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


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.


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.


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.


“…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).


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


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


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.


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.

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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

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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


• 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


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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“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:


“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.


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


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


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


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

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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.


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


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


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


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



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


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


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



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?


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


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


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

back to school: it's al about learning

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