On the Move magazine by Military Child Education Coalition

® the official magazine of the Military Child Education Coalition®

Insert:

Special

Volume 7 Issue 2

Needs

• ADJUST TO NEW COMMUNITIES • PROMOTE ACCEPTANCE • DEVELOP PLANS FOR THE FUTURE

The Military Child Education Coalition

V ISION STATE M E N T : To serve as a model of positive leadership and advocacy for ensuring inclusive, quality educational opportunities for all military-connected children.

F O L LOWU SO N L I N E !

@MilitaryChild

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.

Military Child Education Coalition

YouTube.com/MilitaryChild

G OAL S: 1.

Provide responsive and relevant support systems, resources, and products.

Expand the MCEC outreach through engagement, advocacy, and partnerships.

Execute a strategic communications plan.

Build a strong, sustainable, and financially sound organization.

VoicefortheMilitaryChild.org

MilitaryChild.org/flickr.com

pinterest.com/mcec1 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/© 2013 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, Contributing Editor Karen Kirk, Art Director

tableofcontents FE ATURES

W H AT ’S I N S I D E

family dynamics

MCEC Program and Institute Update

Parent to Parent programs are meeting needs in communities across the globe

2012 National Training Seminar Highlights Images and features from June 27-28 in Grapevine, Texas

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Special Insert: Special Needs

Information to help military families adjust to new communities, promote the acceptance of students with different abilities, and develop plans for the future

Experience-based Learning and Teacher Preparation Camp Adventure Child and Youth Services – A model service learning program

Denotes Science Advisory Board Member

www.MilitaryChild.org

4 A Small Testament to a Community 5

Students Share Defining Moments

8 Introducing Staying Strong 10 From Mubarak to McGill 13 10 Minutes with Dr. Ken Ginsburg igniting the spark 14 Stories from the Field 17 Understanding = Appreciation 18 High School Rigor & Good Advice 20 2012 National Blue Ribbon Schools 22 The St. George’s School Scholars Program what’s trending in education 34 The GeoSpace Zone 37 Overseas Moves Know Before You Go 40 Ready, Eager and Well-Prepared 45 College Completion policies & partnership 46 Spotlight on Kathy Ellis, BAE Systems Inc. 48 MCEC Connects with CGI America 49 A Class Act for Iowa’s Military-Connected Children 50 Post-Public Engagement Initiatives

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BOARD OF DIREC TORS Officers General (Ret) Benjamin Griffin, Chairman Dr. William “Bill” Harrison, Vice Chairman/Secretary The Honorable Valerie Baldwin, Vice Chairman David G. Henry, Vice Chairman Robert “Bob” Utley, Vice Chairman Brigadier General (Ret) Robert “Bob” Gaylord, Treasurer Members Renee Bostick Beth Chiarelli Barbara Day The Honorable Chet Edwards Dawn Goldfein Patti Hunzeker Lil Ingram Dr. Rich Lerner Kathleen O’Beirne Command Sergeant Major (Ret) Mark S. Ripka Cathe Robling Patricia “Patty” Shinseki Brigadier General (Ret) Earl Simms Ed Van Buren Joyce Ward 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 NATIONAL ADVISORY COM M I T T E E Ms. Charlene Austin 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) Ms. Lea Ann Edwards 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) and Mrs. Mark R. Hamilton (Patty) Lieutenant General (Ret) Charles R. Heflebower Rear Admiral (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 (Ret) 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. 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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FROM THE CHAIRMAN>>

I want to extend a special greeting to those involved in the Military Child Education Coalition — staff, volunteers, members and supporters. You’re each vital to our mission of meeting the educational needs of MilitaryConnected Children and their Families. We are truly blessed to have the finest group of folks pulling together to support a common cause. We have been very successful in reaching out to an ever-expanding population of military families, educators, individuals, and corporate sponsors. We continue to receive strong support and involvement with the Army, Navy, Air Force, Marine Corps, National Guard, Reserves, and the Coast Guard. I’m happy to share with you that we are also moving forward to better serve our Nation’s Veterans and the needs of their children. As a part of that effort, we are growing much closer ties with the Department of Veterans Affairs (VA) as we establish MCEC programs and support for families of the Veterans who require treatment at VA Regional Trauma Centers. We remain extremely proud that 92 cents of every dollar contributed to MCEC goes directly to support the mission of the organization and ultimately the Military Child — a standard we must sustain and always strive to improve upon. At the same time we are very sensitive to the challenges the Military Services, Coast Guard, and VA face in the area of constrained budgets. We recognize there is an ever growing population of students with needs whom we seek to support. Our great hurdle is to find new ways and sources of funding to sustain and expand our programs to support those needs. The coming year will present new challenges and opportunities for us to serve our most important asset — the Military Child. Thanks again for your untiring support. You are making a difference! General (Ret) Benjamin Griffin, USA Chairman of the Board, Military Child Education Coalition

The Military Child Education Coalition invites you to be a part of our th National Training Seminar

July 8-9, 2013 Gaylord National Hotel & Convention Center National Harbor, Maryland

Save the Date! Volume 7 Issue 2

F ROM T H E P R ESIDENT>>

Education is a topic of intense discussion and debate in our Nation as we seek to inspire all students while facing economic recovery and budget shortfalls. Our country’s future depends on qualified, well-educated citizens in order to remain truly competitive in a global marketplace. Dedicated professionals are committed to finding new ways to propel our students to the top tier while reinforcing the qualities that have made America a leader in education.

M C E C O F F I C E STA F F (254) 953-1923 • (254) 953-1925 (fax) 909 Mountain Lion Circle Harker Heights, Texas 76548 info@MilitaryChild.org

Dr. Mary M. Keller President and Chief Executive Officer

Lieutenant General (Ret) Lanny Trapp Senior Vice President/Chief Operating Officer

Greg Cook Director, Research, Evaluation, and Technology

At the MCEC, we are determined to advocate for our military-connected students who, through their parent’s service to the country, have contributed to the rich tapestry of our Nation’s story. By developing unique approaches such as the Military Student Transition Consultant (MSTC) Program, we address the concerns of our military families with a cooperative model between the family and the school. Each MSTC coordinates support efforts to assess needs, builds awareness of resources, and provides a connection between students, their families, and possible solutions.

Stacey Smith, Ph. D.c Lead of Evaluation and Research Dr. Jim D. Prock Director, Fund Development

Shellie Campos, PHR Director, Human Resources and Contracting

Michael Gravens Director, Communications, Marketing and Membership

Identifying ways to support our military-connected students is the heart of our mission. We are so very grateful for your participation and partnership in that effort! In the coming year we look forward to providing more resources and building relationships that strengthen our families and enable our Service men and women to rest assured we are working together…for the sake of the child. Dr. Mary M. Keller President and CEO, Military Child Education Coalition

Cindy Simerly Chief of Marketing

Dr. Sandy Franklin Chief of Curriculum Development

Stayce Parry Chief of Programs and Services

Denise Montana-Graham Chief of Logistics

Juan Garcia, CPA Comptroller

Annette Nelson, J.D. Staff Counsel

aboutthecover:

“Overcoming the Challenges We Face” Artwork by Lauren, Grade 12 Hohenfels Middle High School, Hohenfels, Germany | U.S. Army

Lauren writes: My artwork represents the challenge military members and their family members face. The boxes are there to show that military families are constantly on the move. Each of the people climbing up represents something different. The red, white, and blue one is for how military members defend the country, the yellow one is for the yellow ribbon, the camouflage one represents all of the service members, and the one with words depicts what the military is to me.

www.MilitaryChild.org

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A SMALL TESTAMENT to a

Community The true essence of community has never had a greater effect. Even though it may seem like a cliché, it is true that the toughest days are the ones that bring out the best of us. This story is no ordinary one, not because the task at hand was difficult, but because some of the most ordinary people stepped up to doing extraordinary things. On only the second day of school, as I was sitting in precalculus in first period, I was called down to the office to do some tours and help out with new students. Not that I was happy to get out of my math class, but giving tours and helping new students is always fun and exciting. A change of pace; the fun of watching someone be excited about the one place you see all year and find as a landmark of the daily rut. As I reached the office, amongst the crowd of students trying to fix their schedules, I see the new student and his family. Little did I know that there was going to be a challenge. But that’s when I met Kevin.

BY B E N SCOT T Sophomore, Student 2 Student Program Leader, Steilacoom HS Frances Hesselbein Student Leadership Program Alumni

classes, find his way through lunch, despite us having different lunches, with only a few slip ups. I was quite impressed, only to be even more impressed when I found out how he did it. A few students, for whom Spanish was their first language, managed to spot him out of the crowd and help him along. Even befriend him! They were not asked, not part of Student 2 Student (S2S), and quite frankly, didn’t need to go out of their way to help. But they did, and it made all the difference. Along with me frantically trying to find some of the students in Spanish 3 or 4, he was able to get home safely and get through his first day of American high school. I credit this success not to myself, not to the S2S program, but to those who saw a problem, and decided to use their talents to help. This is a true case of a community helping each other in a time of need. Everyone has talents despite what others may think of them. These substantial students took the road less traveled, and it has made all the difference.

Kevin doesn’t speak English, not even a little bit. So I took it in stride, and thought that I could do it. Thankfully his parents came with us on the tour, and his father translated for me. This was a military family from Puerto Rico, and had only spent a few days stateside. It was all fine until the tour was over, and he had to go to class. His father would not be there to translate, and I could not speak Spanish. Not only is it tough communicating by pointing and trying to use hand signals, but it gets a lot tougher when you can’t find him. Kevin had managed to get to his Artwork by Kiana, Grade 12 Hohenfels Middle High School, Hohenfels, Germany | U.S. Army

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Volume 7 Issue 2

HANNAH COX Enterprise High School

In the early afternoon of Thursday, March 1, 2007, Enterprise, Alabama was hit by a devastating tornado during the February-March 2007 Tornado Outbreak. The tornado caused nine deaths, injured over 121 others, and left severe damage, becoming the worst disaster in Enterprise history. The worst damage occurred at Enterprise High School, where eight students died after one hallway was almost completely destroyed. The National Guard was called into the city, and a dusk-to-dawn curfew was implemented immediately after the disaster. President Bush, who arrived the morning of Saturday, March 3, declared the county a disaster area. As of June 2008 the Hillcrest Elementary School – which was destroyed during the tornado – was being rebuilt at the same site as the Enterprise High School. I, in the middle of all of the disaster, was a sixth grader attending an elementary school a mile or so away from the tornado site. Because the other elementary school, beside our high school was destroyed, those students had to come to our school for the rest of the year. We went to class from 8-12 and they went from 1-5. We had the opportunity to share what we had with other faculty and students, just as our community had to share homes, churches, and offer up time to help clean up and serve others. What the disaster made not only me, but the whole community realize, was that “We may not have it all together, but together, we have it all!”

JESSIC A WOMACK Fort Walton Beach High School

My parents have always raised me to be a very self assured individual, so to me moving just meant saying goodbye to old friends and saying hello to new ones. It was always a very positive experience. That is until eighth grade www.MilitaryChild.org

year when I was enrolled in a school that was not willing to accept me in any way because I was different than them. Instead of riding dirt bikes, I swung golf clubs for fun. Instead of listening to the latest band, I rocked out to smooth jazz. Because of this they were not willing to accept me as one of them, which became very clear when I realized I was the only straight A student in my grade that wasn’t allowed to be a part of their National Junior Honor Society because I did not receive an invitation. Going into Fort Walton Beach High School made me truly appreciative of being surrounded by kids who genuinely cared and held genuine concern for their new students. With their help I was able to regain

every ounce of self assurance and confidence that was taken from me and use it to make a difference in the life of a little boy. A little boy whose father recently lost his job and whose mother had recently given birth to twin baby girls, one of which had a hole in her heart. The family was struggling to make ends meet, and with the help of my new found Student 2 Student (S2S) friends, we were able to deliver food and presents to them during the holiday season. I noticed that night that we weren’t just giving that little boy a Christmas dinner and gifts, we were giving him hope. The same care and concern we showed to him was the same that was shown to me by the members of S2S, and that is what the organization of S2S is about: genuine care, genuine concern, and using that to change lives one student at a time.

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S2S members volunteered hours in the 2011-2012

DINEESHA JONES Shoemaker High School

My life hasn’t always been filled with positive experiences, but my painful past shaped me into the person I am today. Life didn’t start making its way into something until I realized that I could become more than what I was. My childhood is made up of the stuff you see in movies. But you see, my story is very real. A drug addict mother, whom I love with all my heart, because she is my family and we stood by each other, through thick and thin. She stole from us to feed her habit, but worked hard to put a roof over our head. The only thing I knew of my father was the money he would send, when he sent it. There were nights not knowing if we’d eat, nights with no water or electricity, and nights, wondering if mom would ever, make it home. But we survived. People would write me off as the girl who would be pregnant at 16 - a future drop out and a welfare case. I proved them wrong. I’ve experienced child protective services, foster care, and a host of other things a young woman, shouldn’t have to at my age, but I am a survivor. I have to look at the bright side of my struggles. I qualify for financial aid for any college in the State of Texas where I am accepted, and I do plan on graduating from college. See, my name is Dineesha Jones and I am a child that went through a lot. My past has made me who I am today, and I choose to embrace that past to motivate me for the future. I believe there is a reason for everything, and I will work hard to become everything I wasn’t supposed to be. B E N J A M I N SCOT T I I Steilacoom High School

This past November, I attended the Frances Hesselbein Student Leadership program at the military academy at West Point. There was a part of my experience there that has had an everlasting affect on me. It was a history tour of the campus and historical sites of the previous instrumental military base during the victory of the Revolutionary War. One of the stops was the Old Cadet Chapel and the cemetery. In order to be buried at that cemetery, you have to have been a West Point cadet and died in the field of battle. Our tour guide was a history teacher, a young Major there and had an emotional connection to the cemetery. She shared with us that during her years as a cadet at West Point, she had a Plebe to look after. According to the Major, her Plebe, a young and smart woman, was amazing and was a great leader, solider, and most of all, friend. After only a year out of West Point, at the age of 23, she (the younger Plebe) was deployed to Iraq. During her deployment, her humvee was hit by a roadside bomb. She looked down to see that her body from the waist down was gone. She died a slow and painful death, on the comfortless foreign sands. Our guide finished her story, walking off towards the War on Terror section of the cemetery. She rejoined us minutes later, eyes filled with tears. She had paid her respects. It was at that moment when I knew of what I would do the rest of my life. Whether it meant combating the domestic battleground of a high school lunch room, or joining the military myself, I will help serve this great nation in some way, shape, or form.

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over 18,000 community service school year. BY JOSHUA LEONARD Falcon High School

In high school, my dad, an officer in the Air Force, was deployed for a year. Being the oldest of three boys, I had to step up and take charge. I had to start doing the things my dad would normally do-such as replacing the headlights on the car or helping my little brothers fix their bikes. I knew I wasn’t a replacement for my dad, but I still wanted to keep life as close to normal as I could. I picked up my dad’s hard work ethic and leadership style over the years as he has always been my role model and mentor. A few months into my dad’s deployment, I noticed that I had begun doing random chores and housework without being asked, just to help out my mom and younger brothers. While helping out a lot at home, I kept a full plate at school as well. When my dad left for Afghanistan, he reminded me to keep doing the things I had a passion for. These included things like soccer, where I was chosen to be our team’s captain, and being a part of my JROTC program, where I took on multiple leadership positions. I learned to manage my time. I learned that you develop teamwork by being a team player. And mostly I learned that to be an effective leader you have to work harder than anyone else. These school opportunities combined with my increased role to help at home really opened my eyes to how much work goes into being a leader. I learned firsthand that a good leader isn’t to be that person out front; a good leader is someone who looks for ways to serve others and reach their common goals by working hard together. Since that time of my dad’s deployment, I have done whatever I can to help someone in hopes of returning their life to normal. It’s one of the reasons I joined Student 2 Student – because I know what it’s like to be that new kid in school and I wanted to give back and help others. I know this experience has changed the way I look at things – especially those around me. And even after my dad returned safely from his deployment, I continue to find new ways to challenge myself to become that better leader, that better servant to those around me. www.MilitaryChild.org

Helping Others

Find Their Way BY A N N A D E L C A ST I L LO Ocean Springs High School, Frances Hesselbein Student Leadership Program Alumna

I will never forget the day that Astris walked into my Spanish class. She was wearing a familiar Aeropostale t-shirt, blue jeans and Converse. The typical all-American attire of a high school student. Although dressed similarly to everyone else, her attire could not hide her obvious foreignness. Astris was a new student from Nicaragua who barely spoke any English. Many students made fun of her differences, making the transition to the new school even more difficult. She did not know where the lunchroom was; let alone who she should eat with. She was lost and frustrated and she needed someone to show her the way. In my life, leadership has been inspiring others to find their voice. As a leader in my school, I have used my abilities to try to bring out the best in others which, to me, is the most rewarding aspect of leadership. I remember attending my first S2S meeting and thinking, “Wow, this club will be fun!” Little did I know that this club would soon change my life and shape me into who I am today. I am a threeyear member of the OSHS S2S club and I serve as the Vice President. S2S is important to me because it allows me to do what I love most, and that is to help others find their way…I have a passion for what this program stands for and what its intentions are. There is nothing I love more than watching a new student’s eyes brighten up with gratitude from even the smallest things such as showing them to their class. Like Astris, there are many new students who need to find their way, and I believe that together we can walk the journey hand in hand. As Dave Matthews said, “I’ll lean on you, and you’ll lean on me, and we’ll be okay.” Everybody needs someone to lean on, and if we all offer a shoulder, then no one will ever fall.

Ocean Springs’ S2S club sponsored a “Senior Prom” and hosted senior citizens from a local nursing home.

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Staying Strong:

INTROD U C I N G A New Web-based Tool for Supporting Children’s Resilience PAUL A K . RAUCH , M . D. A N D B O N N I E Y. O H Y E , P H . D. Red Sox Foundation/Massachusetts General Hospital Home Base Program; Massachusetts General Hospital Department of Psychiatry; Harvard Medical School

RESEARCHERS IN CHILD DEVELOPMENT remind us that resilience is not a special quality found within certain children, but is the responsibility of the caring adults in each child’s life. Parents, educators, and professionals all play an important role in supporting the resilience of military-connected children. Staying Strong, a new initiative of the Red Sox Foundation/Massachusetts General Hospital Home Base Program, has developed parent and educator tools to support our shared responsibility to protect the emotional health and well being of our military-connected children. These tools include a parent education website and an on-line educator training video with companion toolkits.

Others tell us they are self-reliant, reluctant to ask for additional support for their children, or live in areas where supports are not readily available. At the same time, we are hearing about the “sea of good will” among school professionals and others eager for knowledge and practical guidance in ways to serve those who serve our nation. Staying Strong was designed to respond to all of these needs:

Established in 2009, the mission of the Home Base Program is to improve the lives of veterans who have served in Iraq and Afghanistan, many of whom return with combat-related stress or traumatic brain injury. We serve these veterans and their families through clinical care, research, and education aimed at raising awareness of the family challenges associated with a parent’s deployment and return. Staying Strong is our newest educational effort and uses the web to raise awareness and build support within the communities that military-connected students and their parents live, work, and attend school.

• To give parents guidance in forging productive partnerships with their child’s school,

In New England, those communities tend to be small and under-recognized. The challenges military families face are often only known to those in the immediate family. Most of our active duty service members and their families serve in the National Guard or Reserves and most, along with local veterans and their families, live far from the supports of large installations found in other regions of our country. In our region, military-connected children are often the only student, or one of a small number of military-affiliated students in their schools or community. With such a small percentage of our nation serving, it is easy to understand why the deployment and post-deployment challenges and adjustments these children face are difficult for their non-service connected friends, neighbors, and teachers to really “get.” Some military parents speak of an absence of opportunities to help them build the parenting skills most relevant to the challenges of raising resilient children through the deployment cycle and beyond.

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• To inspire educators to initiate active outreach to military-connected students and their parents, • To equip them with the knowledge, tools, and confidence to do so effectively,

• To provide the additional information, support and guidance for parenting well at times of stress and, • To make this guidance accessible from the privacy of their homes. Staying Strong is based on the evidence-informed PACT (Parenting At A Challenging Time) model for supporting child resilience. This model recognizes that how an individual child faces life challenges depends most on three factors — the child’s age and temperament, the love and understanding provided by parents and other adult family members, and the caring connection to community members. Parents are the experts on their own children; they know their children best. Teachers and other school professionals are second only to parents in the sheer amount of time they spend with children and in the meaningful relationships that develop

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through a school year and sometimes across many years. Staying Strong recognizes that educators are uniquely positioned to support the growth and development of resiliency skills. By promoting active partnership between parents and educators and by highlighting the practices that yield resilience-sustaining classrooms and school communities, we believe all children, not just military-connected children, will benefit. Staying Strong for Parents and Staying Strong for Educators can both be found at www.StayingStrong.org. Professionals who work with children and families will find both sets of resources of interest. Staying Strong for Parents contains 16 short videos that cover parenting skills for challenging times, child developmental stage information, and eight engaging animated military family stories followed by parenting guidance specific to the challenge presented. There are two military family stories for each developmental stage. For example a pair of stories complement the preschool development video: shy Allie who struggles to separate from her mom since her return from deployment, and active Doug who has become more aggressive at school during the reintegration changes occurring at home. The website’s “Community Center” offers activities, information, a monthly feature story, and an online chat forum. A parent can explore the website alone, with a friend, or even with an interested counselor.

Staying Strong for Educators features a 25-minute documentary that portrays the life experience of two military families and the exemplary efforts of their school community to sustain resilience of the children during their father’s deployment and return. The film captures specific resilience-building practices and demonstrates the effectiveness of the collaborative model of teacher-nurse-guidance counselor teams, with advocacy and support from the building principal and superintendant. Three downloadable resources accompany the film: • TOOLKIT FOR EDUCATORS that includes a “Fact Sheet: Challenges Facing the Military Family,” “Useful Military Terminology,” and suggestions about how to address sensitive issues particular to military families. • CLASSROOM ACTIVITIES GUIDE. These activities, for students kindergarten through grade 6, were created in response to nearly 200 educators who requested ways to address student resilience in the classroom. . Developed in consultation with three senior elementary educators, the activities are organized around eight values familiar to teachers (e.g., nurturing connections to caring adults, nurturing connections to caring peers, teamwork, leadership), values that child development researchers have established as powerful relationship assets that characterize children who demonstrate greater resilience under stress. • TOOLKIT FOR SCHOOL NURSES that includes a standardized assessment of a student’s adaptive functioning and an annotated list of print and on-line resources that address concerns specific to military children and families to share with parents.

We warmly invite you to visit Staying Strong, and we welcome your feedback on the resources you find there. It is our hope that they reflect the three fundamental principles that guide us in our work: Our conviction about the protective, growth-enhancing power of human relationships and of informed, caring communities of support, Our understanding that parents are best able to guide their children through the challenges of life when they themselves are recognized and supported in their loving efforts, and Our immense respect for the knowledge, sensitivity, and skill of educational professionals who have dedicated their lives to the growth and healthy development of our children. By combining the strength of these perspectives and by offering a set of practical web-based resources, we hope Staying Strong will be an engaging, accessible connector, information-rich resource, and source of support both to military families and to the educators and professionals who work with them every day. Artwork by Isabella, Grade 1 | Belle Chasse Academy, Belle Chasse, LA | U.S. Coast Guard

www.MilitaryChild.org

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From Mubarak to “If you’re from Texas, why don’t you have an accent?,” a fellow student I’ve just met asks me, his brow wrinkling in confusion.

“Well, I said I was from Texas, but I really only lived there,” I clarify, but as soon as the words are out of my mouth I can tell that this only adds to his confusion. “What’s the difference?” hen you’re a military kid, there’s a world of difference, but explaining that takes more time and effort than first acquaintances are usually looking for. I can’t exactly tell him that I am at once from everywhere and from nowhere, because that’s too figurative and poetic for an 8 a.m. literature class. So I smile, and let that suffice. I am no longer annoyed by the questions; at least here, no one asks me if I can speak “Egyptian.” I don’t know why I thought that by moving somewhere else I would finally stop having to explain my experiences and myself. For all you other military brats out there, don’t kid yourself: it never stops. But that isn’t necessarily bad – it allows us to reinforce what we are. Just in case we are ever in danger of forgetting. I didn’t used to like winter, when it barely dropped even ten degrees from the usual arid, balmy temperature. I didn’t understand winter, or its eccentricities, not then; nor perhaps even now. It’s a work in progress, just like me. If what they continually tell first-year students is true, then college is all about figuring yourself out, whatever that means. People bundle up in layers upon layers of clothing, swaddling themselves

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closely until they’re squeezed so tight that it seems like none of them remains. Crimson cheeks peek above securely enveloped necks, just like in summer, except that it’s because of the biting, icy wind, not the heat. Snowflakes sprinkle down like sugar in a bowl of bland cornflakes, but they aren’t as sweet. The trees shiver, naked and forlorn, but no one pities them anymore, because now they let the sun shine down where there used to be shade. Here, we cherish the sun.

Even on days when it is thirty-five degrees outside, if the warmth streams unabashedly through the clouds, the main campus green is littered with students, stretched out like corpses or soda cans on the grass, soaking in every last bit of heat they can. It turns out that living in Montreal isn’t quite the same as living in Cairo, Sana’a, or Amman. Others probably have already made this connection, but before coming here, in my naiveté I honestly did not. My innocent assumption was that a city is a city, never mind the differences between first and third world development. Montreal is big and bustling and…rich. A stark contrast to the rest of the province of Quebec, doubtless, but there it is. I didn’t used to like winter. Because in Texas, it just means more wind and shorter days. And while the wind blows just as strong in Montreal, here the skyscrapers are buffers, and the frosty gusts bounce off each other like dirt particles in a vacuum cleaner. Montreal is cleaner than Cairo, however, and taller than Harker Heights. People Volume 7 Issue 2

McGill R AC H E L N E W M A N Freshman, McGill College, Canada

here dwell underground and above – anywhere, as long as it’s inside and not touching the icy surface. They emerge from their burrows like moles, blinking, unaccustomed to the light and the cold: even if it’s exactly the same as yesterday, somehow they didn’t expect it. But they have no excuse for being surprised like a Texan-Egyptian does. People joked with me when there were many student protests in Montreal over Quebec tuition rates. “Rachel can’t go anywhere without riots breaking out!” But Montreal is quieter than Cairo – protests or not. I’m surprised at how silent the city is, even during the busiest parts of the day. The Quebecois seem more reticent, more reserved. Perhaps that is how we are in the first world, where expression and exuberance is frowned upon. I didn’t used to like winter. In Egypt, people bulked up with the same ski parkas and scarves that Canadians wear in February, except in Egypt it is only sixty degrees, at the coldest, whereas in Quebec the temperatures are in the negatives. It seems strange www.MilitaryChild.org

that I would prefer winter here to any of those other places. “Just wait,” my more seasonal-experienced friends tell me, “wait until February, when it’s so cold that you can hardly breathe.” Because, of course, what would a Texan-Egyptian know about the weather? I decide not to mention the times when I went running with the cross-country team in Cairo in the wadi during a sandstorm, or the times when there were tornado warnings in Texas and we barricaded

in French. And when I accidentally bump into someone during rush hour in the metro station, I am yelled at in swift, Quebecois French. Which is better, because then I only understand half of it, and can mumble, “je m’éxcuse,” under my breath and continue on, unbothered. McGill University is a college of many nationalities, a fact that, if I am being completely honest, had much to do with my decision to come here.

Military kids are used to changes; so used to them, in fact, that uprooting is standard, and starting over is habitual. ourselves in the bathroom. Because the weather is never as bad anywhere else as it is where you currently are. Being a military child – although not so much a child anymore – in my first year of college at one of the best universities in the world, I live my life the same as I did in every other place. Except here, I order my coffee

Diversity and variety have been my constant companions throughout life, and I was delighted to find them awaiting me here. In coming so far from the closest thing to “home,” I was seeking the same values I was brought up with as a military child. The obvious choice would have been to stay in state, as expected.

ON THE move® 11

I’m a military kid, and because of that background, I have the potential to achieve anything and the audacity to go anywhere to do it. Somehow, as silly as it sounds, I felt that if I were to do that I would fade away into the insipid wallpaper of conformity and tedium. Military kids are used to changes; so used to them, in fact, that uprooting is standard, and starting over is habitual. Sometimes I wonder if we can ever know how to be comfortable in one place for longer than a few years. Of course, it’s different for everyone, and some might prefer quiet immobility. I certainly don’t – which is why I find myself in the snowbanks of Montreal, ordering “pain au chocolat” with the standard French accent picked up from my early days at French schools in the Middle East – marking me as just another university student, not a native. Well, at least my international status is not as obvious as it was when I ordered pastries in Cairo. I didn’t used to like the winter. It’s so different from anything I’ve ever known. Some things, however, don’t change between the places. School doesn’t alter much – there is a lot of work and the professors know what they’re talking about, which inspires

an avid learner with confidence. Horseback riding, too, is a constant for me, whether it is in Pennsylvania or Texas or Egypt or Quebec. Horses are a universal coefficient in the fluctuating equation of my life, and that’s reassuring. When everything changes and places are new and strange, I always know that there will be steady history books and horses. Sometimes, during my first semester here, I have lain on my bed at night, peering at the high ceilings of the restored chocolate factory-turneddormitory where I now live, and I have asked myself what I am doing here. Why did I come here, and what did I hope to achieve? Eventually, the answer comes: I am a military child. I’ve moved around all my life, and been to many places others haven’t, and seen things others haven’t seen. I’ve been exposed to different religions, cultures, languages, and ways of viewing the world. I’ve come to love other countries, but also to appreciate my own. I’ve been inspired with a love of learning and knowledge, which has given me the

desire to constantly dig for the roots of intelligence and compassion wherever I am. Why shouldn’t I continue to do that for the rest of my life, despite the fact that I no longer have to? In short, I’m a military kid, and because of that background, I have the potential to achieve anything and the audacity to go anywhere to do it. And if that means braving the barren tundra that is a Montreal winter in order to do it, so be it. For the experience, the sacrifices are worth it. Military kids spend their young lives collecting experiences; why should that stop when we graduate high school? “I last lived in Texas, and that’s where my family is,” I explain, my smile starting to get weary under the confused questioning of my new acquaintance. “But where are you from?” He persists.

“I’m from the world,”

I answer, because at the rate I’m going, it’ll be true soon enough. I didn’t used to like the winter, but these days it’s starting to make more sense.

NEW Resource for Military Families! This year the MCEC concluded a three year, Department of the Army funded project, Education of the Military Child in the 21st Century (EMC-21). With substantive coverage of deployment issues, home schooling topics, children with special needs, assessment practices and graduation requirements, EMC-21 provides critical guidance and information for our military families. A copy of the full report or an abbreviated summary can be found on our website at www.MilitaryChild.org.

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Volume 7 Issue 2

family

7 CR E S I L I E N C E

10 Minutes

The Crucial ’s of

with Dr. Ken Ginsburg C I N DY S I M E R LY Chief of Marketing, MCEC

In the book, Building Resilience in Children and Teens, Dr. Kenneth R. Ginsburg lists the seven “C’s” he considers crucial in building resilience. They are:

1 COMPETENCE

Competence is the ability or know-how to handle situations effectively.

2 CONFIDENCE

True confidence, the solid belief in one’s own abilities, is rooted in competence. Children gain confidence by demonstrating their competence in real situations.

3 CONNECTION

Children with close ties to family, friends, school, and community are more likely to have a solid sense of security that produces strong values and prevents them from seeking destructive alternatives to love and attention.

4 CHARACTER

Children need a fundamental sense of right and wrong to ensure they are prepared to make wise choices, contribute to the world, and become stable adults.

5 CONTRIBUTION

It is a powerful lesson when children realize that the world is a better place because they are in it. Children who understand the importance of personal contribution gain a sense of purpose that can motivate them.

6 COPING

Children who learn to cope effectively with stress are better prepared to overcome life’s challenges.

7 CONTROL

When children realize they can control the outcome of their decisions and actions, they’re more likely to know that they have the ability to do what it takes to bounce back. This book is available through the American Academy of Pediatrics Bookstore, www.aap.org/bookstore.

www.MilitaryChild.org

dynamics

DR. KEN GINSBURG IS A BUSY MAN, but finding time to talk about something he’s passionate about wasn’t hard at all. And he is passionate about helping military families. Dr. Ginsburg is a professor of pediatrics at the Children’s Hospital of Philadelphia and serves on the MCEC Science Advisory Board. He cares deeply about creating strong families with resilient children, and that commitment aligns him with the MCEC mission. As a proponent and author of the 7 C’s Model of Resilience (see left), Dr. Ginsburg has offered trainings at the Army’s Command and General Staff College/ILE in Fort Leavenworth, Kansas, to address Army leadership and their spouses. At a recent training, he was inspired by an engaged audience whose strength was palpable, but who was also open to discussing their pain. “They were hungry for information about how to protect their families, and they shared information and experiences among themselves,” added Dr. Ginsburg. He found the majority of audience questions centered on connections and communication during deployments and reintegration.

“Teaching people how to communicate during deployment actually facilitates reintegration,” says Dr. Ginsburg. He believes resilience is reinforced when people realistically discuss what is going on, and he encourages families to “put challenges with communication on the table, so they can develop strategies to stay connected.” Dr. Ginsburg also stresses the importance of preventing the parentification of children; allowing them to experience childhood without the expectation of providing support to the adults in their lives. Dr. Ginsburg serves our military families in a variety of settings, and he provides a host of materials to strengthen and support them. For additional resources, please refer to www.militarychild. org/ken-ginsburg-resources or www.fosteringresilience.com.

ON THE move® 13

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Stories from the field MILITARY STUDENT TRANSITION CONSULTANTS SHARE THEIR EXPERIENCES Military Student Transition Consultants (MSTCs) wear many hats. Although there’s no such thing as a typical day, themes of compassion, persistence, and selflessness tell their story. Every day military-connected students and parents walk through their doors for a personalized educational concierge service addressing a variety of topics, and serving children whose parents are serving in our Armed Forces. Here are a few of their stories:

1 AN ASTUTE 4TH GRADE TEACHER noticed that the student of dual military parents, one currently deployed and one to deploy in October, was especially apathetic one day. Since deployment groups weren’t scheduled to begin for a few weeks, the teacher contacted the MSTC to visit and observe. Through classroom discussions around “kids serve, too,” it was discovered that 20 out of the 29 students were military-connected. The MSTC provided supportive materials and listened to all the students had to contribute on that topic. Some students chose to remain indoors from recess to continue the conversation with the MSTC. One boy waited quietly until all had left and confessed, “I’m scared and I want to talk to somebody.” The teacher walked him to the counselor’s office right away. A brief, twenty minute encounter provided an invaluable forum, nothing magic, just simple listening and caring; a time for students to talk and for someone to listen and respond.

2 THE SIMPLE TASK OF WALKING her child to and from school is strenuous for the mom of this first grader due to her serious medical condition. Living away from family and with a spouse currently deployed complicates matters. School bus transportation could not be provided since the family lives within the two-mile radius of the elementary school. An exception to policy was made after much collaboration between the MSTC, principal, director of transportation, and the assistant superintendent which put the mother at ease.

14 ON THE move®

3 A HIGH SCHOOL SENIOR from a dual-military family has attended eight schools and thrived through five deployments, three of which were yearlong. This move became her fourth high school. As one might guess, it was really important to her to graduate on time. Though she had more than enough credits to graduate at the sending school, the student faced additional graduation requirements in order to graduate on time at the gaining school. The MSTC worked collaboratively with the student’s counselor and her sending school to enable her to graduate with her peers under the provisions of the Military Interstate Compact.

4 A FAMILY RECENTLY MOVED TO THE AREA and is living in military housing. This is their first move with schoolaged children, and they are transitioning from DoDEA schools to public schools. The parents are concerned about the quality of education and meeting the needs of one child who is gifted and one with special needs. Through numerous conversations with the parents, the MSTC was able to allay the parents’ fears and gather accurate district information related to assessments and counseling availability pertinent to both children. The MSTC and the mom worked together to ensure her childrens’ needs were met, and the family felt more comfortable about the move. The MSTC continues to be available should any additional issues arise. The mom reports that both children are doing well and making progress. Most of all, this mom knows there is someone who can help her, answer her questions, and understand her concerns.

Volume 7 Issue 2

5 CUSTODY BATTLES with children caught in the middle are challenging at best. In this case, a 9th grade boy lived in another state, visited the service member parent infrequently, and was failing all but one class. The service member, unfamiliar with school processes, was visibly concerned about transitioning issues, possible behavior problems, and the need for special help. The MSTC was called in to be part of the conversation between school officials and the service member. The three discussed the issues, reviewed the enrollment procedures and referral process for special education evaluation, programs, and resources in the district, and developed a workable plan. Later, the dad approached the MSTC at high school freshman orientation and thanked her for the tremendous help, indicating it had smoothed the transition. His son was settling in well, and additional concerns were addressed through medical resources and an introduction to the counselor present at the orientation meeting.

6 AT THE NEW STUDENT ORIENTATION we were greeting parents, explaining registration forms, and providing school tours. A family arrived; a mom, son and a high school daughter. The daughter was visibly upset because her new high school had a limited number of AP classes and did not have a cello instructor. The MSTC informed her of a DoD grant the school district received that allowed military children to take free online AP classes and paid for the end of year tests. The school was waiting for a list of available courses. As for cello lessons, the MSTC contacted the Fairbanks Symphony Orchestra and found a cello professor at the University of Alaska Fairbanks who provided cello lessons for high school students. The MSTC also provided the family with the information concerning specific AP online courses and the next steps.

Our MSTCs in the field contributed to this article. Please see inset for a complete listing of MSTCs and their locations.

www.MilitaryChild.org

7 ONE FAMILY RECENTLY MOVED TO THE AREA with two children, a son in the 11th grade and a daughter in the 9th grade. They needed specific information about academic offerings in our district. Once the MSTC provided accurate information, the family made critical housing decisions based on the educational needs of their children. The MSTC was able to facilitate the enrollment process with minimal difficulty, and both of the students were satisfied. A few months later the family received another set of orders to PCS before the end of the school year. Since the high schools are on a 4 x 4 block, the MSTC immediately thought of the possible implications of this move — implications such as loss of credits and missing state assessments that could have negative graduation implications. The MSTC contacted the receiving school and provided accurate information to the parents in order to consider all options. Follow-up conversations revealed the students have settled into their new schools and are adjusting well.

8 AN OBSERVANT ASSISTANT PRINCIPAL noticed an overdue lunch account, incomplete paperwork for a special needs child, and inaccurate contact information for a family with five school-aged children. Her concern led her to contact a social worker. With McKinney-Vento assistance, school uniforms were provided for the children, and the mother cooperated in completing and submitting the special education documentation. Additional roadblocks seemed to appear at every turn – a missing birth certificate; parents legally married, but separated; service member deserted the family and PCSed without them. With this new information, the social worker called the MSTC for assistance. The MSTC researched the requirements for ordering birth certificates online and contacted Operation Homefront for their assistance. The MSTC also encouraged the mother to secure benefits since the children were military dependents. The MSTC was also able to help locate the soldier. The mom now has accurate contact information and the means to make sure the dependents’ needs are met by the soldier under the supervision of his command. While waiting on a response from Operation Homefront, the MSTC contacted Army Community Services (ACS) for additional assistance.

ON THE move® 15

9 AT A CAMPUS WHERE THE ADOPT-A-SCHOOL concept is vibrant, one unit in particular makes monthly visits during lunchtime and stays for the rest of the day to provide mentoring along with tutoring in math and science. This is made possible through a partnership between the installation School Liaison Officer, the MSTC leadership, and unit commanders. Last year, an “Ask a Soldier a Question” box was created where students were invited

to submit questions prior to the soldier’s visit. Students asked questions on a wide array of topics: “Did you see my dad when you were deployed to Iraq? Do you have a pet? What is your favorite sport? What is your job in the Army? Were you ever afraid when you were deployed?” It was heartwarming to see the students’ expressions as they listened intently. Spending time with soldiers in the hallways, classrooms, and even on the playground has a huge impact on students and staff as well. This Army presence for students who are accustomed to seeing their parent in uniform provides reassurance and familiarity to students living through deployments.

A professionally trained, research-minded individual positioned at the nexus of information, and armed with empathy makes the difference in each and every story. These persistent, focused professionals make countless calls, network with others, and advocate on behalf of the military child. When the MSTC takes the time to get to know each family and its specific needs, the adjustments for children are much smoother. Utilizing a proactive method, the MSTCs craft a transition plan that allows for minimal instruction time missed and ensures students are ready for rigorous curriculum. The MSTC toolkits overflow with resources, yet the most valuable tool is the MSTC team – available at the touch of a mouse click, text, or phone call. Collaboration, insight, support, and cheerleader efforts spur each MSTC team on with enthusiasm and strength. Common experiences become the bedrock from which problem solving ensues and positive solutions occur, making the MSTC one of our strongest resources.

Proud to Partner with Schools Across the Nation MCEC MILITARY STUDENT TRANSITION CONSULTANTS Bossier Parish School Board Bossier City, LA (Barksdale AFB) Georgette Price

Liberty County School System Hinesville, GA (Ft. Stewart) Tanisha Perkins

Copperas Cove Independent School District Copperas Cove, TX (Ft. Hood) Terri Jones

Muscogee County School District Columbus, GA (Ft. Benning) Darlene Register

Fairbanks North Star Borough School District Fairbanks, AK (Ft. Wainwright) Georgia Sandgren Fort Sam Houston Independent School District San Antonio, TX (Ft. Sam Houston) Kamilah Antoine

Socorro Independent School District El Paso, TX (Ft. Bliss) Jenny Sanchez Steilacoom Historical School District Steilacoom, WA (Joint Base Lewis-McChord) Tami Johnson Vernon Parish School Board Leesville, LA (Ft. Polk) Ronald DeGray

Artwork by Paula, Grade 8 | Ramey School, Aguadilla, Puerto Rico | U.S. Coast Guard

16 ON THE move®

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igniting the

spark

Understanding = Appreciation

One intern’s experience at the Military Child Education Coalition I had the opportunity to intern at the Military Child Education Coalition (MCEC) after graduating from college in December 2011. I am a civilian and do not have close family members in the military, so MCEC may have seemed like an unlikely place for me to intern. Prior to moving to Little Rock, Arkansas in June, however, I lived in Belton, Texas for six years. Belton has a fairly large community of military families because of its proximity to Fort Hood, and I have several friends with military spouses. Three of my friends’ husbands were deployed to the Middle East during my family’s time in Belton. Two spouses were deployed twice and another had assignments that kept him away from his family for an additional two years after a 12 month deployment. I kept up with the wars through various forms of media, but I never realized the extent of the personal sacrifices military families make, as well as the emotional toll the extended separations have on these families, until I lived in Belton.

BY SARAH RIC ARD Administrative Assistant, Healthy Child Care Arkansas, University of Arkansas for Medical Sciences

My first project at MCEC, organizing Call for the Arts entries, gave me some insight into the feelings and concerns of military-connected children. Recurring themes of the artwork and essays included separation, deployment, and moving. Many children expressed pride in their family members’ service as well as their own sense of pride in our country. That first assignment not only gave me a greater understanding of MCEC’s purpose but also added more significance to my work as a marketing intern. In addition to keeping up with the Call for the Arts entries, I worked on a variety of tasks related to the On the Move (OTM) magazine. Working on OTM allowed me to understand how MCEC constantly strives to improve educational opportunities for military-connected children. For example, I helped edit the Common Core Curriculum Standards section and could see that implementing these standards would benefit not just military-connected children, but all children who move frequently. In addition, I edited articles about subjects such as transition, middle school math, and resources for military families with special needs children. As I read OTM from cover to cover many times while editing, I became more aware of the challenges military families face every day and how MCEC works to help parents and professionals meet the needs of these children. I also interviewed some staff members and wrote articles for OTM based on the interviews. During the interview process, I learned how the MCEC programs work to reach a wide audience that includes military-connected children and their parents, education professionals, health professionals, and city and state officials. Each interview confirmed the commitment MCEC has made to help military-connected children thrive and become more resilient. My internship lasted nearly six months and ended when I had to prepare for my own family’s move. I gained some valuable work experience, but more importantly, I gained a deeper appreciation for the members of the Armed Services and their families.

www.MilitaryChild.org

ON THE move® 17

igniting the

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High School Rigor & Good Advice:

Setting up students to succeed (at a glance)

BY K A S E Y K L E P F E R A N D J I M H U L L Center for Public Education an initiative of the National School Boards Association

he demand for workers with a college education is growing faster than the supply of graduates. By 2018, we will have produced 3 million fewer college graduates than the labor market demands (Carnevale, 2010). President Obama has further set a national goal to produce 8 million more graduates by 2020 in order to make the United States the world leader in college attainment. Â

Artwork by Claire, Grade 12 Belton High School, Belton, TX | U.S. Army

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One way to get there is to prevent the students who enter college from leaving before they earn a credential. Results vary between institutions, but in 2009 only 57.8 percent of students attending four-year colleges graduated in less than six years, and just 32.9 percent of those in two-year institutions graduated in three years (Knapp, 2012). But suppose 90 percent of our current freshmen persisted to a credential. That alone would produce an additional 3.8 million graduates by 2020 — enough to meet the labor market’s needs in this decade and nearly halfway

What it takes to stay on track • HIGH-LEVEL MATHEMATICS: Our findings comport with previous studies that show the highest level of math in high school can be one of the largest predictors of college success (Adelman 2006, Conley 2007). Our analysis found that a student with above average SES and achievement had a 10 percent better chance of persisting in a four-year institution if that student had taken Pre-calculus or Calculus or math above Algebra II. Low SES/achievement students with highlevel math were 22 percent more likely to persist. The impact is greatest for students in two-year institutions: The persistence rates of students who took mathematics beyond Algebra II in high school increased by 18 percent for the higher SES/ achievement group and 27 percent for the lower SES/achievement students. • ADVANCED PLACEMENT/INTERNATIONAL BACCALAUREATE COURSES: Taking an AP/IB course had a dramatic effect on students’ chance of persisting even when students fail the end-of-course test. Low achieving and low SES students who took an AP/IB course were 17 percent more likely to persist in fouryear colleges and 30 percent more likely to persist in two-year institutions. The more of these courses a student took, the higher their persistence rates were.

toward meeting the President’s goal.

(NCHEMS). Of all entering freshmen in

Chart 1: College freshmen returning for their sophomore year in percent

2004, 79 percent returned for the second year of college (ELS 2002-2006). Students

Never Taken an AP/IB Course

in two-year institutions fared worse, at only

drop out their first year than any other

because students are more likely to

rates in college is a good place to start

Improving first to second year “persistence”

Taking AP or IB courses in high school can help mitigate the effects of below average achievement and economic disadvantage on students’ post-secondary success. Just by taking these high-level courses, low-income, low-achieving students improved their college persistence rates close to their high-income, high-achieving peers.

Taken an AP/IB Course

64 percent (ELS 2002-2006). We analyzed longitudinal data tracking high school sophomores in 2002 through their second year in two- and four-year colleges in 2006 (ELS 2002-2006). We were able to identify three factors that were related to increasing a postsecondary students’ chances of staying on track to a credential as much as 53 percent, and the process begins in high school. Moreover, the impact of these factors is greatest for students who enter college as the least likely to succeed: students who began high school with below average achievement and below average socioeconomic status (SES).

www.MilitaryChild.org

High SES/ Achievement

Low SES/ Achievement

Based on students enrolled in four-year colleges. Center for Public Education, 2012

• ACADEMIC ADVISING: For both four-year and two-year students, talking to an academic advisor in college either “sometimes” or “often” significantly improved their chances to persist. This relationship held true across all SES levels and prior achievement as well as for students in two- and four-year institutions. Again, low SES/achievement students showed the most gains in persistence when they reported going to see an academic advisor in college. In fact, four-year institution students who saw their academic advisor “often” instead of “never” were 53 percent more likely to persist. Two-year postsecondary students increased their chances by 43 percent.

ON THE move® 19

igniting the

spark

What these findings

Meeting with an academic advisor has a tremendous impact on the chances college students will stay on track toward a degree, particularly for low-income and low-achieving students.

Sometimes Often

Never

Chart 2: Percent of college freshmen returning for their sophomore year by how often they met with their academic advisor

High SES/ Achievement

Low SES/ Achievement

Based on students enrolled in four-year colleges. Center for Public Education, 2012

Other high school factors were also related to higher persistence rates in college. Although these did not have the same predictive value as the three just mentioned, it’s worth noting that students’ grade point average and the amount of time spent on homework in high school had a statistically significant impact on their likelihood of returning for their sophomore year in college.

There are many surprising findings in this report, but perhaps the most striking is that we were not forced to look at the extremes of socioeconomic status and academic achievement in order to see major differences in first year persistence. Rather we examined students in the 61-80th percentile in SES and 10th grade achievement, what we call the “high SES/achievement group,” and compared them to students in 21-40th percentile in SES and achievement, or the “low” group. The analysis also shows that rigor is important. It is surprising that we find that simply taking an AP/IB course in any subject improved persistence in college, and that whether a student passes a test for that course isn’t as important. AP/IB courses should not just be for the students with the highest academic achievement; this report shows that even students at the low end of academic achievement in their sophomore year benefit from AP courses, and show higher gains than the high academic achieving students. The same is true for math courses. Taking a more challenging math course improved persistence more for students with lower prior academic achievement.

2012 National Blue Ribbon Schools and Installations within 25 mile radius The National Blue Ribbon Schools Program, started in 1982, recognizes public and non-public schools that exceed state assessment expectations in reading and mathematics.

8 4

DAPHNE HIGH SCHOOL, AL Pensacola NAS (FL)

PIEDMONT HIGH SCHOOL, AL Anniston Army Depot

MCKINLEY TECHNOLOGY HIGH SCHOOL, DC Bolling AFB, Fort McNair, Naval District Washington, NSA North Potomac, NSA Washington, Annapolis NS (MD), Andrews AFB (MD), Bethesda NMC (MD), Fort Meade (MD), Naval Support Facility Indian Head (MD), US Naval Academy (MD), Fort Belvoir (VA), Fort Meyer (VA), Henderson Hall (VA)

JONES COLLEGE PREP HIGH SCHOOL, IL Great Lakes Naval Station

BASEHOR LINWOOD HIGH SCHOOL, KS Fort Leavenworth

BLUE VALLEY HIGH SCHOOL, KS Fort Riley

GODDARD HIGH SCHOOL, KS McConnell AFB

12 3

6 5 9 7 10 11 2 14 1 13

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mean The good news in this report is that it points to steps that schools can take to improve the success of their students in college. A rigorous high school curriculum is important for college, and it is important for every type of student. No matter the characteristic of students, their SES level, or how well they do in school, every student can benefit from challenging subject matter. Far from setting them up to fail, rigorous curriculum is setting them up to succeed. Encouraging or requiring students to take higher level courses should be a goal of all schools as well as providing the support students need to do well in them. The other major finding is the importance of academic advising to student persistence. While the report only examined advising in postsecondary institutions, we believe that the finding also bolsters the case for academic counseling in high school to make sure all students are prepared for success. Some students may not think they are smart enough to take a challenging course. It is the job of high schools to let them know the benefits of taking the course and be confident that they can succeed.

FENWAY HIGH SCHOOL, MA Fort Devens, Natick Soldiers Systems Center

HULL HIGH SCHOOL, MA Natick Soldiers Systems Center WESTWOOD HIGH SCHOOL, MA Natick Soldiers Systems Center

PARK HILL SOUTH HIGH SCHOOL, MO Fort Leavenworth

PSRC EARLY COLLEGE AT RCC (ROBESON COLLEGE), NC Fort Bragg, Pope AFB

SANTA FE HIGH SCHOOL, OK Tinker AFB

ROCKY RIVER HIGH SCHOOL, OH Cleveland USCG

FOX TECHNICAL HIGH SCHOOL, TX Lackland AFB, Fort Sam Houston, Randolph AFB

MISSION EARLY COLLEGE HIGH SCHOOL, TX Fort Bliss

www.MilitaryChild.org

What School Leaders Can Do School boards play a large part in making sure that college success is a goal for their districts. There are several things they can do: • DATA COLLECTION: The first thing is to make sure that data is being collected on how well their graduates perform in college. It is not sufficient to just get a student into college; students need the skills to continue and obtain a degree. Schools should also monitor middle- and high-school data to identify students who may be falling off the tracks toward high school graduation and college success so that effective interventions can be provided. • RIGOROUS CURRICULUM: Schools need the resources to provide a curriculum like AP/IB courses to all students, but it doesn’t necessarily need to be through AP/IB. Many schools districts have augmented their curriculum to make sure that there are courses that mirror the type of challenging courses that AP/IB provide. School boards and school districts should consider the success of the AP/IB programs when designing their curriculum. What is it about the AP/IB courses that help students persist? Is there something that can be used in other courses? • ACADEMIC COUNSELING: Possibly the most surprising finding was the strength of academic advising as a factor in persistence. College students who reported visiting with advisors frequently had a much greater likelihood of persisting than their peers who never did. The lesson to colleges here is clear: policies to encourage these relationships can go a long way toward making sure students are on pace to earn a degree. But we also believe that academic advising can be a great benefit when it starts earlier. Middle and high schools need enough counselors to monitor student progress so they can make sure all students are taking rigorous courses and have the support they need to be successful in them. Counselors also fill an important role in helping students plan for their futures after This summary is based on a study by high school, including help choosing Kasey Klepfer, an Archer Graduate a post-secondary institution that best Fellow at the University of Texas at matches their goals, and navigating Austin, with the guidance of Jim Hull, the college application and financial senior policy analyst for the Center for aid processes. Public Education, an initiative of the

Download the full report (PDF) here: http://www.centerforpubliceducation. org/Main-Menu/Staffingstudents/ High-school-rigor-and-good-adviceSetting-up-students-to-succeed

National School Boards Association. The authors thank Michael Hurwitz, associate policy research scientist for the College Board, for his very thoughtful review of this paper. Posted: October, 11 2012 © Center for Public Education 2012

ON THE move® 21

igniting the

spark

Q U E N T I N WA R REN Development, St. George’s School

The St. George’s School Scholars Program

A boarding school scholarship option for children of active-duty military personnel

A unique scholarship opportunity for high school students whose parents are serving in the U.S. military has been established at a prominent Rhode

Island boarding school, and already it is changing the lives

and staff to a wide range of ideas, experiences, and cultures results in an educational community with strong values,

high academic standards, and a rich vitality and purpose.

of young recipients whose education until now has been

In the context of a broader financial aid initiative that

relocation. It was created in recognition of the demands and

Program extends the opportunity to attend St. George’s to

marked by the itinerant reality of military deployment and sacrifices faced by active-duty personnel and their families

who may not enjoy the luxury of being settled in one place

for more than a year or two at a time and seek a measure of stability and continuity for their children in the formative stages of their school careers.

St. George’s is a college-preparatory boarding school serving grades 9 through 12 located in Newport, Rhode Island. The students represent 30 states and 19 countries. Academic

benefits some 26 percent of the student body, the Scholars

the children of active-duty military personnel. The relevance of the program is clear and appealing. For young military

families perpetually on the move, it provides a student with

the stability of a seamless residential high-school experience in which he or she can develop roots, form friendships, and

create meaningful relationships with classmates and faculty in an environment that offers consistency no matter where their families reside or how often they have to relocate.

and athletic achievement, along with diversity, service, and

Fifteen-year old Michael Riordan, whose father is a naval

are hallmarks of St. George’s. The school has an Episcopal

United States European Command (EUCOM) Headquarters,

mutual support within the fabric of a close-knit community heritage yet welcomes students of all faiths from across the nation and around the world. Exposing students, faculty,

22 ON THE move®

officer stationed in Stuttgart, Germany, working at the

is a sophomore at St. George’s. In the course of his life,

Michael has lived in Germany, as well as Sicily, Puerto Rico,

Volume 7 Issue 2

and Portsmouth, Rhode Island. Since the fifth grade, he has

a really great place. My mom and my dad really liked it too,

to leave in the middle of the school year.

what would happen. And here I am.”

attended five different schools, two of which he was obliged

they kind of fell in love with it! So we just applied to see

Before coming to St. George’s by way of the Scholars

Leaving home and living an ocean away from his parents

Patch High School in Stuttgart, an American school for US

Michael took it in stride and has come to embrace the entire

Program this past fall, Michael attended the Alexander M.

in a boarding-school setting was new and different, but

“Our current students have the right work ethic and family values to be very successful in our community, and our military scholars, through their experiences, have developed a resilience and strength of character that our community can learn from.” experience. “It’s definitely new, but that’s what I wanted. I wanted to try it, and I like it. I think this is what was

meant for me. I’ve done pretty well here so far, and it’s been two good months.”

The Scholars Program seeks to attract and enroll

military children who at St. George’s would thrive academically, athletically and socially. Director of

Admissions, Ryan Mulhern, knows military children can add a great deal to the fabric of the St. George’s community. Mulhern states, “We are excited to

enroll additional military scholars because it makes St. George’s a better place. Our current students have the right work ethic and family values to be very successful in our community, and our military scholars, through their experiences, have developed a resilience and strength of

character that our community can learn from.” kids whose parents are working in the military. Facing at

least two potential family relocations in the next three years,

matriculation there promised to be anything but permanent, yet Michael and his parents recognized that the stability of

a one-school experience at this point in his educational and

social development was an important and desirable objective. “I saw an advertisement for the St. George’s Scholars

St. George’s invites students from active-duty military

families to apply. For general information on St. George’s School, please visit the school’s website at www.stgeorges. edu. To contact the St. George’s Office of Admission for more detailed information on the Scholars Program,

email Military@stgeorges.edu. To contact the Military Child Education Coalition (MCEC), email Brenda Coffield at brenda.coffield@militarychild.org.

Program in a newsletter from my school, the Patch High

School in Stuttgart,” he recalled. “It said that St. George’s, a boarding school in Newport, offered military scholarships. My dad had worked at the Naval War College in Newport and we had lived in Portsmouth, so we knew the area. We

Friends eager to support military-connected students worked together to make this scholarship possible. Many thanks for their generosity!

looked into the school online, and we thought it looked like

www.MilitaryChild.org

ON THE move® 23

New Professional

Development

Offerings “Everyone should get to come to this course.” (TCI Participant)

MCEC will launch a new professional development training institute focusing on military-connected students with special needs. The new course, Special Education and the Military-Connected Student, is organized into three components which cover the foundations of special education, academic

Parent to Parent

Resources Meeting Needs RESPONDING TO THE NEEDS of military parents and children is nothing new to the engaged MCEC Parent to Parent teams who provide trainings and Tell Me a Story events in communities across the globe. Developing new resources is a critical component of keeping our content fresh and relevant. Our new College Admissions Workbook provides step by step guidance to prepare your student for the college admissions process. This handy organizer can be purchased (store.militarychild.org) separately or at no cost by attending a college admission workshop. Parents of younger children benefit from the revised Preparing for the Journey series; a three part series that includes developmentally appropriate information for Pre-Conception through Age Three, Pre-School through Kindergarten, and First Grade through Second Grade. Thanks to broad community support, our Tell Me A Story events grew to 73 community events focused on early childhood literacy. After special guests read a book, parents and children participate in an activity tied to the story, and leave the event with a book of their own. Local businesses and organizations have sponsored the successful events that emphasize the important role reading plays in a child’s educational development.

“This information was all new to me. I can’t believe how much I learned in one day!” (LINN-Practicum Participant)

considerations and learning environments, and the socialemotional implications of transitions on students with special needs. As with all MCEC professional development training institutes, participants will receive researched based information, high quality resources, and practical strategies that they can use in their professional practice or with their own children. www.militarychild.org/training

“This training has been excellent. I learned so much! Please come back with more training!” (LINN Institute Participant)

MCEC encourages communities to request parent education workshops and training. For more information, please contact Judy Glennon at judy.glennon@militarychild.org.

24 ON THE move®

Volume 7 Issue 2

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 childâ&#x20AC;&#x2122;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.

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

Over 92Â˘ of every dollar is reinvested in programs for military children!

SCHOLARSHIPS FOR CREATIVE TEENS Registration opens annually in September Since 1923, the Scholastic Art & Writing Awards have recognized our nationâ&#x20AC;&#x2122;s most creative teens, providing opportunities for encouragement and scholarships. Our impressive 90-year legacy includes noteworthy past winners Andy Warhol, Sylvia Plath, Truman Capote, Richard Avedon, Mozelle Thompson, Robert Redford, Joyce Carol Oates, Lena Dunham, and many more. The Awards are open to all public, private, or home schooled students in grades 7 through 12. Are you creative? Learn more and apply online. Check us out on Twitter: @artandwriting Facebook: facebook.com/ScholasticArtandWritingAwards

www.artandwriting.org

SPECIAL NEEDS THE MILITARY CHILD

“Special Needs” is a broad term under which many different conditions and diagnoses can fall. The designation can

range from fairly mild learning disorders to severe impairments, serious illnesses, and physical disabilities. A “Special Needs” classification can be helpful in finding specific services and assistance and, ultimately, in meeting the needs of both the child and his or her family. On the following pages we provide information to help our military families adjust to new communities, promote the acceptance of students with different abilities, and develop plans for the future.

SPECIAL TOPIC

Vocational Transition Planning and the

Military Chi MARGARET J. K AY, E D. D. N C S P, DA B PS PA & DE Licensed Psychologist Nationally Certified School Psychologist Diplomate, American Board of Psychological Specialties with Forensic Specialization in Educational and School Psychology http://www.MargaretKay.com

The transition from high school to young adulthood is a critical stage for all adolescents, including children of military families and those with disabilities. Leaving home for the first time, starting a job, going to college, and becoming an independent adult is something that most teenagers anticipate and fear. For a student with a disability, a Vocational Transition Plan must be included as part of the Individualâ&#x20AC;&#x2122;s Educational Program (IEP) and needs to be developed when the student turns 16 years of age (or earlier).

Artwork by Zachary, Grade 12 | Hohenfels Middle High School, Hohenfels, Germany | U.S. Army

ST: 2 ON THE moveÂŽ

MCEC Special Topic

When it comes to transition requirements, the disabled student’s IEP team must think and plan several years ahead of graduation to assist in designing a meaningful vocational transition plan. Transition planning involves the partnership of families, students, school-age service providers, postsecondary programs and local communities. The result is a comprehensive Vocational Transition Plan which includes a plan for post-secondary education, employment, independent living and community participation for students with disabilities.

Definition of Transition Services The term “transition services” under the Individuals with Disabilities Education Improvement Act (IDEA) means a “coordinated set of activities” for the student with a disability that is focused on improving the academic and functional achievement of the student to facilitate movement from school to post-school activities. These activities include: Post-secondary education Vocational education Integrated employment Adult services Independent living

hild

www.MilitaryChild.org

Community participation

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An IEP is provided for all students who receive special education programs and services through their schools, and preparation of the vocational transition plan is a careful process which determines where the student needs to live, work, and play as an adult. The transition plan is based upon the student’s needs and takes into account his/her strengths, preferences, and vocational interests. It contains specific details regarding the training and services that will be required for the student to make a smooth transition from school to work or post-secondary education and provides the bridge between the student’s IEP and adult life. The transition plan must include all of the specially designed instruction, related services, community experiences, and development of employment and other post-school adult living objectives that the student requires as well as the plan for the student’s acquisition of all functional daily living skills. It must be established as part of the student’s IEP no later than the age of 16 years, and it must be updated annually thereafter.

A note from MCEC:

What educators need to know… When planning for a special education student’s transition to life after high school, educators should make sure that all transition planning team members know the interests, aptitudes, and abilities of the student by his/her early years of high school (or before). This information should be included in the “Present Levels of Academic Achievement” and “Functional Performance” sections of the student’s IEP. The development of a meaningful Vocational Transition Plan for a disabled student needs to begin with a good assessment. Vocational transition planning assessments should include vocational interest inventories, vocational assessments, career planning tests, aptitude testing, achievement tests, and opportunities for students to participate in job shadowing or mentoring to assess their interests, aptitudes, and abilities.

Resources & References

As part of the IEP process, transition planning must be addressed in either late middle school or

The Department of Education The Department of Education site is designed to help pursue federal education initiatives, to ensure equal access to education, and to promote educational excellence for all Americans.

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The Office of Special Education Programs OSEP is dedicated to improving results for students with disabilities from the ages of birth through 21 years. OSEP provides leadership and financial support to assist states and local districts in administering the Individuals with Disabilities Education Act (IDEA).

We encourage families to work together to encourage young adults to assume roles and responsibilities in the planning process.

early high school so the student can receive the rigorous academic classes, activities, and services that will support his/her post-school outcomes in the areas of education, training, employment and independent living. School administrators need to ensure that all staff have the expertise, programmatic resources, and time to properly assess students, plan with families and outside agencies, and implement individualized educational programs that support students in achieving their desired post-school outcomes. The transition planning team should be made up of individuals who can assist the student in achieving post-high school goals. This includes family members, special education teachers, regular education teachers, career and technology personnel, a transition coordinator, the student’s guidance counselor, agency and community representatives, and the student.

The Rehabilitation Services Administration RSA oversees grant programs that help individuals with physical or mental disabilities obtain employment and live more independently through the provision of supports such as counseling, medical/ psychological services, and job training.

MCEC Special Topic

What Military

Families Need to Know l

Parents need to learn about the community agencies that provide services to support disabled students, including counseling, job coaching, and job training agencies. Guidance counselors, school principals, and families of other students with disabilities can be good resources for this information. Parents should check their procedural safeguards notices for the names of organizations and phone numbers that can provide support for vocational transition planning. Following graduation, available supports for students will probably be very different from those the student experienced during middle school and high school years. Parents are critical members of the vocational transition planning team because no one knows a son or daughter better than the parent. Parents need to remember that they have the right to invite others to vocational transition planning meetings who have a special knowledge of their sons and

The transition team for the student needs to plan for post-school outcomes involving post-secondary education and training, competitive or supported employment, and independent living. As part of that team, parents need to look at their sons and daughters as they are today and imagine what services and supports will be needed for them to achieve their dreams tomorrow. They need to learn everything they can about transition services provided by the school district; their rights and responsibilities; and the laws, regulations, and policies regarding transition from school to adult services. In addition daughters since these individuals can help the IEP team develop the annual goals that will be necessary to lead towards desired post-secondary outcomes. l

to accept constructive criticism, how to be courteous, and how to respond appropriately to authority figures as they create occasions for their children to be socially active in the community.

Parents should talk with their sons/ daughters about their futures and help them identify their strengths and needs.

Information about the studentâ&#x20AC;&#x2122;s interests and abilities is important, so parents need to make sure that all IEP team members have this information when the Vocational Transition Plan is developed.

Parents can provide their children with opportunities to make purchases, use public transportation, and do their own banking.

Parents can help their children learn about their disabilities and how to ask for the services and supports they need.

Students need to have opportunities to plan for themselves, even if it means that they will sometimes choose incorrectly. They will be making many choices after graduation and need practice in weighing the options available to them, both socially and educationally.

Parents need to provide opportunities for their children to express their desires, learn about their strengths, and advocate for their needs. These skills will become increasingly important both in employment and post-secondary education settings.

Parents can help their children learn job-related skills such as being punctual, dressing appropriately, and being interested in doing a good job. Parents can also teach their children social skills such as how

Finally, parents need to make copies of all school records and medical information and keep a list of all contacts they make with other agencies, such as the Office of Vocational Rehabilitation.

Artwork by Marcel, Grade 12 | Hohenfels Middle High School, Hohenfels, Germany | U.S. Army

Office of Vocational and Adult Education OVAE administers Career & Technical Education, commonly known as vocational education, in the U.S. Thousands of comprehensive high schools, vocational/technical high schools, vocational centers, and community colleges offer vocational education programs.

www.MilitaryChild.org

The Office of Disability Employment Policy Provides national leadership by developing and influencing disability-related employment policies and practices affecting the employment of people with disabilities. Social Security Administration Offers employment support for people with disabilities by providing Social Security benefits.

Youth at Work The Equal Employment Opportunity Commissionâ&#x20AC;&#x2122;s website for Youth provides detailed information in English and Spanish about the responsibilities and rights of minors in the workforce.

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Moving overseas

with a special needs child

Military families with special needs children face unique challenges and opportunities. This is particularly true when the active duty member is being considered for overseas or isolated duty. In the United States there exists a model of support for special needs families. The responsibility is divided by the private, medical, social/community (i.e local and federal community professionals and programs), and educational services. This combination provides families with the needed support to minimize stress and optimize outcomes for children with special health care needs. For the majority of families that travel overseas, the existing support systems established by the Outside of the Continental US (OCONUS) bases are sufficient to help them cope with the added stresses of moving abroad. Families who have a special needs child can quickly realize that some of the services they relied on in the states are not as readily available overseas. Germany is often viewed as a location that can support all ranges of children with a developmental delay. Prior to my move here, as a developmental pediatrician and special needs coordinator, I had that perception that Lundsthal Medical Center as a tertiary care facility could provide all the services that are available at larger bases in the Continental United States (CONUS). Despite being able to accommodate more special needs families than some of the smaller bases in the region, here are some additional factors that need to be considered prior to moving overseas with a special needs child.

Medical Services. With the promotion of the medical home, children are now more than ever able to see their primary care physician and less likely to be referred downtown for general medical needs. However, when children need to be seen by specialty care professionals, this often requires that the family receive medical support from host nation medical physicians. Families frequently become frustrated as they navigate the foreign medical system due to language barriers and different treatment philosophies. Civilians who work overseas understand these challenges as they strive to find a physician on the economy who can meet even their general medical needs, since many military medical facilities do not have the space available to treat non-active duty dependents (Tricare prime).

Respite Care. Families of special needs children have often cited securing financial support for respite care as one of the biggest challenges to overcome in obtaining family services. The respite care system for the US Army is limited due to the overwhelming demand of English speaking care providers and Child Development Centers at maximum capacity. There currently is not an equivalent Air Force Overseas Respite Program. As a result, many families are unable to utilize this valuable service now more commonly available at CONUS bases.

Community Support. Most CONUS bases are surrounded by a host of local, state, or federal agencies for special needs families that a military family with a special need child can utilize. This allows the family to simultaneously utilize both

military and community support as they care for their child. When living overseas, families rely solely upon base support which is often established for all children. Few families are able to successfully utilize the limited host nation community supports, thus restricting the options for services, which can leave the families to feel isolated. System navigators or family support positions have been established solely to help families connect to the available resources.

Child Care / Preschool Services. Finding child care is challenging for the majority of families needing this service when they arrive overseas. This is reported to be even more difficult for families with a special needs child. Children with developmental delays benefit from interacting with same age peers in preschool educational settings. With language barriers and the challenges of having limited regular day care, these experiences are difficult to be established.

Early Intervention Early Developmental Intervention Services (EDIS). Early Intervention EDIS is a program established to mirror the state run early intervention program for children 0-3 years of life. The programs help find and support families who are eligible for intervention. This is an excellent service for families who have children that meet eligibility requirements for services. This parent education direct service is intended to complement and not be a substitute for children who benefit from weekly community/ hospital based physical, occupational, and/or speech therapy. Continued after the insert >>

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MCEC Special Topic

ERIC M. FL AKE M D, FA A P Major, US Air Force Chief Developmental Behavioral Pediatrics, Ramstein, Germany

Autism Services. Autism is a specific disorder that requires additional attention. Tricare offers additional services (up to $36,000/year) through enrollment in Extended Care Health Options (ECHO) to provide critical standard of care behavioral intervention for children with autism. Applied Behavioral Analysis therapy is very limited overseas. Furthermore, the Autism Demonstration project, which allows families on average 15-20 hours per week of direct behavioral intervention, is not available overseas. Assistive Technology (AT) is a term used As a result, very few families with a child diagnosed with autism are able to describe tools or devices and services to take advantage of this tremendous service. (Given the evidenced that enable a student to engage more fully in typical activities and routines at based medicine supporting behavioral intervention in autism, it is the home, school, or in the community. These author’s opinion that any child under the age of 6 with a diagnosis of tools provide support the student needs to autism or suspicion of autism should not go overseas, and that parent overcome or work around limitations. is encouraged to seek these services within the United States).

Mental Health Services. Many of the larger medical treatment facilities maintain basic child behavior health services. However, the staffing is such that they are not designed to manage complex chronic disorders. The overseas child mental health services have been put in place to work through short term challenges which may come up during an overseas tour of duty. As a result, upon reaching treatment capacity, the limited base mental health services then direct families to rely on host nation mental health services.

Additional challenges that need to be considered include long waiting times for base housing (up to 2 years), discomfort of driving in a foreign country, and overall additional stressors that come from living in a foreign country. As an advocate for children with special needs, I feel that it is the responsibility of all those that support families of children to provide them with the best services available and educate families so that they are empowered to advocate for their child. I am finding that families overseas who have a special needs child are required to make choices and at times sacrifice receiving recommended interventions for their child. The Exceptional Family Member Program (EFMP) is designed to identify families who will likely have a positive overseas experience by being able to meet their medical and educational needs. Items such as childcare, respite care, community services, and need for using host nation services typically are not utilized to determine how a family will fit into their new overseas location. All these items have a tremendous impact on family well-being and should be considered as a family looks into overseas assignments.

www.MilitaryChild.org

Common AT accommodations at a postsecondary institution could include:

•

Computer access such as an alternative mouse or keyboard, text-to-speech application, or speech recognition software;

•

Lecture assistance to include a sign language interpreter, note taking assistance, a digital recorder, or a computer for taking notes;

• Personal organization tools; • Studying or learning tools such as graphic organizer software or computer files provided by the instructor; • Test-taking modifications to include extended time, change in testing environment, oral testing, and use of a computer; •

Subject-specific tools such as accessible math software, talking calculator, audio books, scan-andread software and pen, screen magnifier, or a scribe. (Hess, Gutierrez, & Smith, 2009)

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Attending College? SOME IMPORTANT FINDINGS FOR FAMILIES

TO DAY a student with disabilities may be enrolled in various types of programs or courses: a regular academic program alongside students without disabilities; a special program designed strictly for students with disabilities; a program in which students attend a large number of courses with students without disabilities; or an individual plan which includes continuing education classes or audit courses. Prior to The Higher Education Opportunity Act (2008), unless a college or university offered a local program designed specifically for students with disabilities, students were limited to academic programs. This legislation included provisions to provide financial aid for students with intellectual disabilities (SWID) to enroll in special programs which included academic courses with non-disabled students, but also focused on socialization, independent living skills, self-advocacy skills, integrated work experiences, and career skills that would lead to employment. In an effort coordinated by The Institute for Community Inclusion at the University of Massachusetts Boston, 27 two- and four-year colleges/universities Think College located in 23 states received comprehensive <www.thinkcollege.net>, Transition and Postsecondary Programs for an initiative of the Institute Students with Intellectual Disabilities (TPSID) for Community Inclusion (ICI) at grants. http://studentaid.ed.gov/eligibility/ the University of Massachusetts intellectual-disabilities#ctp-programs Boston, provides research on practices that support individuals A great resource, the Think College with intellectual/developmental – College Search database currently disabilities to gain access to lists 200 programs for students with and be successful in inclusive disabilities at two-year and four-year postsecondary education. Readers colleges and universities or technical will also find a series of Insight schools. Select the state, enter the type Briefs reflecting research, Fast of school to consider (2 year, 4 year, or Facts, monthly E-News, and career/trade school), living arrangements (at links to training institutes home or on campus), whether or not the student and presentations. has graduated from high school, and then review the available programs. Please note: Colleges list their programs in the database so not all programs are listed. For example, our search yielded 7 programs offered in Texas, one specifically for autistic students (Mid-Western), and several for either high school graduates or exited students offering courses in vocational, independent living, life skills, and/or social skills.

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It is important for parents to understand that when a student with disabilities graduates from high school and enrolls in a college program along with other students without disabilities, the student:

1. Needs for accommodations are no longer covered by IDEA “special education requirements.” There is no special education in college.

2. Is responsible for managing his/her records. Organizational skills and tools are imperative, and the student must develop them as early as possible.

3. Must be able to self-advocate for supports. Again, this skill must be developed while the student is still in high school.

4. Must register with the college’s disability services office and provide current documentation of the disability and the accommodations needed before scheduled placement tests.

5. Can ask for accommodations that ensure access, not success. These support services are available at no cost to the student with disabilities.

6. Is responsible for paying for personal services.

MCEC Special Topic

“Most SWID will not go to college primarily for a degree or certificate. However, model programs of CTP are expected to ‘create and provide students with intellectual disabilities with meaningful credentials upon completion of the program.’” Thompson, Weir, & Ashmore, 2011

Artwork by Zachary, Grade 10 | Hohenfels Middle High School, Hohenfels, Germany | U.S. Army

This is especially interesting for our families with special education students (aged 18-22) who exit high school (do not graduate with a diploma). The financial value of the transition plan becomes apparent when parents realize who may pay the college or career school bills for the student until the school year of the student’s 22nd birthday. WHO MAY PAY

WHICH BILLS

Local School District

Transportation if needed, educational coaches

Vocational Rehabilitation

Technology or tuition, may get waiver

Disability Support Offices

Tutoring or other academic accommodations

Developmental Services Agencies

May pay for fees

One-Stop Career Centers

Career preparation services

A treatment or educational method that will work for one child may not work for another child. The one common denominator for all of the young children is that early intervention does work, and it seems to improve the prognosis. ~ DR. TEMPLE GRANDIN, noted autism and animal welfare expert

FAQs about Post-Secondary Options There are two more important resources for families with students attending college: The Association for Higher Education and Disability http://ahead.org

AHEAD is a professional membership organization for individuals involved in the development of policy and in the provision of quality services to meet the needs of persons with disabilities involved in all areas of higher education. The National Secondary Transition Technical Assistance Center (NSTTAC) http://www.nsttac.org

Provides toolkits and links for transition planning and other valuable resources. The MCEC also has links on the State Education Resources feature in SchoolQuest for parents to obtain transition information for their state and DoDEA.

Frequently asked Questions about Postsecondary Options. (n.d.). Retrieved September 3, 2012, from Think College: http://www.thinkcollege.net/for-families/faqs Thompson, T., Weir, C., & Ashmore, J. (2011, July). Ahead White Paper on Students with Intellectual Disabilities and Campus Disability Services. Retrieved October 30, 2012, from Association on Higher Education and Disability: http://www.ahead.org/resources

www.MilitaryChild.org

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more frequently

than their civilian counterparts, and those who have children with special needs face amplified challenges each time they change schools. A March 2011 Government Accountability Office report % stated that of school districts report challenges in meeting the needs of militaryconnected students with disabilities. Our goal is to provide relevant and timely information to parents and educators to encourage collaboration that ensures our students’ success.

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Other resources include…

Military families move three times

• • • • • • • • • • • • • • • • • • • • • • • • •

National Center for Special Education Research National Center to Improve the Tools of Educators (NCITE) National Youth Employment Coalition (NYEC) Institute for Educational Leadership (IEL) National Clearinghouse on Families & Youth (NCFY) National Council on Disability (NCD) The Federal Resource Center for Special Education Center for Effective Collaboration and Practice Americans with Disabilities Act Document Center The HSC Foundation The Council for Exceptional Children (CEC) HEATH Resource Center WCD Foundation for Education Cornucopia of Disability Information (CODI) LD Online American Association of People with Disabilities Easter Seals Federation for Children with Special Needs Learning Disabilities Association of America (LDA) American Association on Mental Retardation (AAMR) The Arc of the United States National Down Syndrome Congress National Down Syndrome Society TASH Autism Society of America

MCEC Special Topic

• Autism Resources • Center for the Study of Autism • Division TEACCH – Treatment and Education of Autistic and Related Communication Handicapped Children • Children and Adults with Attention Deficit/Hyperactivity Disorder (CHADD) • American Foundation for the Blind (AFB) • Organizations Supporting Students with Visual Impairment • National Association of Parents of Children with Visual Impairments • Deaf Magazine • American Society for Deaf Children • American Speech-Language-Hearing Association • United Cerebral Palsy Association • Federation of Families for Children’s Mental Health • National Association of State Mental Health Program Directors • National School Board Association • Family Village: A Global Community of Disability-Related Resources • Family Voices • National Association for Parents of Children with Visual Impairments • National Coalition for Parent Involvement in Education • Alliance for Technology Access (ATA) • Discover Technology • Equal Access to Software and Information (EASI)

• • • • • • • • • • • • • • • • • • • • • • • • •

American Association of School Administrators American Federation of Teachers American Occupational Therapy Association American School Counselor Association American School Health Association Association for Career and Technical Education Association for Supervision and Curriculum Development Center on Disabilities Studies Council for State Administrators of Vocational Rehabilitation Institute for Community Inclusion (ICI) Institute on Community Integration National Association of Pupil Services Administrators National Association of School Psychologists National Association of Secondary School Principals National Association of State Boards of Education National Association of State Directors of Special Education National Association of State Mental Health Program Directors National Community of Practice on Transition National Council on Independent Living National Mental Health Association On-Campus Outreach School Social Work Association of America The Rehabilitation Research and Training Center Transition Coalition Transition Solutions

Publications and Products Early Career Awareness and Development for Students with Disabilities in Elementary and Middle School: An Overview of Early Career and Transition Programs. (2002). Shanley, J. & Gerver, M. Elementary and Middle Schools Technical Assistance Center (EMSTAC) at the American Institutes for Research (AIR) in Washington, DC. Microsoft Word version. (PDF) Parenting Post-Secondary Students with Disabilities: Becoming the Mentor, Advocate, and Guide Your Young Adult Needs. (1992). National Center on Secondary Education and Transition.

Artwork by Elizabeth, Grade 5 | Wilson Elementary School, Fort Benning, GA | U.S. Army

www.MilitaryChild.org

ON THE move®

ST: 11

Routines

are Important

BY A M A N DA H U L S E Y Special Education Teacher, Military Spouse, MCEC Specialist

Regaining control of homework, schedules, and potential new teachers can be frustrating for a child with special needs. Getting back on schedule after an extended break from school that includes many family gatherings and holiday parties can be especially challenging. Straying from the hustle and bustle of life while sleeping in and allowing children to stay up past their bedtimes are some of the benefits of school holidays, but having a strategy for resuming routines before the school break ends is also important. Below you will find tips and tricks from parents and professionals on how to make the transition to a new semester or a new school year a smooth and successful one..

1. Prep time is crucial. Don’t let the new routine slip up on you. Talk about the change in routine before it happens. It can be a great dinner table topic or a way to start conversation while in the car. Students with developmental disorders such as autism need time to prepare for the change, so don’t be afraid to talk, talk, talk!

2. Give it time. Just as adults need time to transition, children need time to adjust. Start practicing the new aspect of the routine before you actually have to perform it. If the routine is bedtime related, increase the bedtime in small increments for the first week.

3. Give your child a calendar. Children can understand calendars at a very young age. Even if you just help them count the days in between events, they will create a mental picture of the calendar and will learn to rely on the calendar to plan for events. Having a family calendar is great, but you can teach children to be independent and proactive by teaching them how to record family

activities, school assignments, and upcoming holidays on their personal calendar.

4. Use a checklist. Posting the “must-do’s” each day will keep children organized and will prevent the frustration of forgetting certain things. Checklists can come in various forms, so check out a website like www. schoolfamily.com for a checklist that suits you!

5. Don’t stop the learning. Breaks from school are a good way for children to relax and enjoy activities with the family. However, research has proven that students take at least a week to get back into thinking like a “student” once school resumes. Make a point over long breaks (Christmas, spring break, and especially summer) to do at least one academic activity per day. It can be as simple as completing a word find, putting puzzles together, reading a book, or working just a few easy math problems to keep your child on track. As a result, they will go back to school with a revived sense of confidence!

Artwork by Alanda, Grade 5 | Netzaberg Elementary School, Netzaberg, Germany | U.S. Army

Military Child Education Coalition 909 Mountain Lion Circle Harker Heights, TX 76548

twitter.com/#!/ MilitaryChild

facebook.com/ MilitaryChild

MilitaryChild.org/ blog

flickr.com/ MilitaryChild

pinterest.com/ mcec1/

(254) 953-1923 www.MilitaryChild.org

ST: 12 ON THE move®

YouTube.com/user/ MilitaryChild

MCEC Special Topic

Moving a Child with Special Needs*

Below are suggested items to locate, collect and/or update prior to your move.

Legend

Notes

Identify portfolio favorites

Youth

Portfolio of sample work, projects

Parents/ Guardians

Parents/Guardians

Pictures of textbooks (title pages and table of contents) Pictures of student using successful assistive technology

School

School contact information Current grades/enrollment data

General Education Teacher

Student performance on state assessment Transcript request information

Special Education Teacher

Student handbook (grading policies) Secondary curriculum or course offerings SE

Letter of introduction from teacher for the student

Special Educaton Department

Current grades/performance Secondary: sponsors, coaches, counselors that work closely with the student may also write letters

School

Medical Services/Hospital

Special project, service/volunteer projects or hours Assistive technology/special programs

SLO

School Liason Officer

EFM

Exceptional Family Member

- Currently used - Previously used, with success noted Letter of introduction from the teacher for the student Current IEP or develop new IEP for end of year

Assessment/evaluation results Secondary transition planning (may begin at age 14, ends at age 16)

Medical

Updated medical records Contact information at new installation

SLO

Contact information for new installation - School districts, housing, zoning, transportation, etc.

EFM

Contact information for new installation for services and registration

Military

*Families with children who qualify for Section 504 services should follow a similar checklist

As a military family, moving to a new place can be exciting and adventurous. However, families who have a child with special learning needs can often find this process frustrating and cumbersome. We would like to ease the transition by offering tips and resources on navigating the Special Education process in a new state and/or school district. Since all states govern their school policies differently, please keep in mind that the following pages are recommendations and should be used to further understand the special education process as a whole. Parents should seek information from their local resources; School Liaison Officers, Military Support Transition Consultants, School District leaders and others specific to each location. The Military Child Education Coalition stands by to further explain this process or answer any questions you may have about transitioning your child within a military move.

Response to Intervention: Sample Intervention Process

Special Education Process K-12 Need Identified*

Continuously monitor student progress

May Appeal

f St

Does student performance improve?

Continue until student achieves and maintains optimal level

YES

IF RECOMMENDED Special Education Referral

ude

Referral May be Made by:

nts

Adjust the intensity and/or type of intervention and continuously monitor

• Parent/Guardian

Req

• Teacher

Parent/Guardian Consent

Completion Required within 60 Days of Referral Date

YES

Is the student eligible for services?

ing

Continue until student achieves and maintains optimal level

Individual Education Plan (IEP) must be written within 30 days of eligibility.

Setting: Public or Private

Services

Review

• Instruction • Related Services • Community experiences

The IEP meeting must follow IDEA requirements.

• School Professional • Other Professionals

Within the School:

• Development of employment and other post-school adult living objectives

• General Education Classroom • Pull out for help with certain subjects • Self-Contained classroom with only Special Education Students

uir

YES

Begin planning at age 14, must implement by age 14 or 16, depending on the state

Location of Services Individual Educational Planning Meeting

Comprehensive Evaluation to Make Educational Decisions

• Student (18+) Does student performance improve?

Transition Planning

Progress

• Public Funded private school

n i t ri o

S ive ens

Int

Exit School Services

• Acquisition of daily living skills and functional vocational evaluation

tag cen Per

Provide research-based intervention

Age of Majority (18)

School or teacher must screen all students to determine their best path of learning at an optimal level.

Annual** Three-Year**

Increase intensity or time spent on intervention and continuously monitor

ort

upp

Does student performance improve?

YES

Continue until student achieves and maintains optimal level

s ase cre De

NO Consider Special Education Referral

Response to Intervention: Response to Intervention (RTI) is a process by which educators use to judge the effectiveness of intervention and to determine if the learning gaps are caused by remediation or a learning disability. Not all states use a RTI process; some use parts mentioned in this diagram and others treat intervention on a case-by-case basis due to the resources available.

If you find your child struggling with a certain concept or subject in school, it is always a good idea to contact the teacher to see what type of intervention plan the school has in place. Be proactive and remember that being your child’s best advocate will assist everyone in finding the keys to success!

Categories of Disabilities*** • • • • • • • • • • • • •

Intellectual disability Hearing impairment Visual impairmant Deaf/blindness Speech-language impairment Emotional disturbance Autism spectrum disorder Traumatic brain injury Orthopedic impairment Specific learning disabilities Developmental delays Other health impairments Multiple disabilities

Examples of the difference between accomodations and modifications: Accommodations

Modifications

Support or services provided to help a student fully access the general education curriculum or subject matter

A change to the general education curriculum or other material being taught. The teaching strategies are modified so the material is presented differently.

Same content

Something different from the rest of the class

Activities taught at grade-level

Content taught at a lower reading level

Shortened assignments but all objectives covered

Reduced assignment addressing only selected grade-level standards

Same complexity of activity

Reduced complexity of activity

Same expectations

Reduced expectations

What is taught?

What is expected?

Begin planning at age 14, must implement by age 14 or 16, depending on the state • Regular high school diploma • Meets all graduation requirements including state assessments • Satisfactory completion of IEP requirement for graduation • Demonstrates mastery of specific employability skills and self-help skills • No longer meets age eligibility requirements • Once the student exits, he is no longer eligible for services under IDEA. The student may qualify for services under Section 504 of the American Disabilities law.

Related Services*** • • • • • • • • • • • • • •

Assistive technology Audiology Counseling Medical Occupational therapy Orientation and mobility Parent counseling and training Physical therapy Psychological Rehabilitative counseling School health services Social work Speech and language Transportation

*IDEA permits states to utilize a Response to Intervention system as an alternate means of diagnosing some disabilities. Contact your district to find out if your state utilizes Response to Intervention. ** A student may be dismissed as a result of an annual or three-year review. This student may still qualify for services under Section 504 of the American Disabilities Act, a civil rights law. *** As defined by Individuals with Disabilities Education Act (IDEA), the federal special education law. IDEA guarantees the right to a free appropriate public education (FAPE) in the least restrictive environment to children with disabilities.

Response to Intervention: Sample Intervention Process

Special Education Process K-12 Need Identified*

Continuously monitor student progress

May Appeal

f St

Does student performance improve?

Continue until student achieves and maintains optimal level

YES

IF RECOMMENDED Special Education Referral

ude

Referral May be Made by:

nts

Adjust the intensity and/or type of intervention and continuously monitor

• Parent/Guardian

Req

• Teacher

Parent/Guardian Consent

Completion Required within 60 Days of Referral Date

YES

Is the student eligible for services?

ing

Continue until student achieves and maintains optimal level

Individual Education Plan (IEP) must be written within 30 days of eligibility.

Setting: Public or Private

Services

Review

• Instruction • Related Services • Community experiences

The IEP meeting must follow IDEA requirements.

• School Professional • Other Professionals

Within the School:

• Development of employment and other post-school adult living objectives

• General Education Classroom • Pull out for help with certain subjects • Self-Contained classroom with only Special Education Students

uir

YES

Begin planning at age 14, must implement by age 14 or 16, depending on the state

Location of Services Individual Educational Planning Meeting

Comprehensive Evaluation to Make Educational Decisions

• Student (18+) Does student performance improve?

Transition Planning

Progress

• Public Funded private school

n i t ri o

S ive ens

Int

Exit School Services

• Acquisition of daily living skills and functional vocational evaluation

tag cen Per

Provide research-based intervention

Age of Majority (18)

School or teacher must screen all students to determine their best path of learning at an optimal level.

Annual** Three-Year**

Increase intensity or time spent on intervention and continuously monitor

ort

upp

Does student performance improve?

YES

Continue until student achieves and maintains optimal level

s ase cre De

NO Consider Special Education Referral

Categories of Disabilities*** • • • • • • • • • • • • •

Examples of the difference between accomodations and modifications: Accommodations

Modifications

Support or services provided to help a student fully access the general education curriculum or subject matter

A change to the general education curriculum or other material being taught. The teaching strategies are modified so the material is presented differently.

Same content

Something different from the rest of the class

Activities taught at grade-level

Content taught at a lower reading level

Shortened assignments but all objectives covered

Reduced assignment addressing only selected grade-level standards

Same complexity of activity

Reduced complexity of activity

Same expectations

Reduced expectations

What is taught?

What is expected?

Related Services*** • • • • • • • • • • • • • •

Response to Intervention: Sample Intervention Process

Special Education Process K-12 Need Identified*

Continuously monitor student progress

May Appeal

f St

Does student performance improve?

Continue until student achieves and maintains optimal level

YES

IF RECOMMENDED Special Education Referral

ude

Referral May be Made by:

nts

Adjust the intensity and/or type of intervention and continuously monitor

• Parent/Guardian

Req

• Teacher

Parent/Guardian Consent

Completion Required within 60 Days of Referral Date

YES

Is the student eligible for services?

ing

Continue until student achieves and maintains optimal level

Individual Education Plan (IEP) must be written within 30 days of eligibility.

Setting: Public or Private

Services

Review

• Instruction • Related Services • Community experiences

The IEP meeting must follow IDEA requirements.

• School Professional • Other Professionals

Within the School:

• Development of employment and other post-school adult living objectives

• General Education Classroom • Pull out for help with certain subjects • Self-Contained classroom with only Special Education Students

uir

YES

Begin planning at age 14, must implement by age 14 or 16, depending on the state

Location of Services Individual Educational Planning Meeting

Comprehensive Evaluation to Make Educational Decisions

• Student (18+) Does student performance improve?

Transition Planning

Progress

• Public Funded private school

n i t ri o

S ive ens

Int

Exit School Services

• Acquisition of daily living skills and functional vocational evaluation

tag cen Per

Provide research-based intervention

Age of Majority (18)

School or teacher must screen all students to determine their best path of learning at an optimal level.

Annual** Three-Year**

Increase intensity or time spent on intervention and continuously monitor

ort

upp

Does student performance improve?

YES

Continue until student achieves and maintains optimal level

s ase cre De

NO Consider Special Education Referral

Categories of Disabilities*** • • • • • • • • • • • • •

Examples of the difference between accomodations and modifications: Accommodations

Modifications

Support or services provided to help a student fully access the general education curriculum or subject matter

A change to the general education curriculum or other material being taught. The teaching strategies are modified so the material is presented differently.

Same content

Something different from the rest of the class

Activities taught at grade-level

Content taught at a lower reading level

Shortened assignments but all objectives covered

Reduced assignment addressing only selected grade-level standards

Same complexity of activity

Reduced complexity of activity

Same expectations

Reduced expectations

What is taught?

What is expected?

Related Services*** • • • • • • • • • • • • • •

Moving a Child with Special Needs*

Below are suggested items to locate, collect and/or update prior to your move.

Legend

Notes

Identify portfolio favorites

Youth

Portfolio of sample work, projects

Parents/ Guardians

Parents/Guardians

Pictures of textbooks (title pages and table of contents) Pictures of student using successful assistive technology

School

School contact information Current grades/enrollment data

General Education Teacher

Student performance on state assessment Transcript request information

Special Education Teacher

Student handbook (grading policies) Secondary curriculum or course offerings SE

Letter of introduction from teacher for the student

Special Educaton Department

Current grades/performance Secondary: sponsors, coaches, counselors that work closely with the student may also write letters

School

Medical Services/Hospital

Special project, service/volunteer projects or hours Assistive technology/special programs

SLO

School Liason Officer

EFM

Exceptional Family Member

- Currently used - Previously used, with success noted Letter of introduction from the teacher for the student Current IEP or develop new IEP for end of year

Assessment/evaluation results Secondary transition planning (may begin at age 14, ends at age 16)

Medical

Updated medical records Contact information at new installation

SLO

Contact information for new installation - School districts, housing, zoning, transportation, etc.

EFM

Contact information for new installation for services and registration

Military

*Families with children who qualify for Section 504 services should follow a similar checklist

Moving a Child with Special Needs*

Below are suggested items to locate, collect and/or update prior to your move.

Legend

Notes

Identify portfolio favorites

Youth

Portfolio of sample work, projects

Parents/ Guardians

Parents/Guardians

Pictures of textbooks (title pages and table of contents) Pictures of student using successful assistive technology

School

School contact information Current grades/enrollment data

General Education Teacher

Student performance on state assessment Transcript request information

Special Education Teacher

Student handbook (grading policies) Secondary curriculum or course offerings SE

Letter of introduction from teacher for the student

Special Educaton Department

Current grades/performance Secondary: sponsors, coaches, counselors that work closely with the student may also write letters

School

Medical Services/Hospital

Special project, service/volunteer projects or hours Assistive technology/special programs

SLO

School Liason Officer

EFM

Exceptional Family Member

- Currently used - Previously used, with success noted Letter of introduction from the teacher for the student Current IEP or develop new IEP for end of year

Assessment/evaluation results Secondary transition planning (may begin at age 14, ends at age 16)

Medical

Updated medical records Contact information at new installation

SLO

Contact information for new installation - School districts, housing, zoning, transportation, etc.

EFM

Contact information for new installation for services and registration

Military

*Families with children who qualify for Section 504 services should follow a similar checklist

Leadership Sets Tone of National LEADERS from across public and private sectors came together at the Military Child Education Coalition 14th National Training Seminar held in June 2012 at the Gaylord Texas in Grapevine, Texas. United in support of military-connected children, a stunning array of public figures joined educators, business professionals, parents and students at the gathering of over 700 individuals concerned with the welfare of our military families. Defense and senior military service leaders, Department of Education representatives, and nationally recognized speakers focused on Education Innovation, Family, Leadership, Special Needs, and Well Being as those topics relate to the 2 million military children in our country. Secretary of Defense Leon Panetta expressed gratitude for those working on behalf of military-connected students and emphasized the importance of education stating, “Giving our children a quality education is essential to giving them a better life,” adding, “I’ve long believed that this country has an obligation to make education a top national priority. I would not be here as Secretary of Defense were it not for the opportunities that were given to me by education.” Of the approximately two million school-aged military children, Secretary Panetta noted that more than 80 percent of them attend public schools in every state. “These military-connected students learn a great deal from their parents’ work, their parents’ ethic, their parents’ dedication to duty. Many of them travel the world at a young age, gain a deep appreciation for what public service is all about, and bring all of these traits and all of this wonderful, unique perspective to the classroom,” said Panetta. Roger Staubach, graduate of the U.S. Naval Academy, served as an officer during Vietnam before beginning a storied career in the NFL as a Hall of Fame quarterback for the Dallas Cowboys. He inspired attendees with a message of leadership and teamwork.

Roger T. Staubach

28 ON THE move®

GEN and Mrs. Martin E. Dempsey

Secretary of Defense Leon Panetta

General Martin E. Dempsey, Chairman of the Joint Chiefs of Staff, was joined by Service Chiefs who echoed the Secretary’s emphasis on the importance of education and value of addressing specific needs unique to a military lifestyle. General Dempsey highlighted the versatility and resiliency that he sees in our military families. With regard to the challenges he sees, Dempsey added, “There’s no single template for us…this public/private partnership

(L-R) BGen Robert F. Hedelund, VADM John P. Currier, Gen Craig R. McKinley, Gen Norton A. Schwartz, GEN Raymond T. Odierno, ADM Jonathan W. Greenert, Eric Waldo

Robert L. Gordon III

Volume 7 Issue 2

Training Seminar that we can resource and establish best practices – that’s how we’re going to solve this.” The Service Chiefs in attendance were united in their opinion that our military is better able to defend the country when the educational needs of their children have been met. Many remarks reflected the legacy of service we see in the Nation’s military families, and the connection between today’s militaryconnected students and tomorrow’s Service Members. Robert L. Gordon III, Deputy Assistant Secretary of Defense for Military Community and Family Policy, is responsible for policy, advocacy, and oversight of all community support to service members and families. His remarks underscored the national significance of addressing the needs of military children, noting their sacrifice has been great and their challenges will continue.

Corporate Sponsors Demonstrate Support HE REACH AND IMPACT of the MCEC 14th National Training Seminar would not have been possible without the generous support of our corporate partners. In many cases, our partners provided volunteers who worked tirelessly to assist staff and attendees at the seminar. MCEC is fortunate to be aligned with partners who embrace our mission to ensure inclusive, quality educational experiences for all military children affected by mobility, family separation, and transition. Thanks to the following corporate partners whose involvement and support enable our students to be academically successful, have positive relationships, and be life-ready as young adults.

Stefanie Sanford, Director of Policy and Advocacy, The Bill & Melinda Gates Foundation, delivered a concise and timely presentation addressing the need to increase college-ready high school graduation rates. She highlighted the value of implementing Common Core State Standards which would have a significant impact on highly mobile military students. MCEC, a Gates Foundation grant recipient, supports the Common Core Initiative and educates military families about the benefits of a nationally recognized set of standards.

BAE Systems

Oshkosh Defense

Serco

Tutor.com

Deloitte LLP

USAA

H-E-B

Sid Richardson Foundation

Humana Government Bell Helicopter

Big City Crushed Concrete

Target

Amazon Web Services

Raytheon

Eric Waldo, Deputy Chief of Staff for the Department of Education, brought a message of support and collaboration to the attendees gathered at the training. Waldo gave an overview of the Department’s ongoing efforts and innovative approaches to ensuring our students are competitive in the global marketplace.

National Math & Science Initiative

LTG (Ret.) Stan and Pamela Green

Microsoft

HUNT Companies

Health Net

The Defense Credit Union Council

Association of Military Banks of America

www.MilitaryChild.org

PSA Worldwide Corp.

Youth-Nex, The University Fort Hood National Bank of Virginia Center to Keste Promote Effective Youth Union State Bank Development Willow Springs Center Mr. and Mrs. Ray and Capital Printing Co. Nancy Ann Hunt Cooper Aerobics Houghton Mifflin K12.com

Southern Methodist University

Northrop Grumman Corporation

AT&T

Harcourt

Stephanie Sanford

MTCI

Ameripack Inc.

Eric Waldo

ON THE move® 29

Target congratulates the 2012 winners of the

Pete Taylor Partnership of Excellence Award Target proudly sponsored the Pete Taylor Partnership of Excellence Awards at the 2012 National Training Seminar. Named for Lieutenant General (Ret.) Pete Taylor, MCEC co-founder and past Board Chair, the annual award encourages and applauds the outstanding partnerships that exist between military installations and school districts. It offers special recognition to those partnerships that demonstrate General Taylor’s long-held belief that “goodness happens at the local level.” Four recipients claimed the 2012 award: Anchorage School District and Joint Base Elmendorf Richardson, Alaska; DoDEA Fort Benning Schools, Fort Benning and Fort Benning Community, Georgia; The Monterey School and Military Partnership in Education, California; Naval Air Station Key West and Sigsbee Charter Schools, Florida.

OUTSTANDING PARTNERSHIP AWAR D : Anchorage School District & Joint Base Elmendorf-Richardson – Alaska A great example of collaboration between the school district and the installation is the Practicing Above Current Expectations (PACE) program that helps military students transition into the district. Developed in 2002, the program puts current students in charge of welcoming newcomers into the building. The PACE program provides new students with school tours and an introduction to the school community, Anchorage, and Alaska as a whole. Students also discuss strategies for dealing with change and stress. The PACE program was so successful that the University of Alaska, Anchorage established a program called UAA PACE Transitions to encourage middle and high school students to prepare for transition to post-secondary education opportunities.

30 ON THE move®

Volume 7 Issue 2

RECOGNIZED PARTNERSHIP AWA R D : DoDEA Fort Benning Schools, Fort Benning, & Fort Benning Community – Georgia The Partners in Education Program is a vital component of the school program for Fort Benning Schools. Each of the seven schools has a combination of both military and community partners, and the schools and their partners work hard to create new and different programs for students. The Bully Boot camp – Improving Academic Performance is one example of the collaboration. In the spirit of helping others, students dragged “injured” students to the next station using a rescue mat. To reinforce the lessons learned during the day, students were asked questions by Soldiers and community partners as they completed an obstacle course. Each class, including the partners, worked as a team to show the strength of working together as one.

RECOGNIZED PARTNERSHIP AWA R D : The Monterey School & Military Partnership in Education – California More than 420 Army, Navy, Marine Corps, and Air Force DLI language students volunteered over 9,400 hours in support of 1,450 students at three elementary schools. Activities range from tutoring individual and small groups of students, facilitating instruction during physical education classes, supervising students during lunchtimes, sitting with students in the office to calm them and build their self-esteem, and providing an outstanding role model for students both in and out of the classrooms. The Naval Post Graduate School also hosts Science, Technology, Engineering, and Mathematics (STEM) programs such as hands-on summer internship opportunities for local high school juniors and seniors to expose them to STEM professions.

RECOGNIZED INDIVIDUAL PROGRAM AWARD: Sigsbee Charter School Service Partnership – Florida Naval Air Station Key West, Coast Guard Sector Key West, the Joint Interagency Task Force South, and affiliated community organizations have developed lasting partnerships in their collective support of Sigsbee Charter School (SCS) in Key West, Florida. The partnership meets military students’ unique needs by connecting them with the marine sanctuary that surrounds them and involving students in community organizations to give them a sense of belonging. Students and military members are acculturated through service opportunities, environmental education field trips, and enrichment programs sponsored and developed by military organizations in the area. www.MilitaryChild.org

ON THE move® 31

Military Students Showcase Talent at National Training Seminar As part of an all star cast at NPR’s From the Top performance, our military youth demonstrated their exceptional talent and versatility. Seminar participants crowded the historic Palace Theatre in downtown Grapevine to hear a live performance by four military-connected students who were selected in a worldwide competition of their peers. To listen to their incredible performance, visit: http://www.fromthetop.org/content/show-256-grapevine-tx Devon Naftzger, 18, lives in Chicago, Illinois, and plays viola. Her father is an Air Force Veteran. She attends Adlai Stevenson High

William Hume, 16, lives in Yorktown, Virginia, where his father serves in the Army and recently returned from a year-long deployment to Afghanistan. He attends York High School and studies piano at the College of William and Mary. He serves as the pianist in the York City School Symphonic Band and was accepted into the Governor’s School for the Arts at Old Dominion University.

School and studies music at Midwest Young Artists. She is a member of the Quartet Sienna, and also plays guitar and violin.

32 ON THE move®

Volume 7 Issue 2

Dominic Giardino, 18, lives in Key West, Florida where his father is stationed with the Navy at Fort Taylor. He plays clarinet and performs in the wind ensemble at Key West High School, the Paradise Big Band, and the Key West POPS Orchestra. He leads the historical music division of re-enactors at Fort Taylor and is passionate about the military history of the United States.

Clarissa McLaren, 17, is a harpist from Provo, Utah, but currently lives in Belgium where her father serves in the Air Force Reserve. She is a student at SHAPE American High School and has participated in Brigham Young University Summerfest. Active in the MCEC Student 2 Student program, she is also involved in Model United Nations and Model US Senate. Photos by Susan Connolly

www.MilitaryChild.org

ON THE move速 33

what’s trending in

education

Is Your Child in the GeoSpace Learning Most people think of “Geospace” and “Geospatial Learning” in reference to GeoSpatial Intelligence (GSI) using satellite systems to help determine where you are physically located on Earth and your relationship to your surroundings. Others may view it as an actual physical region which occupies a permanent space between Earth and Space. What about defining the word as an educational term not related to physical locations on Earth - but to a place or “zone” where instant knowledge is formed? “Cyberspace” was first coined in 1982 by science fiction writer William Gibson. Cyberspace refers to a place where a “global computer network links all people, machines, and sources of information in the world and through which one can move or ‘navigate’ as through a virtual space” (Cyberspace, 1993, Heylighen). What this means is that cyberspace is an environment virtually connected, yet somehow removed from our physical space here on Earth.

What is GeoSpace Learning? Society has moved from the Industrial Age to the Information Age and is now engaged in a new and faster era called the Digital Age (Australian Bureau of Statistics, 2011). This new age uses enhanced mobile technological tools and forces a new form of information transfer. Mobile devices such as tablets and smartphones are empowering children to gather, absorb, and share knowledge at a more rapid pace than ever before. Terms such as GeoSpace, Geospatial Intelligence, and Geospatial Learning are already familiar vocabulary used in the science, technology, engineering, and mathematics (STEM) industries. One term in particular as applied to the field of education — Geospatial Learning — is defined as “using Geospatial technology in the classroom to help students learn” (www.geospatiallearning. com). This definition focuses on three tools of Geospatial technology – Geographic Information Systems, Global Positioning Systems, and Remote Sensory Systems. These software programs help people determine physical locations. One method of using Geospatial technology with students would be a form of geocaching, called Earth Caching. An Earth Cache site is “a special place that people can visit to learn about a unique geoscience feature or aspect of our Earth” (www.earthcache.org). The river Vils runs through our town. An example of an Earth Cache is finding the source of that river. Although the term Geospatial Learning defines one facet of how the cyber world is used for student learning, a theoretical gap exists for defining the space where students connect their learning through the use of the latest technology. We offer an exciting new term in education: GeoSpace Learning. GeoSpace Learning differs from Geospatial Learning in that GeoSpace Learning is ALL learning that connects the physical world (Geo) with the cyber world (Space) through the latest technology. Students create choices in how they demonstrate their learning. Tools for this learning experience are mobile devices such as tablets and smartphones.

34 ON THE move®

Volume 7 Issue 2

g Zone?

Are You?

Paige Hall lives in Vilseck, Germany and currently teaches fifth grade for the Department of Defense on a military post in Bavaria. She has taught for 14 years and is proud to be as techno-savvy as any 10-year-old.

PAIGE H A L L , A M Y ROS E , C I N DY T U R N E R

A lesson based on this theory is a class nature walk on school grounds. Students go for a nature walk working in pairs. The teacher’s goal is for each student to identify three plants or animals during the walk. Using software applications on tablets, students capture and identify three images of those plants or animals. After research is completed, the students continue using tablets to create either a digital video or a digital book to demonstrate learning. Software applications supporting this lesson are Plant Finder, MyNature, and Audubon Nature Society.

Amy Rose is a third grade teacher at Vilseck Elementary School. She grew up going to DoDDS schools and has taught twelve years. Amy is currently working on her Masters in Teacher Leadership through the University of Phoenix. Cindy Turner is a first grade teacher in Vilseck, Germany where she has worked in some capacity since 2008. She loves working with kids and feels that her mantra is “there is not a student that I cannot teach.”

Why Be In the Zone? To answer this question, let’s consider children today, their technological savvy, and the influence of key adults in their lives. According to a study conducted by Common Sense Media in 2011, 52% of all children use a mobile device at home. 41% use Smartphones, 21% use iPods, and 8% use iPads or other tablet devices (Common Sense Media, 2011). Sales trends in 2012 show rapidly increasing mobile device popularity (Kevin C. Tofel, 2012). Educators and parents need to understand how to use these devices to engage children in GeoSpace Learning. If adults fail to develop this new mindset, they run the risk of becoming obsolete or of diminishing value to children’s learning potential. Bruce Perry MD, Ph.D., an expert in the field of International Authority on Brain Development in Children, urges parents to seriously consider the major sociocultural quantum shift that is taking place with new technology. Parents need to appropriately balance technology with real life experiences in order to raise healthy minded children. They must understand the advancement of technology is not going away.

Who are GeoSpace Learners? Gone are the days where students separate or compartmentalize computer time with dayto-day activities. Having a mobile device has become the norm for many school-age children, putting them ‘in the zone’ of comfort with instant connectivity to the world. We have gone from a society of children who talked to friends next door with tin cans and string to tech-savvy kids who multi-task by watching television, Skyping with friends, talking with Mom using FaceTime, Tweeting, using FaceBook — all while emailing homework assignments to their teachers.

They want to SEE it, CONNECT with it…and instantly SHARE it. www.MilitaryChild.org

ON THE move® 35

What does this mean for our military children? Military children are perfect examples of GeoSpace Learners. Portable handheld devices empower our military children to adapt and adjust more quickly to new duty stations. According to Lindsay Laughridge, a student from Seoul High School, “A picture is worth a thousand words, but a video is worth a thousand pictures.” She is referring to learning about her new school before arriving there (On the Move, Military Child Education Coalition vol. 5 issue 2).

environment, thus erasing traditional classroom walls. Geospace Educators are facilitators guiding instruction and learning. As the walls of the classroom melt away, children can find commonalities with one another across the globe.

So are you in the zone? Are your children? Technology is not going away. Let’s not let these devices be babysitters but rather empower our children as an integral part of their education – both in and out of the classroom.

Who are our military students today? They are mobile and global. According to the Department of Defense, the average school age military child attends seven to nine different schools from grades K-12. At least one parent is often deployed a year at a time. According to the MCEC, the U.S. Army has deployed over 1.1 million soldiers since 2001 in support of Operation Iraqi Freedom (OIF), Operation Enduring Freedom (OEF), and other overseas military operations. Approximately 700,000 U.S. Army school-age students have had a parent deployed. Deployments and mid-school year reassignments add stress and strain to military families. Military children must be adaptable and flexible in order to cope with these transitions. According to our recent survey of military children on an army base in Vilseck, Germany, 95% of school age children use mobile devices on a regular basis. Eighty percent of the students in the survey feel these tools have significantly helped them transition better through these stressful times. One positive result is family members and friends who are far away are now instantly accessible.

Survey findings of Military school age children and technology: (60 surveys)

98 95 5

% of students use mobile or non-mobile technological devices. % of these students have and use mobile devices on a regular basis. % of the students only have and use a desktop computer.

They are using these devices for research, communicating with family and friends, and entertainment.

% of the students feel that these technological devices have helped them through the transitions of moving as a military family.

Who are GeoSpace Educators? How can we as educators tap into this technology craze to help students learn? Many teachers and parents themselves are already using mobile devices and are motivated by the immediate benefits these devices provide. A GeoSpace Educator, whether a teacher, parent, or both, combines existing educational theories with today’s technological trends in order to empower students and make learning meaningful and exciting. Educational theorists such as Dewey, Gardner, Comenius, Bandura, and Thorndike focus on learning through experience, using multiple senses/ intelligences, observing others and learning through trial and error. GeoSpace Learning takes all these theories into account and combines them with the use of mobile technology to create knowledge relevant to today’s modern Digital Age. Teachers are already incorporating these technologies in the classroom, and multiple websites exist demonstrating how these tools can be used effectively in classroom lessons. Educators who use these new tools with students are sharing knowledge and transforming the traditional lecture into an interactive learning

36 ON THE move®

References Informational World (Cyberspace) + Physical World (Earth) = Meaning and Knowledge Australian Social Trends, June 2011 Children of the Digital Revolution www.gov.au/socialtrends.com Australian Bureau of Statistics Catalog number 4102.0, Commonwealth of Australia 2011. ISSN 1321-1781 Dr. Bruce Perry MD, PhD International authority on Children in Crisis. Provincial medical director in children’s mental health for the Alberta Mental Health Board. www.teacher.scholastic/professional /bruceperry/index/htm Uh-oh, PC: Half of Computing Device Sales are Mobile. Kevin C. Tofel. Gigaom, Jan.16, 2012. www.Gigaom.com/mobile/Uh-oh Using Technology in the early childhood classroom. By Kimberly Moore Kneas, PhD and Dr. Bruce Perry, MD/Phd www.teacher.scholastic.com/professional/BrucePerry/Using_technology.htm Digital Journal Zero to Eight: Children’s media use in America, Common Sense Media 2011 On the Move, Military Child Education Coalition volume 5 issue 2, p. 59

Volume 7 Issue 2

whatâ&#x20AC;&#x2122;s trending in

education

When it Comes to Moving Overseas, DoDEA Urges Parents to

Know Before You Go Receiving orders for an overseas assignment can be the beginning of an exciting adventure for a military family, but what if those orders are to a remote location or in an area without the support normally associated with an overseas assignment? Where will you live, where will you shop, and for families with children, most importantly, where will your children go to school?

BY CONSTANCE G I L L E T T E

www.MilitaryChild.org

ON THE moveÂŽ 37

RECEIVING ORDERS FOR AN OVERSEAS ASSIGNMENT can be the beginning of an exciting adventure for a military family, but what if those orders are to a remote location or in an area without the support normally associated with an overseas assignment? Where will you live, where will you shop, and for families with children, most importantly, where will your children go to school? The Department of Defense Education Activity (DoDEA) offers support to families in areas where there isn’t a Department of Defense (DoD) school within a commuting distance through the Non-DoD School Program (NDSP). The program provides financial assistance and transition support to defray the costs of education in overseas locations to approximately 3,000 families. “When most people think of DoDEA, they think of the schools on military installations run by the Department of Defense, but we’re responsible for more than that,” said Kirsten Webb, Chief of the NDSP Program. “We also serve families who are not located near a DoD school overseas.” “These families might have an assignment at an embassy or with a small unit located in a remote location,” Webb said. “Authorized dependents of DoD sponsors are eligible to receive an education allowance set by the Department of State Standardized Regulations to defray the costs of education and transportation for their children to attend a Non-DoD School.” NDSP supports a variety of options for school-aged children depending on the sponsor’s permanent duty station. Options can include home school programs, online or virtual schools (to include the DoDEA Virtual High School), host nation public schools, private day schools, and boarding schools. “It’s critical that parents understand what is authorized and what is not,” Webb said. “Parents need to know all of the available and authorized options to make informed decisions about their children’s education so we encourage them to ‘Know Before You Go.’” To assist, NDSP has

Non-DoD Schools Program eligibility is determined by the following criteria: • Sponsor must be assigned to a location outside the commuting area of a DoD school; • Sponsor must be a military service member serving on active duty and stationed overseas on Permanent Change of Station (PCS) orders, or a civilian employee of the Department of Defense who is employed on a permanent full time basis, stationed overseas, and is either a citizen or a national of the United States; • Sponsor must be authorized to transport dependents to or from an overseas area at government expense, and; • Sponsor must receive an allowance for living quarters in that area.

38 ON THE move®

Artwork by Kacey, Grade 9 | Hohenfels Middle High School, Hohenfels, Germany | U.S. Army

Volume 7 Issue 2

implemented an NDSP Sponsor Online Orientation. The orientation is the first step in a series of efforts to help sponsors learn about the program, eligibility, options, processes, etc. Col. Tucker B. Mansager and his family have participated in the NDSP program in Warsaw, Poland; Moscow, Russia; and Rome, Italy. Mansager said the best part of his children’s experience has been the exposure to a wide variety of cultures. He did note that it can be different than what families are used to in the United States public schools. “There are generally limited sports activities, and virtually all afterschool activities are pay-as-you-go and not reimbursable,” he said. “It’s important to know which activities are reimbursable before you commit.” Mansager’s advice to a parent considering a transition to a foreign school system is to research your options and then prepare yourself and your children for the differences.

an NDSP liaison. The liaison may be a command representative or a person that works at a nearby embassy. The NDSP Liaisons are a great source of information on available schooling options at that location and the authorized education allowance for the location. The NDSP Area Instructional Systems Specialists (ISS) can provide additional support and assistance. The NDSP is divided into three regions: the Americas, Europe, and Pacific. Specially trained ISS are assigned to each region and provide academic, transition, and special education support to students. When a child has an Individual Education Plan (IEP) or other special needs, contacting the NDSP ISS prior to arriving at the new duty station is imperative to a smooth transition. The ISS will be able to ensure that the proper screenings have occurred and that your child’s needs can be met in the new duty location. While overseas tours are

An informed decision about education can make a critical difference to the overseas experience of the whole family. “Emphasize the positives (exposure to different cultures, languages, history, etc.; chance to travel; dad/mom’s exciting job), but deal with the differences realistically,” Mansager said. “Get in contact with parents whose kids are in the school you are contemplating and ask your questions.” “Don’t limit yourself to the school that ‘most’ kids go to when there are choices,” Mansager added. “Depending on what grade and what your kid is interested in, particularly if the kid is in high school and looking at college, you might choose a different school.” “It is imperative that parents understand that an overseas education is often quite different from what they are used to in the United States,” Webb said. “Knowing this upfront is helpful in making a positive adjustment.” Upon receipt of assignment orders to an overseas location where there is no DoDEA school, DoD Sponsors should contact the NDSP Liaison or point of contact (POC) at the gaining command/new location. Most overseas remote locations have

www.MilitaryChild.org

desirable, not all locations are a good fit for children with special needs. As with any type of transition, appropriate coordination is critical. Webb cautioned that it is important to remember that families must receive approval for enrollment prior to enrolling a child in a non-DoD school or the family will not be eligible for reimbursement. She also pointed out that DoDEA does not “approve” or certify schools but can provide resources and information to help parents make a decision. “Reach out to the Instructional Support Specialist. They are ready, willing, and able to assist,” Webb said. For more information about the NDSP program, visit the NDSP website. The site has an orientation presentation for parents, a list of frequently asked questions and answers, and many other resources. (www.dodea.edu/ndsp) An informed decision about education can make a critical difference to the overseas experience of the whole family.

ON THE move® 39

whatâ&#x20AC;&#x2122;s trending in

education

Ready, Eager & Well-Prepared:

D R . CO N N I E SC H A F F E R Assistant Professor, University of Nebraska Omaha, College of Education

A MANTRA FOR MILITARY

PERSONNEL AND TEACHERS

It is a scene which most Armed Services personnel can recall with great detail. The stage is a training room on a military installation. Conversations about an upcoming exam intermingle with discussions about sports and fill the air of the room. The camaraderie of the soldiers provides a nervous distraction from the individual plots about to unwind for each soldier. Over the course of the next several days, one-by-one, the soldiers will open their first set of orders. The first post or base assignments which will follow their technical training are scheduled to be distributed in the upcoming days.

Once the soldiers receive their assignments, the anxiety and questions so prevalent only days, even hours earlier, are replaced with determination to learn as much as possible about where they are going. The soldiers read and re-read the official information in their relocation packets. Search engines hum. Texts, Tweets, and Facebook posts elicit information about the places they are going and people with whom they will work. Empowered with this knowledge, the service members began to form the connections that will allow them not only to meet the demands of their assignment, but to excel in the critical work which faces them. In a similar scene, in a university classroom across the country, the actors and actresses are college students who are preparing to become teachers. They discuss their latest exam and plan weekend activities. The collegiality is evident as is the anticipation

40 ON THE moveÂŽ

Volume 7 Issue 2

Artwork by Whitney, Grade 12 | Hohenfels Middle High School, Hohenfels, Germany | U.S. Army

Excitement and self-assurance are evident among the members of the training class. Yet, a certain level of anxiety looms as a backdrop to the concluding days of their technical preparation. Questions cast an ever-so-slight shadow on their confidence. Where will they be sent? Will they be able to adjust to the new post?

of what will soon be happening. Within days, they will receive their first assignments to work in K-12 schools. Like the soldiers, these pre-service teachers have completed the initial steps of their pedagogical training and are prepared, albeit a bit apprehensive, to apply what they have learned in a “real-world” setting. In the case of the pre-service teachers, the “real word” is a PK-12 classroom. They wonder where their university might assign them and if they will acclimate to the culture of the schools where they will complete their first clinical field experiences. Upon receipt of their assignments, the pre-service teachers feverishly seek information. Just as soldiers use personal resources and official relocation packets to answer questions, so do the pre-service teachers. They talk with friends, question professors, access technology, and pour over official information from their university to assist them in learning about their upcoming assignments. This information will be crucial for them to meet the demands of their assignments and excel in the critical work which faces them, the ability to connect with each child in their classrooms. Increasingly, teacher preparation programs are recognizing the need to better prepare pre-service teachers for their initial assignments. While these programs have always provided preparation related to child development, instructional strategies, and classroom management, most teacher training programs now recognize that pre-service teachers must understand the social context of their students, particularly given the amount of diversity in today’s K-12

A small number of teacher preparation programs (just over 100) has initiated intentional efforts to assist pre-service teachers in recognizing the diversity which military-connected students bring into countless K-12 classrooms in all parts of the United States. These pre-service teacher preparation programs have accepted the challenge of the American Association of Colleges for Teacher Education (AACTE) and the Military Child Education Coalition (MCEC) to make concerted efforts to provide information, professional development, and clinical experiences which build pre-service teachers’ capacity to provide educational support to military-connected students and their families. AACTE and MCEC have partnered to form Operation Educate the Educators. The mission of this collaboration is to champion the military-connected student by providing information, resources, and networking opportunities to the nation’s teacher educators and the pre-service teachers who are their students. The pre-service teachers are hungry for this information. Their training has taught them to understand the value of establishing relationships with each individual student. They also know that to form these connections, they must know the opportunities and challenges of working with various groups of students. So as the scenes in the training room and the university classroom draw to a close, the soldiers and pre-service teachers now informed of what lies ahead, exit the stage ending the first act. The curtains soon rise signaling the beginning of the next act and revealing the new scenery. The characters enter the scene ready, eager, and well-prepared.

classrooms. To

be effective, the pre-service teachers should recognize not only the challenges but the opportunities of a diverse classroom (Ladson-Billings, 2011). The diversity found in K-12 schools enters classrooms from all angles. Cultural, racial, religious, and socio-economic diversity add to the richness and challenges found within American classrooms. Military-connected students, those students with one or both parents in the military, also contribute to the diversity of K-12 schools. Although each militaryconnected student is wonderfully unique, research indicates commonalities (Nansook, 2011) among these students that may impact academic performance. For pre-service teachers, an awareness of these shared attributes will help them create connections and relationships needed to effectively teach military-connected student.

www.MilitaryChild.org

REFERENCES Landson-Billings, G. (2011). Yes, but how do we do it. Practicing culturally relevant pedagogy. In Landsman, J. & Lewis, C.W. (Eds.) White teachers/diversity classrooms. Creating inclusive schools, building on students’ diversity, and providing true educational equity. (2nd ed. , pp. 33-46) Sterling, VA: Sylus. Nansook, P. (2011). Military children and families: Strengths and challenges during peace and war. American Psychologist, 66 (1), 65-72.

ON THE move® 41

what’s trending in

education

Experience Based Learning and Teacher Preparation:

Camp Adventure Child and Youth Service Active, experienced based learning, including service learning, has been identified as a central thrust in the ongoing pedagogical revolution in higher education (Rice 2011). Further, the desire among students to form peer-driven learning communities and “participate, contribute and take ownership” in their own development is shaping the future of higher education (Frey, 2011). This is the case in teacher education as well as other professional education and discipline-based programs. As a model of education, service learning combines the traditional classroom learning with life experiences, thus engaging students with the world outside the university and can be a powerful learning tool. (CarracelasJuncal, Bossaller, & Yaoyuneyong, 2009). For several decades, the University of Northern Iowa has operated a model

42 ON THE move®

service learning program known as Camp Adventure Child and Youth Services (CACYS) in conjunction with several partnering universities. Designed as a leadership development program for college and university students, the program is also organized to enable access to the child, school age and youth care areas (Edginton, Gassman & Gorsuch, 2010). Over the life of the program, over 18,000 college and university students, mainly drawn from individuals majoring in education and seeking a future career in the teaching profession, have participated, working primarily with children and youth of US military family members. The newly postulated Teacher Quality Partnership (TQP) continuum identifying effective teaching qualities serves as a framework for how the CACYS program assists in the preparation of individuals

as teachers, especially to work with military family members. The TQP model recognizes needed transformational qualities to prepare teachers for the 21st Century including preparing students for: 1) global citizenship; 2) leadership, collaboration and advocacy; 3) multiple ways of learning and teaching; and 4) the ability to deal with rapidly changing content (2012). CACYS has been offered in 30 countries and US Territories. Predominately, students participating in the program work in overseas environments and are exposed to varied cultural experiences. Ruan et al (2011) and Lau and Edginton (2003) have studied the CACYS programs contribution to global understanding. Using Derek Bok’s, former president of Harvard University, framework for undergraduate education,

Volume 7 Issue 2

C H R I STO P H E R R . E D G I N TO N, PH.D. Professor, School of Health, Physical Education and Leisure Services, University of Northern Iowa and DW I G H T C . WATSO N, PH.D. Professor and Dean, College of Education, University of Northern Iowa

es ~ A Model Service Learning Program Ruan and her colleagues have confirmed that participation in the CACYS program assists students in gaining greater understanding, sensitivity and awareness of the knowledge and skills necessary to function effectively in a global environment. The US military is the most successfully formally integrated institution in America. Members of the US armed forces and their family members reflect a broad range of races, ethnicities, orientations and backgrounds. The CACYS program enables students preparing as teachers to be exposed to and work with individuals of great diversity. In this way, individuals are encouraged to live and work with others with greater tolerance and understanding. Functioning effectively in a diverse environment is an essential quality of teaching.

www.MilitaryChild.org

The most valuable lessons of

all however, have been what I have learned about myself. During this experience , I have gotten to know myself a little better and have been able to define what I want in my life. Admittedly, arriving in Germany and getting off the plane, I wa s a little scared. I did not kno w what to expect or how to handle the upcoming changes in my life. However, I decided to jump into it and if nothing else, enjoy two months working with childre n in Germany. My experience of course turned out to be so much more than tha t. I have gained confidence in my ability to wo rk with children as well as ma ke friends and form close relationships with my pee rs. I feel more independent and just plain “older,” knowing that I can survive two months away from everything and everyone I’ve ever known. I can not only sur vive, but thrive. I was able to accomplish all of my goals and they have truly ma de me more of an adventurous person. Before camp, I was timid at trying new thin gs. Now however, I know tha t I can handle anything that comes my way and I am ready and willing to try any new opportunity that arises in my life. BRI AN A WA LTE RS , Stuttgar t, Germany Summer 2012

ON THE move® 43

Further, the CACYS program provides students with the opportunity to develop leadership skills including the ability to collaborate and create participantcentered learning environments in the informal setting. The CACYS program design encourages “choice” and “community building.” Thus, students, as leaders, work with children and youth to encourage self-directed learning, which meet the individual needs of participants, yet, at the same time, create an environment where all work together to build community. The informal nature of the environment provides opportunities for learning to occur at nearly anytime and anywhere for both the students as leaders and the children and youth. In fact, new perspectives of teaching and learning are gained because of the informal nature

of the environment, which encourages a more individualized approach to addressing the needs of participants. Curiosity, creativity and innovation are also prime desired program outcomes. Content is not focused in a particular area, but rather can be integrated across several topics. Many leadership knowledge, skills and

44 ON THE move®

competencies are gained by students preparing to be teachers as a result of their participation in the CACYS program. In addition to gaining knowledge of faceto-face leadership, program designs, behaviour management, conflict resolution, risk management, program standards and others, students are also encouraged to embrace the vision, mission and values and traditions of the program. Edginton et al (2010, p. 123) have suggested that the program’s learning environments have been described as dynamic, meaningful, and engaging; environments that involve students in active leadership. One of the key elements of service learning is the opportunity to engage in reflective practice. As CACYS has been designed as an academic program with credit, students are required to engage in multiple reflective projects throughout their experience. The power of praxis ~ that is, action with reflection ~ provides students with an opportunity to introspectively reflect on their experience and then change their behaviours in order to improve their performance. The CACYS program effectively supports the preparation of students to become teachers. Many qualities of effective teaching are enhanced as a result of participation. The CACYS program is, in fact, a transformative program that provides students with the opportunity to gain new knowledge, skills and competencies directly related to leadership and teaching. In addition, the CACYS program promotes greater global sensitivity, diversity and selfawareness, especially as a result of the opportunity for reflection. As a powerful learning strategy, the CACYS model is

one which supports learning strategies and the skills required by teachers to perform effectively in 21st Century learning environments.

References Carracelas-Juncal, C., Bossaller, J., & Yaoyuneyong, G. (2009). Integrating service learning pedagogy: A faculty reflective process. InSight: A Journal of Scholarly Teaching, 4, 28-44. Curran, C., Ahrabi-Fard, I., Davidson, N., Herring, M., Stone, J., Snyder, S., Mourlam, D., Yousof, Z, and Zhbanova, K. (2012). Emerging Qualities of Effective Teaching Continuum. Teacher Quality Partnership. Retrieved February 3, 2012 from http://www.uni.edu/tqp/ Edginton, C.R., Lau, J. W. K. & Edginton, S.R.. (2003). Camp Adventure™ Youth Services: Contributing to a Learning Centered Community. The Journal of the International Council for Health, Physical Education, Recreation, Sport and Dance. 39(1): 61-63. Edginton, C. R., Gassman, J. & Gorsuch, A. J. (2010). Managing for excellence: Programs of distinction for children and youth. Champaign, IL: Sagamore Publishing L.L.C. Frey, T. (2011, December). The Future of Colleges & Universities: Blueprint for Revolution. Retrieved February 3, 2012 from http://www.futuristspeaker. com/2009/12/the-future-of-collegesuniversities-part-one/ Lau, J. W. K & Edginton, C.R., (2003). Camp Adventure™ Youth Services: Promoting International Understandings. The Journal of the International Council for Health, Physical Education, Recreation, Sport and Dance. 39(2): 55-59. Rice, R. E. (2011, February). Models of academic excellence: Is a “third way” emerging? Scholar in Action: 2011 UNI Symposium on Research, Scholarship and Creative Activity. University of Northern Iowa, Cedar Falls, Iowa. Ruan, B, Edginton, C. R., Chin, M. K. & Mok, M. (2011). A pathway to an integrative/holistic education: Camp Adventure Child and Youth Services (CACYS) ~ a model service learning programme. World Leisure Journal 53(3) 186-205.

Volume 7 Issue 2

what’s trending in

education

COLLEGE completion In 2012 the Pew Research Center found the educational attainment of 25- to 29–year-olds to be:

33% completed a Bachelor’s degree or more; 63% complete some college; and 90% finished at least a high school education. Fry, R., & Parker, K. (2012, November 5). Record Shares of Young Adults Have Finished Both High School and College. Retrieved November 7, 2012, from Pew Research Center: http://www.pewsocialtrends.org/2012/11/05/record-shares-of-young-adults-havefinished-both-high-school-and-college/

Student Mobility:

State

“…45 percent of all students who finished a four-year degree in 2010-11 had previously enrolled at a two-year college.”

Percent of Degree Completers at 4-Year Institutions Who Previously Enrolled at 2-Year Institutions

For this same population who enrolled at two-year colleges, the period of their attendance was:

24% for one term; 16% for two terms; 19% for three or four terms; 15% for five or six terms; 14% for seven to nine terms; 12% for ten or more.

24+16+19151412

Transferred from 2-year Institution

Texas

78%

California

71%

Kansas

65%

Not Transferred

Mississippi 60% Oklahoma

58%

Missouri

56%

Florida

55%

Illinois

54%

Arizona

52%

Lederman, D. (2012, September 10). The Community College Pipeline. Retrieved September 2012, from Inside Higher Ed: http://www. insidehighered.com/news/2012/09/10/data-show-keyrole-community-colleges-4-year-degree-production

Reprinted courtesy of Complete College America.

www.MilitaryChild.org

ON THE move® 45

policies and

partnerships

SPOTLIGHT on

C I N DY S I MERLY Chief of Marketing, MCEC

Kathy Ellis • BAE Systems, Inc. “Home was not an address…it was wherever we were as a family.” Before Kathy Ellis, Vice President for Mergers & Acquisitions for BAE Systems, Inc., started kindergarten in Italy, her family had moved four times. She moved eight times and attended seven different schools during the next six years. Ellis recently recalled some of her experiences as a militaryconnected child, and described how they shaped her academic and career choices. Realizing the challenges military children face, Ellis focused on the positive. “As a second generation military family, I think the most positive aspect is that we got to see other countries, cultures (even in the U.S.!), and many other parts of the U.S. When I think of my civilian friends, I think, really, you’ve never been outside this town? Never traveled to another state or country? I feel fortunate to have seen so much. And I think it made us kids more adaptable and resilient, and not afraid of change. That has been a huge asset because, as we know as adults, change is the only constant in life.” Having completed an assignment at the Pentagon, the Ellis family was en route to a command in Florida when LTC Ellis died unexpectedly. Following his sudden death, the Ellis family relocated to Connecticut and settled into their first civilian community. Said Ellis, “It was really a different and difficult transition and integration. Net-net, I guess we made out ok, our reliance and adaptability helped us through it, and me and my sister, and brother have all done pretty well.” She did very well. Ellis received her Bachelor’s degree in Physics from Fairfield University, followed by her Master’s degree in Physics from Rensselaer Polytechnic Institute. She also earned an MBA from State University New York (SUNY) Binghamton. “If I had been younger, I might have wanted to go to West Point (where my father went and is now buried), but that wasn’t a choice I

46 ON THE move®

could make as the academy wasn’t admitting women when I started college. But my history is probably what led me to a career in the defense business,” added Ms. Ellis. Her career in the defense industry in general, and with BAE Systems specifically, has been a rewarding one. Ellis has worked on programs and held positions of increasing responsibility on a series of flight control, space control, and advanced programs, to

include the management of an Enterprise Resource Planning (ERP) implementation. Ellis joined the BAE Systems, Inc. headquarters team in 2004 as the Director of Internal Audit, overseeing and managing the audit department within the U.S. In 2008, she transitioned to the Merger & Acquisition team at a director level, and she was promoted to her current role as VP in 2011. When asked about the corporate philosophy at BAE Systems and its generous support of MCEC and other non-profits, Ellis is succinct. “Our mission statement is ‘We Protect Those Who Protect Us®.’ We live that as a culture in our company every day. And that means not just protecting the men and women in the military, Guard and Reserves by providing products, services, and technology while they are executing their missions. It also means protecting them so they can come home to their families and children safely. BAE Systems views supporting MCEC and other non-profits that are aligned with our values as an extension of us supporting our customers and communities.” Ellis noted the compatibility of her corporate mission with the MCEC mission, “In my mind, MCEC is about focusing on easing the transition for military children as they move from place to

Volume 7 Issue 2

Corporate Sponsors Help Maintain Vital Programs Hunt Companies Join MCEC The Military Child Education Coalition is proud to welcome Hunt Companies as a corporate partner. Hunt is grounded in deeply held core values and is committed to giving back to the communities in which they operate. At Hunt, philanthropy is focused in the areas of education, economic development, military or military family issues, healthcare, and quality of life issues. Hunt joined the Military Child Education Coalition at its 14th National Training Seminar in Grapevine, Texas this summer and plans to assist with funding programs and services. We are thankful for our expanding community of support. Many thanks to Hunt Companies for supporting the children of our men and women in uniform.

Fluor Support Inspires Young Space Explorers place while their parent(s) is serving our country. By easing that transition, they can remain focused on what’s important: learning the skills in school that will be fundamental for their future success. I know I wish MCEC existed when I was growing up.” Ultimately, Ellis credits her military lifestyle and upbringing with laying a strong foundation for her success. Asked about advice for parents trying to provide the best opportunities for their children, Ellis responded encouragingly. “We kids are more resilient and adaptable than you think. Most of us have turned out all right in spite of, or maybe because of, the nomadic life we led. If you as parents are stressed out about the impact the moving around will have on us, we will be stressed out too. If you’re not, and take it in stride, then we do too. And, we learn not to be afraid of change. As long as you grow up in a loving family with a great support network and have opportunities for a quality education supported by MCEC, that’s all that matters. The nomadic lifestyle doesn’t have to define the outcome; it is just part of my history, and has added to who I have become as a person.”

www.MilitaryChild.org

Once again the Fluor Corporation demonstrates its commitment to military-connected children by being a signature sponsor of this year’s Space Camp program. Fluor also joined the MCEC Growing a Community of Support campaign by sponsoring a high school and middle school through the Student to Student (S2S) and Junior Student to Student (JS2S) Programs. Fluor also supported MCEC through its charity challenge at this year’s AUSA conference in Washington, D.C. We are honored by the ongoing support provided by the Fluor Corporation in recognition of military-connected children around the world. Thank You, Fluor Corporation!

Raydon Presents $11,000 Gift in Honor of Education MCEC recently received a generous check in the amount of $11,000 from Raydon Corporation. Toni Henry, Deputy Director Business Development at Raydon, shared her thoughts on the motivation behind the gift and the company’s support of the MCEC mission. “For the last 25 years, Raydon had worked closely with and employed many war fighters. Through this we have come to understand many of the challenges they and their families have faced over the years. In fact, one of our founders, Dave Donovan, was an ‘Army brat’ himself; his father was a former General Officer. Dave, like most military children, is quick to point out both the good and the bad that comes with that. When Raydon learned about MCEC and its mission, we couldn’t help but feel a compulsion to help where we could. As America’s security and well-being is born on the backs of our war fighters, the burden is shared by their children. MCEC’s commitment to helping these children bear this burden is both noble and essential,” said Ms. Henry. Asked about Radon’s emphasis on education, Ms. Henry continued by adding, “Nothing is more important than education. At Raydon, our business is technology and training so our heart is centered on learning. And the playing field for civilian and military children needs some help in being leveled. Knowing that educators are being trained to better understand and support these military children is near and dear to us. Helping them get through transitions, whether physical or psychological, and balance education at the same time is a huge undertaking. We are so happy to know that folks at MCEC are there to support. We are humbled by MCEC’s efforts and proud to play a very small part in this mission.”

ON THE move® 47

policies and

partnerships

MCEC Connects CGI America

with

The MCEC regularly seeks out meaningful connections that align with our mission to serve military children and to improve their opportunities to succeed in life. One of those connections came about in 2012 and as a result, the MCEC is now part of the Clinton Global Initiative (CGI) America. PRESIDENT BILL CLINTON ESTABLISHED CGI AMERICA in 2011 to address economic recovery in the United States. CGI America brings together leaders in business, government, and civil society to generate and implement Commitments to Action that create jobs, stimulate economic growth, foster innovation, and support workforce development in the United States. The MCEC is part of the Early Childhood Education initiative and works with one of the early childhood subgroups focusing on high quality pre-school teachers. Our military force is young, and 75% of military children are under age twelve. High quality childcare has always been a priority for military families and their civilian counterparts. Many households have two working parents and, with the ongoing environment of regular absences due to training and

48 ON THE moveÂŽ

deployments, many families rely on outside childcare. Ensuring high quality childcare is essential. The MCEC is partnering with other expert organizations to advocate for and ensure systematic high quality professional development and universally recognized certification for early childhood instructors. It has been proven that early interventions result in improved academic achievement and longterm health and prevent costly interventions later in life. However, Early Childhood Education (ECE) in the United States is underfunded and lacks a comprehensive system that can deliver high-quality programs and services to Americaâ&#x20AC;&#x2122;s youngest children and their families. In order to pave the way for a prosperous 21st century America, the Early Childhood Education Working Group focused on strategies for decreasing the readiness gap by 2020. The

DAV E S P L I T E K , E D D Project Manager for Higher Education Initiatives, MCEC

Working Group organized around the following priorities: creating a more cohesive early childhood system, introducing innovative financing for programs, ensuring the appropriate use of technology, elevating professional development for educators, increasing public awareness about the importance of the early years, and creating programs to support diverse families. (CGI America Annual Report, 2012) Our subgroup, Strategies for Action, is to support professional development of early childhood educators by developing a credentialed pathway that is degree-focused and portable and has attainable steps along the way. We are excited about working with expert caring professionals in this initiative and have found real understanding and interest in military children in our partnering organizations: Erikson Institute, Child Care Services Association (CCSA), Teachstone, Hopkins House, National Association for the Education of Young Children (NAEYC), HighScope Educational Research Foundation, American Federation of Teachers, Max M. and Marjorie S. Fisher Foundation, and Easter Seals. Another outgrowth of this work has been a very useful partnership with Easter Seals to develop parent training on special needs topics.

Volume 7 Issue 2

A Class Act FOR IOWA’S MILITARY-CONNECTED CHILDREN:

Iowa’s Living in the

K E R R I C LO P TO N , P H . D. Associate Professor, University of Northern Iowa

New Normal Public Engagement

On October 16th and 17th, approximately 100 Iowans joined with staff from the Military Child Education Coalition (MCEC) to assure “our children and youth of military families will have sustained support within our education system through the synchronization of existing state, community and private resources and the organizations that support them” (Iowa LINN-PE Vision Statement). Our Public Engagement was different than many other states in that we focused specifically on education. Iowa does not have an active duty base; instead our approximately 11,000 militaryconnected children are spread across our 99 counties. As a result, Iowa’s Adjutant Major General Timothy Orr asserted the best way to serve Iowa’s children would be through a focus on education.

The Public Engagement began with a reception, dinner, and overview of the Iowa Public Engagement. The meal was excellent, the company delightful, and the presentation inspiring. The following morning we began a very structured 8-hour work day that resulted in specific goals and action steps. Our task never felt daunting or overwhelming as the MCEC facilitators provided the foundational knowledge, structure, and support that allowed us to work efficiently and effectively. After we completed each group task, MCEC provided the information and motivation needed for the next. The process was expertly choreographed and delivered. This resulted in the quick and decisive development of goals and action steps

Our task never felt daunting or overwhelming as the MCEC facilitators provided the foundational knowledge, structure, and support that allowed us to work efficiently and effectively. I am honored that I was selected to serve on the Steering Committee for this event and was then able to join a truly impressive group of professionals to give life to the vision statement. I am grateful seven of my colleagues in the UNI College of Education committed their time, energy, and expertise to the event. Today I am excited that we are working, with the support of MCEC, to organize ourselves to move forward with our action plans. I am a faculty member at the University of Northern Iowa where I train future school psychologists. I attended my first MCEC institute in 2009. I was so impressed by that experience that I wanted to share the opportunity with my students, most of whom will directly serve Iowa children. I have taken the last two cohorts of school psychology students, with the support of the dean of the College of Education, to MCEC trainings. My opinion of MCEC became even more positive as I observed their facilitation of the Iowa LINN-PE. The LINN-PE Steering Committee met for the first time in May 2012. We were given a clear and energizing overview of the LINN-PE and then were asked to generate a list of nominees for the event. The committee met several times between the May meeting and the October event, but the bulk of the work was completed by MCEC facilitators. It was the easiest and most fulfilling committee work I have ever experienced. That high level of care carried through the event and continues as we move forward with our work.

www.MilitaryChild.org

that will lead to increased support of Iowa’s military-connected children. MCEC staff’s ability to flawlessly facilitate this process was impressive and inspiring. During our journey home, a colleague enthusiastically proclaimed that once we completed the action steps we just developed, we would replicate the process addressing one community need after another. We are now beginning to work on the “next steps” in our action plans with MCEC’s assistance. I am thrilled that the plans we made in October are very much “alive” and will not lay dormant on someone’s desk. The goals and, more importantly, the children are too valuable for us not to move forward. In the words of Tolstoy, paraphrased by Jon Muth in The Three Questions,

“Remember then that there is only one important time, and that time is now. The most important person is always the one you are with. And the most important thing is to do good for the one standing at your side.”

…May we always do “good” for our children. ON THE move® 49

policies and

partnerships hile it is very difficult to assess the overall impact of a public engagement in any given state, we in Connecticut can identify some actions that should have long-term positive impact. Our public engagement was held on December 6, 2011, not long after two harrowing storms in which the National Guard played significant roles within the state: an early snow storm on Halloween that toppled trees and downed electric lines. A short time thereafter, Hurricane/ down-graded Irene arrived in Connecticut to offer more of the same. So, some of the attendees were aware of the emergency support provided by the very same people who also deploy to Afghanistan. One of the primary tools for helping participants understand the dispersion of military families in the state was the provision of a chart of school-aged militaryconnected children by zip code. Superintendents of school districts who had not perceived their student population as military-connected had a whole new appreciation of the difficulty of identifying who the students are and providing appropriate support for now and the years ahead.

Post-Public

Engagement

Initiatives in

Connecticut KATHLEEN O’BEIR N E CCC PR Chair, Member, MCEC Board of Directors Vanessa, Grade 7 | Ramey School, Aguadilla, Puerto Rico | U.S. Border Patrol

50 ON THE move®

One of the immediate goals of the public engagement was to follow up with a resource fair to which state-wide educators and community organizations (such as scouts, 4-H, and after-school programs) would be invited. The resource fair was launched by the collaborative efforts of the UCONN Agricultural Extension Service, Yellow Ribbon, and the National Guard Youth Programs coordinator. Offered in Middletown (aptly named) in March 2012, it made materials and contacts readily available. Another goal of the public engagement was to create public service announcements that could get the word out to military families themselves and to their neighbors across the state that the military profession is a calling that impacts the whole family – not only for this year or this deployment, but for many years to come. Through a fortuitous partnership with the USO World Headquarters, we were able to share a series of beautifully crafted PSAs in time for Veterans’ Day and November: Military Family Month 2012. The letter that accompanied the DVD to all 40 community cable access stations made the point that the material has long-term appeal and should be aired whenever time permits for the next decade. Our Groton Volume 7 Issue 2

What

Matters

Students MOST& PARENTS

Comcast cable access coordinator, Frank Facchini, made the DVDs for distribution and eagerly gave the PSAs their first Connecticut exposure. For the next decade…that is how long we will need to be welcoming home our veterans and supporting their reintegration into their civilian communities. The Commissioner of Veterans’ Affairs has ensured that critical information is available 24/7 on the newly implemented 211 statewide phone system. The Chamber of Commerce of Eastern Connecticut has a two-year history of an annual Military Appreciation Breakfast in mid-October. The large ballroom is packed with active duty military from all Services, as well as their Services’ senior representatives in the area giving pertinent remarks from the podium. The Lt. Governor of the State, Nancy Wyman, shares her own deeply personal commitment to our returning veterans whom she meets as they come home. Local and statewide businesses support the event and clearly appreciate both the economic and leadership benefits of the military presence in Connecticut. A local theater group, the Emerson Theater Collaborative, whose executive director, Camilla Ross, is herself a veteran and attended the public engagement, has produced two military-related plays. The play, “Forever True,” is scheduled to be presented to Groton middle schoolers who will notice the similarities between the concerns of a young Civil War couple and their own military families today. The second, “Court Martial at Ft. Devens,” enabled discussion about how far (or not) women, and especially women of color, have come in the military. A regional human services agency, the Pawcatuck Neighborhood Center, focused a television program on serving military families. The executive director, Vicki Anderson, initiated the weekend backpack program several years ago to ensure that school children were not going hungry on the weekends. When she saw the data on the number of military-related children in her service area, she was astounded. Her own former military connection enabled her to host a very meaningful discussion with Val Nelson, principal of a “Navy elementary school” in Groton and Me. The Comcast cable access coordinator has graciously given the tape repetitive airing times. These are not grand schemes – they are the many small ways that we can continue to keep alive the need to support our veterans and their families. www.MilitaryChild.org

More than 200 regional middle school and high school students met at Connecticut College on October 23, 2012 to prioritize their answers to this question from Dr. Ron Taffel, the speaker for the Community Coalition for Children…Helping Children Thrive®. Both age groups agreed, with minor tweaks. Number one was schoolwork. The younger group accentuated expectations to do well and lack of sleep, and the older group added concerns about their futures. Family was number two, with the desire for advice from the adults in their lives, even if they choose not to follow it. And, number three was friends – with both the positive acceptance of who they are and the negative side of cyber-bullying, loss of friends, and “the drama.” This replicated the findings of Dr. Ken Ginsburg three years ago here when he focused on “Building Resilience in Children and Teens.” When asked what they like to do, students responded enthusiastically, in spite of the size of the group. They cited socializing, reading, sports, sleeping, playing video games, writing, singing, taking pictures, talking, playing guitar, and participating in drama club. When asked where they go for advice, they agreed that family, older siblings, friends, and school counselors and teachers were their primary sources. They were equally open about what they think being “in love” really means, what are the keys to success, what drives people to risky behaviors, and what has made a difference in their decisions not to pursue them (hint: DARE, school videos, seeing the impact on others around them, and their father). What they really appreciated about their family included the fact that “they are there when you need them,” “they encourage us to do our best, “ and family traditions (such as “believing in God, valuing honesty, playing cards and doing puzzles, cooking together, and eating dinner together – especially if it is a time of cooperation and positive conversation”). The students also said that they enjoy traveling with their family (much to the adults’ astonishment), watching favorite TV shows together, and saying goodnight. Dr. Taffel talked with parents and educators the night before at The Garde Arts Center. Their concerns ranged by the age of their children or students from a nine-year old singing beer jingles after watching baseball games to the adolescents’ sense of entitlement, aggression, and desensitization to violence. Dr. Taffel added the “medicalization of youth,” with the astonishing fact that “by the age of 18, 50 percent of kids have had a psychological diagnosis.” He offered very practical advice to the parents and educators about ways in which to engage the children in their lives on a daily basis. A videotape of his presentation will be aired soon on local community access and educational stations. His final advice to regional educators and community leaders during the professional luncheon following the two presentations was that we are doing remarkably well on the student front, involving them throughout the year in follow-on summits. However, the adults need the same. He called upon the Coalition to nurture “communities of learners,” (i.e., adult groups focused on the “ordinary days of our lives vs. the coming together after crises”). The CCC will soon survey the existing groups of parents and educators and strive to add helpful content to their discussions. October 24, 2012, Revised 11/14/12 The events cited occurred on Oct. 22 and 23, 2012

ON THE move® 51

WE NEED If you believe in our cause, please join us to make a difference for military-connected children. Membership with MCEC acknowledges the impact of our mission and the sacrifices of military families. Your membership makes a difference for military-connected children and their families. Our donors, sponsors, and legislators check our membership numbers whenever we provide research or seek support.

We have plans for: • • •

Rates as low as $10 for one year; $25 for three years; or $250 for lifetime Membership meets requirements for CDA certification applications and renewals Free memberships available for students

BUSINESS/ORGANIZATIONS • •

For small businesses, universities, professional organizations, clubs, offices, or individual schools $75 for one year or $200 for three years

SCHOOL DISTRICTS • •

MILITARY INSTALLATIONS • •

CORPORATIONS • •

For large businesses and corporations $1,500 for one year or $3,000 for three years

For ALL school districts, no matter enrollment or proximity to military entities, to include public, private, and charter $750 for one year or $1,500 for three years For ALL military installations, bases, camps, commands, to include Active Duty, Reserve, and National Guard Our current membership includes United States Army, Air Force, Navy, Marine Corps, and Coast Guard

Visit www.MilitaryChild.org and select “Become a Member”

You don’t have to be military-connected to become a member. Questions? Email us at:

Membership@MilitaryChild.org

twitter.com/#!/ MilitaryChild

YouTube.com/user/ MilitaryChild

facebook.com/ MilitaryChild

MilitaryChild.org/ blog

flickr.com/ MilitaryChild

pinterest.com/ mcec1/

Art by Ricky, Grade 10 | Ramey School | Aguadilla, Puerto Rico | Federal Bureau of Investigation

INDIVIDUALS

THE MILITARY CHILD EDUCATION COALITION INVITES YOU TO BE A PART OF OUR

NATIONAL TRAINING SEMINAR

July 8-9, 2013 Gaylord National Hotel & Convention Center National Harbor, Maryland

Save the Date!

www.MilitaryChild.org

NEW AT THE MCEC STORE: …for the sake of the child College Admissions Workbook..............................................................................$2.50 Written for the college-bound student, this is a great organization tool to help your student understand the college admissions process, find the “right” college or university, and build a great portfolio.

A Military Parent’s Guide to School Policies & Transitions..................$3.50 Understanding education policies and legislation can be challenging – especially since some of them vary from state to state. For military families faced with frequent moves, this guide is packed with helpful information: education acronyms defined, policies related to curriculum and requirements explained, and resources for students highlighted.

Growing, Learning and Understanding (GLU) kits Updated! .........................................................................................................................From $32.00-$74.95 Resources crafted to develop early literacy skills in children from birth through early elementary. Refreshed content and activities engage adults and young children with stories military families can relate to – themes of change, overcoming adversity, independence, and loss to name a few.

Challenges and Transitions: Deployments, Separations, and School Moves. ......................................... $2.00 Challenges and transitions are an inherent part of growing up in a military family. This guide features practical information highlighting resilience, planning for school moves, and a special feature for school psychologists.

Back to School: It’s All About Learning.............................................................$2.50 A 32-page guide focused on preparing your student for a successful school year. What you need to know about standardized tests, online education, the National Math & Science Initiative, and everyday hints on homework, school supplies, and school routines.

Military-Connected Students and Public School Attendance Policies. ......................................................................$1.50 School attendance is critical! Students without good attendance miss instruction, key concepts, class participation and the ability to ask questions. Learn how these policies affect students’ success in school.

y... r the Journe

Preparing fo

Year ugh the First ro th n o ti p ce • Precon dergarten l through Kin • Preschoo e Second Grad • First and , teachers, es for parents id gu c ifi ec ned with the Age sp others concer d an at , rs lo se coun children. Gre highly mobile f to a o t n ar io st at ul uc ed a successf re su en to n informatio ion! child’s educat

0 each

.................$4.0

........................ ...........................

Visit our online store at

store.MilitaryChild.org All proceeds are used to support military-connected children.

A Military Child Education Coalition initiative

college &

Need information about schools, workplace readiness, transition, and

more?

The MCEC SchoolQuest site offers:

Browse for Schools

Find any public – and many private – schools or districts in the U.S. You can also find Department of Defense schools for military installations overseas.

SchoolQuest College Planners

College planning made easy! You can prepare for ACT and SAT tests, research colleges and courses of study, make a plan for financing college, find scholarships, and get tips for completing admissions and scholarship forms.

State Education Requirements

Our SER section is a compilation of resources in one location for all fifty states, DODEA and Washington, D.C. It provides information about state school requirements and resources by each individual state, or you can research a specific resource area in one or more states.

SchoolQuest Library

Our library is stocked with terrific resources to answer questions you may have about educational transitions, college and workplace readiness, special needs, and many other subjects.

SchoolQuest Profile

Think of this as your “virtual file drawer” accessible from anywhere in the world. Create a password-protected profile to store students’ educational, extracurricular, award, volunteer, and work information.

SchoolQuest Blog

Share your thoughts and experiences and see what others have to say. Our blog is updated regularly with the latest information for military students and their families.

Ask Aunt Peggie

“Aunt Peggie” knows transition. Can’t find the answer to questions about transferring credit, choosing the right school, or anything else related to education? Ask Aunt Peggie!