Download - Back to School: It's Al About Learning
1ON THE move®www.MilitaryChild.org
Carissa, Grade 12 | Hohenfels Middle High School,Hohenfels, Germany | U.S. Army
SPECIAL Topic
BACK TO SCHOOL:It’s All About Learning
TABLE OF CONTENTS:
Section 1: Learning...Inside the ClassroomConcepts of strong literacy programs .............................2
When does secondary math start? ..................................5
College and career readiness .............................................. 6
NMSI helps students become “college ready” ............7
Online education ...................................................................... 9
Standardized testing in schools ....................................... 10
Section 2: Learning...Outside the ClassroomBuilding a bridge between school and home ............ 12
The value of extracurricular activities ........................... 14
Tips for college freshman .................................................... 17
Character strengths and authentic happiness ........... 18
Getting back in the school year routine ...................... 19
How to be a friend ................................................................20
How parents can help thier children succeed ........... 21
School supplies ....................................................................... 22
Ways to save on school supplies .................................... 24
Taking the stress out of homework .............................. 25
Section 3: Learning...TogetherOperation Educate the Educators ..................................26
Success! Military families, schools, and communities working together ....................................... 27
Common Core Standards ...................................................28
Common Core perspectives .............................................30
Partnership pride with national PTA .............................. 32
MCEC Special Topic2 ON THE move®
SECTION ONE: Learning… Inside the Classroom
By Sandy Franklin, Ed.D. MCEC Director of Programs and Services
The definition of literacy involves more than just reading.
Employees prepared for the future will need the ability
to read and interpret charts, maps, graphs, and internet
sources plus have the ability to solve problems, create
products using web-based information and multimedia
sources, and effectively work with others (Daggett &
Pedinotti, 2005). They will also need the ability to discern
the reasonableness, credibility, and accuracy of the large
amounts of information instantly available via technology.
Such literacy development begins at home where
parents are the first teachers in preparing children for this
undefined future. Schools continue literacy development
that has been started in the home by providing a balanced
approach to classroom instruction where language arts
programs are steeped in three concepts: working with
words, reading, and writing (Fountas and Pinnell, 2006).
Working with Words:
A strong language arts program, regardless of the level,
includes provision of opportunities for students to work with
words, because vocabulary knowledge is needed for students
to read well and reading is required in all academic subject
areas (National Reading Panel, 2000). At younger levels,
students should be exposed to activities which teach and
reinforce both a word-recognition vocabulary and a meaning
vocabulary. A word-recognition vocabulary refers to the
child’s ability to pronounce a word seen in print. A meaning
vocabulary is developed when children can define a word
and understand what it means in context, using the context
of the words surrounding it to determine its meaning (Chall,
1983). Both types of vocabulary can be reinforced at home by
embedding simple activities into regular family routines. For
example, while riding in the car, young children can participate
in games such as “I’m Thinking of.” The parent provides clues
in the form of simplified definitions to a word
and children try to guess the word.
For example, the parent says,
“I’m thinking of a word that
Concepts of STRONG Literacy Programs
Artwork by Grace, Grade 3 | Bowley Elementary Schoo, Fort Bragg, NC | U.S. Air Force
As I was pouring my cup of coffee this morning, the broadcaster’s booming voice caught my ear: “Current high
school students have never known a world without the internet.” I was captivated by this remark as time marches
on around me. What will the future hold for students who are beginning this new school year? What new learning
opportunities await them? The future will require our children to function in multiple jobs in an economy with
work skills we cannot even begin to imagine. How do we prepare students for such a future? One of the best gifts
we can give them is the gift of literacy.
begins with the /p/ sound and is a bird with
bright feathers.” The child guesses “parrot.” Such
simple activities strengthen both phonemic
awareness and meaning vocabulary. Children
who have such opportunities to experiment
with language through frequent use often
learn to read at an early age.
Older students thrive on word
3ON THE move®www.MilitaryChild.org
games such as Jeopardy! when the categories are areas
of teen interest such as music, celebrities, fashion, and
friendship. Creating the questions and answers helps
to extend student vocabulary skills while the healthy
competition of the game itself provides needed vocabulary
practice. “Words with Friends,” an online version of
Scrabble, is another avenue of vocabulary development
which blends working with words with the social media
and networking that teenagers love.
Reading:
A strong language arts program consists of a variety of
opportunities for students to read with an instructor, other
students, and alone. Guided reading, a teaching strategy in
which the teacher works with students
in small groups on their identified
reading level, is often used in
the elementary grades. It is
designed to focus on reading
comprehension and fluency,
which refers to how smoothly a
child reads. Fluency is an important
concept for comprehension because
students can miss the meaning
of the text when they
are struggling
Later, students will be able to draw from the words they
know and apply them to their own writing.
The Military Child Education Coalition’s Tell Me A Story
Initiative serves as an effective example of reading aloud
to children. The Tell Me A Story event consists of a family
night where students are read a quality children’s book by
a guest author. Discussions are held about the text and
children participate in application activities to further their
understanding of the concepts presented in the book.
Lastly, families leave with the book in hand for future
enjoyable rereading opportunities.
Independent reading, the
ability to select and read books
of their own choosing, is
a powerful motivational
tool for students of
all ages. Not only is
reading aloud beneficial
to building vocabulary,
talking to students about
the text is also of value.
Talking to students about
what they think the text means,
what the characters did or did not
do, where the setting took place, and the lessons learned
through the text make great conversational topics. At the
middle and high school levels, such opportunities include
student conversations about novels; offering facts and
opinions about the moral or purpose of the
story; holding debates in defense or
support of text and discussing themes
or perspectives used by the author.
Book selections for independent reading,
regardless of student age, should vary between
those read for enjoyment and ease of difficulty to texts that
challenge (National Reading Panel, 2000). Reluctant readers
can be encouraged to read independently by providing
variety in text which corresponds to both their topic of
interest and readability levels. Examples include use of comic
books, magazines, joke books, poetry, and instructional
manuals for computer games to encourage students to
read. Some publishing companies, such as Capstone Press
and Orca Book Publishers, provide books for students of
varied reading abilities who are reluctant readers.
with word pronunciation.
In addition to small group
instruction, listening to stories
is a powerful way for students to
be exposed to a broad variety of
vocabulary words. One of the most
impactful activities a parent can
implement to help develop literacy is
to read aloud to her child, even if the
child requests that the same book
be read again and again. When
students request repeated
readings of the same text, it
helps to solidify new vocabulary.
For more information about additional home activities
to promote literacy and Early Literacy Workshops that may be held in your community, contact ParenttoParent@
MilitaryChild.org.
MCEC Special Topic4 ON THE move®
Writing:
Writing is an extremely important component of a
balanced language arts program. Students should be
exposed to the writing process which is often defined in
five phases. Prewriting refers to the student’s ability
to organize thoughts and ideas for writing.
Then, students create a rough draft, or
working copy, of their work. After doing
so, they revise the paper, looking for
ways it can be improved and edited
for spelling, grammar, and punctuation
errors. Lastly, they publish a final copy
of the writing.
Students at all levels can participate in
writing activities. Even the youngest child
can write in journals or create pictures to reflect
his thoughts. The most important component of
writing instruction is to encourage students in the process,
without pressure about handwriting and spelling for the
youngest of learners. As students mature, attention must
be given to reinforce that writing required in a professional
work setting is a different style of writing than the “writing”
students do when quick texting with friends. Students must
learn the more formalized process of writing for future
success. Numerous writing experiences reinforce that
writing has a purpose which is to express thoughts. The
Internet is a great place to find software supports for writing.
Use of a voice recognition software package such as Dragon
Naturally Speaking can be used to reinforce the concept
that writing reflects our thoughts in print. This software
enables students to speak into a microphone while their
spoken words are printed into a word processing document.
This tool is excellent to use with students with special
needs who may require an accommodation to experience
writing success. As students are encouraged to express
thoughts in writing, efforts should be made to maintain
interest by allowing them to experiment with a variety
of colorful ink pens, markers, and designed paper while
writing in a variety of formats such as stories, poems, notes,
invitations, scrapbooks, and journals. Printing and posting
student writing in a prominent place in your home
helps students to know that their writing is
important and valued. This reinforcement
fosters the desire for children to continue
to experiment with writing.
As parents and educators intertwine
learning opportunities available at
home and school to include time
to work with words, read, and write,
students develop strong literacy skills
which will serve as a powerful foundation
for their academic future.
ReferencesChall, J. S. (1983). Stages of reading development. New York: McGraw-Hill. National Reading Panel, (2000). Teaching children to read: An evidence
based assessment of the scientific research literature on reading and its implications for reading instruction. Washington, DC: National Institute of Child Health and Human Development.
Daggett, W. & Pedinotti, J. (2005) Globalization: Tipping the scale of economic supremacy. A White paper published by International Center for Leadership in Education. Rexford, NY.
Fountas, I.C. & Pinnell, G.S. (2006). Teaching for comprehending and fluency: Thinking, Talking and Writing About Reading, K-8. Portsmouth, NH: Heinemann.
National Reading Panel. (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Washington,DC. National Institute of Child Health and Human Development.
To encourage
reading, the National PTA
recommends reading to your
child every day! Visit http://www.pta.org/2548.htm to see all five
tips on how can you encourage a
love of learning and reading with
your student.
An MCEC Favorite Resource:The National PTA’s
Parents’ Guide to Student Success
The National PTA Parents’ Guide to Student Success
(in English and Spanish) was developed in response to the
Common Core State Standards in English language arts and
mathematics that more than 40 states have adopted. (To
find out if your state has adopted the standards, visit
CoreStandards.org/in-the-states.) Created by
teachers, parents, education experts, and others from
across the country, the standards provide clear, consistent
expectations for what students should be learning at each
grade in order to be prepared for college and career. To see
key items students should learn, activities, tips, and more,
visit http://www.pta.org.
5ON THE move®www.MilitaryChild.org
ELEMENTARY SCHOOL:ARITHMETIC
Middle school math once was an extension of
elementary arithmetic, but today many middle schools
offer courses containing rich and important math concepts
which connect elementary mathematics to algebra
and beyond. This prepares students to succeed in high
school math courses by building the solid math skills that
comfortably move students ahead. If weaknesses exist,
however, they may be addressed in optional ways: waiting
until 9th grade to begin secondary math, taking summer
school, and/or tutoring.
Aunt Peggie says: “Students need to map their math path before they start the journey. Having a plan will help students avoid problems later, such as verifying credits or getting the classes they need for graduation.”
Aunt Peggie says: “Many states require students to take end-of-course tests at the conclusion of the course. These results could be used in calculating a student’s final grade or determining the completion of Algebra I, Geometry, or Algebra II – classes needed for graduation.”
When does secondary mathstart
MIDDLE SCHOOL:ALGEBRA AND
ENRICHMENT TOPICSToo many students who begin their secondary math
career in 8th grade do not take math classes every year in high
school. After a year or more away from math, these students are seriously disadvantaged in college or the workplace. If a
high school does not offer 4 years of math, beginning high
school math in the 8th grade may create a problem. Dual
enrollment in a college course may alleviate that glitch.
HIGH SCHOOL:ALGEBRA, GEOMETRY, CALCULUS
Caveat: Students should not enroll in algebra prior to the 9th grade simply to “practice” so that the student can repeat the class for a better grade. A disappointing year
can lead to serious motivational and learning problems for
students. Rather, the main goal should be for each student
to be in an appropriately challenging, but not overwhelming,
math course every year of high school.
?Military families know that schools and school districts have unique rules and definitions. Some
states and school systems require students to begin the study of Algebra I or Integrated Math 1 – the first
official secondary math courses – in the 9th grade, some in the 8th grade, and others allow students to start
even earlier. Beginning the study of secondary math in the 8th grade may allow students to enroll in advanced
mathematics, such as AP Calculus or AP Statistics, before they graduate from high school. In the past, many
students missed this advantage, which opens many possibilities for students, especially those interested pursuing
a math-intensive major in college or a career.
1 2
3
There are three important considerations when starting secondary math.
MCEC Special Topic6 ON THE move®
“…the goal should be to provide support so that all students can be considered college and career ready by the end of
eleventh grade, ending their high school career with one of several high-quality mathematical courses that allows them
the opportunity to deepen their understanding of the college- and career-ready standards.”
From Common Core State Standards for Mathematics: Appendix A: Designing High School Mathematics Courses Based on the Common Core State Standards
Readiness, there are many facets to college and career
readiness.
Key cognitive strategies include having an engaged
mindset, asking questions, and interpreting data. For math,
academic skills include a thorough understanding of basic
concepts, principles, and techniques of algebra – and how
to apply that understanding to solve problems. Academic
behaviors include the students’ ability to self-monitor, to
build study skills, and use time management. Contextual
skills and awareness are the social skills needed to function
in the wider world of college and career beyond high school.
Parents can encourage the development of these facets
outside of the classroom in many ways, including:
• Encouraging students to use math where it interests them.
Students may enjoy math competitions or enjoy math in
other subjects such as science, computers, and robotics.
• Focusing on developing resiliency and important life skills.
These may include knowing when and where to seek help,
how to study, working in groups, and prioritizing tasks.
• Taking math classes every year. Studies show that
students are more college and career ready when they
take math classes every year of school.2
• Looking for bumps in the road. Typically, fifth through ninth
graders struggle with the following math concepts: fractions,
percent, ratio, and decimals. Review these basic concepts.
Algebra II
Geometry
High SchoolAlgebra I
Traditional PathwayTypical in U.S.
Mathematics III
Mathematics II
Mathematics I
Integrated PathwayTypical outside of U.S.
Courses in higher level mathematics: Precalculus, Calculus, Advanced Statistics, Discrete Mathematics, Advanced Quantitative Reasoning, or courses designed for career technical programs of study.
Contextual Skills& Awareness
Academic Behaviors
Key Content
KeyCognitiveStrategies
Facets of College Readiness
College and Career Readiness
College and career readiness is defined by researchers as
the level of preparation a student needs in order to enroll
and succeed in credit-bearing general education courses
that meet baccalaureate degree requirements without the
need for remediation. College ready students complete
entry level courses at a proficiency level high enough to
experience success in the next course in a series or apply
the course knowledge to another context.1
There are a variety of math paths students can take to
reach the “college and career ready line” goal mentioned
in the Common Core State Standards for Mathematics. Some students will move faster than others; some will
need additional support. Below are typical pathways for
the U.S. and outside the U.S.
College and career readiness are not just defined by
the classes students take. According to Redefining College
1 Charis McGaughy, “Texas College and Career Readiness Initiative Overview: Standards and implementation, “Texas Higher Education Coordinating Board, Educational Policy Improvement Center (2009): www.thecb.state.tx.us. 2 Clifford Adelman, “The Toolbox Revisited: Paths to Degree Completion from High School through College,” U.S. Department of Education (2006).
7ON THE move®www.MilitaryChild.org
The “When Does Secondary Math Start?” and “College and Career Readiness”
articles are both excerpts from the new MCEC booklet for the Chart Your Course
kit called Math GPS. This publication was made possible through a grant from the
Raytheon Company, a positive and consistent advocate for preparing the next
generation of mathematicians and scientists and a strong supporter of military
children and their families. Find out more at store.militarychild.org.
www.MilitaryChild.org 1
When he was younger, Ethan
Nakamura’s stepfather was often
deployed overseas for two-year
stretches. “It’s never easy to say
goodbye to someone you love,” he
remembers, but his father would call
home regularly from Iraq. The first
thing he would always ask Ethan was,
“How are you doing in school?”
Ethan now can reassure his dad,
“I’m doing great; you don’t need to
National Math and Science Initiative Helps Students from Military Families Become “College Ready” By Gregg Fleisher National AP Training and Incentive Program Director, National Math and Science Initiative
Child Education Coalition (MCEC).
The initiative provides college-
level Advanced Placement* math and
science courses for students from
military families, which gives them
a running start on getting a college
degree. Ethan signed up to take pre-AP
calculus and AP English at Hopkinsville
High School near Fort Campbell in
Kentucky and is confident that doing
well in the AP classes will boost his
need to follow their dreams, NMSI
launched the first phase of the Initiative
for Military Families during the 2010-
2011 school year. Thanks to inaugural
funding from Lockheed Martin, the
program was implemented in four high
schools serving military installations,
The first four participating schools have increased passing scores on AP math, science, and English exams by
45 percent - almost six times the national average. worry about me.” He is one of the first
participants in the Initiative for Military
Families (IMF), a pace-setting new
program being implemented by the
National Math and Science Initiative
(NMSI) in conjunction with the Military
chances of going to college and then
medical school. His dream is to go into
the military after medical school and
then open his own medical practice.
To make sure students like Ethan are
“college ready” and get the skills they
two high schools near Fort Hood in
Texas and two high schools near Fort
Campbell in Kentucky.
The IMF is already producing
results: The first four participating
schools have increased passing scores
MCEC Special Topic8 ON THE move®
on AP math, science, and English
exams by 45 percent - almost six times
the national average.
The program has also drawn
repeated support and recognition
from the White House. In April 2011,
President Obama included the IMF
as part of his administration’s Joining
Forces outreach to military families,
and Mrs. Obama helped kick off
the expansion of the AP program
at Fountain High School near Fort
Carson in Colorado.
This fall the program is being
expanded to serve a total of 34
campuses. Ten additional states will
join Texas and Kentucky that have
significant concentrations of military
families (Alabama, Arkansas, Colorado,
Connecticut, Georgia, Hawaii, Kentucky,
Massachusetts, North Carolina,
Oklahoma, Texas, and Virginia). With
additional funding, NMSI hopes to
expand the IMF to as many as 100 public
high schools on or near military bases.
The program is rapidly picking up
momentum. Following Lockheed
Martin’s example, other funders have
stepped up to help military kids in a very
personal way that will benefit them for
the rest of their lives. Additional funding
is being provided by the U.S. Army, BAE
Systems, Boeing, DoDEA, ExxonMobil,
the Jack Kent Cooke Foundation, the
U.S. Navy, and Northrop Grumman,
with additional support from the
O’Donnell Foundation. If enough other
corporations and foundations sign
up to help, that opportunity can be
extended to many more young people.
Almost two million young people
in America have a parent serving in the
military today. The separation when
parents are deployed and frequent
transfers can be particularly hard on
the children whose parents protect
our country. NMSI’s program provides
continuity in schoolwork for those
students because the AP curriculum
will be standard no matter which
school they attend. Not only that,
the extra credits earned by passing
the courses will make college more
affordable and attainable. Experience
has shown that students who pass an
AP course are three times more likely
to graduate from college – and even
those who do not receive a passing
score benefit from the exposure to
college-level rigor.
The core components of the
initiative are based on NMSI’s highly
successful Advanced Placement Training
and Incentive Program, which include:
• Extra training for AP teachers
• Ongoing support from master
teachers
• More time on task for students
in afterschool and Saturday study
sessions
• Incentives for teachers and
students to excel
Since 50 percent of the high-
paying jobs in the future will require
more math and science knowledge,
the new initiative makes sure students
from military families have the skills to
succeed in today’s highly competitive,
high tech world.
The men and women in today’s
military want their children to have
the best education possible. They
know that technology is important
because their lives depend on it. They
know math and science are the keys
to success in today’s global economy
- as well as in military careers.
One of the major concerns
repeatedly voiced by parents serving
overseas is: “Are my kids doing OK in
school?” A recent survey found that
34 percent of military parents are “less
or not confident” that their children’s
school is responsive to the unique
aspects of military life.
The Initiative for Military Families is
designed to give those military parents
– like Ethan’s stepdad – the peace of
mind of knowing their kids are getting
the education they deserve.
*Advanced Placement and AP are registered trademarks of the College Board.
John, Grade 6 | Naples Elementary School,Naples, Italy | U.S. Navy
9ON THE move®www.MilitaryChild.org
One of the most stressful aspects of military service
is ensuring that children receive a consistent, quality
education. But that no longer has to be the drill.
Today, many military families have discovered online
education as a way to reduce the angst of relocation and
bring consistency to their children’s education. If a family
relocates any place in the world, their children’s “school”
can now go with them.
Octavia and Steve Dabbs know first-hand how frequent
relocations can take a toll. A chaplain at Bolling Air Force Base,
in Washington, D.C., Major Dabbs says that the local brick and
mortar school just didn’t work out for their five children.
“It was traumatic for them,” Major Dabbs said, noting
several disruptive incidents that spurred a decision to enroll
in Community Academy Public Charter School (CAPCS),
a tuition-free, online, public school, serving families in
Washington, D.C. CAPCS uses the K12 curriculum and
services – K12 is the nation’s leading provider of K–12 online
education programs, now in 29 states and the District of
Columbia and globally through K12 International Academy.
Says Octavia, “I used three popular online programs
before I found K12, which makes [education] easy. The kids
log-on to the computer, and we can see everything that
needs to get done that day, week, month, or throughout
the school year.”
“If I am re-assigned, we can pack up and pick up right where
we left off—and that is a plus for us,” adds Major Dabbs.
Here are some quick answers to common question
about virtual education:
Who can enroll in an Online Public School and how much does it cost?K12 and other providers work with authorities in many states
to supply complete education programs. Most commonly,
the schools are open to any student in grades K through
12 whose family is a resident of the state. Some states only
ONLINE EDUCATION: An Education That Can Go Anywhere By Tom Halligan Education Writer
permit a certain number of students to participate, so it’s
important to begin the enrollment process early. Like brick
and mortar public schools, the online public schools are
publicly-funded, so there is no tuition for the students.
What is the difference between virtual online public school and home schooling?Online public school students enjoy support from a state-
certified teacher, as well as a comprehensive curriculum
that is provided free of charge. As with a brick and mortar
public school, the student must meet state requirements,
including standardized testing and attendance, and will
receive a full-time course load.
What happens when we relocate?The curriculum of K12 Virtual Academies is consistent
across school systems, eliminating the need for course
repetition or exclusion from Honors and AP courses. When
you move to a new community, your child can participate
in the same virtual clubs and programs.
Tom Halligan is an education writer and former Editor-in-Chief of University Business magazine and Editor of the Community College Journal. He frequently writes on issues pertaining to education and technology.
FOUR STATES IN FOUR YEARSIndiana. Ohio. Florida. Michigan. These are the
states Shelly Brantly and her family have moved into
and out of over a four-year period. “Continuity in
a child’s education is extremely important – we’re
lucky to have K12.”
“One of the great things about the K12 curriculum,”
notes Shelly, “is that no matter which schooling option
you use, it’s always the same K12 curriculum. So in all
our moves, our kids have never missed a beat, even
when we’ve had to move in the middle of a semester.”
For more information on K12’s public and
private education options for military families,
visit www.K12.com/military.
MCEC Special Topic10 ON THE move®
What Are Standardized Tests?Usually created by commercial test publishers, standardized tests are
designed to give a common measure of students’ performance. Because
large numbers of students throughout the country take the same test, they
give educators a common yardstick or “standard’’ of measure. Educators use
these standardized tests to tell how well school programs are succeeding
or to give themselves a picture of the skills and abilities of today’s students.
Some popular tests include the California Achievement Tests (the
CAT), the Stanford Achievement Test, the Iowa Test of Basic Skills (the
ITBS), and the Stanford-Binet Intelligence Scale.
Why Do Schools Use Standardized Tests?Standardized tests can help teachers and administrators make
decisions regarding the instructional program. They help schools measure
how students in a given class, school, or school system perform in relation
to other students who take the same test. Using the results from these
tests, teachers and administrators can evaluate the school system, a
school program, or a particular student.
How Do Schools Use Standardized Tests?Different types of standardized tests have different purposes.
Standardized achievement tests measure how much students have already
learned about a school subject. The results from these tests can help
teachers develop programs that suit students’ achievement levels in each
subject area, such as reading, math, language skills, spelling, or science.
Standardized aptitude tests measure students’ abilities to learn in school-how
well they are likely to do in future school work. Instead of measuring knowledge
of subjects taught in school, these tests measure a broad range of abilities or skills
that are considered important to success in school. They can measure verbal
WHAT SHOULD PARENTS KNOWAbout Standardized Testing in SchoolsReprinted with permission from Project Appleseed, www.projectappleseed.org
One tool that schools use to learn about students is the standardized test. These tips explain basic features of
these tests and suggest questions you might ask your child’s teacher about testing. Understanding the role of
testing will help you to enable your child to succeed in school and to develop a better relationship between your
family and your child’s school.
?
11ON THE move®www.MilitaryChild.org
ability, mechanical ability, creativity, clerical ability, or abstract
reasoning. The results from aptitude tests help teachers to plan
instruction that is appropriate for the students’ levels. Educators
most commonly use achievement and aptitude tests to:
• Evaluate school programs;
• Report on students’ progress;
• Diagnose students’ strengths and weaknesses;
• Select students for special programs;
• Place students in special groups; and
• Certify student achievement (for example, award high
school diplomas or promote students from grade to grade).
Can Standardized Tests Alone Determine My Child’s Placement in the Classroom?
No. Paper-and-pencil tests give teachers only part
of the picture of your child’s strengths and weaknesses.
Teachers combine the results of many methods to gain
insights into the skills, abilities, and knowledge of your
child. These methods include:
• Observing students in the classroom;
• Evaluating their day-to-day classwork;
• Grading their homework assignments;
• Meeting with their parents; and
• Keeping close track of how students change or grow
throughout the year.
Standardized tests have limitations. These tests are
not perfect measures of what individual students can
or cannot do or of everything students learn. Also, your
child’s scores on a particular test may vary from day to day,
depending on whether your child guesses, receives clear
directions, follows the directions carefully, takes the test
seriously, and is comfortable in taking the test.
Art by Jaysen, Grade 3 |McBride Elementary School,Fort Benning, GA | U.S. Army
?
MCEC Special Topic12 ON THE move®
Implemented as a unique program that embeds carefully
selected MCEC personnel in seven school systems across
the U.S., the program’s original intent was to provide military
families and their children with a school district contact
who has in-depth knowledge of the district’s schools,
personnel, and programs, and who also has connections
to the military installation and to the community. As
the program has evolved, the Military Student Transition
Consultants have found themselves assisting families with
a wide range of services and providing military-connected
students of all ages with the hands-on care and support
parents hope to find in every school setting.
A sampling of the initiatives and first-year efforts and accomplishments
School related concernsDealing with transition• Working with families, students, counselors, and school
registrars dealing with issues surrounding transfer of credits, different state-to-state testing requirements, differing graduation requirements, varied scheduling configurations (e.g., alternating day block vs. traditional 7-period schedule), different calendars, magnet programs, transportation guidelines, and the multitude of school policies (e.g., discipline, dress codes, attendance, immunization requirements, etc.) that students must deal with on a daily basis
• Facilitating the transfer of school records that must follow students of military families as they make school-to-school changes
• Facilitating the timely receipt of 504 and special education records along with IEPs that are required by school districts to make appropriate student placement
Building a Bridgebetween School and Home
By Bill Lawson MA, LPC MCEC MSTC Program Manager
In partnership with the Army, MCEC unveiled a new, two-year Military Student Transition Consultant (MSTC) pilot program and early success has far exceeded original expectations.
Proud to Partner with Schools Across the Nation
Copperas Cove Independent School District (Fort Hood)Terri Jones (254) 547-1227 x681703 W. Avenue D [email protected] Cove, TX 76522
Fairbanks North Star Borough School District (Fort Wainwright)Recruiting for Position
Liberty County School System (Fort Stewart)Tanisha Perkins (912) 876-3038200 Bradwell Street [email protected], GA 31313
Muscogee County Schools (Fort Benning)Darlene Register (706) 748-22542960 Macon Road [email protected], GA 31906
SECTION T WO: Learning… Outside the Classroom
13ON THE move®www.MilitaryChild.org
• Educating parents on ways to best prepare their children for transfer to new schools
• Keeping parents informed of and prepared for intra-district transfers due to overcrowding or mandated transfers due to AYP/No Child Left Behind determinations
• Serving as a representative of the school district interpreting and translating the application of policies and guidelines to military families as they enroll students in district schools
Dealing with policies, programs, and procedures• Working with school administrators, counselors, and
registrars to understand the specifics of the Interstate Compact on Educational Opportunity for Military Children and how the articles of that agreement can be applied to military students entering schools in the district
• Meeting in a variety of settings with military students to hear their concerns, working with school personnel to create appropriate responses, and helping develop programs that best fit the needs of the students and school personnel working with them
• Meeting regularly with community and installation personnel and other stakeholder groups to collect information about programs and activities that involve military students and provide a wide range of services for their parents
Deployment-related concernsEducating teachers and other educators about issues unique to their military students• Awareness, anticipation, and response to academic and
behavior changes associated with military parents’ pre-deployment, deployment, reintegration, wounded warrior status, PTSD, changing living arrangements, and frequent moves
Proud to Partner with Schools Across the Nation
Copperas Cove Independent School District (Fort Hood)Terri Jones (254) 547-1227 x681703 W. Avenue D [email protected] Cove, TX 76522
Fairbanks North Star Borough School District (Fort Wainwright)Recruiting for Position
Liberty County School System (Fort Stewart)Tanisha Perkins (912) 876-3038200 Bradwell Street [email protected], GA 31313
Muscogee County Schools (Fort Benning)Darlene Register (706) 748-22542960 Macon Road [email protected], GA 31906
Socorro Independent School District (Fort Bliss)Jenny Sanchez (915) 219-808712440 Rojas Drive [email protected] Paso, TX 79928
Steilacoom Historical School District (Fort Lewis)Tami Johnson (253) 983-2234510 Chambers Street [email protected], WA 98388 [email protected]
Vernon Parish Schools (Fort Polk)Ron DeGray (337) 239-1684201 Belview Road [email protected], LA 71446
Coming in 2012Bossier Parish School Board (Barksdale Air Force Base)San Antonio area school districts
100%
33,195
Percent of educators, students, and parents surveyed
report satisfaction with the support they have received
from an Military Student Transition Consultant
Reported Number of direct and indirect contacts
with key stakeholders (students, parents, teachers,
counselors, administrators, and military-connected
individuals) since November 2011
“The MSTC has been most helpful with building relationships with families and schools. She is an advocate for military students and is well-seasoned in understanding military life and the local school system.” military parent
Artwork by Cleia, Grade 10 | Hohenfels Middle High School, Hohenfels, Germany | U.S. Army
MCEC Special Topic14 ON THE move®
Activities are not frills, distractions, or time-wasters. Rather, they emphasize responsibility, teamwork and achievement…
MILITARY-CONNECTED STUDENTS transition frequently
– it’s a fact of their lives. When Dad or Mom gets orders,
then the family moves. There is stress involved in those
moves: Will my classes transfer? Will the grade point
structure be the same as it was at my old school? What
will the teachers be like? How soon before I find friends?
THE VALUE OF EXTRACURRICULAR ACTIVITIES
Academics may be the focus of the family when they
arrive at their new installation, making sure their students
are in the right classes, but extracurricular activities can
THE VALUE OF Extracurricular ACTIVITIESFOR THE MOBILE STUDENT
be an important part of the transitions, too. Playing an
important role in students’ forming social connections
and a supporting personal sense of confidence, these
activities can be a powerful aid in helping students ease
into a new school setting. They can provide many benefits
to students, as reported by this educator:
“We find that participating in extracurricular helps the
academic side. Involved students
are happier, they adjust better,
they make social contacts faster.”
Research shows that extracurricular
activities are important to students.
When they are involved, they are
more likely to have higher GPAs (Feldman & Matjasko, 2007),
higher test scores and postsecondary aspirations (Lipscomb,
2007), and higher literacy scores (Shulruf, Turnen, & Tolley,
2008) than students who do not participate. Students who
are involved in extracurricular activities also have higher rates
of high school completion (Mahoney & Stattin, 2000); and
lower levels of delinquency and arrests (Mahoney, 2000).
Extracurricular activities can • provide adolescents access to social
networks, activities, resources, and
equipment that might otherwise be
unavailable to them;
• give students access to developmental and
leadership opportunities and a way of building
shared community within the school; and
• allow students to learn emotional
competency, develop identity, initiative,
and social skills, form connections, and
acquire social capital.
The positive experiences students gain from
participating in extracurricular activities help them to
become confident individuals. According to one parent,
By Avlyn Bolton MCEC Research & Evaluation Coordinator
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15ON THE move®www.MilitaryChild.org
“My son plays football and wrestles. He’s had the
benefit of having many different coaches with many
different styles and objectives, so he is becoming a better,
more well-rounded athlete and person as a result. Rather
than looking at it [moving] like, ‘That’s not how we used
to do it. This place stinks,’ he thinks of it as an opportunity
to enhance his ability as an athlete.”
Activities are not, therefore, frills, distractions, or time-
wasters. Rather, they emphasize responsibility, teamwork
and achievement, three strengths that military families value
and practice. When students engage in these structured
activities, their abilities, talents, interests and curiosity
combine to enhance character development. They learn to
set priorities, manage time, and to function as a member
and leader in an organization. Being active in extracurricular
activities can help students feel comfortable in their
GETTING INVOLVEDSome activities make it easy for students to meet others with
similar interests. Many students are involved in band and choir
performance activities and every school offers these as classes
and as extracurricular activities. Athletics, student council, and
career and technical organizations such as Health Occupation
Students of America are examples of other organizations that
offer activities of interest to large numbers of students.
Portability of skills and talents is key here. Students
bring their abilities to a school which, in turn, may have
an organization ready-made with students of like interests.
One student tells of her first day in the receiving school:
“The exact day we got here, later that day I went to
my soccer tryouts for my new team that I was going to
join. A couple of girls…were very welcoming, reassuring.
They told me, ‘You’re going to love it, and we’ll help you,
whatever you need.’”
Activities are not frills, distractions, or time-wasters. Rather, they emphasize responsibility, teamwork and achievement…
environment, open opportunities for new friendships,
and provide a venue for learning new skills, all while doing
something they enjoy. In addition, they afford the mobile
student the ability to quickly assimilate into a peer group in
which he or she can establish friendships quickly.
Adult presence in students’ lives links to academic and
life success (Scales, 2005), and the feelings of belonging
and being cared for have been linked to decreases in at-
risk behavior along with increased levels of emotional
well-being (Brooks, 2006). While the mobile lifestyle of the
military child means that they may lack the time needed
to develop bonds with adults in school, opportunities
can present themselves in unexpected places and make
a school transition easier for students. A shared interest
in baseball helped a student feel comfortable from the
moment he walked into his receiving school. He reported:
“My principal was real cool. When I first walked in I was
wearing my St. Louis Cardinal stuff and he’s a Boston Red
Sox fan. I could already tell we were going to be friends
and that made me comfortable because we were talking
about baseball. So it helps when the adults have some
sorts of interest that make sense to you.”
Colleges are looking for well-rounded students, so the
applications frequently include requests for extracurricular
activities. As military-connected students register, they
may need information about opportunities to participate
in these activities and encouragement to get involved.
One administrator described the typical student who is
working to qualify for a scholarship:
“Their plate is full — the resume, the application,
community service, extracurricular activities, National
Honor Society, Academic Decathlon, UIL, Band,
Swimming… There are just so many things our students
are doing to remain competitive.”
OTHER SOURCES OFEXTRACURRICULAR ACTIVITIES
Communities on and off post offer many and varied
opportunities to military students through Child Youth
Services (CYS), Scouting, and other organizations. Offerings
include team activities, crafts, volunteering, music, art, and
dancing lessons, tutoring, camping and field trips. CYS may
also be a source of support for children — and the whole
family — when a parent is deployed. These parents speak
about the value of CYS:
MCEC Special Topic16 ON THE move®
“Activities here were easy to find. You go to the
Family, Morale, Welfare Recreation Command (FMWRC)
site, and everything’s there. So you just sign up for it.
And the girls have always been involved in activities,
so I’ve kept them in. You know, when we got there that
summer, I started putting them in activities, and then we
all started making friends.”
“Right off the bat, I was already familiar with the CYS…
So that’s the first place that I went. They had a lot of things
for the kids to do, activities to get into the community. So
that was the first stop - getting her enrolled in CYS and all
the activities there. As far as the teachers, I really didn’t meet
too many of the teachers, because it was the last two weeks
of school. It was kind of a rush trying to get things done,
so, as far as the school and me being able to connect, that
wasn’t feasible. So I used more of the Child Youth Services
to be able to connect through the community.”
THINGS YOU CAN DOMoving to a new school can be stressful. Extracurricular
activities can help students quickly fit into their new
surroundings, and participation can pay off as the family
learns about the new school and what they may expect
when they arrive. With a checklist, students themselves
can take ownership of researching this part of the move
and do much of the work, smoothing their own way during
the move. The following recommendations can be added
to the family’s moving checklist:
SOURCES Brooks, T.E. (2006). Strengthening resilience in children and youth; Maximizing opportunities through schools. Children in Schools, 28, 69-76.
Feldman & Matjasko, (2007). The Role of School-Based Extracurricular Activities in Adolescent Development: A Comprehensive Review and
Future Directions. Review of Educational Research, 75 (2), 159-210.
Lipscomb (2007). Secondary school extracurricular involvement and academic achievement: a fixed approach. Economics of Education
Review, 26 (4), 463-472.
Mahoney (2000). School Extracurricular Activity Participation as a Moderator in the Development of Antisocial Patterns. Child Development,
71(3), 502-516.
Mahoney, J. L., & Stattin, H. (2000). Leisure activities and adolescent antisocial behavior: The role of structure and social context. Journal of
Adolescence, 23, 113-127.
Scales, P.C. (2005). Developmental Assets and the Middle School Counselor. Professional School Counseling, 9, 104-111.
Shulruf, Turnen, & Tolley (2008). Extracurricular activities in school, do they matter? Children and Youth Services Review, 30(4), 418-426.
• Do your research: write, phone, or email the new school
to find out what activities are available to you. Find out
if they have eligibility requirements, tryout windows,
and/or practices or trainings you must attend in order
to participate. Find out if there is a waiver process or
special considerations for students who arrive outside
of tryout windows.
• Compile a portfolio that includes grades; be sure to
include activities in which you have participated and
leadership positions you have held.
• Make a copy of eligibility requirements for activities in
which you have participated.
• Ask your coach(es) for notes of recommendation to
take to coaches at the receiving school.
SCHOOLQUESTAny time of the year can be “PCS time” and that’s why
the Military Child Education Coalition SchoolQuest is
always ready to help:
• Research schools at your new duty station.
• Ask questions about your student’s education plan.
• Store your valuable education information in a safe,
virtual file drawer!
The MCEC SchoolQuest also offers college and career
planning, a library filled with great information, a blog, and
state educational resource listings.
Totally free and just for you – visit www.SchoolQuest.org.
17ON THE move®www.MilitaryChild.org
Go to class. There’s a lot to juggle that first year! Although there are plenty of new experiences to enjoy,
remember your first goal of going to college: successfully graduating. To make that happen, you’ll
need to attend those dreadful 8:00 am classes and skip some social activities to ensure your
academic requirements are met. That being said…
Balance it all out.Get involved on campus with groups that interest you, and allow yourself time to enjoy what college life
offers beyond the classroom. This will help alleviate homesickness and build a supportive social circle.
Get organized.Your professors are there to teach you and guide you, but you are expected to keep up with
assignments and the work required. Take the time at the beginning of the semester to go through
all your responsibilities and log them on the calendar of your choice (paper or electronic? Choose
whatever works for you).
Make deadlines and stick to them.Procrastinating will only stress you out. Make reasonable deadlines and stick to them.
Know yourself.Do you need minimum eight hours of sleep to function? A secluded, quiet place to study? Are
you a visual or auditory learner? Is the most important part of your well-being that hour of gym
time? College is a time for self-discovery, so find out what makes you tick and own it. Distinguish
between needs and wants when you schedule your time, and don’t let other influences tempt
you away from what is best for you.
Budget and don’t budge.Long-distance phone calls, eating out, credit cards, fuel expenses… it all adds up quickly. A finance
plan is important. Calculate your monthly expenses and what your income will be. Then, stretch
your dollars where you can and limit spending where it’s unnecessary – maybe allow yourself
one dinner a week outside campus and stick to your cafeteria plan for your other meals – for a
happier, healthier wallet and freshman year.
Tips for College Freshman
Art by Jean, Grade 11 | Hohenfels Middle High School, Hohenfels, Germany | U.S. Army
By Laura Campbell MCEC Media Specialist
MCEC Special Topic18 ON THE move®
The beginning of a new school year is full of excitement
and anticipation. Use your own personal character
strengths to bring out the best in yourself this school year.
Here is an exercise to help you accomplish this. Visit the
website www.authentichappiness.org and then register
and complete the “VIA Inventory of Character Strengths”
(it can be found in the middle column, among the listing
of several different questionnaires). This questionnaire
measures and rank orders your own personal character
strengths. It takes about 30 minutes to complete.
When you complete the questionnaire, study your top
five strengths. Read the definition of each. Do they truly
describe you? How have you used these strengths in the
past? Think of ways that you may use these top strengths
to help you achieve important goals. For example, if one
of your top strengths is “teamwork,” think how you can
use this trait to help you excel in academics, sports, or
other activities this school year. Experts have found that
using your “signature” character strengths is a great way of
approaching a variety of challenges. So give this a try, and
good luck in all of your endeavors!
About the MCEC Science Advisory BoardThe mission of the MCEC Living in the New Normal: Helping Children Thrive through Good and Challenging
Times Science Advisory Board is to advise the LINN committee and the MCEC on the full spectrum of effects
– to include resilience, growth, and achievement, multiple deployments, trauma, and loss – living a military
lifestyle has upon military children, as well as to ensure the efficacy of the knowledge base and enhance the
ethical and professional credibility of the LINN Initiative.
CHARACTER STRENGTHS &AUTHENTIC HAPPINESS
By Dr. Mike Matthews MCEC Science Board Member
Madison, Grade 3 | McBride Elementary School, Fort Benning, GA |U.S. Army
19ON THE move®www.MilitaryChild.org
Hopefully, your family has
had some relaxed time this
summer. Without the pressure
of school or afterschool
activities, it is often easier to
let the day’s events unfold
without watching the clock
during the summer. Dinner and
bedtime may have been later or
less consistent, and hopefully
there were some mornings
when you and your child had
the opportunity to sleep in.
After a long less structured
summer, getting back to a
school schedule can be hard for
parents and children, but talking
about it helps.
Use the start of the school
year as an opportunity to discuss
the daily schedule together. Children
benefit from regular routines including
meal time, after school or evening study
time or quiet time, time for friends
and activities, and a good night sleep.
Posting a weekly schedule reinforces
important routines at home and helps
you stay on top of what needs to go
in your child’s backpack, etc. Put up a
calendar in a central place, and write in
upcoming events. Including every child’s
weekly schedule along with parents’
schedules in one place can serve as a
reminder that family members need
to work together and communicate in
order to accomplish all that occurs in a
busy week.
Getting Back in theSchool Year Routine
• Pick two nights in the week when
dinner will always be the same;
for example make Mondays pasta
night and Thursdays burger night.
These nights will be reassuringly
predictable for your child and
require no additional creative
energy from you.
• Pick a regular time in the week
to celebrate the things that went
right during the past week and to
talk about what is coming in the
week ahead. Use this as a time to
thank every member of your family
By Dr. Paula K. Rauch Director of the Marjorie E. Korff PACT Program; Family Support and Outreach, Home Base Program; Child Psychiatry Consultation Service to Pediatrics
for something that he or she did
to make your life a little easier or
brighter. Highlighting the positives
encourages more acts of kindness.
• Think about the times and
activities that lend themselves to
your best conversations with each
of your children. Maybe those
times are in the car or at bedtime
or during a favorite TV show. Make
it a priority to spend those times
together once a week if possible.
It helps to make space for good
conversations to happen.
Here are a few ideas that you might consider starting in the new school year:
Art by Elnatan, Grade 7 | Hohenfels Middle High School, Hohenfels, Germany | U.S. Army
MCEC Special Topic20 ON THE move®
As caring adults, we spend a great deal of
time worrying about our kids and their friends.
Do they make friends easily? Do they have
enough friends? Are they the right kinds of
friends? Because friendship is so vital to our
children’s young lives, it becomes a constant
source of concern. Yet we have
to let our children walk down
the sometimes bumpy road
of friendship, understanding,
respecting, and gently guiding
them along the way.
Facilitate Accurate and Positive ThinkingChildren need to know how to think positively about themselves.
This does not mean that they should have false ideas of grandeur. For
example, if a non-athletic child is playing basketball, he does not need to
be told he’s a great basketball player. Instead, he needs help accurately
assessing that although he may not be the best player, he knows how
to enjoy himself. Regarding friendship, children need to understand the
following accuracies:
It is not important if everyone likes you.
No one is perfect.
It is OK to make mistakes.
Things don’t have to be perfect in
order for you to be happy.
These are all true
statements but ones we
do not necessarily believe
when they come from
our own heads. Teach
children to believe in their
own accurate thinking.
How to Be a Friend
The article “How to be a Friend” is
an excerpt from the MCEC Growing,
Learning, and Understanding (GLU) Kit
HOW TO BE A FRIEND.
The How to be a Friend kit offers
activities and ideas to help kids better
understand the complex components
of friendship. The kit is founded upon
the idea that, in order to be a good
friend, children must first have a
strong and secure sense of self. How
to be a Friend contains activities that
explicitly teach basic social skills and
provide the tools kids need to begin
and build healthy relationships.
It also deals with helping kids
identify and avoid negative
relationships.
Books include How
to be a Friend by Laurie
Krasny and Marc Brown,
Holly Hobbie’s Travels
with Toot and Puddle,
and Mo Willems’
Leonardo the Terrible
Monster. Find out more at
www.store.militarychild.org.
A kit for
How to be a Friend
Includes activities for preschoolers
and early school-aged children
One in
a s
erie
s
brou
ght t
o yo
u by
the
Milit
ary
Child
Edu
catio
n Coa
lition
Teach kids to be
self-aware but not self-important.
With so much recent emphasis on
self-esteem, it’s easy to get carried away telling
kids how great they are, but make sure these are
not empty words; kids know the difference. Praise
children for a job well done. Acknowledge exceptional
achievement. Let them know you love them uncondi-
tionally. And help them figure out for themselves
the many unique and wonderful attributes that
make them who they really are.
21ON THE move®www.MilitaryChild.org
As the lazy days of summer come to
an end, parents everywhere are preparing
their children for the start of another
school year. Fall is a time to re-establish
daily routines such as homework, after
school sports, and all
of the activities families
with children try to fit
into a 24-hour day! At the
MCEC Parent to Parent,
we are kicking off our
fall schedule with a full
spectrum of education
workshops to help
parents help their children
get off to a good start
this school year. Some of
the workshops include:
Early Literacy workshops
designed to spark a love of reading and
learning in very young children, Avoiding
Homework Hassles at Home, The
Importance of an Academic Portfolio,
How to Prepare for a Successful Parent
Teacher Conference, and Chart Your
Course through High School and
Beyond. Our trainers share proven
strategies and the latest research and
resources with military parents to help
their children succeed in school despite
the challenges posed by deployments
and frequent school transitions typical
of life in a military family.
The Parent to Parent Back to School
Basics workshop explores ideas on
how parents can help improve their
students’ school performance this year.
It provides both common sense tips and
research-based approaches that explain
how children learn and suggest ways to
How Parents Can Help Their Children Succeed in School
best prepare them to learn.
For example, research shows that
kids look to the adults in their lives for
direction and support and that parent
attitudes greatly influence their kids. Just
education, they send the message that
the family values education. This shared
value inspires academic success. Staying
connected to a child’s education when
mom or dad deploys reinforces to the
child the importance of
education to the family
and demonstrates to
teachers that the family is
serious about their child’s
education.
In the Parent to Parent
Back to Basics workshop,
the participants learn
strategies to improve
their child’s performance
and experience at school
including how to
• keep the lines of
communication open with the
teacher and the school;
• talk and listen to their child about
what he is doing in school;
• know the teacher’s expectations
and school rules;
• do things at home to promote
homework and active learning;
• become involved in the school; and
• develop and maintain a learning
enhancing routine.
The MCEC Parent to Parent is
thrilled to start the new school year at
two dozen locations around the globe,
bringing current and relevant training
to our military communities. Want to
know more? Visit www.MilitaryChild.org/parents-and-students/programs/parent-to-parent.
Christina, Grade 10 | Hohenfels Middle High School, Hohenfels, Germany | U.S. Army
By Loretta Cremin Program Manager, MCEC Parent to Parent
by keeping a positive attitude about life
in general – but with learning in particular
– a parent becomes a powerful role
model for their child. This attitude can
instill confidence in the child that in turn
contributes to academic success.
Parental involvement in school is
particularly important. Research also
shows that children with involved
parents perform better academically
and in life in general. Children with
involved parents are more likely to
earn higher grades and have better
school attendance, greater motivation,
and increased likelihood to continue
to post-secondary education. At the
same time, these kids have lower rates
of suspension and risky behavior. When
parents are engaged in their child’s
MCEC Special Topic22 ON THE move®
Red Ink Pens: (4th Grade)With these, we could exchange quizzes
and spelling tests in class, the first test of our
academic honor and integrity. Not to mention, of
course, the smallest discernable amount of power
that could go to a 4th grader’s head. Or maybe it
was just me.
School Supplies AUGUST MAKES ME A BIT NOSTALGIC. It’s not so much that
I long for “times gone by” – at 25, there is not much past behind me!
However, this year marks the third anniversary of a momentous occasion
for me. Three years ago I graduated from college, and the idea that I
don’t go back to school this August still feels unnatural.
As a kid, a surly teenager, and a college student, “back to school” was
never something I particularly looked forward to. As a highly mobile
military child, the standard first-day jitters were often accompanied
by an exhausting combination of anxiety and optimism, new buildings,
teachers, friends, and most importantly, a fresh start and the opportunity
to be who you wanted to. It was enough to make your head spin.
Luckily, the marketing geniuses at my favorite stores take some pity on
students and provide a great incentive for starting school again: NEW
STUFF. It happened, then, that the driving force getting me out of bed
on that dreaded day in August was that I had a fabulous new outfit and
fresh, color-coordinated supplies. In the spirit of the commercialization
of Academia, I compiled a rather sentimental list of my school supplies:
Trapper Keeper: (5th Grade)We were in 5th grade; we had
important things to do. Our need
at this age to have all of our lives
contained in one device would be the catalyst
for an addiction later in life to laptops, smart phones, etc.
(None of which even existed at the time).
Graph Paper: (9th Grade)As if any of us needed an excuse to waste more time in class,
graph paper doubled as the most supreme of all doodle pads.
All those tiny little squares, just begging to be individually
colored and connected. If only we could have channeled that
meticulousness into studying biology.
By Emily Parry Special Contributor to the On the Move
10
9
8
EP
2
23ON THE move®www.MilitaryChild.org
Lunch Box: (Grades K-12th)The lunch box you carried said a lot about your
personality. While my childhood was all about
images of Care Bears and Barbie, the receptacle I
used to transport my lunch in high school was really
my most memorable: a vintage-style lunch box,
bearing the image of the original Saks 5th Avenue
storefront circa 1940. If it was possible to be in love
with a lunch box, I was.
The Monogrammed Back-Pack: (3rd Grade)Little needs to be said of this magnificent bag. I could
carry designer purses for the remainder of my life and
I would not feel the same affection as I did for my
backpack. It was purple with silver reflective stripes,
and most importantly, adorned with MY initials.
Doc Martens: (7th Grade)Few articles of clothing defined
my generation’s middle school
years the way those shoes did…
They were all ugly, and each one
weighed about 27 pounds. We
didn’t care.
1
7
Bonne Belle Lip Smackers: (6th Grade)
How glamorous we were,
with our melon-flavored gloss
and icy pink eye shadow, all
applied quite surreptitiously on
the bus each morning and wiped
off in the afternoon.
6
5A Key Ring:(11th Grade)
And we thought we
were grown up in
5th grade! At
the start of 11th
grade, nothing
said freedom like
the keys to a car all
your own, or at the
very least, regular
access to one.
4
3
These are the memories that remind me of all the hope of the first day of school: new friends, a new year, and a fresh start.
The 128 Pack of Crayons:(Grades K-12th …err, 5th)
This was perhaps the most
quintessential of all school supplies.
You got a fresh pack every year and
you’d better hope your mom got the one
with the sharpener built into the back. College Guide Book: (12th Grade)
Our focus was on the future
and we were faced with our
hardest decision yet. We sat at
lunch and in study hall poring
over book after book and a
myriad of brochures.
LIP SMACKERS
EP
MCEC Special Topic24 ON THE move®
Take stock. Review the supply list required.
Maybe your student was gifted multiple packs of crayons
this summer or you picked up a six-pack of hand sanitizer
at that bulk shopping store. Whatever the case, use it now.
Ask the teacher. Talk to your child’s teacher.
Is there anything that isn’t necessary for his particular
classroom? Are there items you can buy later in the year so
you don’t have to spend so much right now?
Evaluate. Sometimes we mentally add extra items
to our list because good marketing helps confuse “needs”
with “wants.” A brand new wardrobe, a book bag, or a
laptop may all move to the “buy later” pile.
Clip coupons. Visit the internet for printable
coupons to your favorite stores. Use sites like Amazon.com for special deals (pay attention to shipping!) and sign
up for alerts. Look in your local paper for coupons, too
– remember to use them – and for dates when special
pricing will be available.
Ways to Save on School SuppliesStick to the list. Make a strict list of what you will
purchase. Talk to your students about what your plans are, so
there are no surprises in the aisles. Maybe you can commit to
one ‘luxury’ item – such as an embellished folder – and older
students can use their own funds to buy anything beyond that.
Play detective. With today’s technology, it
is too easy to shop one store while comparing prices at
another via your smart phone. This is especially critical for
pricier purchases.
Stockpile all year. When visiting your favorite
store, make it a habit to swing by clearance and keep your
eyes open for sales. Some items your student will always
need – like pencils, erasers, and paper – so buy extra if
the opportunity presents and then tuck away for mid-year
replenishing or for next year.
Go green! At the end of the semester and again
at the end of the year, some of those school supplies
will be returned to you. Optimize this opportunity with
a pre-determined storage place for those extras, and look
forward to saving even more money next year!
Art by Emily, Grade 12 | Killeen High School, Fort Hood, TX | U.S. Army
By Laura Campbell MCEC Media Specialist
25ON THE move®www.MilitaryChild.org
Taking the STRESSOut of Homework
Do you have a child at home who is totally stressed out about homework? Well, you are not alone: Nearly 9 out of 10
kids stress out about homework, according to responses from students, teachers, and parents from the MetLife Survey
of the American Teacher. The study also said that more than one third of students feel that way almost all the time.
That’s a lot of very stressed out children! The good news is that there’s plenty students can do to deal with it. Try these
anxiety-relieving tips with your child.
SCHEDULE HOMEWORK: There is relief in knowing when
you will get things done. In our house, if it is not on the
schedule, it does not get done. Homework should be on
the schedule everyday along with soccer, play practice,
and time out with friends. This also helps kids separate
homework time from time for other distracting activities
like texting friends and playing video games.
PLAN IT: Every minute a parent spends teaching a child
how to plan and organize work is a minute
spent giving them a skill that will last a
lifetime. Help kids to break down the
work over the whole assignment time so
that it does not all come crashing down
at once and become overwhelming.
START SMALL: Sometimes the amount
of homework students
have to do makes it
seem impossible. But
By Joan Rooney Vice President of Instruction at Tutor.com
the reality is that each big assignment is made up of smaller
steps, and right now all your child has to do is focus on the
first step and then move to the next one.
TAKE DEEP BREATHS: Yes, it’s true—just breathing deeply
can make all the difference. Deep breaths force our
neurological system to relax and calm us—our bodies
can’t help but react in a positive way because they are
programmed that way.
CONNECT WITH A TUTOR: Tutor.com for the U.S. Military
(www.tutor.com/military) is a great way to reduce a
student’s stress levels. The online tutoring program is free
for eligible families. Tutors are online 24/7 and can help a
student facing the most stressful academic problems, even
that tough physics exam, by working through the problem
one-to-one in an online classroom. Even better, students
can save their sessions and review them anytime.
TALK IT OUT: If none of these strategies are working and your
child is simply over-the-top stressed out about
homework, then talk to your student’s
teacher and/or guidance counselor
about it. Letting them know
your child is experiencing
extreme stress helps
them know how to help
your child succeed.
Author Joan Rooney is a mom, former classroom teacher and
the VP of Instruction at Tutor.com.
Research shows that family involvement
promotes student success. When families, schools, and communities
work together• student achievement improves;
• teacher morale rises;
• communication increases; and
• family, school, and community connections multiply.
- from the National PTA website
Learn more here: http://www.pta.org/family_school_partnerships.asp
MacKenzie, Grade 4 | Condor Elementary School,Twentynine Palms, CA | U.S. Marines
MCEC Special Topic26 ON THE move®
This past January President Obama
released Strengthening Our Military
Families, a publication outlining federal
agency efforts to support this work. In
April 2011, Michelle Obama and Dr. Jill
Biden announced the Administration’s
Joining Forces, an initiative to better
support the U.S. military and their
families. They asked a wide range of
organizations to work together to
strengthen current services and develop
new ones to support military families.
The Military Child Education
Coalition (MCEC) and the American
Association of Colleges for Teacher
Education (AACTE) took up the
challenge and formed a partnership to
enhance the preparation of teachers to
Operation Educate the EducatorsAn Initiative to Strengthen the Preparation of Educators to Meet the Needs of Military Children
meet the needs of military-connected
children. There are approximately two
million children of active duty military
members and members of the National
Guard and Reserve. Over eighty
percent of these children attend public
schools in all fifty states. While active
duty families are concentrated near
military installations, National Guard
and Reserve families reside in almost
every community across our Nation.
AACTE surveyed its membership of
800 institutions of higher education and
realized that few preparation programs
incorporate curriculum and experiences
exposing teacher candidates to the
realities that military-connected children
face, including their social, emotional,
and learning needs. It is essential that
teachers begin their careers with the
tools they need to effectively address
the learning challenges that military-
connected children face.
The major activities that “Operation
Educate the Educators” will undertake
over the next year
include:
• enlisting 100 institutions of
higher education to incorporate
curriculum and experiences in
their teacher preparation programs
that address the needs of military-
connected children;
• conducting workshops in February
and June of 2012 for these institutions
to offer professional development
to higher education faculty;
• developing courses and modules that
address the learning needs of military-
connected children to incorporate
teacher preparation programs
and provide strategies for teacher
candidates to meet these needs;
• developing competencies that
schools of education can use
to ensure that their candidates
understand the unique social
and academic needs of military-
connected children and have the
skills to address those needs;
• creating an exchange program
between faculty at schools of
education and military institutions;
• developing a web portal to
provide resources to schools, and
colleges on military culture, social,
emotional, and academic needs
of military-connected children,
and best practices in
preparing teachers to
meet these needs.
About the American Association of Colleges for Teacher EducationThe AACTE is a national alliance
of educator preparation programs
dedicated to the highest quality
professional development of teachers
and school leaders in order to enhance
PK-12 student learning. The 800
institutions holding AACTE membership
represent public and private colleges
and universities in every state, the
District of Columbia, the Virgin Islands,
Puerto Rico, and Guam. Art by Makayla, Grade 4 |McBride Elementary School,Fort Benning, GA | U.S. ArmySECTION THREE: Learning… Together
27ON THE move®www.MilitaryChild.org
According to the Military Interstate
Children’s Compact Commission
website (www.mic3.net), the goal of the
Interstate Compact on Educational
Opportunity for Military Children “is
to replace the widely varying policies”
affecting our military-connected
students as they move between school
districts and states.” The Compact
SUCCESS!Military Families, Schools, andCommunities Working Together
by determining that both states had
committed to the Interstate Compact.
She shared with the parent that
this situation – state history credits
not transferring – was a concern of
the original group that formed the
Compact! She encouraged Paul and his
parents to visit www.mic3.net/pages/resources/resources.aspx to learn more
Teacher effects over time appear to be as important for student achievement as the cumulative effect of small class sizes.
~ Project Student Teacher Achievement Ratio (STAR), a study by Spyros Konstantopoulos, associate professor of education at Michigan State University
Paul’s mom had this to say to Aunt
Peggie: “We are truly thrilled with this
outcome! Thank you for the help and
resources you provided – and to our
MCEC Parent to Parent trainer. If it
had not been for her educating me on
the MCEC, I would not have had the
knowledge to address these issues.”
This is a wonderful example of how
Results of a longitudinal study of nearly 4,000 students find that those who don’t read proficiently by third grade are four times more likely to leave school without a diploma than proficient readers. ~ Double Jeopardy: How Third-Grade Reading Skills and Poverty Influence High School, a study by Donald J. Hernandez, professor at Hunter College, at the City University of New York
addresses key educational transition
issues such as enrollment, placement,
attendance, eligibility, and graduation.
As of July, 2012, 43 states have
made this commitment. But how is
this helping real military families?
Recently, the MCEC received an
email asking for help. Paul, a tenth
grade military-connected student, had
made a huge transition from a Midwest
state to the East Coast. Once enrolled
in his new high school, his parents were
shocked. The state history from his
recent high school wouldn’t transfer
along with several other classes, like art
appreciation. What could they do?
Aunt Peggie, MCEC Researcher, started
about the agreement and then contact
the installation’s School Liaison Officer
for additional support. She warned
parents that if the receiving state
required two semesters of history and
Paul had only had one, he may have to
take that second semester.
Paul’s parents followed Aunt Peggie’s
advice, reaching out and working with
the school. As a result, all of Paul’s credits
ultimately transferred (although some as
electives), and the state history credits
were used as an even exchange. The school
even waived a class that would do nothing
but keep him a year behind his peer group
– a commitment to providing the flexibility
that military transfer students need!
the Interstate Compact on Educational
Opportunity for Military Children,
communities, states, schools, educators,
and military families are all working
together …for the sake of the child.
Art by Brian, Grade 11 | Ramey School, Aguadilla, Puerto Rico | Federal Officer
By Laura Campbell MCEC Media Specialist
MCEC Special Topic28 ON THE move®
Common Core Standards:Will it make a difference for our military-connected students?
A phrase you may hear or read about over the next few years is “Common Core” or “Common Core State Standards”
(CCSS). CCSS represent a major education shift toward an emphasis on rigorous and consistent standards through-
out students’ K-12 academic careers. The adoption and implementation of CCSS in schools will provide consistent
and clear standards of student expectations. The new standards require a high level of student engagement as well
as a focus on both content and a depth of understanding to apply the knowledge. Standards are designed
to be relevant to what students need to know in order to be prepared for college or
their careers and to position our students to be successful in our global economy.
For our military-connected children, CCSS are a dramatic shift from an education
experience that has traditionally been a patchwork of various standards
and expectations as they move from state to state to one that will be
as close to academically seamless as possible. Students will not be
caught off-guard when they move, because CCSS outline the spe-
cific skills and knowledge by each grade that students need to have
in order to be prepared for college or employment after high school.
CCSS are a list of specific, grade by grade, academic standards that cover mathematics and English lan-guage arts. It is important to understand that CCSS are not intended to dictate everything that is taught, nor do they mandate how to teach. They describe the critical knowledge and skills our students need to be successful in college or the workplace. The exam-ple below is from seventh grade mathematics, under the geometry section: • Draw, construct, and describe geometrical figures
and describe the relationships between them.• Solve real-life and mathematical problems involving
angle measure, area, surface area, and volume.
What are the Common Core State Standards?
Prior to the adoption of CCSS, each state had its own process to develop and implement academic standards or expectations. This autonomy caused in a great deal of disparity in content, rigor, and standards from one state to another. For the military-connected student, this disparity often resulted in students not having pre-requisite skills or knowledge or having to repeat content when they transitioned. All students need to be prepared for success in college or the workplace, wherever their post-secondary endeavors take them. All students are entitled to a high quality education no matter where they live. All students, especially our mobile military-connected students, should know that standards and expectations for academic excellence will be consistent as they move.
Why do we need common standards?
Artwork by Daniel, Grade 7 | Poquoson Middle School, Poquoson, Virginia | U.S. Army
29ON THE move®www.MilitaryChild.orgwww.MilitaryChild.org
The Council of Chief State School Officer (CC-SSO) and the National Governors Association Center for Best Practices (NGA Center) have worked for several years with 48 states, two ter-ritories, and the District of Columbia to develop curriculum standards for English language arts and mathematics that reflect the skills students need to prepare them for post-secondary education or to enter the work-place (college or career ready). Many other groups were involved in the devel-opment of these standards including Achieve, ACT, College Board, National Association of State Boards of Education, and State Higher Education Officers. Other groups like the National Council of Teachers of English and the National Coun-cil of Teachers of Mathematics provided feed-back on the standards. States voluntarily decide whether they will or will not adopt the standards and how they will implement them.
The adoption of CCSS is not a federal govern-ment program or mandate. The federal govern-ment does, however, have the ability to support the states’ efforts to implement CCSS through a range of incentives such as allowing states greater flexibility in the use of federal funds and in the current accountability system. The federal gov-
ernment can also revise existing federal educa-tion laws to support the most effective and
promising research-proven practices in the classroom.
To date, 45 states, the District of Columbia, U.S. Virgin Is-lands, and the Northern Mariana Islands have voluntarily ad-opted CCSS (see map). The states that have adopted CCSS are home to approximately 80% of all military-connected children. The remaining students are in one of the states that have not adopted CCSS or attend a Department of Defense Education Activity school. Although the adoption process has occurred, school districts may take several years to implement CCSS. Implementation involves many steps, including necessary changes in curriculum and assessments. States may also refer to CCSS by different names. States that have adopted CCSS have planned to implement them fully no later than School Year 2014-2015. Kentucky has been leading the implementation process with plans for students being assessed on CCSS at the end of School Year 2012.
CCSS are based on the best and highest standards in the country. They are aligned with college expectations in both content and skills; therefore, concerns about wheth-er CCSS will result in lower standards are unfounded. A 2011 study completed by the Education Policy Improve-ment Center (EPIC) compared CCSS to five different sets of standards recognized as exemplary state standards or standards that were written specifically for college readi-ness. This study suggests a substantial concurrence be-tween CCSS and the comparative standards. (The com-plete study can be viewed on the EPIC website, www.epiconline.org/CommonCoreStateStandardsStudies)
Start by learning as much as you can about your state’s and district’s progress toward implementing CCSS. A good place to begin is the CCSS website www.corestandards.
org. You can see all the standards, grade by grade, as well as links to information about the state that interests you to get more information on the adoption and implementation process. You can also hear the voices of education leaders from around the country who support CCSS. In addition, The National PTA (www.PTA.org) has great resources that explain how parents can work with their children and what children are expected to know at different grade levels. We at the Military Child Education Coalition are always happy to answer your questions. Contact us through our website, www.militarychild.org.
Where and when have CCSS been adopted or implemented?
How do I get involved?
The education experience for many military-con-nected students can be frustrating. Some students find themselves in a class where they do not have the expected knowledge and skills needed to do well, skills their classmates learned the previous year. Other students find themselves repeating material and are expected to be content to spend class time “review-ing.” The adoption and implementation of CCSS are a critical step and particularly important to the mobile military-connected student because they provide consistency, continuity, and clear expectations of the knowledge and skills students need in each grade.
Why are CCSS so important to military-connected students?
Who created the standards?
MCEC Special Topic30 ON THE move®
perspectivesAndrew ParryA Student’s Perspective
I spent my whole childhood as a military child, so moving around was a pretty common
occurrence. In fact, I moved 12 times by my 18th birthday, which included attending four
different high schools. While my situation is certainly not unique, it was not without its
challenges. Because of the frequent moves and school changes I had to take frequent
assessments to determine where I “belonged” in my new classes. The “advanced” reading
group in one school may have been the equivalent of the “average” group in the next
school I attended. In high school the challenges were even greater. Although I excelled
in academics I found myself “out of sync” with my classes. In English I found myself
“For the sake of all children, it is imperative that the knowledge and skills taught from kindergarten
through high school be both consistent from state to state as well as challenging.”
Although I excelled in academics I found myself ‘out of sync’ with my classes.
Does It Add Up for Military Families?
1 military family+1 change of duty station
A change of address, change of school and teachers,
Change of friends, change of place of worship,
change of weather, change of scenery
Change of schedules, change of neighborhood,
change of sports, and change of routine
re-reading books in the 10th and 11th grade that I had read in 9th grade. Additionally,
there were books my senior year that, according to my teacher, I SHOULD have read,
but didn’t because they weren’t part of the curriculum at my past schools. Math proved
to be even more difficult. I never took a class in geometry but was expected to know
it my sophomore year. This required extra effort on my part to “catch up” with the rest
of the class or risk falling further behind. My senior year I found myself in a freshman
geography class that was required for graduation.
I am confident there are other military children who experience the same issues I
faced. That is why the implementation of Common Core State Standards is beneficial
to families that must relocate frequently. No longer will kids risk falling behind because
of a parent’s reassignment. The curriculum, while challenging, is also uniform from
state to state, ensuring that military children are afforded the same opportunities as
their peers and that, regardless of where they graduate from high school, they are
prepared for either college or the workforce. With the support of the Military Child
Education Coalition, this issue and its importance to military-connected students
can get the necessary attention of state governments and school systems. More
importantly, the effort will help ensure that all children leave high school ready for
the next phase in their life whether that is college, working, or both.
Although I succeeded in school without Common Core Standards in place, I had
a fair number of challenges. Fellow students not well-equipped to handle the
frequent changes struggled more. For the sake of all children, it is imperative
that the knowledge and skills taught from kindergarten through high school be
both consistent from state to state as well as challenging.
For our nation’s 2 million military connected children these chang-es happen an average of 6-9 times over the course of their school years. But what if, just what if, the impact of one of these changes is lessened for every move? That possibility is very real and at-tainable with passage of the Common Core State Standards. The Common Core Standards Initiative’s mission is to “provide a consistent, clear understanding of what students are expected
31ON THE move®www.MilitaryChild.org
perspectivesAs a parent of military-connected children and a veteran of 12 global and interstate relocations, our family navigated its share of turbulent waters when it came to changing schools. Research tells me that my children were typical among their peers. They were in a group of nearly 1.1 million military-connected students with parents who are Active Duty, National Guard or Reserves, 80% of whom attend public school systems in the United States. They also move 3 times more frequently than their civilian classmates and change schools an average of 6 to 9 times before graduation. For the most part, my children embraced each transition – although my son had to work hard at putting a good face on his third high school in four years.
That is why it is with a grateful heart that I follow the progress of a grant from The Bill & Melinda Gates Foundation to the Military Child Education Coalition (MCEC). Through this partnership, the MCEC will be a champion for the implementation of the Common Core State Standards (CCSS) that will help ensure that all students are receiving a high quality education
Zoe Trautman
consistently, from school to school and state to state, as preparation for future success at work or in higher education. CCSS are designed to provide a clear, rigorous set of shared goals and expectations for the knowledge and skills that will help all students.
This predictability is singularly critical for our military-connected students who currently are challenged with adapting and flexing as they move through each state’s unique curriculum, specific materials, requirements, and assessment formats. Often this means repeating courses or missing concepts altogether, given that the scope and sequence of core subjects differs from state to state. Math, in particular, can present these challenges at all grade levels.
So while our military families negotiate the choppy seas of change that characterize their lives, changes resulting from military assignments, or a parent’s deployment, they need the reassurance that their children’s educational progress will not suffer – no matter where they are.
to learn, so teachers and parents know that they need to do to help them. The standards are designed to be robust and relevant to the real work, reflecting the knowledge and skills that our young people need for success in col-lege and careers. With American students fully prepared for the future, our communities will be best positioned to compete successfully in the global economy.” So for every child across the United States, these rigorous expectations for learning provide consistent and predictable learning goals. Schools and teachers continue to make decisions about how lessons are present-ed, keeping intact the art of teaching.
From my experience as a former principal of an elementary school situated on a large military installation, military families hold their children’s education in high regard, keeping that one item
at the center of their most critical decisions. Decisions such as keeping the family together at the same duty station, or separating the family while the service member moves to the next duty station, or whether or not to remain in the military. Hundreds of our conversations centered on the differences they experienced in school expectations, curriculums, textbooks, etc. and the dramatic effect these fluctuations placed on their children.
“Like the Interstate Compact on Educational Opportunity for Military Children that pro-vides common guidelines for states to fol-low in handling issues that impact children of military families as they transition between schools, the rigor of the proposed academic Common Core Standards will be a benefit to military dependent students everywhere,” said
USAAC Commanding General, LT. Gen. Benja-min C. Freakley. “Moreover, I fully agree with Secretary of Education Duncan when he says there is no more important work than pre-paring our students to success in the global economy. Our national security as well as our national economy hinge upon education and our ability to adapt to global changes. Nation-al standards will raise the bar in education, and ultimately, serve our Nation by producing high school graduates fully prepared for high-er education, the military, or the workforce.”
As our service members continually sacrifice for the freedoms we enjoy, passage of Com-mon Core State Standards afford military families one less change to face in their tran-sitions and add one more item of familiarity to their world.
A Parent’s Perspective
An Administrator’s Perspective Karol Carlisle
MCEC Special Topic32 ON THE move®
It is our privilege to announce a
partnership between the Military
Child Education Coalition and the
National Parent Teacher Association
(PTA). The National PTA is one of
the strongest advocacy groups for
children and has a rich history of
championing efforts in support of all
young people.
The partnership between the
Military Child Education Coalition and
the National PTA aligns with the Joining
Forces Initiative of The First Lady
Michelle Obama and Dr. Jill Biden, which
focuses on supporting military families in
the areas of employment, wellness, and
education. Our partnership converges
on the educational component of this
important initiative.
Our partnership goals include
working together to build connections
and engagement between military and
civilian parents and students using PTA
Programs, the MCEC Parent to Parent
program, and the MCEC Student
2 Student program. Through these
programs, we will initiate projects
in participating school districts
with significant military-connected
student populations and districts
with less than 25 percent military-
connected student populations. The
projects will address one or more of
the following areas: military family support, academic achievement, health and wellness, extracurricular learning opportunities, or community involvement and support.
Additional projects to be undertaken by our partnership include the
development of a publication entitled “Guide to Engaging with Military-
Connected Parents” for use by PTAs, which will be accompanied by a toolkit
of resource materials for parents to educate them about the unique needs of
military families.
Together, we can make a difference for our military-connected students and
are honored to do so. Stay tuned for updates as the Military Child Education
Coalition and the National PTA move forward together hand in hand…for the
sake of the child.
Art by Francine, Grade 12 | Ramey School, Aguadilla, Puerto Rico | Teacher
Partnership Pridewith National PTA