Free - Military Child Education Coalition

Transcription

back to school:
It’s All About Learning
TABLE OF CONTENTS:
Section 1: Learning… Inside the Classroom
Concepts of strong literacy programs...........................26
When does secondary math start?................................29
College and career readiness.............................................30
NMSI helps students become “college ready”........... 31
Online education......................................................................33
Standardized testing in schools....................................... 34
Section 2: Learning… Outside the Classroom
Military Student Transition Consultant program..... 36
How to be a friend................................................................. 37
The value of extracurricular activities...........................38
Tips for college freshman..................................................... 41
Character strengths and authentic happiness........... 42
Getting back in the school year routine...................... 43
SchoolQuest introduces Naviance.................................44
How parents can help thier children succeed........... 45
School supplies........................................................................46
Ways to save on school supplies.....................................48
Taking the stress out of homework...............................49
Section 3: Learning… Together
Operation Educate the Educators...................................50
Success! Military families, schools, and
communities working together......................................... 51
Partnership pride with national PTA............................... 52
Carissa, Grade 12 • Hohenfels Middle High School
Hohenfels, Germany • U.S. Army
SPECIAL Topic
www.MilitaryChild.org
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SPECIAL Topic
Concepts of Strong Literacy Programs
By Sandy Franklin, Ed.D. MCEC Director of Programs and Services
As I was pouring my cup of coffee this morning, the broadcaster’s booming voice caught my ear: “Current high
school students have never known a world without the internet.” I was captivated by this remark as time marches
on around me. What will the future hold for students who are beginning this new school year? What new learning
opportunities await them? The future will require our children to function in multiple jobs in an economy with
work skills we cannot even begin to imagine. How do we prepare students for such a future? One of the best gifts
we can give them is the gift of literacy.
The definition of literacy involves more than just reading.
Employees prepared for the future will need the ability
to read and interpret charts, maps, graphs, and internet
sources plus have the ability to solve problems, create
products using web-based information and multimedia
sources, and effectively work with others (Daggett &
Pedinotti, 2005). They will also need the ability to discern
the reasonableness, credibility, and accuracy of the large
amounts of information instantly available via technology.
Such literacy development begins at home where
parents are the first teachers in preparing children for this
undefined future. Schools continue literacy development
that has been started in the home by providing a balanced
approach to classroom instruction where language arts
programs are steeped in three concepts: working with
words, reading, and writing (Fountas and Pinnell, 2006).
Working with Words:
A strong language arts program, regardless of the level,
includes provision of opportunities for students to work with
words, because vocabulary knowledge is needed for students
to read well and reading is required in all academic subject
areas (National Reading Panel, 2000). At younger levels,
students should be exposed to activities which teach and
reinforce both a word-recognition vocabulary and a meaning
vocabulary. A word-recognition vocabulary refers to the
child’s ability to pronounce a word seen in print. A meaning
vocabulary is developed when children can define a word
and understand what it means in context, using the context
of the words surrounding it to determine its meaning (Chall,
1983). Both types of vocabulary can be reinforced at home by
embedding simple activities into regular family routines.
For example, while riding in the car, young children
can participate in games such as
“I’m Thinking of.” The parent
provides clues in the form
of simplified definitions to a word and children
try to guess the word. For example, the parent
says, “I’m thinking of a word that begins with the
/p/ sound and is a bird with bright feathers.” The
child guesses “parrot.” Such simple activities
strengthen both phonemic awareness and
meaning vocabulary. Children who have
such opportunities to experiment with
language through frequent use often
learn to read at an early age.
Older students thrive on word
Artwork by Grace, Grade 3 • Bowley Elementary School • Fort Bragg, NC • U.S. Air Force
S e c t i o n On e: Learning… Inside the Classroom
ST: 26ON THE move®
MCEC Special Topic
games such as Jeopardy! when the categories are areas
of teen interest such as music, celebrities, fashion, and
friendship. Creating the questions and answers helps
to extend student vocabulary skills while the healthy
competition of the game itself provides needed vocabulary
practice. “Words with Friends,” an online version of
Scrabble, is another avenue of vocabulary development
which blends working with words with the social media
and networking that teenagers love.
Reading:
A strong language arts program consists of a variety of
opportunities for students to read with an instructor, other
students, and alone. Guided reading, a teaching strategy in
which the teacher works with students
in small groups on their identified
reading level, is often used in
the elementary grades. It is
designed to focus on reading
comprehension and fluency,
which refers to how smoothly a
child reads. Fluency is an important
concept for comprehension because
students can miss the meaning
of the text when they
are
struggling
with word pronunciation.
In addition to small group
instruction, listening to stories
is a powerful way for students to
be exposed to a broad variety of
vocabulary words. One of the most
impactful activities a parent can
implement to help develop literacy is
to read aloud to her child, even if the
child requests that the same book be
read again and again. When students
request repeated readings of the
same text, it helps to solidify
new vocabulary. Later, students
will be able to draw from the words they know and apply
them to their own writing.
The Military Child Education Coalition’s Tell Me a Story
Initiative serves as an effective example of reading aloud
to children. The Tell Me a Story event consists of a family
night where students are read a quality children’s book by
a guest author. Discussions are held about the text and
children participate in application activities to further their
understanding of the concepts presented in the book.
Lastly, families leave with the book in hand for future
enjoyable rereading opportunities.
Independent reading, the
ability to select and read books
of their own choosing, is
a powerful motivational
For more information about
tool for students of
additional home activities
all ages. Not only is
to
promote literacy and Early
reading aloud beneficial
Literacy Workshops that may
to building vocabulary,
be held in your community,
talking to students about
contact ParenttoParent@
the text is also of value.
MilitaryChild.org.
Talking to students about
what they think the text means,
what the characters did or did not
do, where the setting took place and the lessons learned
through the text make great conversational topics. At the
middle and high school levels, such opportunities include
student conversations about novels; offering facts and
opinions about the moral or purpose of the
story; holding debates in defense or
support of text and discussing themes
or perspectives used by the author.
Book selections for independent reading,
regardless of student age, should vary between
those read for enjoyment and ease of difficulty to texts
that challenge (National Reading Panel, 2000). Reluctant
readers can be encouraged to read independently by
providing variety in text which corresponds to both their
topic of interest and readability levels. Examples include
use of comic books, magazines, joke books, poetry, and
instructional manuals for computer games to encourage
students to read. Some publishing companies, such as
Capstone Press and Orca Book Publishers, provide books
for students of varied reading abilities who are reluctant
readers.
thoughts in writing, efforts should be made to maintain
interest by allowing them to experiment with a variety
Writing is an extremely important component of a of colorful ink pens, markers, and designed paper while
balanced language arts program. Students should be writing in a variety of formats such as stories, poems, notes,
exposed to the writing process which is often defined in invitations, scrapbooks, and journals. Printing and posting
student writing in a prominent place in your home
five phases. Prewriting refers to the student’s ability
helps students to know that their writing is
to organize thoughts and ideas for writing.
To
encourage
important and valued. This reinforcement
Then, students create a rough draft, or
reading,
the
National
fosters the desire for children to continue
working copy, of their work. After doing
PTA recommends reading
to experiment with writing.
so, they revise the paper, looking for
to
your
child
every
day!
Visit
As parents and educators intertwine
ways it can be improved and edited
http://www.pta.org/2548.htm
to
learning opportunities available at
for spelling, grammar, and punctuation
see
all
five
tips
on
how
can
you
home and school to include time
errors. Lastly, they publish a final copy
encourage a love of learning and
to work with words, read, and write,
of the writing.
reading with your student.
students develop strong literacy skills
Students at all levels can participate
which will serve as a powerful foundation
in writing activities. Even the youngest
for their academic future.
child can write in journals, or create pictures to
reflect his thoughts. The most important component
of writing instruction is to encourage students in the
process, without pressure about handwriting and spelling
An MCEC Favorite Resource:
for the youngest of learners. As students mature, attention
The National PTA’s
must be given to reinforce that writing required in a
Parent’s Guide to Student Success
professional work setting is a different style of writing than
the “writing” students do when quick texting with friends.
Students must learn the more formalized process of writing
The National PTA Parents’ Guide to Student Success
for future success. Numerous writing experiences reinforce
(in English and Spanish) was developed in response to
that writing has a purpose which is to express thoughts. The
the Common Core State Standards in English language
Internet is a great place to find software supports for writing.
arts and mathematics that more than 40 states have
Use of a voice recognition software package such as Dragon
adopted. (To find out if your state has adopted the
Naturally Speaking can be used to reinforce the concept
standards, visit CoreStandards.org/In-The-States.) Created
that writing reflects our thoughts in print. This software
by teachers, parents, education experts, and others from
enables students to speak into a microphone while their
across the country, the standards provide clear, consistent
spoken words are printed into a word processing document.
expectations for what students should be learning at each
This tool is excellent to use with students with special
grade in order to be prepared for college and career. To see
needs who may require an accommodation to experience
key items students should learn, activities, tips, and more,
writing success. As students are encouraged to express
visit http://www.pta.org/4446.htm.
Writing:
References
Chall, J. S. (1983). Stages of reading development. New York: McGraw-Hill.
National Reading Panel, (2000). Teaching children to read: An evidence
based assessment of the scientific research literature on reading and its
implications for reading instruction. Washington, DC: National Institute of
Child Health and Human Development.
Daggett, W. & Pedinotti, J. (2005) Globalization: Tipping the scale of
economic supremacy. A White paper published by International Center for
Leadership in Education. Rexford, NY.
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Fountas, I.C. & Pinnell, G.S. (2006). Teaching for comprehending and
fluency: Thinking, Talking and Writing About Reading, K-8. Portsmouth, NH:
Heinemann.
National Reading Panel. (2000). Teaching children to read: An evidencebased assessment of the scientific research literature on reading and its
implications for reading instruction. Washington,DC. National Institute of
Child Health and Human Development.
MCEC Special Topic
SPECIAL Topic
When does secondary math
start ?
Military families know that schools and school districts have unique rules and definitions. Some
states and school systems require students to begin the study of Algebra I or Integrated Math 1 – the first
official secondary math courses – in the 9th grade, some in the 8th grade, and others allow students to start
even earlier. Beginning the study of secondary math in the 8th grade may allow students to enroll in advanced
mathematics, such as AP Calculus or AP Statistics, before they graduate from high school. In the past, many
students missed this advantage, which opens many possibilities for students, especially those interested pursuing
a math-intensive major in college or a career.
There are three important considerations when starting secondary math.
1
Elementary School:
Arithmetic
Middle school math once was an extension of
elementary arithmetic, but today many middle schools
offer courses containing rich and important math concepts
which connect elementary mathematics to algebra
and beyond. This prepares students to succeed in high
school math courses by building the solid math skills that
comfortably move students ahead. If weaknesses exist,
however, they may be addressed in optional ways: waiting
until 9th grade to begin secondary math, taking summer
school, and/or tutoring.
Aunt Peggie says: “Students need to map their math path
before they start the journey. Having a plan will help students
avoid problems later, such as verifying credits or getting the
classes they need for graduation.”
Aunt Peggie says: “Many states require
students to take end-of-course tests at
the conclusion of the course. These results
could be used in calculating a student’s
final grade or determining the completion
of Algebra I, Geometry, or Algebra II –
classes needed for graduation.”
2
Middle School:
Algebra and
Enrichment Topics
Too many students who begin their secondary math
career in 8th grade do not take math classes every year in high
school. After a year or more away from math, these students
are seriously disadvantaged in college or the workplace. If a
high school does not offer 4 years of math, beginning high
school math in the 8th grade may create a problem. Dual
enrollment in a college course may alleviate that glitch.
3
High School:
Algebra, Geometry, Calculus
Caveat: Students should not enroll in algebra prior to
the 9th grade simply to “practice” so that the student can
repeat the class for a better grade. A disappointing year
can lead to serious motivational and learning problems for
students. Rather, the main goal should be for each student
to be in an appropriately challenging, but not overwhelming,
math course every year of high school.
SPECIAL Topic
College and Career
Readiness
“…the goal should be to provide support so that all students can be considered college and career ready by the end of
eleventh grade, ending their high school career with one of several high-quality mathematical courses that allows them
the opportunity to deepen their understanding of the college- and career-ready standards.”
From Common Core State Standards for Mathematics: Appendix A: Designing High School Mathematics Courses Based on the Common Core State Standards
College and career readiness is defined by researchers as
the level of preparation a student needs in order to enroll
and succeed in credit-bearing general education courses
that meet baccalaureate degree requirements without the
need for remediation. College ready students complete
entry level courses at a proficiency level high enough to
experience success in the next course in a series or apply
the course knowledge to another context.1
There are a variety of math paths students can take to
reach the “college and career ready line” goal mentioned
in the Common Core State Standards for Mathematics.
Some students will move faster than others; some will
need additional support. Below is a typical U.S. pathway.
Courses in higher level mathematics:
Precalculus, Calculus, Advanced Statistics, Discrete
Mathematics, Advanced Quantitative Reasoning, or
courses designed for career technical programs of study.
Algebra II
Mathematics III
Geometry
Mathematics II
High School
Algebra I
Mathematics I
Traditional Pathway
Integrated Pathway
Typical in U.S.
Typical outside of U.S.
College and career readiness are not just defined by
the classes students take. According to Redefining College
Readiness, there are many facets to college and career readiness.
1 Charis McGaughy, “Texas College and Career Readiness Initiative Overview:
Standards and implementation, “Texas Higher Education Coordinating Board,
Educational Policy Improvement Center (2009): www.thecb.state.tx.us.
2 Clifford Adelman, “The Toolbox Revisited: Paths to Degree Completion
from High School through College,” U.S. Department of Education (2006).
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Facets of College Readiness
Contextual Skills
& Awareness
Academic Behaviors
Key Content
Key
Cognitive
Strategies
Key cognitive strategies include having an engaged
mindset, asking questions, and interpreting data. For math,
academic skills include a thorough understanding of basic
concepts, principles, and techniques of algebra – and how
to apply that understanding to solve problems. Academic
behaviors include the students’ ability to self-monitor, to
build study skills, and use time management. Contextual
skills and awareness are the social skills needed to function
in the wider world of college and career beyond high school.
Parents can encourage the development of these facets
outside of the classroom in many ways.
• Encourage students to use math where it interests them.
Students may enjoy math competitions or enjoy math in
other subjects such as science, computers, and robotics.
• Focus on developing resiliency and important life skills.
These may include knowing when and where to seek help,
how to study, working in groups, and prioritizing tasks.
• Take math classes every year. Studies show that students
are more college and career ready when they take math
classes every year of school.2
• Look for bumps in the road. Typically, fifth through ninth
graders struggle with the following math concepts:
fractions, percent, ratio, and decimals. Review these
basic concepts.
MCEC Special Topic
National Math and Science Initiative Helps Students
from Military Families Become “College Ready”
By Gregg Fleisher National AP Training and Incentive Program Director, National Math and Science Initiative
When he was younger, Ethan
Nakamura’s stepfather was often
deployed overseas for two-year
stretches. “It’s never easy to say
goodbye to someone you love,” he
remembers, but his father would call
home regularly from Iraq. The first
thing he would always ask Ethan was,
“How are you doing in school?”
Ethan now can reassure his dad,
“I’m doing great; you don’t need to
Child Education Coalition (MCEC).
The initiative provides collegelevel Advanced Placement* math and
science courses for students from
military families, which gives them
a running start on getting a college
degree. Ethan signed up to take pre-AP
calculus and AP English at Hopkinsville
High School near Fort Campbell in
Kentucky and is confident that doing
well in the AP classes will boost his
need to follow their dreams, NMSI
launched the first phase of the Initiative
for Military Families during the 20102011 school year. Thanks to inaugural
funding from Lockheed Martin, the
program was implemented in four high
schools serving military installations:
The first four participating schools have increased
passing scores on AP math, science, and English exams by
45 percent - almost six times the national average.
worry about me.” He is one of the first
participants in the Initiative for Military
Families (IMF), a pace-setting new
program being implemented by the
National Math and Science Initiative
(NMSI) in conjunction with the Military
chances of going to college and then
medical school. His dream is to go into
the military after medical school and
then open his own medical practice.
To make sure students like Ethan are
“college ready” and get the skills they
two high schools near Fort Hood in
Texas and two high schools near Fort
Campbell in Kentucky.
The IMF is already producing
results: The first four participating
schools have increased passing scores
The “When Does Secondary Math Start?” and “College and Career Readiness”
articles are both excerpts from the new MCEC booklet for the Chart Your Course
kit called Math GPS. This publication was made possible through a grant from the
Raytheon Company, a positive and consistent advocate for preparing the next
generation of mathematicians and scientists and a strong supporter of military
children and their families. Find out more at store.militarychild.org.
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on AP math, science, and English
exams by 45 percent - almost six times
the national average.
The program also has drawn
repeated support and recognition
from the White House. In April 2011,
President Obama included the IMF
as part of his administration’s “Joining
Forces” outreach to military families
and Mrs. Obama helped kick off
the expansion of the AP program
at Fountain High School near Fort
Carson in Colorado.
This fall the program is being
expanded to 34 high schools in 12
additional states that have significant
concentrations of military families
(Alabama,
Arkansas,
Colorado,
Connecticut,
Georgia,
Hawaii,
Kentucky, Massachusetts, North
Carolina, Oklahoma, Texas, and
Virginia). With additional funding,
NMSI hopes to expand the IMF as
many as 100 public high schools on or
near military bases.
The program is rapidly picking up
momentum. Following Lockheed
Martin’s example, other funders have
stepped up to help military kids in a very
personal way that will benefit them for
the rest of their lives. Additional funding
is being provided by the U.S. Army, BAE
Systems, Boeing, DoDEA, ExxonMobil,
the Jack Kent Cooke Foundation, the
U.S. Navy, and Northrop Grumman,
with additional support from the
O’Donnell Foundation. If enough other
corporations and foundations sign
up to help, that opportunity can be
extended to many more young people.
Almost two million young people
in America have a parent serving in the
military today. The separation when
parents are deployed and frequent
transfers can be particularly hard on
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John, Grade 6, Naples Elementary School
Naples, Italy • U.S. Navy
the children whose parents protect
our country. NMSI’s program provides
continuity in schoolwork for those
students because the AP curriculum
will be standard no matter which
school they attend. Not only that,
the extra credits earned by passing
the courses will make college more
affordable and attainable. Experience
has shown that even students who
pass an AP course are three times
more likely to graduate from college
– and even those who do not receive
a passing score benefit from the
exposure to college-level rigor.
The core components of the
initiative are based on NMSI’s highly
successful Advanced Placement Training
and Incentive Program, which include:
• Extra training for AP teachers
• On-going support from master
teachers
• More time on task for students
in afterschool and Saturday study
sessions
• Incentives for teachers and
students to excel
Since 50 percent of the highpaying jobs in the future will require
more math and science knowledge,
the new initiative makes sure students
from military families have the skills to
succeed in today’s highly competitive,
high tech world.
The men and women in today’s
military want their children to have
the best education possible. They
know that technology is important
because their lives depend on it. They
know math and science are the keys
to success in today’s global economy
- as well as in military careers.
One of the major concerns
repeatedly voiced by parents serving
overseas is: “Are my kids doing OK in
school?” Yet a recent survey found
that 34 percent of military parents
are “less or not confident” that their
children’s school is responsive to the
unique aspects of military life.
The Initiative for Military Families is
designed to give those military parents
– like Ethan’s stepdad – the peace of
mind of knowing their kids are getting
the education they deserve.
*Advanced Placement and AP are registered
trademarks of the College Board.
MCEC Special Topic
SPECIAL Topic
Online Education:
An Education That Can
Go Anywhere
One of the most stressful aspects of military service
is ensuring that children receive a consistent, quality
education. But that no longer has to be the drill.
Today, many military families have discovered online
education as a way to reduce the angst of relocation and
bring consistency to their children’s education. If a family
relocates any place in the world, their children’s “school”
can now go with them.
Octavia and Steve Dabbs know first-hand how frequent
relocations can take a toll. A chaplain at Bolling Air Force Base,
in Washington, D.C., Major Dabbs says that the local brick and
mortar school just didn’t work out for their five children.
“It was traumatic for them,” Major Dabbs said, noting
several disruptive incidents that spurred a decision to enroll
in Community Academy Public Charter School (CAPCS),
a tuition-free, online, public school, serving families in
Washington, D.C. CAPCS uses the K12 curriculum and
services – K12 is the nation’s leading provider of K–12 online
education programs, now in 29 states and the District of
Columbia and globally through K12 International Academy.
Says Octavia, “I used three popular online programs
before I found K12, which makes [education] easy. The kids
log-on to the computer, and we can see everything that
needs to get done that day, week, month, or throughout
the school year.”
“If I am re-assigned, we can pack up and pick up right where
we left off—and that is a plus for us,” adds Major Dabbs.
Here are some quick answers to common question
about virtual education:
Who can enroll in an Online Public School and how
much does it cost?
K12 and other providers work with authorities in many states
to supply complete education programs. Most commonly,
the schools are open to any student in grades K through
12 whose family is a resident of the state. Some states only
By Tom Halligan Education Writer
permit a certain number of students to participate, so it’s
important to begin the enrollment process early. Like brick
and mortar public schools, the online public schools are
publicly-funded, so there is no tuition for the students.
What is the difference between virtual online public
school and home schooling?
Online public school students enjoy support from a statecertified teacher, as well as a comprehensive curriculum
that is provided free of charge. As with a brick and mortar
public school, the student must meet state requirements,
including standardized testing and attendance, and will
receive a full-time course load.
What happens when we relocate?
The curriculum of K12 Virtual Academies is consistent
across school systems, eliminating the need for course
repetition or exclusion from Honors and AP courses. When
you move to a new community, your child can participate
in the same virtual clubs and programs.
Four States in Four Years
Indiana. Ohio. Florida. Michigan. These are the
states Shelly Brantly and her family have moved into
and out of over a four-year period. “Continuity in
a child’s education is extremely important – we’re
lucky to have K12.”
“One of the great things about the K12 curriculum,”
notes Shelly, “is that no matter which schooling option
you use, it’s always the same K12 curriculum. So in all
our moves, our kids have never missed a beat, even
when we’ve had to move in the middle of a semester.”
For more information on K12’s public and
private education options for military families,
visit www.K12.com/military.
Tom Halligan is an education writer and former Editor-in-Chief of University Business magazine and Editor of the Community
College Journal. He frequently writes on issues pertaining to education and technology.
ON THE move®
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SPECIAL Topic
?
What Should Parents Know
About Standardized Testing in Schools
Reprinted with permission from Project Appleseed, www.projectappleseed.org/
One tool that schools use to learn about students is the standardized test. These tips explain basic features of
these tests and suggest questions you might ask your child’s teacher about testing. Understanding the role of
testing will help you to enable your child to succeed in school and to develop a better relationship between your
family and your child’s school.
What Are Standardized Tests?
Usually created by commercial test publishers, standardized tests are
designed to give a common measure of students’ performance. Because
large numbers of students throughout the country take the same test, they
give educators a common yardstick or “standard’’ of measure. Educators use
these standardized tests to tell how well school programs are succeeding
or to give themselves a picture of the skills and abilities of today’s students.
Some popular tests include the California Achievement Tests (the
CAT), the Stanford Achievement Test, the Iowa Test of Basic Skills (the
ITBS), and the Stanford-Binet Intelligence Scale.
Why Do Schools Use Standardized Tests?
Standardized tests can help teachers and administrators make
decisions regarding the instructional program. They help schools measure
how students in a given class, school, or school system perform in relation
to other students who take the same test. Using the results from these
tests, teachers and administrators can evaluate the school system, a
school program, or a particular student.
How Do Schools Use Standardized Tests?
Different types of standardized tests have different purposes.
Standardized achievement tests measure how much students have already
learned about a school subject. The results from these tests can help
teachers develop programs that suit students’ achievement levels in each
subject area, such as reading, math, language skills, spelling, or science.
Standardized aptitude tests measure students’ abilities to learn in school-how
well they are likely to do in future school work. Instead of measuring knowledge
of subjects taught in school, these tests measure a broad range of abilities or skills
that are considered important to success in school. They can measure verbal
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MCEC Special Topic
ability, mechanical ability, creativity, clerical ability, or abstract
reasoning. The results from aptitude tests help teachers to plan
instruction that is appropriate for the students’ levels. Educators
most commonly use achievement and aptitude tests to:
•
•
•
•
•
•
Evaluate school programs;
Report on students’ progress;
Diagnose students’ strengths and weaknesses;
Select students for special programs;
Place students in special groups; and
Certify student achievement (for example, award high
school diplomas or promote students from grade to grade).
Can Standardized Tests Alone Determine
My Child’s Placement in the Classroom?
No. Paper-and-pencil tests give teachers only part
of the picture of your child’s strengths and weaknesses.
Teachers combine the results of many methods to gain
insights into the skills, abilities, and knowledge of your
child. These methods include:
• Observing students in the classroom;
• Evaluating their day-to-day classwork;
• Grading their homework assignments;
• Meeting with their parents; and
• Keeping close track of how students change or grow
throughout the year.
Standardized tests have limitations. These tests are
not perfect measures of what individual students can
or cannot do or of everything students learn. Also, your
child’s scores on a particular test may vary from day to day,
depending on whether your child guesses, receives clear
directions, follows the directions carefully, takes the test
seriously, and is comfortable in taking the test.
Art by Jaysen, Grade 3
McBride Elementary School
Fort Benning, GA • U.S. Army
SPECIAL Topic
Military Student
Transition Consultant (MSTC) Program
Introducing the
By Bill Lawson MCEC MSTC Program Manager
Over the years, the MCEC and the U.S.
Army have enjoyed many partnerships
that have been formed to address the
needs and challenges faced by military
families—and especially the children
who must deal with many transitions,
deployments, and issues surrounding
reintegration. The most recent initiative
underwritten by the Army and organized
by the MCEC is the Military Student
Transition Consultant (MSTC) program.
As a collaborative effort to enhance
so much of the work already being done
by the Army to make a difference in the
lives of all military family members, the
pilot MSTC program is now embedded
in seven public school districts that
serve high populations of students
from military families. MSTCs can now
be found in school district offices
located in the Socorro Independent
School District (Ft. Bliss), the Vernon
Parish School system (Ft. Polk), Liberty
County Schools (Ft. Stewart), Muscogee
County Schools (Ft. Benning), Copperas
Cove Independent School District (Ft.
Hood), the Steilacoom School system
(Ft. Lewis), and the Fairbanks North Star
School system (Ft. Wainwright).
Kicked off in June 2011 with a weeklong training at the MCEC Annual
Conference in Nashville, each of the
highly qualified MSTCs, who were
selected following a rigorous screening
process, began work in their respective
districts. Without missing a beat
following the MCEC conference, the
MSTCs immediately became immersed
in setting up their respective offices,
introducing themselves to school and
installation personnel who are critical
to the success of the mission, meeting
new families at a variety of school and
installation functions, and assisting
schools and families with a variety of
registration and other transition issues.
With the generous assistance from
and collaboration with installation
School Liaison Officers, the MSTCs
have, within the first three months
on the job, put together information
brochures for incoming military families,
set up information tables at school and
installation events, provided interviews
for installation newspapers and local
media outlets, and initiated trainings for
school faculties exploring the unique
needs of military children. Of course,
as a new school year begins across the
country, the MSTCs have already been
actively assisting many families with
registration related issues (transcript
evaluations, transfer of credits, school
extracurricular involvement, special
needs eligibility) and assisting school
personnel in every way possible to help
make each military student’s transition
to a new school a seamless, positive
experience that establishes the basis for
a successful educational experience.
As the awareness of the MSTC
program grows in each of the seven
school sites across the country, more
and more families will be able to access
one more valuable resource made
available through the continued efforts
of the Army and of the MCEC. Although
the challenges faced by military families
— and certainly, the children who are a
central part of their parents’ service to
the country — continue to exist and
magnify over time, one more program
that families can count on is now in
place. The MSTC program is off and
running — and making a difference for
…the sake of the child.
S e c t i o n t wo : Learning… Outside the Classroom
ST: 36ON THE move®
MCEC Special Topic
time worrying about our kids and their friends.
Do they make friends easily? Do they have
M
As caring adults, we spend a great deal of
On
b
ilit
e
ar rou
in
y
Ch ght
a
se
to
ild
Ed you ries
uc
by
ati
on the
Co
ali
tio
n
How to Be a Friend
enough friends? Are they the right kinds of
friends? Because friendship is so vital to our
children’s young lives, it becomes a constant
source of concern. Yet we have
to let our children walk down
A kit for
nd
the sometimes bumpy road
How to be a Frie
for preschoolers
Includes activities
l-aged children
and early schoo
of friendship, understanding,
respecting, and gently guiding
them along the way.
Facilitate Accurate and Positive Thinking
Children need to know how to think positively about themselves.
This does not mean that they should have false ideas of grandeur. For
example, if a non-athletic child is playing basketball, he does not need to
be told he’s a great basketball player. Instead, he needs help accurately
assessing that he may not be the best player but he knows how to
enjoy himself. Regarding friendship, children need to understand the
following accuracies:
The article “How to be a Friend” is
an excerpt from the MCEC Growing,
Learning, and Understanding (GLU) Kit
HOW TO BE A FRIEND.
The How to be a Friend kit offers
activities and ideas to help kids better
understand the complex components
of friendship. The kit is founded upon
the idea that, in order to be a good
friend, children must first have a
It is not important if everyone likes you.
strong and secure sense of self. How
No one is perfect.
to be a Friend contains activities that
It is ok to make mistakes.
explicitly teach basic social skills and
Things don’t have to be perfect in
provide the tools kids need to begin
order for you to be happy.
Teach kids to be
and build healthy relationships.
It also deals with helping kids
self-aware but not self-imporThese
are
all
true
identify and avoid negative
tant. With so much recent emphasis
statements, but ones we
relationships.
on self-esteem, it’s easy to get carried away
do not necessarily believe
Books include How
telling kids how great they are, but make sure
when they come from
to be a Friend by Laurie
our own heads. Teach
these are not empty words; kids know the differKrasny and Marc Brown,
children to believe in their
Holly Hobbie’s Travels
ence. Praise children for a job well done. Acknowlown accurate thinking.
with Toot and Puddle,
edge exceptional achievement. Let them know
and
Mo
Williems’
you love them unconditionally. And help them
Leonardo the Terrible
figure out for themselves the many unique
Monster. Find out more at
and wonderful attributes that make
www.store.militarychild.org.
them who they really are.
ON THE move®
ST: 37
SPECIAL Topic
The Value of Extracurricular Activities
for the Mobile Student
By Avlyn Bolton MCEC Research & Evaluation Coordinator
Military-connected students transition frequently
– it’s a fact of their lives. When Dad or Mom gets orders,
then the family moves. There is stress involved in those
moves: Will my classes transfer? Will the grade point
structure be the same as it was at my old school? What
will the teachers be like? How soon before I find friends?
The Value of
Extracurricular Activities
Ashley, Grade 3 • Carlisle Barracks Youth Art
Carlisle, PA • U.S Army
Academics may be the focus of the family when they
arrive at their new installation, making sure their students
are in the right classes, but extracurricular activities can
ST: 38ON THE move®
be an important part of the transitions, too. Playing an
important role in students’ forming social connections
and a supporting personal sense of confidence, these
activities can be a powerful aid in helping students ease
into a new school setting. They can provide many benefits
to students, as reported by this educator:
“We find that participating in extracurricular helps the
academic side. Involved students
are happier, they adjust better,
they make social contacts faster.”
Research shows that extracurricular
activities are important to students.
When they are involved, they are
more likely to have higher GPAs (Feldman & Matjasko, 2007),
higher test scores and postsecondary aspirations (Lipscomb,
2007), and higher literacy scores (Shulruf, Turnen, & Tolley,
2008) than students who do not participate. Students who
are involved in extracurricular activities also have higher rates
of high school completion (Mahoney & Stattin, 2000); and
lower levels of delinquency and arrests (Mahoney, 2000).
Activities are
Rather, they
Extracurricular activities can
• provide adolescents access to social networks,
activities, resources, and equipment that
might otherwise be unavailable to them;
• give students access to developmental and
leadership opportunities and a way of building
shared community within the school; and
• allow students to learn emotional
competency, develop identity, initiative,
and social skills, form connections, and
acquire social capital.
The positive experiences students gain from
participating in extracurricular activities help them to
become confident individuals. According to one parent,
MCEC Special Topic
“My son plays football and wrestles. He’s had the
benefit of having many different coaches with many
different styles and objectives, so he is becoming a better,
more well-rounded athlete and person as a result. Rather
than looking at it [moving] like, ‘That’s not how we used
to do it. This place stinks,’ he thinks of it as an opportunity
to enhance his ability as an athlete.”
Activities are not, therefore, frills, distractions, or timewasters. Rather, they emphasize responsibility, teamwork
and achievement, three strengths that military families value
and practice. When students engage in these structured
activities, their abilities, talents, interests and curiosity
combine to enhance character development. They learn to
set priorities, manage time, and to function as a member
and leader in an organization. Being active in extracurricular
activities can help students feel comfortable in their
Getting involved
Some activities make it easy for students to meet others with
similar interests. Many students are involved in band and choir
performance activities and every school offers these as classes
and as extracurricular activities. Athletics, student council, and
career and technical organizations such as Health Occupation
Students of America are examples of other organizations that
offer activities of interest to large numbers of students.
Portability of skills and talents is key here. Students
bring their abilities to a school which, in turn, may have
an organization ready-made with students of like interests.
One student tells of her first day in the receiving school:
“The exact day we got here, later that day I went to
my soccer tryouts for my new team that I was going to
join. A couple of girls… were very welcoming, reassuring.
They told me, ‘You’re going to love it, and we’ll help you,
whatever you need.’”
not frills, distractions, or time-wasters.
emphasize responsibility, teamwork and achievement…
environment, open opportunities for new friendships,
and provide a venue for learning new skills, all while doing
something they enjoy. In addition, they afford the mobile
student the ability to quickly assimilate into a peer group in
which he or she can establish friendships quickly.
Adult presence in students’ lives links to academic and
life success (Scales, 2005), and the feelings of belonging
and being cared for have been linked to decreases in atrisk behavior along with increased levels of emotional
well-being (Brooks, 2006). While the mobile lifestyle of the
military child means that they may lack the time needed
to develop bonds with adults in school, opportunities
can present themselves in unexpected places and make
a school transition easier for students. A shared interest
in baseball helped a student feel comfortable from the
moment he walked into his receiving school. He reported:
“My principal was real cool. When I first walked in I was
wearing my St. Louis Cardinal stuff and he’s a Boston Red
Sox fan. I could already tell we were going to be friends
and that made me comfortable because we were talking
about baseball. So it helps when the adults have some
sorts of interest that make sense to you.”
College applications frequently include requests for
information about outside-the-classroom activities, looking
for well-rounded students. As military-connected students
register, they may need information about opportunities
to participate in these activities and encouragement to get
involved. One administrator described the typical student
who is working to qualify for a scholarship:
“Their plate is full — the resume, the application,
community service, extracurricular activities, National
Honor Society, Academic Decathlon, UIL, Band,
Swimming… There are just so many things our students
are doing to remain competitive.”
Other sources of
extracurricular activities
Communities on and off post offer many and varied
opportunities to military students through Child Youth
Services (CYS), Scouting, and other organizations. Offerings
include team activities, crafts, volunteering, music, art, and
dancing lessons, tutoring, camping and field trips. CYS may
also be a source of support for children — and the whole
family — when a parent is deployed. These parents speak
about the value of CYS:
“Activities here were easy to find. You go to the
Family, Morale, Welfare Recreation Command (FMWRC)
site, and everything’s there. So you just sign up for it.
And the girls have always been involved in activities,
so I’ve kept them in. You know, when we got there that
summer, I started putting them in activities, and then we
all started making friends.”
“Right off the bat, I was already familiar with the CYS…
So that’s the first place that I went. They had a lot of things
for the kids to do, activities to get into the community. So
that was the first stop - getting her enrolled in CYS and all
the activities there. As far as the teachers, I really didn’t meet
too many of the teachers, because it was the last two weeks
of school. It was kind of a rush trying to get things done,
so, as far as the school and me being able to connect, that
wasn’t feasible. So I used more of the Child Youth Services
to be able to connect through the community.”
Things you can do
Moving to a new school can be stressful. Extracurricular
activities can help students quickly fit into their new
surroundings, and planning for participation can pay off
as the family learns about the new school and what they
may expect when they arrive. With a checklist, students
themselves can take ownership of researching this part of
the move and do much of the work, smoothing their own
way during the move. The following recommendations can
be added to the family’s moving checklist:
• Do your research: write, phone, or email the new school
to find out what activities are available to you. Find out
if they have eligibility requirements, tryout windows,
and/or practices or trainings you must attend in order
to participate. Find out if there is a waiver process or
special considerations for students who arrive outside
of tryout windows;
• Compile a portfolio that includes grades; be sure to
include activities in which you have participated and
leadership positions you have held;
• Make a copy of eligibility requirements for activities in
which you have participated;
• Ask your coach(es) for notes of recommendation to
take to coaches at the receiving school.
SchoolQuest
Any time of the year can be “PCS time” and that’s why
the Military Child Education Coalition SchoolQuest is
always ready to help:
• Research schools at your new duty station,
• Ask questions about your student’s education plan, and
• Store your valuable education information in a safe,
virtual file drawer!
The MCEC SchoolQuest also offers college and career
planning; a library filled with great information; a blog; and
state educational resource listings.
Totally free and just for you – visit www.SchoolQuest.org.
Sources
Brooks, T.E. (2006). Strengthening resilience in children and youth; Maximizing opportunities through schools. Children in Schools, 28, 69-76.
Feldman & Matjasko, (2007). The Role of School-Based Extracurricular Activities in Adolescent Development: A Comprehensive Review and
Future Directions. Review of Educational Research, 75 (2), 159-210.
Lipscomb (2007). Secondary school extracurricular involvement and academic achievement: a fixed approach. Economics of Education
Review, 26 (4), 463-472.
Mahoney (2000). School Extracurricular Activity Participation as a Moderator in the Development of Antisocial Patterns. Child Development,
71(3), 502-516.
Mahoney, J. L., & Stattin, H. (2000). Leisure activities and adolescent antisocial behavior: The role of structure and social context. Journal of
Adolescence, 23, 113-127.
Scales, P.C. (2005). Developmental Assets and the Middle School Counselor. Professional School Counseling, 9, 104-111.
Shulruf, Turnen, & Tolley (2008). Extracurricular activities in school, do they matter? Children and Youth Services Review, 30(4), 418-426.
ST: 40ON THE move®
MCEC Special Topic
Tips
By Laura Campbell
MCEC Media Specialist
for College Freshman
Go to class.
There’s a lot to juggle that first year! Although there are plenty of new experiences to enjoy,
remember your first goal of going to college: successfully graduating. To make that happen,
you’ll need to attend those dreadful 8 am classes and skip some social activities to ensure your
academic requirements are met. That being said…
Balance it all out.
Get involved on campus with groups that interest you, and allow yourself time to enjoy what college life
offers beyond the classroom. This will help alleviate homesickness and build a supportive social circle.
Get organized.
Your professors are there to teach you and guide you… but you are expected to keep up with
assignments and the work required. Take the time at the beginning of the semester to go through
all your responsibilities and log them on the calendar of your choice (paper or electronic? Choose
whatever works for you).
Make deadlines and stick to them.
Procrastinating will only stress you out. Make reasonable deadlines and stick to them.
Know yourself.
Do you need minimum eight hours of sleep to function? A secluded, quiet place to study? Are
you a visual or auditory learner? Is the most important part of your well-being that hour of gym
time? College is a time for self-discovery, so find out what makes you tick and own it. Distinguish
between needs and wants when you schedule your time and don’t let other influences tempt
you away from what is best for you.
Budget and don’t budge.
Long-distance phone calls, eating out, credit cards, fuel expenses… it all adds up quickly. A finance
plan is important. Calculate your monthly expenses and what your income will be. Then, stretch
your dollars where you can and limit spending where it’s unnecessary – maybe allow yourself
one dinner a week outside campus and stick to your cafeteria plan for your other meals – for a
happier, healthier wallet and freshman year.
Art by Jean, Grade 11 • Hohenfels Middle/High School • Hohenfels, Germany • U.S. Army
ON THE move®
ST: 41
SPECIAL Topic
About the MCEC Science Advisory Board
The mission of the MCEC Living in the New Normal: Helping Children Thrive through Good and Challenging
Times Science Advisory Board is to advise the LINN committee and the MCEC on the full spectrum of effects
– to include resilience, growth, and achievement, multiple deployments, trauma, and loss – living a military
lifestyle has upon military children, as well as to ensure the efficacy of the knowledge base and enhance the
ethical and professional credibility of the LINN Initiative.
Character Strengths &
Authentic Happiness
By Dr. Mike Matthews MCEC Science Board Member
The beginning of a new school year is full of excitement
and anticipation. Use your own personal character
strengths to bring out the best in yourself this school year.
Here is an exercise to help you accomplish this. Visit the
website www.authentichappiness.org and then register
and complete the “VIA Inventory of Character Strengths”
(it can be found in the middle column, among the listing
of several different questionnaires.” This questionnaire
measures and rank orders your own personal character
strengths. It takes about 30 minutes to complete.
When you complete the questionnaire, study your top
five strengths. Read the definition of each. Do they truly
describe you? How have you used these strengths in the
past? Think of ways that you may use these top strengths
to help you achieve important goals. For example, if one
of your top strengths is “teamwork,” think how you can
use this trait to help you excel in academics, sports, or
other activities this school year. Experts have found that
using your “signature” character strengths is a great way of
approaching a variety of challenges. So give this a try and
good luck in all of your endeavors!
Madison, Grade 3 • McBride Elementary School • Fort Benning, GA
U.S. Army
ST: 42ON THE move®
MCEC Special Topic
Getting Back in the
School Year Routine
Hopefully, your family has
had some relaxed time this
summer. Without the pressure
of school or afterschool
activities, it is often easier to
let the day’s events unfold
without watching the clock
during the summer. Dinner and
bedtime may have been later
or less consistent and hopefully
there were some mornings
when you and your child had
the opportunity to sleep in.
After a long less structured
summer, getting back to a
school schedule can be hard for
parents and children, but talking
about it helps.
Use the start of the school
year as an opportunity to discuss
the daily schedule together. Children
benefit from regular routines including
meal time, after school or evening
study time or quiet time, time for
friends and activities and a good
night sleep. Posting a weekly schedule
reinforces important routines at home
and helps you to stay on top of what
needs to go in your child’s backpack,
etc. Put up a calendar in a central place
and write in upcoming events. Including
every child’s weekly schedule along
with parents’ schedules in one place
can serve as a reminder that family
members need to work together and
communicate in order to accomplish
all that occurs in a busy week.
By Dr. Paula K. Rauch
Director of the Marjorie E. Korff PACT
Program; Family Support and Outreach,
Home Base Program; Child Psychiatry
Consultation Service to Pediatrics
Art by Elnatan, Grade 7 • Hohenfels Middle High School • Hohenfels, Germany • U.S. Army
Here are a few ideas that you might consider starting in the
new school year:
• Pick two nights in the week when
dinner will always be the same;
for example make Mondays pasta
night and Thursdays burger night.
These nights will be reassuringly
predictable for your child and
require no additional creative
energy from you.
• Pick a regular time in the week
to celebrate the things that went
right during the past week and to
talk about what is coming in the
week ahead. Use this as a time to
thank every member of your family
for something that he or she did
to make your life a little easier or
brighter. Highlighting the positives
encourages more acts of kindness.
• Think about the times and
activities that lend themselves to
your best conversations with each
of your children. Maybe those
times are in the car or at bedtime
or during a favorite TV show. Make
it a priority to spend those times
together once a week if possible.
It helps to make space for good
conversations to happen.
SPECIAL Topic
SchoolQuest introduces Naviance –
Helping you plan for college and beyond!
By Amy Soupene MCEC SchoolQuest Program Manager
What is Naviance?
Good question! Naviance is a college and career planning resource that
SchoolQuest is offering to students as young as 8th grade. It is a valuable tool
for students planning their educational path. While using Naviance a student
can complete inventories that will help define their strengths and interests.
They can then find courses of study that utilize those strengths and see what
careers match up with those findings. Scholarship information is available as
is college application information. Scholarship and college application can be
stored for future reference. Also available for students 9th-12th grade, Method
Test Prep! ACT and SAT tests are challenging and SchoolQuest wants you to be
prepared. Practice for one or both of these tests on Naviance!
Eligibility Requirements:
• 13 years of age or older
• 8th-12th grade
• Military-affiliation (Army, Navy, Air Force, Marines, Coast Guard, National
Guard, Reserves, Active Duty or Retired)
How much does it cost?
Here’s the best part, Naviance is being offered free of charge by SchoolQuest
and the Military Child Education Coalition!
Why are we offering it?
Because, as always, the focus at SchoolQuest and the Military Child Education
Coalition is to ensure quality educational opportunities for all military children
affected by mobility, family separation and transition. Everything we do is “for
the sake of the child”.
How do I sign up?
First, come visit us as www.SchoolQuest.org. After creating a SchoolQuest
profile the Naviance eligible student(s) will be highlighted. Next, simply follow
the on-screen instructions to send an activation email to the eligible student(s).
Once the student clicks on this activation link they will be led to the specially
designed Naviance program being offered by SchoolQuest.
Art by Justin, Grade 9 • Hohenfels Middle High School • Hohenfels, Germany • U.S. Army
ST: 44ON THE move®
MCEC Special Topic
How Parents Can Help Their Children
Succeed in School
By Loretta Cremin Program Manager, MCEC Parent to Parent
As the lazy days of summer come to
an end, parents everywhere are preparing
their children for the start of another
school year. Fall is a time to re-establish
daily routines such as homework, after
school sports and all of
the activities families with
children try to fit into a
24-hour day! At the MCEC
Parent to Parent, we are
kicking off our fall schedule
with a full spectrum of
education workshops to
help parents help their
children get off to a good
start this school year.
Some of the workshops
include: Early Literacy
workshops designed to
spark a love of reading and learning in
very young children; Avoiding Homework
Hassles at Home; The Importance of an
Academic Portfolio; How to Prepare for
a Successful Parent Teacher Conference
and Chart Your Course through High
School and Beyond, to name just a few.
Our trainers share proven strategies
and the latest research and resources
with military parents to help their
children succeed in school despite the
challenges posed by deployments and
frequent school transitions typical of
life in a military family.
This month’s featured workshop is
Back to School Basics. This workshop
explores ideas on how parents can
help improve their students’ school
performance this year. It provides
both common sense tips and researchbased approaches that explain how
children learn and suggest ways to
best prepare them to learn.
For example, research shows that
kids look to the adults in their lives for
direction and support and that parent
attitudes greatly influence their kids. Just
by keeping a positive attitude about life
in general – but with learning in particular
– a parent becomes a powerful role
model for their child. This attitude can
instill confidence in the child that in turn
contributes to academic success.
Parental involvement in school is
particularly important. Research also
shows that children with involved
parents perform better academically
and in life in general. Children with
involved parents are more likely to
earn higher grades and have better
school attendance, as well as greater
motivation and increased likelihood to
continue to post-secondary education.
At the same time, these kids have lower
rates of suspension and risky behavior.
When parents are engaged in their child’s
education, they send the message that
the family values education. This shared
value inspires academic success. Staying
connected to a child’s education when
mom or dad deploys
reinforces to the child
the
importance
of
education to the family
and demonstrates to
teachers that the family is
serious about their child’s
education.
In the Parent to Parent
Workshop Back to Basics,
the participants learn
strategies to improve
their child’s performance
and experience at school
including how to
• keep the lines of communication
open with the teacher and the school,
• talk and listen to their child about
what he is doing in school,
• know the teacher’s expectations
and school rules,
• do things at home to promote
homework and active learning,
• become involved in the school, and
• develop and maintain a learning
enhancing routine.
The MCEC Parent to Parent is
thrilled to start this new school year
at over 21 locations around the globe,
bringing current and relevant training
to our military communities. Want to
know more? Visit www.MilitaryChild.
org/military-parent.
Christina, Grade 10, Hohenfels Middle High School • Hohenfels, Germany • U.S. Army
SPECIAL Topic
School Supplies
By Emily Parry Special Contributor
to the On the Move
August mak es me a b i t n ostalg i c . It’s not so much that
I long for “times gone by” – at 25, there is not much past behind me!
However, this year marks the third anniversary of a momentous occasion
for me: Three years ago I graduated from college, and the idea that I
don’t go back to school this August still feels unnatural.
As a kid, a surly teenager, and a college student, “back to school” was
never something I particularly looked forward to. As a highly mobile
military child, the standard first-day jitters were often accompanied
by an exhausting combination of anxiety and optimism; new buildings,
teachers, friends, and most importantly, a fresh start and the opportunity
to be who you wanted to. It was enough to make your head spin.
Luckily, the marketing geniuses at my favorite stores take some pity on
students and provide a great incentive for starting school again: NEW
STUFF. It happened, then, that the driving force getting me out of bed
on that dreaded day in August was that I had a fabulous new outfit and
fresh, color-coordinated supplies. In the spirit of the commercialization
of Academia, I compiled a rather sentimental list of my school supplies:
EP
8
10
Red Ink Pens: (4th Grade)
With these, we could exchange quizzes and
spelling tests in class, the first test of our academic
honor and integrity. Not to mention, of course, the
smallest discernable amount of power that could
go to a 4th grader’s head. Or maybe it was just me.
Trapper Keeper: (5th Grade)
We were in 5th grade, we had
important things to do. Our
need at this age to have all of
our lives contained in one device would be
the catalyst for an addiction, later in life, to laptops, smart
phones, etc. (None of which even existed at the time).
Graph Paper: (9th Grade)
9
As if any of us needed an excuse to waste more time in class,
graph paper doubled as the most supreme of all doodle pads.
All those tiny little squares, just begging to be individually
colored and connected. If only we could have channeled that
meticulousness into studying biology.
ST: 46ON THE move®
2
MCEC Special Topic
1
The Monogrammed Back-Pack: (3rd Grade)
Little needs to be said of this magnificent bag. I could
carry designer purses for the remainder of my life and
I would not feel the same affection as I did for my
backpack. It was purple with silver reflective stripes,
and most importantly, adorned with MY initials.
3
Lunch Box: (Grades K-12th)
The lunch box you carried said a lot about your
personality. While my childhood was all about
images of Care Bears and Barbie, the receptacle I
used to transport my lunch in high school was really
my most memorable: a vintage-style lunch box,
bearing the image of the original Saks 5th Avenue
storefront circa 1940. If it was possible to be in love
with a lunch box, I was.
The 128 Pack of Crayons:
(Grades K-12th …err, 5th)
This was perhaps the most
quintessential of all school supplies.
You got a fresh pack every year and
you’d better hope your mom got the one
with the sharpener built into the back.
4
College Guide Book:
(12th Grade)
Our focus was on the future
and we were faced with our
hardest decision yet. We sat at
lunch and in study hall poring
over book after book and a
myriad of brochures.
LIP
S
MA
CKE
RS
Bonne Belle Lip Smackers:
(6th Grade)
How glamorous we were,
with our melon-flavored gloss
and icy pink eye shadow, all
applied quite surreptitiously on
the bus each morning and wiped
off in the afternoon.
6
7
Doc Martens: (7th Grade)
Few articles of clothing defined
my generation’s middle school
years the way those shoes did…
They were all ugly and each one
weighed about 27 pounds. We
didn’t care.
5
A Key Ring:
(11th Grade)
And we thought we
were grown up in
5th grade! At
the start of 11th
grade, nothing
said freedom like
the keys to a car all
your own, or at the
very least, regular
access to one.
These are the memories that remind me of all the hope of the
first day of school: new friends, a new year, and a fresh start.
SPECIAL Topic
Art by Emily, Grade 12 • Killeen High School • Fort Hood, TX • U.S. Army
Ways to Save on School Supplies
By Laura Campbell MCEC Media Specialist
Take stock.
Review the supply list required.
Maybe your student was gifted multiple packs of crayons
this summer, or you picked up a six-pack of hand sanitizer
at that bulk shopping store? Whatever the case, use it now.
Ask the teacher. Talk to your child’s teacher:
is there anything that isn’t necessary for their particular
classroom? Are there items you can buy later in the year so
you don’t have to spend so much right now?
Evaluate. Sometimes we mentally add extra items
to our list because good marketing helps confuse “needs”
with “wants.” A brand new wardrobe, a book bag, or a
laptop may all move to the “buy later” pile.
Cut coupons.
Visit the internet for printable
coupons to your favorite stores and use sites like Amazon.
com for special deals (pay attention to shipping!), and sign
up for alerts. Look in your local paper for coupons, too
– remember to use them – and for dates when special
pricing will be available.
ST: 48ON THE move®
Stick to the list. Make a strict list of what you will
purchase. Talk to your students about what your plans are, so
there are no surprises in the aisles. Maybe you can commit to
one ‘luxury’ item – such as an embellished folder – and older
students can use their own funds to buy anything beyond that.
Play detective.
With today’s technology, it
is too easy to shop one store while comparing prices at
another via your smart phone. This is especially critical for
pricier purchases.
Stockpile all year. When visiting your favorite
store, make it a habit to swing by clearance and keep your
eyes open for sales. Some items your student will always
need – like pencils, erasers, and paper – so buy extra if
the opportunity presents and then tuck away for mid-year
replenishing or for next year.
Go green! At the end of the semester and again
at the end of the year, some of those school supplies
will be returned to you. Optimize this opportunity with
pre-determined storage place for those extras and look
forward to saving even more money next year!
MCEC Special Topic
Taking the Str ess
Out of Homework
By Joan Rooney
Vice President of Instruction at Tutor.com
Do you have a child at home who is totally stressed out about homework? Well, you are not alone: Nearly 9 out of 10
kids stress out about homework, according to responses from students, teachers, and parents from the MetLife Survey
of the American Teacher. The study also said that more than one third of students feel that way almost all the time.
That’s a lot of very stressed out children! The good news is that there’s plenty students can do to deal with it. Try these
anxiety-relieving tips with your child.
Schedule Homework: There is relief in knowing when
you will get things done. In our house, if it is not on the
schedule, it does not get done. Homework should be on
the schedule everyday along with soccer, play practice
and time out with friends. This also helps kids separate
homework time from time for other distracting activities
like texting friends and playing video games.
Plan It: Every minute a parent spends teaching a child
how to plan and organize work, is a minute
spent giving them a skill that will last a
lifetime. Help kids to break down the
work over the whole assignment time so
that it does not all come crashing down
at once and become overwhelming.
Start Small: Sometimes the amount
of homework students
have to do makes it
seem impossible. But
MacKenzie, Grade 4 • Condor Elementary School
Twentynine Palms, CA • U.S. Marines
the reality is that each big assignment is made up of smaller
steps and right now, all your child has to do is focus on the
first step and then move to the next one.
Take Deep Breaths: Yes, it’s true—just breathing deeply
can make all the difference. Deep breaths force our
neurological system to relax and calm us—our bodies
can’t help but react in a positive way because they are
programmed that way.
Connect with a Tutor: Tutor.com for the U.S. Military
(www.tutor.com/military) is a great way to reduce a
student’s stress levels. The online tutoring program is free
for eligible families. Tutors are online 24/7 and can help a
student facing the most stressful academic problems, even
that tough physics exam by working through the problem
one-to-one in an online classroom. Even better, students
can save their sessions and review them anytime.
Talk it Out: If none of these strategies are working and your
child is simply over-the-top stressed out about
homework, then talk to your student’s
Research shows
teacher and/or guidance counselor
that family involvement
about it. Letting them know
promotes student success. your child is experiencing
When families, schools, and communities
extreme stress helps
work together
them know how to help
• student achievement improves,
your child succeed.
• teacher morale rises,
Author Joan Rooney
• communication increases, and
is a mom, former
• family, school, and community connections multiply.
classroom teacher and
- from the National PTA website
the VP of Instruction at
Tutor.com.
Learn more here: http://www.pta.org/
family_school_partnerships.asp
SPECIAL Topic
Operation Educate the Educators
An Initiative to Strengthen the Preparation of Educators to Meet the Needs of Military Children
This past January President Obama
released “Strengthening Our Military
Families” a publication outlining federal
agency efforts to support this work. In
April 2011, Michelle Obama and Dr. Jill
Biden announced the Administration’s
Joining Forces, an initiative to better
support the U.S. military and their
families. They asked a wide range of
organizations to work together to
strengthen current services and develop
new ones to support military families.
The Military Child Education
Coalition (MCEC) and the American
Association of Colleges for Teacher
Education (AACTE) took up the
challenge and formed a partnership to
About the American
Association of Colleges for
Teacher Education
The AACTE is a national alliance
of educator preparation programs
dedicated to the highest quality
professional development of teachers
and school leaders in order to enhance
PK-12 student learning. The 800
institutions holding AACTE membership
represent public and private colleges
and universities in every state, the
District of Columbia, the Virgin Islands,
Puerto Rico, and Guam.
enhance the preparation of teachers to
meet the needs of military-connected
children. There are approximately two
million children of active duty military
members and members of the National
Guard and Reserve. Over eighty
percent of these children attend public
schools in all fifty states. While active
duty families are concentrated near
military installations, National Guard
and Reserve families reside in almost
every community across our Nation.
AACTE surveyed its membership of
800 institutions of higher education and
realized that few preparation programs
incorporate curriculum and experiences
exposing teacher candidates to the
realities
that
military-connected
children face or their social, emotional,
and learning needs. It is essential that
teachers begin their careers with the
tools they need to effectively address
the learning challenges that militaryconnected children face.
The major activities
that “Operation Educate
the Educators” will
undertake over the
next year include:
• Enlist 100 institutions of higher
education to incorporate curriculum
and experiences in their teacher
preparation programs that address
the needs of military-connected
children.
• Conduct workshops in February and
June of 2012 for these institutions to
offer professional development to
higher education faculty.
• Develop courses and modules that
address the learning needs of militaryconnected children to incorporate
teacher
preparation
programs
and provide strategies for teacher
candidates to meet these needs.
• Develop competencies that schools
of education can use to ensure that
their candidates understand the
unique social and academic needs of
military connected children and have
the skills to address those needs.
• Create an exchange program
between faculty at schools of
education and military institutions.
• Develop a web portal to provide
resources to schools, and colleges
on military culture, social,
emotional and academic
needs of militaryconnected children,
and best practices
in preparing teachers to
meet these needs.
S e c t i o n three: Learning… Together
ST: 50ON THE move®
Art by Makayla, Grade 4
McBride Elementary School
Fort Benning, GA • U.S. Army
MCEC Special Topic
Succ ess!
Military Families, Schools, and
Communities Working Together
By Laura Campbell MCEC Media Specialist
According to the Military Interstate
Children’s Compact Commission
website (www.mic3.net), the goal of the
Interstate Compact on Educational
Opportunity for Military Children “is
to replace the widely varying policies”
affecting our military-connected
students as they move between school
districts and states. The Compact
by determining that both states had
committed to the Interstate Compact.
She shared with the parent that this
situation – state history credits not
transferring – was a concern of the
original group that formed the Compact!
She encouraged Paul and his parents to
visit www.mic3.net/pages/resources/
resources.aspx to learn more about
Paul’s mom had this to say to Aunt
Peggie: “We are truly thrilled with this
outcome! Thank you for the help and
resources you provided – and to our
MCEC Parent to Parent trainer. If it
had not been for her educating me on
the MCEC, I would not have had the
knowledge to address these issues.”
This is a wonderful example of how
Results of a longitudinal study of nearly 4,000 students find that those who don’t read
proficiently by third grade are four times more likely to leave school without a diploma
than proficient readers.
~ Double Jeopardy: How Third-Grade Reading Skills and Poverty Influence High School, a study by Donald J. Hernandez,
professor at Hunter College, at the City University of New York
addresses key educational transition
issues such as enrollment, placement,
attendance, eligibility, and graduation.
As of August 2011, thirty-nine states
have made this commitment. But how
is this helping real military families?
Recently, the MCEC received an
email asking for help. Paul, tenth grade
military-connected student, had made
a huge transition from a Midwest state
to the East Coast. Once enrolled in
his new high school his parents were
shocked: the state history from his
recent high school wouldn’t transfer,
along with several other classes, like art
appreciation. What could they do?
Aunt Peggie, MCEC Researcher, started
the agreement and then contact the
installation’s School Liaison Officer for
additional support. She warned parents
that if the receiving state required, say,
two semesters of history and Paul had
only had one, he may have to take that
second semester.
Paul’s parents followed Aunt Peggie’s
advice - reaching out and working with
the school. As a result, all of Paul’s credits
ultimately transferred (although some as
electives) and the state history credits
were used as an even exchange. The school
even waived a class that would do nothing
but keep him a year behind his peer group
– a commitment to providing the flexibility
that military transfer students need!
the Interstate Compact on Educational
Opportunity for Military Children,
communities, states, schools, educators,
and military families are all working
together …for the sake of the child.
Teacher effects over time
appear to be as important
for student achievement
as the cumulative effect
of small class sizes.
~ Project Student Teacher
Achievement Ratio (STAR), a
study by Spyros Konstantopoulos,
associate professor of education at
Michigan State University
Art by Brian, Grade 11 • Ramey School • Aguadilla, Puerto Rico • Federal Officer
ON THE move®
ST: 51
SPECIAL Topic
e
r
n
s
t
hip Pride
r
a
P
a
l
n
P
o
TA
i
t
a
with N
It is our privilege to announce a
partnership between the Military
Child Education Coalition and the
National Parent Teacher Association
(PTA). The National PTA is one of
the strongest advocacy groups for
children and has a rich history of
championing efforts in support of all
young people.
The partnership between the
Military Child Education Coalition and
the National PTA aligns with the Joining
Forces Initiative of The First Lady
Michelle Obama and Dr. Jill Biden, which
focuses on supporting military families in
the areas of employment, wellness and
education. Our partnership converges
on the educational component of this
important initiative.
Our partnership goals include
working together to build connections
and engagement between military and
civilian parents and students using PTA
Programs, the MCEC Parent to Parent
program and the MCEC Student 2
Student program. Through these
programs, we will initiate projects
in participating school districts
with significant military-connected
student populations and districts
with less than 25 percent militaryconnected student populations. The
projects will address one or more of
the following areas: military family
support, academic achievement,
health and wellness, extracurricular
learning opportunities or community
involvement and support.
ST: 52ON THE move®
Additional projects to be undertaken by our partnership include the
development of a publication entitled “Guide to Engaging with MilitaryConnected Parents” for use by PTAs, which will be accompanied by a toolkit
of resource materials for parents to educate them about the unique needs of
military families.
Together, we can make a difference for our military-connected students and
are honored to do so. Stay tuned for updates as the Military Child Education
Coalition and the National PTA move forward together hand in hand…for the
sake of the child.
Art by Francine, Grade 12 • Ramey School • Aguadilla, Puerto Rico • Teacher
MCEC Special Topic

Free - Military Child Education Coalition

Transcription

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