:30 p.m. 12:30-2:00 p.m. 2:15-3:15 p.m. 3:30-4:20 p.m. 4:30-5:30 p.m. 5:30-7:00 p.m. 7:30-9:00 p.m.
Buffet Breakfast 1st General Session & Welcome Collaborative Sessions Distinguished Lecture Sessions 2nd General Session Expo & ‘Grab and Go’ Lunch Concurrent Sessions 3rd General Session Collaborative Sessions Chairman’s Reception & Expo Special Event: From the Top
(*in Downtown Grapevine at the Palace Arts Center)
T h ur s day, Ju n e 2 8 7:00-7:45 a.m. 8:00-9:00 a.m. 9:15-10:00 a.m. 10:15-11:30 a.m. 11:45 a.m.-1:00 p.m. 1:15-2:15 p.m. 2:30-3:15 p.m. 3:30-4:30 p.m.
Buffet Breakfast 4th General Session Collaborative Sessions Distinguished Lecture Sessions 5th General Session & Lunch LTG (Ret) H.G. “Pete” Taylor Partnership of Excellence Awards Concurrent Sessions Collaborative Sessions 6th General Session & Closing
Schedule subject to change.
Hotel & Airport Transportation Gaylord Texan Hotel and Convention Center 1501 Gaylord Trail, Grapevine, TX 76051 • (817) 722-2184 • Rooms are available at the Gaylord Texan at a rate of $139 + tax for seminar attendees • The Gaylord Texan is convenient for arrivals into both Dallas/Fort Worth International Airport (DFW) & Dallas Love Field Airport (DAL) • For Hotel and Airport Shuttle information and reservation links, please visit us at www.militarychild.org/nts • Airfare discounts are offered from American Airlines and Delta Airlines. For airline discount codes, visit our website at www.militarychild.org/nts.
Grapevine, Texas Located between Dallas and Fort Worth, Historic Grapevine features many quaint restaurants, shops, and art galleries as well as the historic Palace Theater, where we’ll be hosting our finest young musicians in their debut on National Public Radio’s From the Top. For more information, see the Convention and Visitors Bureau at www.grapevinetexasusa.com.
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Volume 7 Issue 1
Special Performance featuring our Kids along with the U.S. Army Band “Pershing’s Own”
NPR’s hit radio show featuring top tier musicians – our military-connected youth! Complimentary tickets to first 250 seminar registrants. Go to http://militarychild.org/nts
June 27 at 7:30 pm
Palace Arts Center 300 S. Main, Grapevine, Texas Presented by WGBH 89.7FM
“Pershing’s Own” Since 1922, The United States Army Band “Pershing’s Own” has maintained a tradition of excellence as one of the premier musical organizations of the United States Army. The Band was founded in 1922 by Army Chief of Staff General John J. “Black Jack” Pershing, to emulate European military bands he heard during World War I. The U.S. Army Band continues to play an important role in events of national and international significance, staging performances from the battlefields of World War II to our Nation’s Capitol. An ensemble from “Pershing’s Own” will be performing. For more information about “Pershing’s Own” see www.usarmyband.com.
Teaching and Learning Environment Participants are eligible for 14 clock hours, 1.4 Continuing Education Units or 1 hour of Graduate Credit. CPE#501090, TSBSW E Provider #5298, NBCC #6283 The Military Child Education Coalition® is an authorized provider for the International Association for Continuing Education and Training (IACET) and is a National Board of Certified Counselors (NBCC) Approved Continuing Education Provider.
www.MilitaryChild.org
Don’t miss the MCEC 2012 Expo!
Featuring more than 50 exhibitors, the Expo will offer a place to share new and exciting ideas while providing participants the chance to discuss innovations with industry representatives, observe demonstrations, and experience quality hands-on learning. This series of mini-presentations is designed to enhance professional development. The 2012 Expo attendees will gain information they can apply to advance learning opportunities for military-connected children. Join us for this exciting learning experience!
ON THE move® 33
family
What can parents do to help their children succeed in school? • Fifteen-year-old students whose parents often read books with them during their first year of primary school show markedly higher scores in PISA 2009 than students whose parents read with them infrequently or not at all. • The performance advantage among students whose parents read to them in their early school years is evident regardless of the family’s socio-economic background. • Parents’ engagement with their 15-year-olds is strongly associated with better performance in PISA. Artwork by Sabrina, Grade 8 | Holloman Middle School, Holloman AFB, New Mexico | Air Force
Most parents know, instinctively, that spending more time with their children and being actively involved in their education will give their children a good head-start in life. But as many parents have to juggle competing demands at work and at home, there never seems to be enough time. Often, too, parents are reluctant to offer to help their children with school work because they feel they lack some of the skills that would make a difference to their children’s success in school. The good news coming from analyses of PISA data is that it does not require a PhD or unlimited hours for parents to make a difference. In fact, many parentchild activities that are associated with better reading performance among students involve relatively little time and no specialised knowledge. What these activities do demand, though, is genuine interest and active engagement.
The Programme for International Student Assessment (PISA) is an international study of 15-year-old school pupils’ academic performance on mathematics, science, and reading that is conducted by the Organization for Economic Co-operation and Development (OECD). The PISA’s aim is to improving education policies and outcomes in participant nations.
Early involvement pays dividends later… The PISA 2009 assessment did not only gather data from students and school principals but also addressed questions to the students’ parents. Some of these questions focused on the kinds of activities parents did with their children when the children were in their first year of primary school; other questions concentrated on activities parents were engaged in with their children at the time of the PISA test, that is, when their children were 15 years old.
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Volume 7 Issue 1
Parental support at the beginning of primary school The parents’ responses show a close relationship between their own involvement with their child and their child’s engagement in reading-related activities during the first year of primary school and their reading performance at age 15. Students whose parents reported that they had read a book with their child “every day or almost every day” or “once or twice a week” during the first year of primary school have markedly higher scores in PISA 2009 than students whose parents reported that they had read a book with their child “never or almost never” or only “once or twice a month”. On average across the 14 countries for which data are available, the difference is 25 score points, the equivalent of well over half a school year; but this gap ranges from 4 points in the partner country Lithuania to 63 score points in New Zealand.
Before accounting for socio-economic background After accounting for socio-economic background
Score point difference between students whose parents often (weekly or daily) “read books” with the student and those whose parents did not
Score point difference
70 60 50 40 30 20 10 0
New Zealand
Qatar
Germany
Hungary
Denmark
Chile
Korea
Italy
Panama
Croatia
Portugal
Lithuania
Macao-China
…regardless of a family’s socio-economic background.
Score point difference between students whose parents often (weekly or daily) “talk about what they had done” and those whose parents did not
70 Score point difference
Hong Kong-China
-10
Differences in performance that are associated with parental involvement partly mirror differences in the socio-economic backgrounds of households, since, on average, students in socio-economically advantaged households enjoy an environment that is more conducive to learning in many ways, including having more involved parents. However, even when comparing students of similar socio-economic backgrounds, those students whose parents regularly read books to them when they were in the first year of primary school score 14 points higher, on average, than students whose parents did not.
60 50 40 30 20 10 0
Qatar
Panama
Italy
Chile
New Zealand
Portugal
Hungary
Korea
Macao-China
Hong Kong-China
Croatia
Denmark
Germany
Lithuania
-10
Note: Values that are statistically significant are marked in a darker tone. Countries are ranked in ascending order of score point differences after accounting for socio-economic background. Source: OECD, PISA 2009 Database, Tables II.5.3 and II.5.4.
www.MilitaryChild.org
ON THE move® 35
family Interestingly, different types of parent-child activities have different relationships with reading performance. For example, on average, the score point difference in reading that is associated with parental involvement is largest when parents read a book with their child, when they talk about things they have done during the day, and when they tell stories to their children. The score point difference is smallest when parental involvement takes the form of parents playing with alphabet toys with their children.
Parental support when the student is 15 Before accounting for socio-economic background After accounting for socio-economic background
Qatar
Italy
New Zealand
Chile
Denmark
Portugal
Croatia
Germany
Hungary
Hong Kong-China
Italy
Qatar
Chile
Panama
Portugal
New Zealand
Denmark
Korea
0 Croatia
0 Lithuania
10
Germany
10
Macao-China
20
Hungary
20
Korea
30
Macao-China
30
40
Panama
Score point difference
40
Hong Kong-China
Score point difference
50
Score point difference between students whose parents often (weekly or daily) “discuss books, films or televisions programmes” and those whose parents do not 50
Lithuania
Score point difference between students whose parents often (weekly or daily) “discuss political or social issues” and those whose parents do not
Note: Values that are statistically significant are marked in a darker tone. Countries are ranked in ascending order of score point differences after accounting for socio-economic background. Source: OECD, PISA 2009 Database, Tables II.5.3 and II.5.4.
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Students are never too old to benefit from their parents’ interest in them. Results from PISA also show a strong association between some parent-child activities, when the children are 15, and students’ reading performance in PISA. For example, students whose parents discuss political or social issues with them either weekly or daily score 28 points higher, on average, than those whose parents discuss these issues less often or not at all. The performance advantage is largest in Italy – 42 score points – and smallest in the partner economy Macao-China – 14 score points. When socio-economic background is taken into account, the score point advantage drops, but remains important – 16 score points – and is observed in all participating countries and economies, except Hungary. PISA findings also show that other parent-child activities, such as “discussing books, films or television programmes”, “discussing how well children are doing at school”, “eating main meals together around the table” and “spending time just talking with one’s children” are also associated with better student reading performance in school.
The bottom line: All parents can help their children achieve their full potential by spending some time talking and reading with their children – even, perhaps especially, when their children are very young. Teachers, schools and education systems should explore how they can help busy parents play a more active role in their children’s education, both in and out of school.
Each PISA administration includes assessments of mathematics, science and reading, but focuses in depth on one of the subjects. PISA 2012 focuses on mathematics literacy. It asks students to apply both mathematical competencies and content knowledge to solve problems set in a variety of real-world contexts, a measure of workforce knowledge. In each country between 4,500 and 10,000 randomly selected students are administered the assessment. Over 500,000 students participated in the most recent testing in 2009.
OECD (2011) PISA in Focus n°10 http://www.pisa.oecd.org/dataoecd/4/1/49012097.pdf
For more information Contact Francesca Borgonovi (Francesca.Borgonovi@oecd.org) See PISA 2009 Results: Overcoming Social Background: Equity in Learning Opportunities and Outcomes (Volume II) Visit www.pisa.oecd.org
www.MilitaryChild.org
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family
Tell Me a Story and the Benefits of The Military Child Education (MCEC) launched Tell Me a Story (TMAS) on September 11, 2005. The mission of the program is to empower our military-connected children by using literature and their own stories in a way that fosters skills for resilience, strong peer and parent connections, a sense of pride and accomplishment, and a caring community. ell Me a Story engages children PK-4th grade, and was developed to encourage interaction between military children and their parents. TMAS events show parents how to use literature and personal stories to initiate conversations that encourage children to talk about their feelings. Judy Glennon, the MCEC TMAS Specialist, believes “the program helps bring parents into the world of the child.” A typical event includes both parents and children and is not intended to be a drop-off program. Parents and children sit on the floor together and listen to a VIP, usually an installation commander or other community leader, read a book previously approved by the MCEC. Parents and children divide into small groups after the reading for guided discussions on specific topics, and parents have a chance to connect with other families in similar situations. Children also make a craft and have a snack.
TMAS not only provides connections and support but also recognizes the importance of early childhood literacy for academic success. Studies show that children who are strong readers do better in school. According to the Program for International Student Assessment (PISA) 2009, fifteen-yearold students whose parents often read books with them during their first year of primary school show markedly higher scores than students whose parents read with them infrequently or not at all. The performance advantage among students whose parents read to them in their early school years is evident regardless of the family’s socio-economic background. A TMAS event lasts two hours, but parents can use what they learn from the small group discussions and continue to use literature to help their children talk about feelings and challenging situations. Ideally, a series of TMAS events takes place over a three year period (3 books per year), and Judy states that “families can build libraries of high quality, wellreviewed books through the program.” As a result, TMAS promotes family communication and childhood literacy. If you are interested in bringing Tell Me A Story to your community, please call Judy Glennon, (254) 953-1923 or email TMAS@MilitaryChild.org.
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Volume 7 Issue 1
Early Literacy S arah Ri c a rd, Marketing Intern
The MCEC recommended reading... Night Catch by Brenda Ehrmantraut A father and son plan to stay connected while the father is deployed by turning their traditional game of catch into a game of catch with the North Star. Themes include curiosity, love of learning, perspective, and appreciation of beauty.
Verdi by Janell Cannon Verdi does not want to become green (grow up). He thinks greens are boring but learns through misadventures that growing up is not so bad. He discovers he can be himself on the inside when he changes on the outside. Themes include social/emotional intelligence, self-control, discretion, and humility.
J u dy G l e n n o n , MCEC Project Specialist
New to TMAS Odd Velvet by Mary E. Whitcomb Velvet is different from the other children at school and brings a plant for show and tell instead of something typical like a doll. The book celebrates differences and independence in children. The primary theme is open-mindedness.
Review: I love Odd Velvet because her glasses are so big. What I like about her is that she likes to draw just like me. I like that Velvet is cool at the end like me. I think other kids would like this book too!! By Katelyn, Age 7, Willow Creek Elementary School, Tomball, Texas
Judy Glennon is the Project Specialist for Parentâ&#x20AC;&#x2122;s Programs and oversees TMAS. Judy, a retired U.S. Army Major, has worked for the MCEC for three years.
www.MilitaryChild.org
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family Bridging the Gap of Understanding Military families move three times more frequently than their civilian counterparts, and those who have children with special needs face unique challenges, particularly during deployment or a move. Awareness of their rights and responsibilities is critical to understanding how parents can help their children. These rights and responsibilities include awareness of the following:
Educational and Transition Support for Military-Connected Children with Special Needs Military families with children who have special needs face amplified challenges each time they change schools Artwork by Salyna, Grade 3 | Richlands Elementary School, Richlands, North Carolina | U.S. Marines
A
March 2011 Government Accountability Office report stated that 58% of school districts report challenges in meeting the needs of military-connected students with disabilities. All stakeholders must work together to develop a plan of action if these children are to be successful. All service members and their families are under increased stress due to high operational tempo, but families whose children have special needs often endure
40 ON THE move®
additional stressors. A few examples of these stressors include: • Concern for the current and future welfare of the child • Additional financial burden for the family • Reactions from society and the workplace • Fear of career detriment • Feeling of isolation • Increased need for coordination of services ~ Child Care ~ Medical services ~ Educational Services
Students with special learning needs are protected under the Individuals with Disabilities Education Improvement Act of 2004 (IDEA). Whether moving within or out of a state, the receiving school must accept the current individual education plan and move forward with creating an appropriate plan in concordance with Federal and State laws for special education. Upon arrival at a new location, it is imperative for parents of children who have special learning needs to maintain open lines of communication with school personnel, beginning with initiating a meeting with special educational professionals. Parents must also be aware of their rights as guardians, including the knowledge that they can disapprove or disagree with any educational decision made during the Individual Education Plan process. Parents should be aware of supports that exist outside of the school district framework, including the Exceptional Family Member Program (EFMP) that can facilitate a smooth transition for their child with unique learning challenges. The EFMP program can be a great support network for finding an appropriate school or school district based on the needs of the child. There may be more need for support personnel in school districts with a concentrated military population. The Military Child Education Coalition is aware of the challenges and has bridged the gap of understanding by providing special educator professionals with an opportunity to learn more about the impact of transition on
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the education of military-connected children with unique learning challenges through the Special Education Leaders Institute. This twoday professional learning opportunity provides special education professionals and other service providers with an opportunity to share ideas and learn new tools on understanding and assisting families who work with new service providers upon relocation. This course allows educators and service providers to create a plan of action to support these families and children as they adjust to unfamiliar teachers, providers, schools and communities. Also benefitting from this course are military personnel who find themselves in a support role. The Military Child Education Coalition has had the privilege of training hundreds of Exceptional Family Member Program employees, School Liaison Officers, and Family Support Volunteers. Federal funding for this crucial training would make it available to every military installation, expanding the knowledge about militaryconnected children who have special needs and allowing for further support of our military families who serve our nation.
The Military Child Education Coalition also provides Military Student Transition Consultants (MSTCs) in seven locations heavily impacted by military presence. These consultants are trained in all aspects of educational challenges that military children face, including special education. There is a need for these professionals in additional locations, and federal funding at additional sites would ease the burden on all mobile military families, providing an additional resource for parents, teachers and service providers.
Assisting Mobile Children to Experience Educational Success The Interstate Compact on Education Opportunity for Military Children is an attempt to remove barriers to education for military-connected students and is extremely important for students who have special learning needs. According to the Compact, the receiving school shall initially honor placement based on the student’s sending school, and previously administered qualification testing and scores will be honored for initial
placement into Special Education programs. Students who have an Individual Education Plan (IEP) are protected under the Individuals with Disabilities Education Act of 2004 (IDEA). Initial services will be provided based on the current IEP from the sending school. Under Section 504 of the Rehabilitation Act of 1973 (Section 504), the student will receive the appropriate accommodations and modifications in order for the student to have access to a free and appropriate education. The Interstate Compact has been signed by over 41 states; however, this is not enough. Every state and territory that serves militaryconnected children must be aware of the implications of signing the Compact and the impact it will have on military-connected students’ future success. In the meantime, the good news is that many of the causes of stress can be overcome when properly addressed. Across the Services, efforts have been made to partner with service members and their families to build an environment where they can prosper and realize their potential-all essential elements in sustaining an All-Volunteer Force.
Stress and the EFMP Family All service members and their families are under increased stress due to high operational tempo, but Exceptional Family Members (EFMs) often endure additional stressors. A few examples of these stressors include: • • • • • •
Concern for the current and future welfare of the child Additional financial burden for the Family Reactions from society and the workplace Fear of career detriment Feeling of isolation Increased need for coordination of services ~ Child Care ~ Medical services ~ Educational Services
Recent studies1 examined the relationship of stress levels of parents of children with developmental disabilities compared to those with normally developing children. The study indicated that 57% of parents with children who have special needs experience clinically significant stress (using Abidin’s 1995 criterion) compared to only 8% of parents of children who do
not have special needs.. Additionally, the monograph, “Children with Disabilities”2 indicated that stress tends to increase as a child gets older, and the amount of stress increase is dependent on the type of the child’s disability, noting “there is a remarkable overall consistency that parents of children with disabilities report significantly higher stress associated with the characteristic of their children than parents of typically developing children.” The good news is that many of the causes of stress can be overcome when properly interdicted. Although outside the study, researchers felt that the EFMP program substantially reduces stress on service members. Further research would need to be conducted in order to see how much stress was reduced. In October 2007, Secretary of the Army Geren and Army Chief of Staff General George Casey signed the Army Family Covenant pledging to provide a continuum of Army dedication to sustaining and partnering with soldiers and their families to build an environment where they can prosper and realize their potential-all essential elements in sustaining an all-volunteer force.
1 Woolfson and Grant, Child: Care, Health and Development, Authoritative parenting and parental stress in parents of pre-school and older children with developmental disabilities, Department of Psychology, University of Strathclyde, Glasgow, UK, pp 177-184 2 “Children with Disabilities,” Monographs of the Society for Research in Child Development, No. 266 Vol. 66, November 3, 2001, Blackwell Publishers, Boston, MA.
www.MilitaryChild.org
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leadership
A leader by any definition If your actions inspire others to dream more, learn more, do more and become more, you are a leader. ~ John Quincy Adams Cynthia Sime rly, Chief of Marketing
Generals call upon her for insight and inspiration. CEOs of
The five-day program delivers intensive
some of America’s most prominent corporations seek her opinion. Teenagers actually
training, interaction with positive role
listen to her. Frances Hesselbein, President and CEO of the Frances Hesselbein
models, and practical applications that will
Leadership Institute (formerly the Peter F. Drucker Foundation for Nonprofit
serve students well throughout their lives.
Management) and a 1998 recipient of the Presidential Medal of Freedom, is sought
Student leaders consistently point to their
after as a lecturer, author and mentor. In 2009, Mrs. Hesselbein was appointed the
fireside chat with Frances Hesselbein as
Class of 1951 Chair for the Study of Leadership at the United States Military Academy
one of their most memorable experiences of
at West Point, in the Department of Behavioral Sciences and Leadership. She is the
the week. “One cannot just have integrity at
first woman, and the first non-graduate, to serve in this chair.
times that are convenient,” writes a student.
Sitting in her office, she is surrounded by photos that chronicle friendships and partnerships
“As Mrs. Hesselbein says, ‘You cannot
spanning corporate, military and non-profit spheres. The photos are a visual reminder of the length of time and depth of influence she has had on many American institutions. As CEO of Girl Scouts of the USA from 1976-1990, Hesselbein was a transformational force
decide which instances to incorporate an important value, it’s a full time deal.’ I believe that any person can talk a good game, but it
for a movement serving 2.3 million girls. Realizing the leaders within the organization
takes a leader to follow through.”
didn’t recognize their worth, she set about changing that mentality through an executive
Hesselbein has an acute understanding of
development program led by Harvard Business School professors. “It made people feel
military culture and issues facing military-
that they were doing significant work for an organization that changed lives, that they were
connected students, but it’s her passion for
professionals doing professional work, whether paid or unpaid.”
children that underscores her efforts. “I
Changing lives through effective leadership is her business. Whether working for Girl
think there are two institutions primarily
Scouts or spearheading efforts through her work at the Institute, Frances Hesselbein believes in the power of leadership development and has shaped leaders of all ages for decades. “The public, private and non-profit sectors must be equally vibrant if we are to build healthy societies. Leaders from all three sectors must work and lead beyond the walls of their own enterprises to achieve significant results,” says Hesselbein, whose life’s work reflects that sentiment. She is keenly aware of the challenges facing our youth and praises their spirit. “This is the crucible generation,” said Hesselbein. “This generation is more like the generation of the 1930s and ’40s than any we’ve seen since, and we call them the Greatest Generation.” In 2006, the Military Child Education Coalition established the Frances Hesselbein Student Leadership Program in recognition of her dedication to the development of children and youth. Drawing from members of the MCEC Student 2 Student program, the weeklong
responsible for sustaining democracy in our country: public education and the United States Army,” remarks Hesselbein. “I want to open doors and determine how we can be helpful; how we can connect in an inspiring way.” With student feedback ranging from “Mrs. Hesselbein is a veritable reservoir of wisdom and knowledge and is greatly beneficial to any aspiring leader,” to the simply stated, “Everything she said sticks with me,” it is clear that Hesselbein has accomplished her mission.
experience brings exemplary students from all over the world to the United States Military Academy at West Point and, as of April 2012, the United States Air Force Academy.
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Anticipating a Life of Service C y n t h i a S i m er ly, Chief of Marketing
When United States Military Academy (USMA) Cadet Jennifer Webster enters the room, her exuberance strikes you first. Twenty-four hours is definitely not enough time in a day filled with classes, extracurricular activities, and friends. “I always knew I wanted to go to West Point, but my interests and potential career paths didn’t seem to match up for a while,” she explained. With a family history that includes her mom’s past as a military child and her dad’s active duty status, Jennifer sought a path that would be challenging, but helpful to others. “My dad is a model of self-sacrifice,” says Jennifer. Service and leadership are common themes in Ms. Webster’s life and they surface naturally in the course of the conversation. In her junior year at Ft. Leavenworth High School, she joined the Student 2 Student group and was selected to attend the Frances Hesselbein Student Leadership Program at West Point. “I matured a lot as a leader during that week. I became very self-aware and it gave me confidence…it was a very empowering week,” said Webster. To this day, she keeps the notebook she received during her “Frances Hesselbein week” as a source of inspiration. “One thing that struck me was the emphasis on psychology and our discussion of post traumatic growth,” she continues. “It can apply to anyone – moving, for example, can be a traumatic experience for many military kids.” When asked how her family’s frequent moves affected her, Webster quickly responds, “I loved it! It’s the only thing I’ve ever known and I love meeting new people.”
USMA Cadet Jennifer Webster (left) and classmate Jasmine Hansen (right)
“Don’t expect things to come to you. If you want it, go out and get it – don’t be afraid!”
By her senior year of high school, Jennifer had attended 9 different schools; including 3 different high schools. Moving so often in later years “added the stress of different curriculum requirements and state graduation requirements, not to mention differently counted credits,” she states. Webster cites her guidance counselor at Ft. Leavenworth as “crucial” in providing support and translating her various credits and supporting her academic goals. When asked what significant challenges she sees for military-connected students today, Webster focuses on the environment in schools and points to the need to foster an atmosphere of acceptance. Toward that end, she feels programs like Student 2 Student help by welcoming new students and connecting them with both military and civilian students who know the community and can ease tough transitions. In fact, she says, she met her best friend through Student 2 Student. Peer influence and social connectivity is so important to military kids and, for one so young, Cadet Webster has composure and focus beyond her years. Imparting a few last words of advice for younger students, Webster says “Don’t expect things to come to you. If you want it, go out and get it – don’t be afraid!”
www.MilitaryChild.org
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leadership
MCEC: Promoting Professional Development Sarah Ri c ard, Marketing Intern
The Military Child Education Coalition (MCEC) is emerging as a leader in the field of professional development
Opportunities! Living in the New Normal Institute (LINN): focuses on educators and community professionals and the skills needed to help military children develop tools to withstand uncertainty and other stressors.
LINN Practicum: focuses on parents, childcare practitioners, Family Readiness Group leaders, educators, and other concerned adults to help military children become resilient during transition and uncertain times.
LINN Public Engagement (LINN PE): designed for state and community leaders to coordinate resources in order to more effectively support military-connected children in a community.
benefitting military-connected children. The MCEC strives to increase awareness of issues affecting our youth among those most concerned with their well-being: military personnel, education professionals, community leaders,
Transition Counselors Institute (TCI-1) Phase 1: an interactive professional development institute focusing on the military-connected childâ&#x20AC;&#x2122;s experience with transitions.
and parents. Dr. Sandy Franklin, Director of Professional Development and Curriculum at MCEC, leads her department by expanding current curriculum and developing new courses
Transition Counselors Institute (TCI-2) Phase 2: focuses on the social and emotional implications related to the transitioning student.
and formats as needs of military-connected children change and as technology evolves.
Continuing Education and Graduate Credits Participants who attend MCEC professional development are eligible for CEU and graduate credit. Enter following link for more information about continuing education and graduate credits: www.militarychild.org/professionals/programs/ continuing-education-graduate-credit
44 ON THE moveÂŽ
Special Education Leadership Institute (SELI): prepares professionals to address the additional challenges that face transitioning military-connected students with special needs.
Supporting Children of the Guard and Reserve Institute (GRI): helps professionals understand the unique challenges faced by children of service members in the National Guard and Reserve.
Health Professionals Institute (HPI): a systematic approach to supporting military-connected children and youth while providing tools for health professionals to make a positive impact on their communities.
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Upcoming Training and Events Enter the following link for training in your area:
www.militarychild.org/professionals
MCEC training promotes active participation. For example, the LINN Institute takes place over two days. The first day consists of sessions taught by qualified trainers. On the second day, participants meet in groups to discuss available resources for military-connected children in their areas.
Artwork by Katie, Grade 4 | Netzaberg Elementary School, Netzaberg, Germany | U.S. Army
Parents may participate in any professional development workshop. Although the audience for each program is very diverse, face-to-face collaboration between various professionals and parents allows the group to share resource information. Dr. Franklin firmly believes “The more eclectic the group, the stronger the interaction.” The Professional Development department at the MCEC is currently designing additional curricula to address the ongoing needs facing military-connected children. For example, Dr. Franklin describes a Thrive course for professionals that would enable children to enhance strengths that “go way above being resilient.” By incorporating advanced technology with current and new programs, the MCEC is developing a hybrid on-line/face-to-face format. The hybrid program will allow the completion of course work online to replace one day of a two day training while the face-to-face component will allow valuable time to connect with other professionals. The new Thrive program will implement the blended format, and the GRI blended design is scheduled to begin in May 2012. Although the needs of military-connected children will change with the withdrawals from Iraq and gradual withdrawals of military personnel from Afghanistan, MCEC programs remain relevant because some needs do not change. Military children will constantly face transition and mobility concerns, and Dr. Franklin believes “a need will always exist for professionals to understand military life and culture.” In addition, children of veterans will have increasing needs as more soldiers retire or leave the service. Dr. Franklin says that “despite not knowing long-range effects of the pull-outs from the Middle East, MCEC will continue to make sure adults can have resources to meet the needs of military children.” Dr. Sandy Franklin retired from Killeen Independent School District in June 2011, after serving as teacher, principal, and instructional facilitator. She has extensive background in creating professional development programs for the school district. Dr. Franklin has worked for MCEC since July 2011.
www.MilitaryChild.org
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leadership
Aligning Services LINN Public Engagemen States and communities across the country face two common concerns with regard to serving military youth: identifying military-connected children and coordinating existing programs. Currently schools and communities rely on military families to self-identify. According to Dr. Mary Keller, President and CEO of the Military Child Education Coalition, “There is no reliable, consistent school-based data on the academic health of these students.” As a result, school districts, communities, and states cannot provide adequate services to address the needs of military-connected students. The Living in the New Normal Public Engagement program (LINN PE) was created to give community and state leaders a way to coordinate services and supplement existing services for military-connected children. Twenty-six states requested to participate in LINN PE, and the MCEC received a contract from the Department of Defense (DOD) to fund the program for these states. Colonel (Ret) Joan Vanderlaan is the MCEC Program Manager for both Public Engagement and Health Initiatives. COL (Ret) Vanderlaan, Dr. Mary Keller, and MCEC board member Patti Shinseki lead each workshop.
Public Engagement participants are nominated and selected by a community-based steering committee. The steering committees and Public Engagement participants must include key leaders within the community/state who are proven influencers among their colleagues. The target audience for the LINN Public Engagement workshops includes leaders in the following sectors: • Faith-based community
• Business and labor
• Education
• Healthcare (including behavioral health)
• Service providers, including law
• Service clubs and organizations such as Kiwanis, Rotary,
enforcement, youth and social service Urban League, Boys and Girls Clubs, etc. programs, etc.
• Community and civic leaders (senior local/county/state leaders)
Military leaders from the National Guard, Reserves and Active Duty Forces are included.
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Volume 7 Issue 1
to Benefit Military Children – nts S a r a h R ic a r d, Marketing Intern
The workshops take place over one full day. A dinner held the evening prior to the event allows participants to connect with each other and get an overview of the MCEC, LINN programs, and receive information regarding military-connected children and their needs. A morning workshop begins the next day with participants divided into groups comprised of a mix of the seven targeted sectors. The groups’ objective is to discover existing programs that address needs of militaryconnected children and identify any gaps in services. Members of a group may not be aware of services that already exist in different sectors. Through various exercises, the groups begin to develop ideas about how to enhance and extend existing support. This information will be used to help the afternoon groups develop specific action plans. Dr. Keller and Patti Shinseki address the participants in a large group format after the morning group session in order to “bring them to a common level of understanding of military children” according to Vanderlaan. For example, Dr. Keller and Mrs. Shinseki provide statistics and show videos that help the leaders see the stressors faced by military-connected children. The participants return to small groups divided by sectors during the afternoon session. For example, a healthcare group may include nurses, doctors, psychiatrists, psychologists, social work state chapter presidents, and a president of a statewide school nurse association. These sector groups then create action plans based on information they receive from the cross-sector groups.
Each state’s steering committee meets on a regular basis after the workshops to help implement the action plans developed by the participants. Four MCEC state coordinators maintain regular contact with the steering committees to help maintain momentum and encourage accountability. Although states have similar challenges, every state will have a different plan. According to Joan, despite the differences in how plans are implemented, “Very caring people exist in each community.”
Sample Outcomes • Allocation and development of Family Assistance Centers to support remote areas of a state; • Ongoing statewide steering Ccommittees that focus solely on military-connected children (e.g. Tennessee Valley Education Coalition); • Forward March Conference, a collaboration of members from a local steering committee and mental health community to inform and educate mental health professionals; • Education Module for School District Professionals – school staff development to increase awareness and staff assistance using materials on multiple deployments, trauma, grief, and loss; • Secured grant for Communities in Schools to increase number of counselors in schools with highest concentration of military-connected children; and • Health Information Line that has been expanded to 24/7 to answer questions in the community that are particular to military families.
COL (Ret) Joan Vanderlaan retired from the U.S. Army in 2011 after 30 years of active duty in the Army Nurse Corps. She has worked for the MCEC since February, 2011. Artwork by MaKenzie, Grade 5 | Wilson Elementary School, Fort Benning, Georgia | U.S. Army
www.MilitaryChild.org
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Re v so e l rth ski ur lls op c th e in a r es ro to ly ug ch lit ild h er re ea a n rly fro cy el em m en ta ry
de
s n rie the litio se a by Coa u in n e yo On t to catio h du ug E o br hild yC ar ilit
bi
M
A kit , Countr for y Frog
City Dog Include
s activiti
es for pre schooler early sch s and ool-aged children
COMING SOON! A New GLU Kit from the Military Child Education Coalition:
Seasons of Change
preschoolers through early school-age The Seasons of Change GLU kit is designed for children preschool through fifth grade. It is intended to allow children to embrace change through characters and themes within literature and poetry. Military children experience change more than their civilian counterparts through deployments, trainings, frequent moves, and changing schools. This kit will give parents tools such as activities and interactions that they can use to create meaningful conversations about change. There are four main themes surrounding change: friendships, emotions, families, and selves.
Visit us at store.MilitaryChild.org to order your copy today!
48 ON THE move速
The Changes GLU Kit includes: City Dog, Country Frog by Mo Willems, When I Miss You by Claude Spelman, The Blue Ribbon Day by Katie Couric, Velma Gratch and the Way Cool Butterfly by Alan Madison and Kevin Hawkes, and the MCEC created activity book. Price is $59.95.
Volume 7 Issue 1
New at the MCEC Store:
…for the sake of the child
Cliques, Phonies, and Other Baloney by Trevor Romain...............................................$8.95 Trevor Romain discusses cliques, the truth and myths of popularity and friendship, and ways to cope with the unpredictability of relationships. He also emphasizes the importance of uniqueness and independence. The author’s illustrations and humorous tone add a personal touch to which children from mid-elementary through middle school can relate.
Giraffes Can’t Dance by Giles Andreae............................... $16.99 Gerald the Giraffe wants to dance like the other animals in the jungle. The monkeys cha-cha; the lions tango, and the warthogs waltz. After all the animals tell him “Giraffes can’t dance,” he walks away by himself. Once Gerald is alone, however, he hears his own music and can dance after all. The story emphasizes the need to get away from the crowd in order to discover one’s own talents. Giraffes Can’t Dance, a story written for children, has a meaning appropriate for all ages.
A Good Day by Kevin Henkes....................................................................................... $16.99 A bird, a dog, a fox, and a squirrel each have a bad day. Instead of giving up or complaining, the animals overcome adversity and also see their problems from a different perspective. Kevin Henkes provides a powerful message in this simple, beautifully illustrated book.
Chart Your Course Helps military-connected or other highly mobile students maneuver their way through the intricacies of grade 6-12 and postsecondary choices. Each part of the 3-in-1 packet offers practical information, and is available for purchase as a complete set or individual items.
Chart Your Course – Road Map..................................................... $8.00 Chart Your Course – Academic Passport....................................$5.00 College DVD.......................................................................................... $15.00 Complete Chart Your Course Packet.......................................... $21.00
Math GPS comes FREE with the purchase of the Chart Your Course Packet – while supplies last!
Visit our online store at
store.MilitaryChild.org. All proceeds are used to fund programs for military children.
www.Milita
ryChild.org
1
$10
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A Small Investment with a BIG Return.
The Opportunity to Join
Grow the Voice Campaign
- Our members and eReaders receive free monthly MCEC eNewsletters!
Individual Membership
- At $10 per year, individual memberships are a great way to support military-connected children. - $250 lifetime memberships now available.
Small Business/Professional Organization Membership - At $75 per year, you can visibly demonstrate your support of and investment in the community.
Corporate Membership
- At $1,500 per year, corporate memberships acknowledge the impact of the MCEC mission.
What the MCEC has accomplished from the beginning 694 .........................Professional Development Institutes 19,794 .........................Attendees at those professional development institutes 9,002 .........................Parent to Parent workshops 121,268 .........................Attendees at Parent to Parent workshops 306 .........................Student 2 Student programs 276 .........................Junior Student 2 Student programs 251 .........................Tell Me a Story events 29,361 .........................Tell Me a Story and tell me a story - for young children
Visit our website at www.MilitaryChild.org and select “Become a Member”
and counting! Contribute to the Combined Federal Campaign (CFC) # 10261 Over 92 cents of every dollar is invested in programs for military children!
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Volume 7 Issue 1