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PASS PROGRAM GUIDE
Table of Contents
Table of Contents………………………………………………………………………...
1
Foreword ………………………………………………………………………………...
3
Acknowledgements………………………………………………………………………
4
Program Overview………………………………………………………………………..
5
Roles and Responsibilities………………………………………………………………… 6
Marketing Strategies………………………………………………………………………
8
Core Workshops…….…………………………………………………………………….
9
Additional Workshops…………………………………………………………………….
11
Participant Workshop Evaluation…………………………………………………………. 11
Quarterly Reporting……………………………………………………………………….. 11
Appendix A: Leadership Briefing………………………………………………………… A-1
Appendix B: Volunteer Forms
Volunteer Application…………………………………………………………….
B-2
Volunteer Job Description………………..….……………………………………
B-3
Appendix C: Sample Marketing Materials
Sample Tri-Fold Brochure………………………………………………………..
C-2
Sample PASS Program Flier………………………………………………………
C-3
Sample Workshop Flier……………………………………………………………. C-4
Appendix D: Vignette Scripts
Starting Your Child in School (1)………………………………………………….. D-2
Starting Your Child in School (2)…………………………………………………... D-3
Teaming with School Personnel…………………………………………………….. D-4
Individual Education Plan (IEP)…………………………………………………….. D-5
Student Portfolio……………………………………………………………………. D-6
Parent Advocates for Students and Schools: PASS it on!
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PASS PROGRAM GUIDE
Roadmap to Your Student’s Future………………………………………………… D-7
Appendix E: Workshop Materials
Starting Your Child in School……………………………………………………… E-2
Teaming With School Personnel…………………………………………………… E-7
Individualized Education Plan……………………………………………………… E-14
Student Portfolio……………………………………………………………………. E-24
Roadmap to Your Student’s Future…………………………………………………. E-29
Appendix F: Evaluation and Reporting
Participant Program Evaluation (Sample)……..……………………………………. F-2
AMC Quarterly Reporting (EIM Spreadsheet Tab 1)……………………………….. F-3
AMC Quarterly Reporting (EIM Spreadsheet Tab 2) ………………………………. F-4
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PASS PROGRAM GUIDE
Foreword by Mrs. Linda McNabb
As a parent, I know how difficult it is for military children to transition from one school district
to another, and how challenging it can be for parents to find new services for a child with special
educational needs. Relocating my family several times during my husband’s military career
made me realize how important it is for parents to share experiences and strategies with each
other. With this in mind, I organized a group of base personnel, local educators, and parent
volunteers to develop core workshops and establish the Parent Advocates for Students and
Schools (PASS) Program.
My vision is that PASS will help parents understand how valuable they are in their child’s
educational process. I want parents with school-aged children to have opportunities to meet with
one another to discuss successful methods for navigating through school systems. I believe that
when parents are provided well-researched tools and networking opportunities, they can better
manage the demands of a mobile military lifestyle.
I would like to personally thank the Scott AFB PASS team for taking this journey with me.
Their dedication and commitment to make my vision a reality will ensure parents have the tools
they need to improve the educational journey for all military students. As a stay at home patriot,
I am excited to see the impact PASS is making at Scott AFB IL, and I encourage other
communities to adopt this program. Strong families – Strong communities.
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PASS PROGRAM GUIDE
Acknowledgements
A program such as Parent Advocates for Students and Schools (PASS) does not happen quickly,
and cannot be created in a vacuum. It begins with a vision, and is pursued with the passion,
creativity, dedication, and nurturing of individuals who believe they can make a difference.
Mrs. Linda McNabb understands first-hand the price military children pay for repeated moves
and deployment separations that are fundamental to today’s military lifestyle. She had a vision
of a shared responsibility - to cultivate well-educated military children despite the rigors of a
mobile lifestyle. Her dream was to create opportunities for parents to help each other become
well informed advocates for their children’s education through common experiences and skills.
The Scott AFB Airman & Family Readiness Center, the School Liaison Officer, the PASS
Coordinator, Scott AFB PASS volunteers, and a team from the Southern Illinois University
Workforce Education & Development Program shared Mrs. McNabb’s vision and put wings to
her dream. Their steadfast commitment to military child education and to this peer-to-peer
concept of support culminated in the abundantly successful PASS Program. Their dedication is
praiseworthy. They willingly provide the template, and only ask that you “PASS it on”.
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Parent Advocates for Students and Schools (PASS)
Program Overview
The Parent Advocates for Students and Schools (PASS) Program prepares military parents and
students to navigate the school systems and explore educational alternatives that respond to their
mobile lifestyle. In January 2011, President Obama directed a coordinated Government-wide
approach to supporting military families. This directive included: “Ensuring excellence in
military children’s education and their development.” AMC Commander General Raymond
Johns acknowledged that, “PASS is an investment in the readiness of the force and quality of life
for our Airmen, families and community. This initiative is a true prevention model that enhances
fitness and resiliency skills. We believe PASS can be a catalyst to help develop vibrant social
networks among parents, thereby creating a deeper “sense of belonging” in all of our
installations and communities.” PASS supports both the President’s directive, and AMC’s
Comprehensive Airman Fitness initiative to enhance the resilience of military families.
The PASS Guide provides an overview of the program and supporting documentation to make it
a success at any location. It defines the role of parent volunteers, provides sample marketing
materials, and includes lesson plans for five basic workshops.
Vision
The PASS program is designed to create opportunities for parents to support each other through
common challenges and experiences. It provides an avenue for parents and educators to find
solutions to education issues through new partnerships. Knowing that their children’s
educational needs are met enables the military members to keep their focus on the mission.
Goal
Our goal is to educate military parents and establish networking opportunities to bring about the
best educational outcomes for military-connected families.
Objectives
-
Set students up for long-term success by increasing parents’ abilities to promote
partnerships with school systems utilizing base and community resources
-
Share ideas through workshops, peer-to-peer networking, and advocacy meetings/groups;
reach out to parents with children of all ages to provide strategies for school readiness
-
Increase parents’ knowledge of available supplemental services as well as their rights
and responsibilities under statutory and regulatory educational laws
-
Assist parents and students to prepare for college and careers
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PASS PROGRAM GUIDE
Roles and Responsibilities
While PASS is a peer-to-peer parent program, oversight is provided by functional experts. The
success of this program is dependent on volunteer participation. The office of primary
responsibility is the Airman & Family Readiness Center in coordination with the School Liaison
Officer. It is their responsibility to ensure senior leadership is aware of the PASS Program, and
understands how it benefits military families. See Appendix A for a sample leadership briefing.
Volunteers are recruited formally through First Sergeants, Airman & Family Services Programs,
the School Liaison Officer, spouse groups, and other organizations in the Integrated Delivery
System. Volunteers are recruited informally by parents sharing with other parents about PASS.
PASS volunteer opportunities are numerous. Examples of volunteer opportunities can be found
on the “PASS Volunteer Application.” Some of the key responsibilities of the program fall upon
volunteers, while others fall upon military personnel and civilian employees at the base. See
Appendix B for a sample Volunteer Application Form and Sample Volunteer Job Description.
PASS Executive Committee
The PASS Executive Committee oversees the PASS Program. Core membership consists of the
Mission Support Group Commander, the Airman & Family Readiness Center (A&FRC) Personal
Work Life Consultant, the School Liaison Officer, the Exceptional Family Member Program
Coordinator, and a PASS volunteer representative.
The PASS Executive Committee will meet annually. The A&FRC will schedule the annual
meeting to be held during the school year.
Airman & Family Readiness Personal & Work-Life Consultant (P&WLC) / School Liaison
Officer
The P&WLC Core Compliance Expert will educate volunteers on their roles and responsibilities.
They will hold regular meetings with PASS volunteers to execute core workshops and examine
current educational trends and issues identified by the committee. Other responsibilities of the
P&WLC, in collaboration with the School Liaison Officer, include:
•
Oversee the PASS Working Group; help facilitate PASS Working Group meetings
•
Provide logistics support and resources (place to meet, supplies, educational resources,
arrange for guest speakers/panel members)
•
Assist with creating fliers, writing articles and newsletters
•
Assist with community outreach
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PASS PROGRAM GUIDE
•
Use the group’s influence to recruit peers, workshop facilitators, and serve as panel
members for workshops with PASS volunteer collaboration
•
Maintain parent resources within A&FRC
•
Provide inputs to workshop topics
PASS Volunteer Working Group
The PASS Volunteer Working Group meets monthly during the school year. Activities include:
•
Lead PASS meetings
•
Recruit volunteers
•
Provide ideas for marketing
•
Assist with organizing and scheduling workshops
•
Facilitate and/or co-facilitate workshops
•
Provide ideas for workshops/issues
•
Provide input to workshop content
•
Assist with writing articles and newsletters
•
Disseminate marketing materials
•
Help maintain parent resources within the A&FRC
•
Promote parents participation in PTAs/PTOs and volunteering with schools
•
Provide peer-to-peer mentoring
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PASS PROGRAM GUIDE
Marketing Strategies
Base and local community outreach is crucial to the success of your PASS program. Publicize
key information using a variety of materials, methods, and venues to appeal to diverse audiences.
All PASS materials should include a phone number, address or web-site where people can obtain
additional information. See Appendix C for sample marketing materials. Six vignettes have also
been created and can be downloaded from the PASS EIM Site at:
https://eim.amc.af.mil/org/a1/A1S/A1SI-DATASYS/Webs/PASS/index.html
Volunteers wrote and appear in the vignettes; accompanying scripts are located in Appendix D.
Below are some things to consider in your marketing plan:
Identify target audiences who can not only take advantage of the program, but who are also in a
position to pass the word long. Consider audiences such as:
Commanders & other key leadership
Unit personnel
Veteran’s groups
Local school officials & educators
Military spouses
Family members
Watch for upcoming events, and contact key personnel to request an opportunity to make a
presentation or distribute materials. Potential venues include:
Commander’s Call
In-processing briefings
Key spouse briefings
Local community & civic events
School board meetings
Base sponsored events
Club and organization meetings
Town Hall meetings
Seminars and workshops
Reach out to agencies, organizations, and other locations where materials such as brochures and
fliers can be distributed or made available for passers-by. Possible locations include:
Youth & Child Development Centers
Base IDS agencies
Community & Recreation
Centers
Airman and Family Readiness Center
Sponsor packages
Organization’s Common Areas
Utilize printed materials, local media, electronic media and social networking tools to educate
the public regarding your PASS program and upcoming events. Consider using the following:
Commander’s Access Channel
Web-sites (must update)
Movie theater preview ads
Press releases & newspaper articles
Facebook (must update)
DVD’s (Vignettes)
Billboards & portable outdoor signs
Email lists
Posters, fliers & brochures
* Implementing this wonderful program will only become valuable when you “PASS IT ON!”
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PASS PROGRAM GUIDE
PASS Core Workshops
Five core workshop templates have been developed by a team from the Southern Illinois
University Workforce Education & Development Program. All workshops should be tailored to
meet the needs of your audience, and supplemented with local information. It may be beneficial
to have more than one presenter to help address a variety of circumstances and ensure all
information is covered effectively. Lesson plans and handouts are located in Appendix E.
Power point presentations can be downloaded from the PASS EIM Site at:
Starting Your Child in School
Overview: Parents will be able to determine when their child is eligible for Pre-K and
Kindergarten, and what paperwork is needed for school registration. They will also learn about
potential changes their child may experience as a result of adjusting to Kindergarten. A panel of
people who impact school enrollment will provide valuable in-sight and answer questions.
Target Audience: Parents enrolling their children in school for the first time (Pre- K or
Kindergarten)
Desired Presenters: Knowledge of enrollment requirements and processes for the local school
district(s); understanding of child behavior as it relates to the educational process. Recommend
4-6 panel members who have an impact on the school’s enrollment process. Examples of ideal
panel members: School Principals, Directors of Special Education, School Administrators/
Registrars, and parents with recent enrollment experience.
Length of workshop: 2 Hours
Teaming with School Personnel
Overview: Parents will learn 1.) How to connect with the people who have an impact on their
child’s education; 2.) How to navigate through the school system; 3.) Avenues to address
concerns regarding their child’s school; and 4.) School volunteer opportunities. A panel of
people who impact your child’s education will provide valuable in-sight and answer questions.
Target Audience: Parents with school age children (K-12)
Desired Presenters: Familiar with key school contacts; understands the process to address
concerns or issues within the local school district; knowledgeable of volunteer opportunities.
Recommend a 4-6 member panel to include school officials and/or others who have an impact on
the education of local school children. Examples of ideal panel members: School Principals,
Directors of Special Education, Special Services Case Managers, Guidance Counselors, and
School Social Workers.
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PASS PROGRAM GUIDE
Individualized Education Plan (IEP)
Overview: Participants will gain an in depth understanding of the Individualized Education Plan
(IEP) process. In addition, this workshop identifies related services, explains a parent’s legal
rights, and defines acronyms commonly used in special education.
Target Audience: Parents who have a child with special educational needs
Desired Presenter: Understands the educational challenges for a child with special needs;
knowledgeable of the IEP process and parental legal rights; familiar with local services
Student Portfolio
Overview: Parents will learn how to set up a student portfolio, and why having it can ease a
child’s transition from one school to another.
Target Audience: Parents who relocate with school age children
Desired Presenter: A parent who has experienced relocating with school age children, and/or an
individual with skills and knowledge to help children transition from one school to another
Length of Workshop: 2 Hours
Roadmap to Your Student’s Future
Overview: Learn what your child can do from 7th grade through high school graduation to
prepare for college. Participants will learn about different types of colleges, typical entrance
requirements, and discuss ways to manage the cost of a college education.
Target Audience: Parents with children in grades 7-12
Desired Presenter: Knowledgeable of various college entrance requirements, enrollment
policies, and application processes; familiar with various types of schools; ability to discuss
financial planning and tuition options (Example: High School Guidance Counselor)
Length of Workshop: 2 Hours
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PASS PROGRAM GUIDE
Additional Workshops
You may develop additional workshops as local needs are identified. First, determine if another
base has already created materials you can use as a guide. If not, your local PASS Team should
work together to develop a course following a similar format to the optional workshops provided
with this guide book.
Participant Workshop Evaluation
Each base will develop a workshop evaluation form that meets their local needs. (A sample form
is provided in Appendix F.) All evaluation forms must include a participant satisfaction rating
scale of 1-4, with 4 being the most satisfied. This information will be provided to HQ
AMC/A1SA on a quarterly basis.
Quarterly Reporting
Each installation is required to update their PASS workshop information on the Quarterly
Reporting Spreadsheet in EIM at the following link:
https://eim.amc.af.mil/org/a1/A1S/Shared%20Documents/Forms/AllItems.aspx?RootFolder=%2
forg%2fa1%2fA1S%2fShared%20Documents%2fPASS%20Quarterly%20Reporting&FolderCT
ID=&View=%7b70454A6D%2d1385%2d4AE9%2dB600%2d9058C0C51981%7d
Tab 1 lists all workshops being conducted within AMC. Compile and average the participant
satisfaction ratings for each workshop you conducted; annotate these scores below your base.
For each new workshop, complete the following information in Tab 2 of the same spreadsheet:
• Workshop title
• Workshop overview
• Target audience
• Recommended presenter experience
• Length of the workshop
• Point of contact for additional information (name, email and phone number)
Please note that HQ AMC/A1SA neither approves nor disapproves PASS workshops. The
purpose of collecting this information is to track what workshops each base is conducting, and
provide contact information for anyone who has a workshop that meets another communities
needs. A sample of the PASS Quarterly Reporting Spreadsheet is provided in Appendix F.
Updates are due by the tenth calendar day, following the end of each quarter. To clarify, updates
are required by January 10th, April 10th, July 10th, and October 10th for each preceding quarter.
Negative responses are required; annotate N/A on the top line, below your base.
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PASS PROGRAM GUIDE
Appendix A: PASS Leadership Briefing
PARENTS ADVOCATES FOR
STUDENTS AND SCHOOLS (PASS)
OVERVIEW
• What is PASS?
• Imperatives to Implement PASS
• Historical Perspective
• PASS Benefits
• Roles and Responsibilities
• Core Courses
• Commander’s Role
Unrivaled Global Reach for America … ALWAYS!
WHAT IS PASS?
IMPERATIVES TO
IMPLEMENT PASS
AIRMAN
“PASS is an investment in the readiness of the force
and quality of life for our Airmen, families and
community. This initiative is a true prevention model
that enhances fitness and resiliency skills. We believe
PASS can be a catalyst to help develop vibrant social
networks among parents, thereby creating a deeper
“sense of belonging” in all of our installations and
communities.”
- Standardized in/out-processing
STUDENT
- Non-standardized in/outProcessing
- Records Easily Interpreted
- Records Are not Easily Interpreted
- Generally Has Sponsor and
Resources to Aid Transition
- Generally Has No Sponsor and
Few Resources
- Rank and Professional Affiliation
Stay the Same
- School Rank and Allegiance Could
Change
Gen Raymond Johns, Jr.
AMC/CC
PASS BENEFITS
HISTORICAL PERSPECTIVE
•
Parents Supporting Each Other through Shared
Experiences and Challenges
•
Program Continuity/Standardization Builds Confidence
•
A “Sense of Connectedness”
•
Access to Parent Network/Professionals/ Resources
•
Enhanced Personal/Family Resiliency
•
Achieve the Best Educational Outcomes
for Military-connected Students
•
•
Command Initiative
• 2010-2011, PASS Program Piloted at Scott AFB
• One Parent’s Experience Aids Hundreds
• 2010, AMC Established As a Best Practice
• Partnered with Scott to Refine
• 2011, Deploy to AMC Bases
National Initiatives
• Jan 11, President’s Directive
• Ensuring Excellence in Military Children’s
Education and Their Development
• Government-wide Approach to Support Mil Fam
• Jul 11, OSD Report to Congress Released
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PASS PROGRAM GUIDE
ROLES AND
RESPONSIBILITES
CORE COURSES
•
PASS Executive Committee Ensures Quality PASS
Program
• Meets Annually during the School Year
• MSG/CC, A&FRC Staff and PASS Vol
•
Partnership between the Personal & Family Work
Life Consultant and School Liaison Officer
• Provides Oversight to PASS Working Group
•
•
PASS Volunteer Working Group
• Peer-to-Peer Parent Program
• Success Dependent on Vols Involvement
• Vols Recruit Other Parents
•
•
5 Core Workshops
• Starting Your Child in School
• Teaming with School Personnel
• Individualized Education Plan (IEP)
• Student Portfolio
• Roadmap to Your Student’s Future
Other Resources
• 6 Vignettes
• Marketing Plan/Eval/Qtrly Report, PPT Slides, Etc.
• Parent Resources within A&FRC
Access Workshops / PASS Guide at:
COMMANDER’S ROLE
•
•
•
•
•
•
•
•
Talk Up the Program
Show a 2-3 Minute Vignette during CC Call
• Invite PASS Volunteers to Speak
Include PASS Materials in Fam Sponsorship Packages
Place on Wing Website; Play Vignettes on CC Channel
Refer Unit Families to PASS
Include PASS Volunteers in Recognition Program
Include in CAIB Updates; Encourage PASS Vol to Sit on
CAIB/IDS
Ensure Key Spouses Are Aware/
Promote Program
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PASS PROGRAM GUIDE
Appendix B: Volunteer Forms
Volunteer Application……………………………………………………………………….
B-2
Volunteer Job Description…………………………………………………………………… B-3
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PASS PROGRAM GUIDE
PASS Volunteer Application
Name: ___________________________________________
Phone Number: ___________________________________
E-mail: __________________________________________
Home Address: ____________________________________
My Child(ren) Attend(s) ____________________________________________School(s)
I’d like to volunteer by:
 Attending PASS Volunteer Working Group monthly meetings
 Attending PTA meetings, and/or meet with different clubs to inform the groups about
PASS and PASS workshops/activities
 Researching what other communities are doing, including special interests such as
homeschoolers
 Creating fliers and other PASS posters
 Disseminating fliers and other PASS posters
 Maintaining Parent Resource Center-stock: request refills and ensure currency
 Brainstorming on new ideas for workshops
 Facilitating or assisting with PASS workshops
 Maintaining volunteer database; update email groupings
 Networking by forwarding e-mails to other parents you know
 Recruiting PASS volunteers
 Other __________________________________________________
Return via email: (A&FRC e-mail) or drop by Airman & Family Readiness Center,
Building ________, Monday-Friday, ___________ hours
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PASS PROGRAM GUIDE
PASS Volunteer Job Description
Job Title: PASS Working Group Volunteer
Specific Job Responsibilities: The purpose of the PASS Volunteer Working Group is to
provide a forum for parents who work at, or live within the school districts surrounding,
_______________ AFB the opportunity to mentor parents, peer-to-peer. Volunteers attend
monthly meetings and participate in activities such as the following:
-
Recruiting additional volunteers
Providing ideas for marketing; creating and disseminating materials
Brainstorming ideas for workshops; assist in creating content, and/or presenting
workshops
Promoting pass by attending meetings of local organizations and clubs
Attending meetings and participating with PTA’s/PTO’s
Provide peer-to-peer mentoring
Help maintain parent resources within the A&FRC by organizing and restocking
resources, and identifying new items to be included in the library
Equipment or machines required to operate: Volunteer can utilize computers, printers,
shredder, fax machine and copier at A&FRC
Where duties are to be performed: _______________________________________________
Days of Work: Determined by Volunteer; A&FRC is open Monday – Friday
Hours per day: Determined by Volunteer; A&FRC open hours are_______________________
Appropriate dress: Business Casual
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Appendix C: Sample Marketing Materials
Sample Tri-Fold Brochure…..………………………………………………………………
C-2
Sample PASS Program Flier………………………………………………………………… C-3
Sample Workshop Flier……………………………………………………………………… C-4
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Tri-Fold Sample – Side 1
Tri-Fold Sample – Side 2
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Sample PASS Program Flier
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Sample PASS Workshop Flier
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Appendix D: Vignette Scripts
Starting Your Child in School (1)…………………………………………………………..... D-2
Starting Your Child in School (2)……………………………………………………….…… D-3
Teaming with School Personnel……………………………………………………..……….. D-4
Individual Education Plan (IEP)…………………………………………………………..….. D-5
Student Portfolio……………………………………………………………………………… D-6
Roadmap to Your Student’s Future…………………………………………………………… D-7
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Starting Your Child in School (1)
Vignette Script by MSgt Diana & TSgt Paul Vinson
It is not easy being dual military. We face many issues immediately after PCS’ing to a
new duty station. We have to think about finding suitable housing, day care provider for the
younger ones, schools for the older ones, parks for the kids to play, stores to support a variety of
needs, and healthcare providers. But the one thing that sets us apart is completing a family care
plan within 60 days of arrival. This is important should one or both parents deploy or be recalled
for base exercises.
Dual active duty military families, like most AD families, miss birthdays, holidays, and
family outings. But one thing I will miss that I will never see again is my little girl going to
school for the first time.
My husband and I attended the Parents Advocate for Students and Schools or PASS
workshop offered by the Airman and Family Readiness Center. We gained knowledge of what it
is like to be a first time school-aged parent and met others who were new to the area. The
workshop featured a panel of educators and experienced parents and we asked questions. The
interest ranged from dress code, school supplies, and school hours, to before/after school care.
We enjoyed the cross-talk and learned things we did not even think about. The workshop
provided pamphlets on children and education.
My husband and I were now armed with information to develop our plan of attack on
how “we” would handle simple things like pickup/drop off of our soon-to-be kindergartner and
our pre-toddler to daycare. This PASS workshop was valuable to both of us—perhaps for
different reasons. You see, I leave in a few months for a 1-year remote tour, and my husband
will be an active duty “Mr. Mom”. I am confident that he is armed with all the information he
needs to aid my daughter as she begins school for the first time, and my son who will be without
his sister at daycare. Go ahead, ask about the PASS Program. (Say in unison) We did!
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Starting Your Child in School (2)
Vignette Script by Dana Key
Being a military wife is not an easy job. When we move to a new place, my husband gets
in-processed and heads to work pretty quickly. It is my job to make our new house feel like
home. It is my responsibility to find new pediatricians, dentists, veterinarians, hairdressers. Part
of my duty is to figure out where we should go to church and if there are activities that the kids
can join. I have to navigate the different requirements that each state has for school registration.
This means anything from more immunizations to a trip to the optometrist. There are times that
it can feel overwhelming, and I sometimes feel all alone in my attempts to get my family
acclimated to our new surroundings. I cannot tell you how wonderful the PASS Workshops can
be for military families. I have attended several PASS workshops at Scott Air Force Base. Most
recently, I had the privilege of being present at the workshop titled, “Starting Your Child in
School.” As the parent of a soon-to-be kindergartner, this workshop was very timely. It was a
great chance to spend some quality time with other military families who were in the same boat;
an opportunity to compare notes with people who are facing the same school situation.
These workshops have a very user-friendly format. The first half of the workshop,
presented by another military spouse, illustrated numerous resources and fun activities that were
ideal for anyone with young children, especially those who are new to the area. The second half
of the workshop consists of a panel of school experts from the area who could answer all my
questions—all my questions answered in one place and at one time. Others parents asked
questions I had never considered, but the information I gained was priceless.
The PASS Program is a novel idea – a great way to meet other military families with
similar experiences, and who can share their unique challenges and successes.
The idea of empowering parents to be advocates for their children is simply incredible.
My husband answered the call to serve his country. I understood what it meant to marry an
Army person. Our children, on the other hand, had no choice. We have to get involved. We, as
parents, can help minimize the stress of our school-age children—ensuring a smooth transition.
We can help our children be successful in school, and a group like PASS is the right vehicle to
make it happen. I feel so blessed to have discovered it, and I would recommend the PASS
program to other military families without reservation.
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PASS PROGRAM GUIDE
Vignette Script by Linda McNabb and Tammy Cox
Through PASS’s Teaming with School Personnel Workshop, parents acquire the tools
needed to most effectively communicate with their school districts. Whether they learn tips to
successfully conference with teachers, the “chain of command” for resolving an issue with
school personnel, or even email etiquette, the goal of this workshop is to foster positive
relationships between our military parents and the local schools.
One area that we military strive to improve in our educational system—that is constant
and essential for a stronger generation to come – understanding the way we communicate with
the school systems is essential in helping all military families traverse through their children
education no matter where they may be stationed. Many parents already volunteer; some parents
don’t have that luxury, but they both have the drive to improve the education system wherever
they are stationed.
(Linda) I have raised my three children without the full knowledge of what I have
learned in PASS. I struggled to do the best I could with moves, emotional, and educational
challenges for my children. I did not always approach my children’s needs in a positive way and
learned the hard way how to get things for them in an educational system I did not understand.
After stepping up to be a PTA president in a public school, I realized even the most educated
parent has little knowledge of how to navigate the education system. I wanted to help our
military parents not make the same mistakes I made; I wanted to help them have the tools and
information to make the best decisions for their own child’s 16 year, educational journey. We as
military parents have enough stress to handle without educational challenges--our dual military
parents, single parents, and parents with a spouse who are on call 24 hours a day, raising their
hands to serve our country. My volunteering to facilitate with PASS was the perfect way to give
to of my time and energy.
(Tammy) My own experience with school systems has been both positive and negative.
There were situations that, if I had been given the training and first-hand experience of parents
and educators in the PASS organization, may have had significantly different results. If I had
been informed of recent legislation protecting military children, my options would have been
clearer. For instance, my daughter came into a school district that would not accept her school’s
averages, allowing only her letter grades. Unfortunately for her, the previous state’s school had a
higher grading scale, so her GPA—and chances for scholarships, not to mention acceptance—
were greatly affected. Had I known that the Interstate Compact Act was signed by this school
district, I would have been able to productively argue her case. Instead, my protests were met
with continued resistance, and my daughter eventually lived with the altered GPA. Our
relationships with our children’s teachers, principals, and coaches can mean the difference
between a “good year” and a “bad year” for our children. This workshop makes that outcome all
the more possible.
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Individual Education Plan (IEP)
Vignette Script by Alice Howe
I would like to thank the PASS volunteer committee for shedding new light on the rights
and responsibilities of parents of special needs children. From my decade long experience as a
parent of a child with special needs, I can tell you that parenting a child with special needs is a
constant struggle, to battle a feeling of loneliness, because you think you’re the only family in
the area with issues. You are always trying to find ways to help your child with the latest
therapy and resources so your child can succeed in life. Every time we move as a military
family, the struggle is exacerbated because you have to start over at each installation. This is
because each installations special needs educational program of support is vastly different and
the local communities that surround those installations are equally different in resources and
programs of support.
I now have an even better understanding of what it takes to educate my sons after
attending the PASS IEPs (Individual Educational Plans) and Autism IEPs workshops. This
course served as a great refresher for me and would also serve as a great introductory course for
others on the mechanics of the IEP process. I learned what our children’s legal rights are both on
a federal level, IDEA 2004; and on a state level, Understanding Special Education Rights in
Illinois; and I also learned which documents to take to my son’s next IEP meeting. I learned, for
example, in Illinois, some diagnoses are covered by an IEP, such as autism, while ADHD is
taken care of with a 504 Plan.
Parents are intimidated by the IEP team because there are so many of them and only you
on the other end of the table. I learned, through the workshop, I am part of the IEP team and able
to make inputs to help assist in my child’s educational needs instead of being dictated to by a
group of special needs professionals. I was taught to be an advocate for my child in a positive
way. I can bring family members and other professionals from the community who help my son
at home to the IEP meetings as well. I was educated on additional services available to my son,
who is a now a middle school student with autism.
I am grateful and felt empowered after attending these two workshops. They have given
me the basic skills to go from base to base to advocate for my child, and this information is very
helpful. These workshops helped build on the basic foundation I had from the first seminar I
attended in 2003. My son was diagnosed in 2002. This type of knowledge helps alleviate the
stress special needs families all go through when it’s time to change duty stations. Thank you
again, PASS volunteers, for all you do to assist our families.
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Student Portfolio
Vignette Script by Wendy Bence
We have been in the military for 24 years. Our oldest daughter attended nine schools; the
hardest being three high schools in four years. Our youngest had attended 7 schools in 7 years
by the time she was a freshman in high school. If I had only had received the valuable
information presented in the “School Kit (Student) Portfolio” workshop when my girls were in
elementary school, transitioning would have been so much easier.
The PASS program here at Scott AFB, has been a valuable resource and given me the
tools to be a better advocate for my daughters when transitioning from school to school. The
School Kit Portfolio presentation provided by PASS and the Airmen and Family Readiness
Center helped me organize and showcase my daughters’ strengths and accomplishments. I
remember going to each new school with papers in a folder, not knowing what to expect during
registration. I now have binders for each daughter, divided by school year, with all of their most
important information. The PASS workshop provided me with a checklist to help me navigate
the registration process. I also received a form letter for Letters of Recommendation,
information on standardized testing, variances in grading systems, and documentation on how to
get my girls the classes they need to be successful students.
The PASS workshop, “School Kit (Student) Portfolio”, has given me the resources I need
to successfully transition my daughters.
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Vignette Script by Chyriell Hill
PASS as established a valuable network with area schools to ensure that parents know
how to establish a roadmap for college readiness. PASS continues to promote an awareness of a
partnership for preparation which begins at the primary level and continues throughout high
school.
Throughout this journey parents must remain in constant communication with all
educational stakeholders. The very first Open House of a child’s public/parochial school should
set the tone for future goals and options which allow school personnel to know that failure is not
an option for any child.
The three R’s remain essential throughout education-Reading, wRiting and aRithmetic.
Partnering with educators to ensure that home assignments as well as in-class assignments are
completed and mastery learning is taking place is important at each grade level. Study habits
created at the primary and middle school level will afford opportunities of academic success as a
child matriculates through high school.
Once a child enters the 9th grade level, course selection and achievement assessments are
vital components in pursuit of higher educational opportunities. At this time parents and students
will become familiar with the terms secondary (high school); post-secondary (college/university)
and core subjects (English, math, science and social studies). Parents and students should take
advantage of the outstanding websites created by ACT and the College Board-which promotes
academic readiness, preparation and expectations. Both are companies that produce academic
achievement assessments used in the college selection process.
Families seeking post-secondary options should make sure that a child takes advantage of
a quality four-year college prep curricula, which includes at least 2 years of a world language
(formally considered foreign language). Quality school attendance, behavior, active involvement
in clubs, sports and community service and academic readiness/success will guarantee many
options upon high school graduation. Thus, bringing one full circle—the goal of PASS.
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Appendix E: Workshop Materials
Workshop Strategy…………………………………………………………………. E-2
Lesson Plan…………………………………………………………………………. E-3
References…………………………………………………………………………... E-6
Teaming With School Personnel
Workshop Strategy…….……..…………………………………………………..…. E-7
Lesson Plan………………………………………………………………………….. E-8
Handout: What Language Do You Speak? ............................................................... E-11
Handout: Questions to Ask Teachers………………………………………………. E-12
References…………………………………………………………………………… E-13
Workshop Strategy……………………………………………………..……….….. E-14
Lesson Plan………………………………………………………………………… E-15
References………………………………………………………………………….. E-23
Student Portfolio
Workshop Strategy…………………………………………………………………. E-24
Lesson Plan…………………………………………………………………………. E-25
Handout: Student Portfolio Checklist…………………………………………….... E-27
References…………………………………………………………………………... E-28
Workshop Strategy…………….……………………………………………………. E-29
Lesson Plan………………………………………………………………………….. E-30
References…………………………………………………………………………… E-36
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Starting Your Child in School – Workshop Strategy
Overview: Parents will be able to assess their child’s eligibility for Pre-K and Kindergarten.
Parents will also learn about potential changes their child may experience as a result of Kindergarten
adjustments. A panel of educators and parents will provide valuable insight and answer questions.
Objectives:
Explain policies, procedures and possible documents required for school registration
Help parents understand parameters for state Title I Pre-K programs
Explain typical Kindergarten expectations and common discipline practices
Inform parents of changes their child may experience as they adjust to starting school
Target Audience: Parents enrolling their children in school for the first time (Pre-K or
Kindergarten)
Desired Presenter: Knowledge of enrollment requirements and local school district processes;
understanding of child behavior as it relates to the educational process. Recommend 4-6 panel
members who understand the school’s enrollment process such as: School Principals, Directors of
Special Education, School Administrators, and parents with recent enrollment experience.
Facilitator Strategy:
Pre-Workshop: Ensure the room is set-up; test equipment; ensure enough copies of handouts
and training materials
Housekeeping & Administrative Details (5 minutes): Distribute sign in sheets and workshop
materials to include 3x5 cards for attendees to ask panelists anonymous questions; identify
location of restrooms and emergency exits; explain workshop rules of engagement
Introduction & Overview (5 minutes): Introduce yourself and guest speakers; provide
workshop overview
Presentation (1 hour, 50 minutes): Cover workshop content in attached lesson plan using a
lecture format (55 minutes) and panel discussion to answer audience questions (55 minutes)
Materials Needed: Power Point slide presentation available at:
https://eim.amc.af.mil/org/a1/A1S/A1SI-DATASYS/Webs/PASS/index.html; projection system;
and local information. Markers and flip chart or white board are optional.
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Lesson Plan
Time
Housekeeping & Administrative Details
5 min
Facilitator Introduction & Workshop Overview
5 min
Workshop Content
55 min
School Registration
School districts and State school registration processes. Following is an example of
requirements based on the State of Illinois:
Students require physical, eye, and dental exams
• Annual if child is involved in sports
• All new students to school system
Child’s immunization record
Immunizations required for Illinois Schools include:
• 1 vaccination against measles/mumps/rubella (MMR)
• 4 vaccinations against Hib
• 3 vaccinations against polio
• 4 vaccinations against diphtheria, tetanus and pertussis (DTP)
• 3 vaccinations against hepatitis B
• 1 vaccination against varicella
Check with your doctor to ensure immunizations are current
Child’s original birth certificate
Rental agreement, lease, or mortgage documentation
Parent or legal guardians photo ID
3 other forms of identification such as:
• Insurance policy
• Utility bill
• Vehicle registration
Local State Kindergarten Cutoff Age
The age cut off to start kindergarten also varies among states. For example, in
Illinois, the child must be 5 years of age on or before September 1st to start
Kindergarten
Some states require children to pass a basic skills test before entering
kindergarten, depending on their age
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Know what is required in your state/local area
Local Title I Pre K (3, 4, & 5 year olds that did not make Kindergarten cutoff)
Provides high-quality educational programs for children who are identified to be
at risk of academic failure
Low to moderate-income families whose children are not considered to be at risk
Provide handout of local alternative Pre-K options
Note: State of Illinois Income Guidelines can be found at
www.egyptianaaa.org/EligibilityGuidelines.htm
Other state income guidelines can be found online
Local fees may be accessed by school districts
Registration
Textbooks
Classroom supplies
Physical Education activities
Most extracurricular actives require a fee
• Sports
• Clubs
• Band
School breakfast and lunch prices vary
Under Illinois law, school districts are required to waive charges for textbooks
and other fees for children whose families are unable to afford them, including
children eligible for the federal free lunch and breakfast program, and for any
other extenuating circumstances for which the school board will waive fees as
communicated in its adopted policy.
• Know your state laws and local school district policies
Kindergarten Expectations
Physical, academic, social, and emotional pre-screening guidelines may include:
• A child entering Kindergarten is usually able to walk, run, and climb
• He should be able to hold and use a pencil, crayons, and scissors
• He should talk well enough for others to understand what they’re saying
• May also understand that words can be written as well as spoken
• Can see and hear how objects and sounds may be alike or different
• Be able to work alone as well as with others
• Listens to a story in a group
• Follows school and classroom rules
• Remembers and carries out 2 or 3 directions
• Takes turns, respects others property, and shares
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• Takes care of his/her own things such as coat, backpack or personal property
• Goes to the restroom and washes hands
School discipline practices vary from teacher-to-teacher and school-to-school
• Some examples include: Card systems, smiley faces, stickers
• Teachers contact parents via e-mail, phone, or a note sent home with child
• Principal/Guidance Counselor may contact parents
– Meeting set up with all parties involved
Check with student handbook about discipline practices before child starts school
Typical Kindergarten day
• Includes a variety of group and individual activities
Changes in your child
Some of the normal changes in Kindergarteners as they adjust to a day of school
• Sleeping habits may change slightly
• Not wanting to complete school assignments
• Complains of illnesses like headaches and/or stomachache
• Anger towards self and/or others
• Increased or decreased eating habits
• Lack of social interactions, i.e. sports, friends and/or family
• If your child begins acting differently and you notice changes in their
behavior, this may be a sign of stress or unhappiness
Parents are the First Teachers
Parents can do activities with their child to benefit their development
• Language development
• Counting/numbers
• Letter recognition
• Phonemic awareness & phonics
Read with your child
Base and local libraries
Panel Discussion
Provide additional information and guidance based on each panel members
professional experience
Answer questions from audience members
55 min
Thank participants for their attendance!
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References
Kindergarten Cut-Off Dates by State
http://users.stargate.net/~cokids/kindergarten_cut-off_dates.htm
Illinois State Board of Education. (n.d) Retrieved from Illinois State Board of Education
http://www.isbe.state.il.us/earlychi/default.htm
Parents Guide to Childhood Immunizations: Illinois Immunization Program
www.idph.state.il.us/about/pgci.htm
Illinois Early Learning Project
http://illinoisearlylearning.org
A Typical Kindergarten Day
http://k-12.pisd.edu/currinst/elemen/kinder/kinder_day.htm
Adjusting to a New School Year
http://www.ssdmo.org/rotate_features/adjust_new_year.html
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Teaming with School Personnel – Workshop Strategy
Overview: Parents will learn 1) How to connect with the people who have an impact on their
child’s education; 2) How to navigate through the school system; 3) Avenues to address concerns
regarding their child’s school; and 4) School volunteer opportunities. A panel of people who
impact your child’s education will provide valuable in-sight and answer questions.
Objectives:
Help parents identify ways to connect with school personnel and programs
Help parents understand the processes and avenues to address concerns within their
child’s school system
Identify opportunities to volunteer and be involved with their child’s education
Target Audience: Parents with school age children (K-12)
Desired Presenters: Familiar with key school contacts; understands the process to address
concerns or issues within the local school district; knowledgeable of volunteer opportunities.
Recommend a 4-6 member panel to include school officials and/or others who have an impact on
the education of local school children such as: School Principals, Directors of Special Education,
Special Services Case Managers, Guidance Counselors, and School Social Workers.
Pre-Workshop: Ensure the room is set-up; test equipment; ensure enough copies of
handouts and training materials
Housekeeping & Administrative Details (5 minutes): Distribute sign in sheets and
workshop materials to include 3x5 cards for attendees to ask anonymous questions; identify
location of restrooms and emergency exits; explain workshop rules of engagement
workshop overview
Presentation (1 hour, 50 minutes): Cover workshop content in attached lesson plan using a
lecture format (55 minutes) and panel discussion to answer audience questions (55 minutes)
Handout: What Language Do You Speak; Handout: Questions to Ask Teachers; and local
information. Markers and flip chart or white board are optional.
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Lesson Plan
Time
5 min
5 min
Workshop Content
55 min
Important Team Players
When parents and teachers join together they can become better informed, better
organized, and more effective partners in education
Share military terms with teachers (Hand-out: “What language do you speak?”)
Key Contacts within School Systems
School personnel are a primary source of information
Get to know teachers, counselors and principals; confer on general policy and
advocate for a plan that promotes the best interests of your child
PTA Presidents – Know their name and phone number; they can facilitate your
adjustment to the school community
School Support System - Process to address Questions/Concerns
Follow the School Administration’s Chain of Concern; if your concern is not resolved at
step 1, then proceed to the next step
Step 1 - Contact the classroom Teacher
Step 2 - Contact School Counselor
Step 3 - Contact Principal/Asst. Principal
Step 4 - Contact Assistant Superintendent
Step 5 - Contact Superintendent
Step 6 - Contact Board of Education
School Board Structure and Meetings
Important things to consider
• School boards vary greatly in size and personality
• Families could be in one district for Elementary and another for High School
• Inquire about how to get an item on the school board’s agenda for discussion
• Research how to address the school board; rehearse before voicing your
position on important issues
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PTA – As a Valuable Partner
Appoint a parent/liaison to attend school board meetings
Keep PTA informed on school board actions
Appoint a speaker of PTA concerns to the school board
Wishes and Worries exercise
Supplies needed are Post-it notes (3x3 or 3x5). Ask parents to write worries and
wishes on post-it notes; one idea per post-it note
• Worries are concerns the parent has for their child; bullies are an example of
worries
• Wishes are things a parent hopes for; having their child in a small classroom
is an example of wishes
After parents have written their worries and wishes on post-it notes, collect them
and have a volunteer group the “Worries” and “Wishes” on board or flip chart to
be discussed later
Communication
Talk with your child; discuss their likes, dislikes, and concerns
Organize and plan your ideas prior to contacting school officials
Show respect; what you say and do is a reflection on yourself, the student, and
the entire military community
Give credit and recognition for the positive things happening at the school
Listen to what is communicated regarding your issue
Make every effort to schedule an appointment to avoid disruption
Remain calm and ensure you have carefully gather/weighed the facts
Things to consider
Parent/Teacher Conference (take notes during the conference)
• Leave conference with a full understanding of what you can do at home to
facilitate learning and reinforce the foundation set by the teacher
• Discuss child’s strengths and weaknesses
– Slow learner (tutoring availability, summer school options)
– Gifted child (what special interest activities are available)
• Determine what core goals should have been achieved at this point
• Obtain a list of goals
• Ask what to expect to see regarding assignments to be completed at home
• Ask what is the best way to communicate with the teacher – email, phone
call, note sent with the student
• Make teacher aware of your child’s extracurricular activities
Handout: “Questions to ask Teachers”
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Extra Points to Ponder
Things you can do during the school year to enhance the student’s education
• Get to know your child’s teacher – teaching style, discipline, etc.
• Know school rules relating to academics, discipline and attendance
• Attend the PTA/PTSO Meetings/Programs
• Get to know the staff
• Attend Board of Education Meetings
• Keep a calendar of events – schedule a time to visit the school
• Make every effort to attend Parent/Teacher conferences
Become involved in your child’s school
• Parents who are involved in their child’s school are in a position to make a
positive difference in their child’s education
Ways you can become involved in the educational process
• Volunteer in the school
• Join the School PTA
• After School Program
Collective Input from Wishes and Worries exercise
Review the wishes and worries written by parents earlier
Remind parents that educators have the same wishes and worries that they have
• Teachers are also concerned about students being bullied, and constantly wish
for smaller classrooms
Panel Discussion
Provide additional information and guidance based each panel members
professional experience
Answer questions from audience members
55 min
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Handout: What Language Do You Speak?
Active duty
Member is on active duty
AFB
Air Force Base
Airman & Family Readiness Center
Assist commanders in their responsibility for the health
and welfare of the military community
AMC
Air Mobility Command
Commander (CC)
Officer in charge of an entire unit of military members
Chain of Command
Leadership structure
Deployment
Military or civilian employee sent on a mission without
family members
DOD
Department of Defense
Enlisted/NCO
Individual who is not commissioned (E1- E9)
Family Advocacy
Programs that addresses family issues and concerns
Family Services
Non-profit official AF organization manned by
volunteers
Leave
Approved time off away from duty
PCS
Permanent Change of Station
Re-Deployment
Military or civilian employee sent on a mission without
family members again
Remote
An overseas assignment for 12 to 18 months without
family
Shirt/1st Shirt
First Sergeant – provides assistance and solutions to
military and family members on and off the base.
TDY
A temporary duty assignment at a location other than the
base at which a military or civilian employee is assigned.
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Questions to ask Teachers
Homework, Conferences and General Information
Homework:
• How is homework weighted in your grading scale?
• What happens if they forget their homework...do you have an assignment pass?
• How much homework will be given out?
• What days will he/she need to complete worksheets?
• How long should it take him/her to do this work?
• How much time should be spent on homework, and how can I help with homework?
• Are there any additional daily requirements outside of assigned homework? (read 20
minutes a day, write in a daily journal, etc.)
• As long as my child is doing well in your class, can homework be adjusted when
participating in extracurricular activities?
Conferences:
• Is my child performing at or above grade level?
• Is my child meeting all your requirements in class?
• What can I do at home to help my child?
• What is my child’s daily class schedule?
• May I have a list of the academic goals?
• What is the best way to communicate with you?
• What core academic skills should my child have achieved at this point?
• When are your quizzes and tests given?
• How can I tell if my child is reading as well as he/she can?
• What are the steps to setting up a conference--email, phone call (which is preferred)?
Wait until the first conference to discuss student placement such as: are children grouped for
spelling, reading and math; what group is my child in; and how are children selected for each
group? Waiting until the first conference allows the teacher ample time to complete assessments
and get to know the abilities of their students. Take notes during conferences; many details are
discussed and can quickly be forgotten.
Leave the conference with a full understanding of what needs to be done at home to help
facilitate learning and reinforce the foundation set by the teacher. Approach conferences with a
"what can I do to help you?" attitude as opposed to "what are you doing to help?"
General Questions:
• What is your preferred method of communication? (phone, e-mail, in-person, etc.)
• Is my child working up to their ability?
• What is the classroom schedule?
• What are my child's strengths and weaknesses in major subject areas?
• What discipline procedures do you use in the classroom?
• Does my child get along with other children? With you? Are there any problems?
• Does my child respect the rights and property of others?
• Is there anything you need? Could you use additional supplies, etc.?
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References
Belleville Area Special Services Cooperative (BASSC)
http://www.bassc-sped.org
Educational Rights and Responsibilities: Understanding Special Education in Illinois
http://www.isbe.state.il.us/spec-ed/html/parent_rights.htm
LD Online: The world’s leading website on learning disabilities and ADHD
http://www.ldonline.org/index.php
National Associations of Parents with Children in Special Education
http://www.napcse.org
U. S Department of Education
http://www2.ed.gov/parents/needs/speced/edpicks.jhtml
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Individualized Education Plan (IEP) – Workshop Strategy
Overview: Participants will gain an in depth understanding of the Individualized Education Plan
(IEP) process. In addition, this workshop identifies related services, explains a parent’s legal
rights, and defines acronyms commonly used in special education.
Objectives:
Discuss the special education and IEP process
Assist parents to develop goals and short-term objectives
Explain parent’s rights in the IEP process and how to become effective partners with
their child’s school
Define acronyms commonly associated with special education
Target Audience: Parents who have a child with special educational needs
Desired Presenter: Understands the educational challenges for a child with special needs;
knowledgeable of the IEP process and parental legal rights; familiar with local services
workshop materials to include 3x5 cards for attendees to ask presenters anonymous
questions; identify location of restrooms and emergency exits, explain workshop rules of
engagement
workshop overview
Presentation (90 minutes): Cover workshop content in attached lesson plan
Questions & Answers (20 minutes)
and local information. Markers and flip chart or white board are optional.
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Lesson Plan
Time
5 min
5 min
Workshop Content
90 min
What is Special Education?
Special Education is instruction that is specially designed to meet the unique
needs of children with disabilities
Special Education is provided at no cost to the parents
Special Education can include special instruction in the classroom, at home, in
hospitals or institutions, or in other settings
An Overview of the Process:
Parents or school district staff can request an evaluation or referral for special
education consideration
Evaluations are/are not recommended; parents give consent in writing
Evaluation completed; eligibility determined by the team
IEP reviewed annually; eligibility reviewed every 3 years
Parents’ consent to services
• IEP developed
• Placement and services determined
Response to Intervention (RtI)
RtI is a process designed to help schools focus on and provide high-quality
instruction and interventions to students who may be struggling with learning; it
is a general education initiative
What Needs to Happen
• RtI has three important parts
– A three tier model of school supports
– A problem-solving method for decision-making
– Data to form instructions
What Parents Need to Know or Do
• If the child is identified as at-risk for learning or behavioral difficulties,
parents can do the following
– Attend team meetings
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•
– Clarify school strategies and/or interventions; use the same at home
whenever possible
– Ask the school about their guidelines for monitoring progress; request
they provide regular reports
Praise the child for progress or general improvement in the area(s) of concern
Three-Tier Model of School Supports
Tier 1/Universal Intervention (80-90% of students)
• All settings, all students
• This is preventative and proactive
Tier 1/Secondary Intervention (5-15% of students)
• Some students (at risk)
• High efficiency
• Rapid response
• Small group interventions
• Some individualizing
Tier 1/Secondary Intervention (1-5% of students)
• Individual students
• Assessment-based
• Intensive, durable procedures
Referrals
A “referral” in the context of special education services is a process of asking the
school district to evaluate a student to decide if the student qualifies for special
education services
Within 14 school days after receiving the written request, the district will decide
whether or not to proceed with a referral
• The district must respond in writing explaining their decision
• The decision to do further evaluation usually occurs in a meeting (Child
Review Team or CRT) where parents must provide consent
• Parents need to submit a written request to have their child evaluated and
considered for special education services
• Not all referrals result in an evaluation being conducted
• To be eligible to receive special education services, the child must have a
disability that impacts educational performance
Evaluation & Re-evaluation
Evaluation is the process to determine whether a child has a disability, as well as
the nature and extent of special education and related services the child needs
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•
The school district must assess the child in all areas (domains) of the
suspected disability
The school district must use a variety of assessments, tools, and strategies to
conduct and complete the evaluation within 60 school days
• Data gathered from evaluations are used to assist in the development of the
IEP, if the student is eligible
• Parent written consent must be obtained before the evaluation is conducted
• Information from parents should be included as part of the evaluation
• Parents should be provided a copy of the conference report and
recommendations
• The evaluation should yield information on what the child knows and can do
academically, developmentally, and functionally
Special Education Eligibility
A group of qualified professionals, along with the parents, look at the child’s
evaluation results and together they decide if the child has a “disability” as
defined by IDEA
• Within 30 days after a child is determined eligible, the IEP team must meet to
write an IEP for the child
In order for the child to receive special education and related services, the child
must be identified as eligible under one of these categories:
• Autism/Autism Spectrum Disorder (ASD)
• Cognitive Disability (CD)
• Deaf-Blindness
• Deaf (DHH or Deaf Hard of Hearing)
• Developmental Delay ages 3-9 (DD)
• Emotional Disability (ED)
• Hearing Impairment (HI)
• Multiple Disabilities (MD)
• Orthopedic Impairment (OI)
• Other Health Impairment (OHI)
• Specific Learning Disability (SLD or LD)
• Speech/Language Impairment (SL or SLI)
• Traumatic Brain Injury (TBI)
• Visual Impairment (VI)
An evaluation must be conducted to determine if the child is eligible to receive
special education and/or related services; parental consent must be given prior to
the evaluation
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•
•
•
Parents may ask for a meeting to challenge the eligibility decision
Evaluations are done by school staff, or where necessary, consultants or
specialists retained by the school district; parents can bring their own
information from doctors, tutors, or others who work with their child
Parent consent for placement in Special Education is required
Present Levels of Performance (PLOP)
Explains how the student is doing in different areas and how they use what they
have learned throughout the year
The PLOP needs to address the following:
• How the child’s disability affects his/her participation in the general
education curriculum
• How the child performs in academic and nonacademic settings
• What are the child’s strengths, weaknesses, and specific levels of functioning
Provides a baseline for goals
Describes the child’s interests and activities, and how the child’s disability may
affect those things
Annual Goals
Annual goals are achievements or skills that can be obtained within a school year
They must be measurable, academic and functional
Instructional recommendations should be supported by performance data that
established the need
Each goal will list:
• The steps needed to achieve the goal by the end of the year (short term
objectives)
• The way it will be measured
• Who will be responsible for working on the goal (implementers)
• How progress will be reported to parents
Special education services should be based on data, not opinion
Data should form the basis for instruction and the development of goals
Progress Toward Goals
The child’s progress must be measured
The IEP will include how the school will measure the progress and when the
reports of progress will be issued
Progress reports are typically issued at least as often as regular report cards
• Parents should know when to expect information about their child’s progress
• Make sure the measurement is clear enough so they know whether their child
is successful or not
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PASS PROGRAM GUIDE
Special Education & Related Services
The IEP will describe the specialized instruction and where it will take place
IEP must include special education, related services and other supports and
services for the student to:
• Advance toward annual goals
• Be mainstream and participate with all children as much as possible
Supplementary aides and/or reasonable accommodations to the general education
curriculum or setting should be described
• Related services may include
– Speech and Language Therapy (SL)
– Occupational Therapy (OT)
– Physical Therapy (PT)
– Social Work (SW)
– Assistive Technology (AT)
– Individual Care Aide (ICA)
– Nursing, etc.
The IEP may include a Functional Behavioral Analysis (FBA) and Behavior
Intervention Plan (BIP)
The amount of and type of services are determined by the child’s needs and goals
Each child has the right to be educated and participate with all children in the
least restrictive environment (LRE)
Least Restrictive Environment
Students with disabilities must be educated with children who do not have
disabilities as much as possible
Education placement decisions are made based on the student’s needs and may
include the following locations
• General education
• Resource room
• Self-contained room
• Separate day school
• Residential program
• Hospital/Homebound program
Students with disabilities should be removed from general education classes to
separate classes only if the disability is such that education in general education
classes with supplementary aides and services is not satisfactory
The decision in every case is based on the individual needs of the student
Frequency and Duration of Services
Services the student needs should be written in the IEP
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PASS PROGRAM GUIDE
This is the “what, when, where, and for how long” part of the IEP
The IEP should state:
• How long or how often each session will last (the number of minutes)
• Where the services will be provided
• When the services will begin and end
• If the services will be provided in the general education classroom or another
setting (a resource room, a therapy room, etc.)
Extended School Year Services
Extended school year services (ESY) means special education and related
services provided to a student with a disability that are:
• Beyond the normal school day/year
• Stated in the student’s IEP
• No cost to the parents of the student
The IEP team determines ESY services
• Schools must ensure that ESY services are available as necessary to provide a
free, appropriate, public education (FAPE)
• The decision about what services will be provided should be individually
based on the needs of the student
• No single factor can determine ESY
Discuss the student’s loss of skills during breaks
• Look at the amount of time it takes for the student to regain skills after breaks
• ESY services may not be the same as regular school year services
Early Childhood Services
Children who receive early intervention services have the right to a smooth and
efficient transition into early childhood special education services when they are
three
By the third birthday of a child transitioning from early intervention, the school
district must have eligibility determined and if eligible, an IEP developed and
implemented
Stay in touch with the early intervention service coordinator and the school
district staff as the child nears their third birthday; keep appointments for
evaluations and meetings
Transition
Transition services are a coordinated set of activities that focus on improving
academic and skill achievement to prepare for life after school
For students who will reach the age of 14½ during the school year, the IEP must
document a statement of transition service needs that focus on the student’s
course of study and goals to address those needs
Page E-20
PASS PROGRAM GUIDE
•
Transition goals must be part of the IEP and reviewed every year until the
student is out of school
• Plans must include student’s strengths, preferences and interests
• Student must be invited to the IEP meeting and/or the district must consider
the student’s interests and preferences if the student does not attend
Think about what your child needs to learn, to help them be successful after
graduation
Students explore work and career options while still in high school
Revocation of Consent
A parent may revoke consent for the district to provide special education services
at any time after the initial consent for services has been provided
After the parent has revoked consent, the district must provide written notice that
services will be terminated, then terminate all special education services
In most cases, protections and rights given to parents of students with disabilities
will be terminated along with the termination of special education services
School districts may not use procedures such as due process or mediation to
dispute the parent’s decision to revoke consent
If the parent changes their mind after revoking consent, the district will need to
re-evaluate the student’s eligibility for special education if they have already
provided written notice for terminating services
If the parent disagrees with the services being provided to the student but does
not disagree with the student’s special education eligibility, they should request a
meeting, initiate a complaint, or request due process rather than revoke consent
Changes to an IEP Without a Meeting
After the annual review, parents and school personnel can agree to make changes
to the IEP without holding a meeting
This is called an Amendment
Parents can agree to amend the IEP by phone, email, in person, or in writing
Parents should receive a copy of the document after the amendment is completed
Commonly Used Acronyms in Special Education
ABA- Applied Behavioral Analysis
ADA- Americans with Disabilities Act
ADD/ADHD- Attention Deficit/Attention Deficit Hyperactivity Disorder
AAC-Augmentative or Alternative Communication
CAPD- Central Auditory Processing Disorder
ECE- Early Childhood Education
EI- Early Intervention
ESY- Extended School Year
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PASS PROGRAM GUIDE
FERPA- Family Educational Rights and Privacy Act
IDEA- Individuals with Disabilities Act
LEA- Local Education Agency
NCLB- No Child Left Behind
OCD- Obsessive-Compulsive Disorder
ODD- Oppositional Defiant Disorder
PDD- Pervasive Developmental Disorder
Questions & Answers
20 min
Page E-22
PASS PROGRAM GUIDE
References
Belleville Area Special Services Cooperative (BASSC)
http://www.bassc-sped.org
Educational Rights and Responsibilities: Understanding Special Education in Illinois
http://www.isbe.state.il.us/spec-ed/html/parent_rights.htm
LD Online: The world’s leading website on learning disabilities and ADHD
http://www.ldonline.org/index.php
National Associations of Parents with Children in Special Education
http://www.napcse.org
U. S Department of Education
http://www2.ed.gov/parents/needs/speced/edpicks.jhtml
Page E-23
PASS PROGRAM GUIDE
Student Portfolio – Workshop Strategy
Overview: Parents will learn how to set up a student portfolio, and why having it can ease a
child’s transition from one school to another.
Objectives:
Help parents understand the need to maintain a student portfolio
Build a portfolio template for each child
Target Audience: Parents who relocate with their school age children (K-12)
Desired Presenter: A parent who has experienced relocating with school age children, and/or an
individual with skills and knowledge to help children transition from one school to another
engagement
workshop overview
https://eim.amc.af.mil/org/a1/A1S/A1SI-DATASYS/Webs/PASS/index.html; overhead projection
system; local information. Handout: Student Portfolio Checklist. Markers and flip chart or white
board are optional. Suggest each participant be provided a binder to set up according to the
handout. Other optional items for the binder include: 1-12 tabbed dividers to represent each school
year; 1 tabbed divider for personal information; 1 tabbed divider for medical information; page
protectors to hold personal and medical documents
Page E-24
PASS PROGRAM GUIDE
Student Portfolio
Lesson Plan
Time
5 min
5 min
Workshop Content
90 min
Portfolios Benefit Students on the Move
Share current military-child demographics with participants
• Example: According to www.militaryhomefront.dod.mil there are 1.2 million
military connected children
• Military children relocate every 2-3 years and attend approximately 6-9
schools during their academic years
Compare transition between military members and students: the student typically
has less information on their school than the military member has on their job
Ensure necessary documents are readily available in a single location
Emphasize the need to HAND CARRY important documents
Educational Portfolios
• Contain work that shows the student’s progress throughout the school year
• Highlight student’s work with examples selected by the child and/or teachers
What can I do with a student portfolio
• Portfolios ease the transition process when changing schools
• Your child’s portfolio should reflect their personal journey
• Having a portfolio will help parents monitor progress at every age
• Portfolios provide a place to record thoughts or ideas about your child’s
character, ability, and talents
• Portfolios contain information to consider when setting academic and nonacademic goals, as well as a place to record and monitor goal achievement
What should be included in a portfolio
Handout: Student Portfolio Checklist
• Personal information such as: birth certificate, social security number, and
emergency contact information
• Medical information such as health records, shot records, and school physicals
• Academic and school information such as:
– Previous school addresses and contact information
Page E-25
PASS PROGRAM GUIDE
•
– Report cards
– Individual Educational Plans (IEP)
– Copy first page of textbooks, table of contents, and other materials to
avoid duplicate work in another school
Collect anecdotal information about your child’s:
– Learning style
– Strengths and weaknesses
 Ask teachers to provide a written reflection of the student’s learning
style, strengths and weaknesses
Additional information recommended for high school students
• Club/organization involvement
• Conferences, workshops and camps
• Committee work (on or off school grounds—include special committee roles)
• Community involvement: volunteer work and service projects
• Awards received, to include nominations
• Newspaper or other media coverage
• Letters of recommendation from teachers, clubs/organizations
• Examples of fine and performing arts involvement and/or work
• Participation in sports, hobbies, and other interests
How your child will be involved & how to involve others
• Involve your child from the very beginning, regardless of his or her age
• Some children may enjoy selecting a piece of their artwork to adorn the cover
• Others may want to have more input, such as creating the layout for the page
that describes their interests and hobbies
• Consider inviting others to be a part of your “portfolio development team.”
This may include grandparents, siblings, teachers, therapists, or others who
are involved in your child’s life; each person’s involvement will vary
What you want others to know about your child
• Portfolios market your child’s development, growth and educational journey
• Your goal with the portfolio is to showcase your child’s strengths and
abilities; your student’s portfolio helps you communicate your expectations as
well as their capabilities
Questions & Answers
20 min
Page E-26
PASS PROGRAM GUIDE
Handout: Student Portfolio Checklist
Be Prepared for a Successful School Move!
Student’s Personal Information
Birth certificate
Social security number
Dental, medical, and immunization records
Copies of all school and sports physicals
Legal documents: Power of Attorney, guardianship, custody paper, etc.
Proof of residency: Lease agreement, purchase contract, utility bill, etc.
Current address, phone numbers, emergency contact information
Previous School Information (include information for all schools attended)
Address, phone and fax numbers
Web page (URL)
School profiles, handbooks, and grading scales
Items to be kept for each grade
Student Report Cards
Copy of first page, title page, published date, and table of contents for each textbook
• Annotate which chapters were covered
Course descriptions and/or curriculum guides
Student’s class schedule from each year; include what it would have been for upcoming
school year had the student not moved
Withdrawal grades and/or Progress Reports (If midyear move)
Test scores (Standardized and/or Special Program Testing)
Individualized Education Plan (IEP)/Individual Accommodation Plan (504)
At-risk, intervention or other action plans for classroom modification
Gifted Program Description if applicable
English as a Second Language (ESL) or Bilingual Education Records
Writing samples or examples of work – take picture of projects when appropriate
Committee work (on or off school grounds – especially special committee roles)
Examples of fine and performing arts involvement and/or work
Record of extracurricular activities to include clubs and organizations
Record of attendance at conferences, workshops and camps
Record of community involvement: volunteer work and service projects
Record of participation in competitions; awards received, to include nominations
Newspaper articles or other media coverage
Letters of Recommendation from teachers, counselors, coaches, sponsors or others
Copy of student’s school records – request at least two weeks prior to leaving
Page E-27
PASS PROGRAM GUIDE
References
Getting Started With Student Portfolios
http://712educators.about.com/od/portfolios/a/portfolio_item.htm
How to Create an Educational Showcase Portfolio
http://www.ferris.edu/careerservices/tutorials/Portfoliopresentation.ppsx
Showcase Your Experience with a Career Portfolio
http://smu.edu/career/pdf/PortfolioHandout.pdf
Page E-28
PASS PROGRAM GUIDE
Roadmap to Your Student’s Future – Workshop Strategy
Overview: Learn what their child can do, 7th grade through high school graduation, to prepare for
college. This workshop will introduce participants to different types of colleges, typical entrance
requirements, and discuss ways to manage college education costs.
Objectives:
Assist parents with pre-college preparations (7th -12th grades)
Arm parents with resources to begin their financial aid search
Target Audience: Parents with children in grades 7-12
Desired Presenter: Knowledgeable of various college entrance requirements, enrollment policies,
and application processes; familiar with various types of schools; ability to discuss financial
planning and tuition options (Example: High School Guidance Counselor)
engagement
workshop overview
https://eim.amc.af.mil/org/a1/A1S/A1SI-DATASYS/Webs/PASS/index.html; overhead projector;
and local information. Markers and flip chart or white board optional.
Page E-29
PASS PROGRAM GUIDE
Lesson Plan
Time
5 min
5 min
Workshop Content
90 min
Seventh Grade – Eighth Grade
Development Traits
• Is undergoing dramatic physical changes
• Is sensitive and has need for approval
• Tries to build a unique identity apart from parents’ influence
• Wants more independence
• Is curious but not ready for planning
• Expresses feelings more openly
Career Needs
• Demonstrate effective skills in working with others
• Show an appreciation for the similarities and differences among people
• Describe individual skills and aptitudes required to fulfill roles
• Describe skills needed in a variety of occupations
• Demonstrate skills needed to obtain and keep a job
Parent Involvement
• Discuss your student’s skills, interests, abilities
• Help students set short and long term goals
• Encourage participation in service-oriented activities in the community
High School Students
Development Traits
• Develops a sense of self-identity
• Begins a more prominent and realistic work/career search
• Develops a concern with social issues
• Increases independence
Career Needs
• Understand how personality, abilities and interests relate to career goals
• Understand how education relates to college majors, further training and/or
Page E-30
PASS PROGRAM GUIDE
entry into the job market
• Demonstrate transferable skills that can apply to a variety of occupations and
changing work requirements
• Be able to use a wide variety of career information resources
• Show responsible decision making
Parent Involvement
• Help student make independent decisions
• Encourage exploration of post-secondary education opportunities
• Be involved in student’s future planning
• Provide certain economic responsibilities
• Encourage job awareness
• Be flexible as the decision-making process evolves, it takes patience and
numerous modifications
• Freshman through senior year….get involved
Freshman year:
• Explore subjects the student enjoys
• Encourage school/community involvement
• Consider vocational aptitude
• Talk college and ask advice from college personnel or trusted mentor
Sophomore Year:
• Explore (talents, inclination, and personality) and focus on possible careers
• Start building a college library
• Discuss college and college financing with other parents
• Take PLAN test (Pre ACT test) - given in the spring
Junior Year:
• Research colleges; sources of information include books, alumni, friends,
college visits, counselors, brochures, catalogs, computer resources, college
representatives, college fairs, bulletin boards and announcements
– This is a BIG testing year; know the following test dates: ACT, SAT,
PSAT/NMSQT
Senior Year:
• Know when and where students can take the ACT and SAT
– Compare scores with requirements for desired schools
– Encourage students take the test again if necessary
Page E-31
PASS PROGRAM GUIDE
Example of Entrance Scores
Open - all high school graduates
accepted
Liberal - some freshman from lower
half of high school graduating class
Traditional - majority of accepted
freshman in top 50 % of high school
graduating class
Selective - majority of accepted
freshman in top 25% of high school
graduating class
Highly selective - majority of
accepted freshman in top 10% of high
school graduating class
ACT
SAT
17-20
830-950
18-21
870-990
20-23
950-1070
22-27
1030-1220
27-32
1220-1380
College
Applications
• Work on in early fall; watch for deadlines since they vary
• Resumé - guidelines for applications and resumés are available from high
school counselors
• Recommendations - give at least 3 week notice
• Essay - allow time for outlining, then writing and revising
Types of Colleges
• Community Colleges
• State/Public Universities
• Liberal Arts Colleges
• Private Universities
• Historically Black Colleges & Universities
• Women’s Colleges
• Specialized Colleges
Six Considerations in Preparing for College
• Academic record: take strong, sequential courses of college prep subjects
• Activities - participate in high school activities (quality participation always
preferred over quantity)
• Tests
– Long term preparation; ensure courses assist with proper preparation
– Short-term preparation; get to know test formats and test-taking strategies
Page E-32
PASS PROGRAM GUIDE
• Community and school service – volunteer – get involved
• Special talents - develop special talents; build on skills and strengths
• Special characteristics - be cognizant of student’s unique admission criteria
Typical College Entrance Requirements
• Many state and private colleges require specific high school courses for
admission:
– English - 4 years
– Science (laboratory) - 3 years
– Social science - 3 years
– Mathematics - 3 years (Algebra1, Geometry, Algebra II)
– Foreign Language 2 - 4 years
• Some colleges also require Fine Arts
• Keep in mind that these are general requirements and that specific
requirements may vary according to the college and field of study
Ways to manage the cost of a college education
• Financial aid
• Grants
• Scholarships
• Loans
• Work-study
• College savings plans
• Two basic ways to be eligible for aid - must prove that student needs the
money or show why the student merits the money
– Needs
 Determine the cost of attending a particular college
 Deduct what the student’s family will be expected to pay
 The resulting number establishes student needs
– Merit Aid
 Usually based on the student’s academic achievement, but may
include a need component
 Requires applicants to meet other criteria, such as employment of one
parent by a scholarship sponsor
Applying for Need-Based Aid
• Free Application for Federal Student Aid (FAFSA) - primary nationwide
method of applying for need-based aid
• A new FAFSA is issued every January 1, and students and their families
should submit it as soon as possible after that date - certainly no later than the
earliest financial aid deadline of the colleges one is applying to
• Access the FAFSA online at fafsa.ed.gov
Page E-33
PASS PROGRAM GUIDE
Expected Family Contribution (EFC)
• A Student Aid Report (SAR) containing one’s EFC will be sent to each
applicant and to colleges listed on the FAFSA
Federal Student Loan Programs
Note that the following information is subject to change each academic year and
should be researched to ensure the most current information is presented
• Stafford loans can be subsidized, with interest paid by the government while
the student is in college, or they can be unsubsidized, with interest
accumulating as soon as the loan is disbursed
– New undergraduate subsidized Stafford loans have a maximum interest
rate of 4.5 percent
– Unsubsidized loans and subsidized graduate loans have a maximum
interest rate of 6.8 percent
– These loans have processing fees of 1.0 percent of the loan
– Annual loan limits varies
– Students do not need to start repaying the loan until six months after they
graduate, leave school, or drop below half-time enrollment
– There are repayment deferment options up to three years
• Perkins loans are for students from low-income families
– Students may borrow up to $6,000 a year
– The interest rate is 5 percent; there is no loan fee
– Interest doesn't start accumulating until after the student leaves college
– Students don't need to start repaying a Perkins loan until nine months after
graduating, leaving school, or dropping below half-time enrollment
– Loans may be forgiven if the student chooses certain career options such
as public service, law enforcement, teaching in a low-income area, or
volunteering for the Peace Corps
Scholarship Basic
• College scholarships are awards of money that help students
• Award amounts range from a few hundred dollars to "full" scholarships that
pay all college expenses
• Look in and outside the school and military organizations for college funds
Organizations which typically offer scholarships:
• Corporations, local businesses and parents' employers
• Religious groups
• Unions, a major source of scholarship money
• Chambers of Commerce, which can also help search for other community
sources
• Community and service organizations, many of which have state and local
chapters
Page E-34
PASS PROGRAM GUIDE
•
•
Clubs, foundations, and associations, which can be based on heritage,
professions, hobbies
City, county, and state education offices
Options Other Than College
What other options are there if my child does not want to attend college
• Community College
– Community college allows students to complete in a short amount of time
– Lower tuition costs
– Community colleges today are now offering degree programs in Arts and
Humanities, Business, Criminal Justice, Computer Programming,
Education and Teaching, Restaurant and Hotel Management
• Vocational/Trade School
– Trade school is where an individual goes to learn a trade or craft
– Student studies to become a ticketed journeyman in a trade such as:
electrician, plumber, carpenter, master builder, mechanic, auto body
technician, mason, heating and refrigeration technician
– Student learns hands-on skills, becomes an apprentice in a specified trade
and eventually takes a test - usually both written and practical - to become
a full journeyman in that field
• Military
– A career in the Army, Navy, Marine Corp or Air Force
– An individual can join the military at any time after turning 18 years old,
or after graduation from high school, college or a university
– ROTC (Reserve Officer Training Program): the military branch may pay
student’s way through college, and in return, the student engages in
limited military service while in school and full time service after
graduation for a predetermined period of time
• Straight to Work
– Student gets a job after high school/college
– Continues employment began while in school
Conclusion
• Life is full of options and choices - the choices we make shape our future
Questions & Answers
20 min
Page E-35
PASS PROGRAM GUIDE
References
ACT: Helping people achieve education and workplace success
www.act.org
Next Step: The SAT
www.collegeboard.com
Free Application for Federal Student Aid
www.fafsa.ed.gov
The Smart Student Guide to Financial Aid
www.finaid.org
Page E-36
PASS PROGRAM GUIDE
Appendix F: Evaluation and Reporting
Participant Program Evaluation (Sample)……………………..…………………………..…
F-2
AMC Quarterly Reporting (EIM Spreadsheet Tab 1)……………………………………..…
F-3
AMC Quarterly Reporting (EIM Spreadsheet Tab 2)………………………………………..
F-4
Page F-1
PASS PROGRAM GUIDE
PARTICIPANT WORKSHOP EVALUATION (Sample)
Airman & Family Readiness Center
WHERE FAMILIES COME FIRST
Our goal is to help every member of our military family be ready for any and all situations that may confront them. Please
help us meet that goal by letting us know how we’re doing.
Name (optional): ________________________________
Date: ________________
Unit: __________________
Rank: _______________
PROGRAM TITLE: Student Portfolio
How would you rate the:
a. Prior to the workshop, how prepared were you for school transitions?
 Very Poor
 Poor
 Good
 Excellent
b. After the workshop, how much more do you feel you could advocate for your child through the education process?
 Very Poor
 Poor
 Good
 Excellent
c. How did you hear about the workshop? (Mark all that apply)
 E-mail
 Flier
 Base Marquee  Other: ___________________
d. What age range are your children? (Mark all that apply)
 Elementary
 Middle School
 Jr. High
 High School
 Pre-school
e. Do you think you will use the portfolio model?
 Not Likely
 Likely
How satisfied were you with the overall workshop on a scale of 1-4?
 Very Dissatisfied (1)
 Dissatisfied (2)
 Satisfied (3)
 Very Satisfied (4)
What additional workshops would you like to see in the future that would help you and your family?
Comments:
Thank you for attending – Please PASS it on!
Page F-2
PASS PROGRAM GUIDE
Below is a sample of what can be seen in EIM (Tab 1) for AMC Quarterly Reporting of
participant satisfaction ratings. Actual base names will be listed on the spreadsheet in EIM.
Quarterly PASS Workshop Satisfaction Report
WORKSHOP
Teaming With School Personnel
Student Portfolio
Roadmap to Your Student's Future
Base A
Base B
Base C
Base D
Base E
Tab 1: Compile and average the "Participant Satisfaction Ratings" for each workshop, then annotate the scores
in the column below your base, across from the appropriate workshops. Satisfaction should be measured on a
scale of 1-4, with 4 being the most satisfied.
Tab 2: Annotate the required information for all new workshops you developed and added during the
previous quarter.
Page F-3
PASS PROGRAM GUIDE
Below is a sample of what can be seen in EIM (Tab 2) for AMC Quarterly Reporting of new
PASS workshops created at each location.
Complete all required information for each new workshop your PASS Team is
presenting at your location.
Note: HQ AMC/A1SA neither approves nor disapproves PASS workshops. The purpose of this information is to
track what workshops each base is conducting, and provide contact information for anyone who has a workshop
that meets another community's needs.
Base
Workshop Title
Workshop Overview
Target Audience
Recommended Presenter
Experience
Length of Workshop
Point of Contact Information
(Name, email, phone number)
Page F-4

Click here for PASS Program Guide

Transcription

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