A Policy Leader's Guide to Military Children

A Policy Leaders’ Guide TO M IL ITA RY CHI L DREN What you and your state can do to help the children who also serve.

Provided by the Military Child Education Coalition® www.MilitaryChild.org

www.MilitaryChild.org

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MILITARY CHILD EDUC ATI O N COAL I TI O N ® 909 Mountain Lion Circle Harker Heights, Texas 76548 (254) 953-1923 phone • (254) 953-1925 fax www.MilitaryChild.org CFC# 10261

This booklet is written for anyone who is interested in legislation and policies that impact our nation’s military-connected children.

If you are a: Legislator School Board Member School Superintendent School Administrator Educator Military Leader Civic Leader Parent Concerned Citizen,

this book is written for you.

You are a policy leader.

America’s Military Families Serve, Too The strength of America’s Armed Forces is rooted in the strength of their Families. America’s Military relies heavily not only on its Service Members but also on the Military Family Members who serve as well. America’s all volunteer Military has prosecuted a world-wide war against terrorism for over a decade, beginning in 2001, marked by operations in Afghanistan (Enduring Freedom/OEF) and Iraq (Iraqi Freedom/OIF and New Dawn/OND). These war efforts have resulted in repeated, frequent, and lengthy deployments for Service Members. The enormous sacrifices and challenges that Military Families face during deployments can be difficult. The effects resulting from the death, injury, or even the safe return of the Service Member loved one will endure for years. Americans on the home front are seeking ways to support Military Families and help alleviate some of the stress that frequent transitions and separations place upon them.

Since 2002, more than half a million members of the National Guard and Reserves have been mobilized and deployed in support of OIF, OEF, and OND, impacting over 300,000 children. Individual states are facing unprecedented challenges in their response to the nation’s largest activation of National Guard and Reserve forces since the Korean War. In response, state legislatures are taking a stand to help address these challenges. From income assistance to scholarships to discounted state licenses, states are pursuing innovative changes to support military-connected Families. This support could not be more timely.

The Military Child Education Coalition® (MCEC®) works with state legislators to ensure that the voices of Military Children and their Families are heard and that their unique needs are addressed. The MCEC is reaching out to lawmakers to ensure they have the necessary resources and information to make decisions that benefit America’s Military Children.

Legal issues become complicated for some Service Members when they are called to Active Duty or deploy. Child custody, foreclosures of deployed Service Members’ homes, and other issues are being studied and remedied. Again, state legislatures are leading the way in addressing many of these concerns.

Military life also impacts education issues, and several states are taking positive steps to ease both the transition of Military Families from place to place and the reintegration of Service Members back into civilian life.

Many states have in place or are pursuing legislation to provide scholarships to Military personnel and their children. Some states are advocating reforms that make it easier for Reservists to return to their employment or to resume their studies. Others are pursuing legislation to provide priority status to militaryconnected students seeking to change schools under their state’s school choice program. Other states are offering alternative testing options for students transferring into their state’s schools.

As a lawmaker, you are committed to helping address the unique needs of your constituents and their families who serve in the Armed Forces. This guide was written to help you better understand the issues facing Military Families and some of the possible legislative solutions that exist. While it would be impossible to list all available options, this guide focuses on key principles that help as you and your legal staff craft legislation that fits your state’s specific needs.

The Military Child Education Coalition is here to help. If we can provide further resources or assistance to you, please contact the MCEC at (254) 953-1923.

Military Child Education Coalition August, 2012 www.MilitaryChild.org

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A B OU T T H E M I L I TA RY C H I L D E D UC ATION COAL ITION The Military Child Education Coalition is a national, private, non-profit organization formed to help address the unique academic and social challenges facing America’s military-connected children. The MCEC focus is to address transition, deployment, and other educational issues related to all military-connected children, including children whose parents are serving on Active Duty, in the National Guard, in the Reserves, and in the Coast Guard.

Borrowing a Military term for joint Military operations, the MCEC is a “purple” organization that serves all branches of the Armed Services. The MCEC promotes partnerships and provides opportunities for Military installations and their supporting school districts to network. The children of the Army, Navy, Air Force, Marines, and Department of Homeland Security’s Coast Guard are all beneficiaries of MCEC programs, services, and training. In fact, each branch of the Armed Services and 323 Military installations have joined the MCEC. Membership also includes 112 school districts, 287 businesses/organizations/ institutions, and more than 2,500 individuals.

Thanks to the generous support of friends and partners, the Military Child Education Coalition is able to provide a wide range of programs and resources for Military Children, their Families, their educators, and their caregivers.

In order to meet the needs of America’s Military community, the MCEC looks to community-focused organizations like the Bill and Melinda Gates Foundation for support. In recognition of the importance of the work the MCEC does on behalf of Military Children, the Military Child Education Coalition was honored as the 2004 Congressional Club Charity of the Year. The MCEC also received the Independent Charities Seal of Excellence, designating the MCEC as a Best in America Charity.

America’s Armed Forces provide for our nation’s defense in times of peace and in times of war. Serving alongside our Service Members are the nearly 2 million children of the Armed Forces. These children also serve our nation and, in so doing, face unique challenges brought about by the demands of Military life.

They move repeatedly during their academic years; they endure long periods of separation caused by deployments; and they face the ravages of war brought home to their Families through the loss or the injury of a loved one.

Military Children typically move from six to nine times between kindergarten and their senior year in high school. During wartime, the children of Guardsmen and Reservists join these ranks of children as families cope with separation and, in some cases, changes in locale. The Military Child Education Coalition’s expertise, energy, and resources are focused on improving the educational experience of the children of mobile Families.

While serving military-connected children through a network of school systems and Military installations, the MCEC has been entrusted with several major research projects, beginning in 2001 with the Secondary Education Transition Study for the United States Army. Other studies include two that focused on children with special needs in 2005 and 2009, and The Education of the Military Child in the 21st Century (EMC-21) study, completed in 2011.

The Military Child Education Coalition has developed a reputation for innovative, educational, userfriendly products designed to aid parents in ensuring their child’s academic progress. One example of such work is the MCEC Chart Your Course, a research-based publication which helps military-connected Families plan for success in secondary school and beyond. This informative and useful product has already been distributed to more than 200,000 individuals world-wide.

More information about the Military Child Education Coalition is available online at www.MilitaryChild.org.

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The Fundamentals Crafting Legislation that Meets Students’ Needs The needs of Military Children, and, indeed all mobile children, are basic, and the challenges they face are primarily products of the lack of geographic stability inherent in their parents’ career choice. While their parents and the Armed Services work to ease the stress of transition through various programs and services, the fact that the average Military Child moves six to nine times between kindergarten and high school graduation creates multiple challenges.

Lawmakers want to be supportive of our Military and their Families. In doing so, it is helpful to consider the impact of new legislation on mobile families to ensure that it does not inadvertently harm militaryconnected and other mobile children. Questions that must be asked include: •

Does the proposed legislation negatively impact mobile children such as Military Children by imposing strict timetables without alternatives?

•

Does the proposed change in statute affect all children in the same manner, regardless of their status or the length of time in which they have lived in your state?

•

Does the proposed change ensure flexibility in enforcement that provides accommodation for students with special needs, English language learners, and gifted and talented students?

•

Does the law, when making allowances for Military deployments, take into consideration the impacts of preparation, departure, separation, and reunion?

•

Does the law respect the professionalism of others, especially the educators, who are responsible for working with your state’s students?

•

Does the law engage stakeholders by promoting local partnerships and coalition building?

Progress in Helping the Transitioning Military-Connected Child Two initiatives adopted by many states, the Interstate Compact on Educational Opportunities for Military Children and the Common Core State Standards (CCSS), help alleviate some of the issues encountered by the mobile Military student.

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The Interstate Compact on Educational Opportunities for Military Children The Council of State Governments, in cooperation with the U.S. Department of Defense, organized a committee in 2006 to study the impact of multiple transitions on military-connected students. This study led to the development of the Interstate Compact on Educational Opportunities for Military Children. The purpose of the Compact is to remove barriers to education success imposed on children who move frequently because of a parent’s Military service. Many of the issues faced by children are now addressed by the Compact, including: •

Kindergarten and first grade • entrance requirements

Power of custodial parents while parents are deployed

•

Student record transfer

•

Graduation requirements

•

Enrollment in special programs

•

Graduation exams

•

Immunization timelines

•

Exclusion from extracurricular events

•

Course sequencing

•

Transfers during the senior year

Kansas was the first state to pass legislation to adopt the Compact, followed by Kentucky. The Compact was activated in July 2008 when the Delaware governor signed the legislation, marking the tenth state to adopt it. Massachusetts became the 43rd state to join the Compact in May 2012.

The Common Core State Standards (CCSS) In 2010 the Council of Chief State School Officers and the National Governors Association Center for Best Practices introduced the Common Core State Standards (CCSS). The CCSS are specific, grade-bygrade standards that are designed to provide all students with the critical knowledge and skills they need to be successful in college or a career, covering mathematics and the English language arts. The implementation of the CCSS is particularly important to the mobile Military Child because the standards provide consistency, continuity, and clear educational goals that address college and career readiness for the child no matter where he lives. To date, 45 states and the District of Columbia have adopted the Common Core State Standards. In May 2012 The Department of Defense Education Activity announced the adoption of Common Core State Standards for Department of Defense Schools (DoDDS) and Department of Defense Elementary and Secondary Schools (DDESS). The implementation process may take several years as states consider how to assess students, train teachers, and adopt curriculum that aligns with the standards. Alaska, Nebraska, Texas, and Virginia have not adopted the standards as of July 2012. Minnesota has adopted the English Language Arts portion of the standards.

The Military Child Education Coalition appreciates all efforts by state and national policy makers and advocacy organizations to ease the challenges faced by America’s almost 2,000,000 Military Children.

Both the Compact and the CCSS initiatives have tremendous potential to impact the educational experience for military-connected children in a positive way. The MCEC was honored to have participated on the development team with the MIC3 and continues to work as an advocate for the adoption and implementation of the CCSS throughout the United States, its territories, and the Department of Defense Schools. Both of these initiatives are critical to addressing the many challenges faced by the children whose parents serve our nation. www.MilitaryChild.org

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Actions that Make a Difference: What You and Your State Can Do to Help Military-Connected Children

TABL E OF CON TE N TS Section 1 – Moving Forward: Access to Education Opportunities

Expand Eligibility for State-Funded Pre-Kindergarten Programs.............................................................................9

Guarantee Continued Access for Pre-Kindergarten and Kindergarten Students......................................... 10

Allow Children to Enroll in Public Schools while Living with a Caregiver......................................................... 10

Ensure Accessibility for Children for Inter-District and Intra-District Transfers............................................ 10

Encourage the Use of Online and Distance Education to Expand Academic Options................................11

Provide Consideration for Placement in Special Education and Gifted Education Programs.................12

Provide Consideration for Placement in Magnet and Charter Schools..............................................................13

Offer Scholarships and Vouchers for Students with Special Needs...................................................................13

Provide Consistency in School Calendar and Grading...............................................................................................14

Section 2 – Easing the Burden: Resources for Higher Education

Allow Children to Utilize Assistance Programs for which their Parent Qualifies...........................................17

Waive Undergraduate Tuition for the Family Members of a Service Member Killed or Disabled in Action....................................................................................................................................................................... 18

Ensure Eligibility for State-Funded Tuition Assistance Programs Regardless of Parents’ State Residence..........18

Facilitate the Provision of Public Law 110-315.................................................................................................................. 19

Section 3 – Meeting Requirements: On-Time Promotion and Graduation

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Permit Flexibility in Course Sequences and Deadlines...............................................................................................21

Ease Graduation Requirements for Late-Term Transfers...........................................................................................21

Offer a Grace Period for Immunization Requirements for Newly Transferred Military Students....................22

Permit the Use of Alternative Exit Testing Instruments for Graduation...........................................................23

Recognize Successful Passing of Exit Tests Completed in Other States for Graduation..........................23

Improve Transition of Records between Districts.......................................................................................................24

Address Grading and Transcript Inconsistencies Affecting Academic Standards, Honors, and Access to Advanced Programs..............................................................................................................................................25

Address the Implications of Transfers on Preferred Admissions..........................................................................25 ®2012 Military Child Education Coalition

Section 4 – Shared Responsibility: Parents and Teachers

Direct Education Agencies to Provide Online Resources for Parents of Students who are Transferring..........27

Section 5 – Making a Local Difference: Schools and Communities

Require Professional Development of School Personnel in Districts with a Significant Military Presence......................................................................................................................................................................... 29

Establish Formal Cooperative Partnerships between School Districts and Military Families: The Interstate Compact on Education Opportunities for Military Children................................................. 29

Establish Military Representation on School Boards and State Boards of Education............................... 30

Section 6 – Supporting Service Members and their Families

Ensure Adoption Procedures Are Not Affected by Deployments......................................................................33

Address Family Issues Related to Deployments...........................................................................................................33

Provide State-Paid Life Insurance to Service Members Serving in Combat Zones......................................34

Make Allowances for Service Members Called to Duty while Academically Engaged ............................34

Offer Reciprocity in Professional Certifications...........................................................................................................35

Support School District Personnel Who Support Military-Connected Children.........................................35

Section 7 – Demographics of America’s Military Families

Our Active Duty...........................................................................................................................................................................37

Our Military Reserves................................................................................................................................................................39

Quick Facts.................................................................................................................................................................................... 40

Appendices – Resources to Aid in Serving your Constituents

Appendix A – Resources......................................................................................................................................................... 48

Appendix B – Ready Communities Planning Checklist...............................................................................................51

Appendix C – Guiding Principles for Addressing the Issues of Transitioning Military Students: The Memorandum of Agreement.......................................................................................................................................53

Appendix D – Constituents’ Assistance............................................................................................................................57

The Quick Checklist for School Moves............................................................................................................................ 61

Literature and Research References............................................................................................. 63 www.MilitaryChild.org

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Section 1 Moving Forward: Access to Educational Opportunities

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All parents look into the eyes of their children and dream of a bright future filled with opportunity and success. Military Families have the same aspirations, but the demands of Military service and the needs of the Armed Forces often create challenges as they pursue the best education for their children.

To help Military Families succeed, legislators can take a number of steps to help. Rather than provide unfair advantages for these children, the following ideas help Military Children keep academic pace while they serve alongside their parents.

Expand Eligibility for State-Funded Pre-Kindergarten Programs Access to a quality pre-kindergarten education can have a meaningful and lasting impact on the academic life of any child. The average Military Child can expect to move six to nine times between kindergarten and high school graduation. Pre-K programs provide a solid start and can ensure that these children have the foundation to facilitate academic success despite their transitions.

As of 2009, programs served four-year-olds in 38 states and three-year-olds in 25 states. Only Florida, Georgia, and Oklahoma made pre-K available to all four-year olds. At present, five states plan to implement pre-K for all students over a multi-year period.

Arkansas, Kansas, North Carolina and Texas have adopted pre-K Military-friendly policies. The following language has been successfully used to expand eligibility criteria to include Military Children.

A child shall be eligible for enrollment in a state-funded pre-kindergarten class under this section: •

if one or more of their parents is serving on Active Duty in the Armed Forces; or

•

if one or more of their parents is a member of the National Guard or Reserve and is currently activated for service; or

•

if one or more of their parents has been killed while serving on Active Duty; or

•

if one or more of their parents has been severely injured or disabled while serving on Active Duty; or

•

if one or more of their parents is recuperating from injuries received while serving on Active Duty.

Additional information on the benefits of pre-K programs can be found online at http://www.pewstates.org/research/reports/transforming-public-education-85899376968.

E XA M P L E : Maria’s husband is in the Reserves and was activated for service in Afghanistan. Her state recently extended state-funded pre-K to the children of all active Military personnel, and because her husband was serving on Active Duty she registered their daughter for the program. Two months later her husband was injured while on duty and was sent to a hospital in the United States where he was able to recover and then return to civilian life. Although her husband is no longer on Active Duty and no longer recuperating from his injury, two criteria which would qualify them for the state-funded program, their daughter continues in the program because she initially qualified and is guaranteed continued participation in her state.

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Guarantee Continued Access for Pre-Kindergarten and Kindergarten Students Currently Enrolled in Programs The MCEC publication Getting Your Ducklings In a Row shows the varying state eligibility requirements in both age and vaccinations for public school enrollment. Based on their requirements, schools may preclude a child who had been attending kindergarten or first grade from continuing his education, many times because he does not meet the state-mandated age requirement. A more appropriate state policy would be to allow children regardless of their age to continue enrollment in the program for which they qualified in their former state. This would prevent interruptions in academic progress and provide an important benefit for Families who are planning their relocations and deployments.

Allow Children to Enroll in Public Schools while Living with a Caretaker As Service Members deploy, their children can face changes in their caregivers or living arrangements.

Sometimes they are entrusted to the care of parent-designated caretakers that may include other Family members, friends, and neighbors. To ensure these children are permitted to attend public schools in their new locale, some states are adding specific language to their laws. The following language helps to address the new realities facing many military-connected children and makes provision for their education while in the care of a designated caretaker.

A person shall be eligible for admission if: •

the person and either parent of the person reside in the school district; or

•

the person does not reside in the school district but a parent of the person resides in the school district and that parent is a parent that has a court-ordered relationship with the person; or

•

the person and the person’s guardian or other person having lawful control of the person under a court order reside within the school district; or

•

the person does not reside in the school district but the caretaker designated by the person’s militarily deployed parent or guardian resides in the school district.

“A key issue for Military parents is how the learning opportunities available to their children compare to those for other children.”

Buddin, Gill, and Zimmer, 2001

Ensure Accessibility for Children for Inter-District and Intra-District Transfers Because of frequent relocations made by Military Children, states have begun to recognize their diversity of academic experiences and varied academic needs. With a background in varied academic settings, the school district or campus to which they are assigned may not be ideal for their needs.

To remedy this, some states have enacted language to give priority to the children of Military personnel who are attempting to enroll in a school district or campus other than the one for which they are zoned.

Language similar to the following has been used to ensure that Military Children have access to the school that best meets their unique needs.

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In accepting students applying for inter-district transfers: •

A school district of choice shall give priority for attendance to siblings of children already in attendance in that district.

•

A school district of choice may give priority for attendance to children of Military personnel if the school district elects to accept transfer pupils.

E XA M P L E Marguerite’s teachers have always said that she’s a math whiz. That’s why her former school district placed her in a math magnet program designed to give her the special instruction she needs to take full advantage of her unique capabilities. When her dad was transferred with the Military she moved to a new school district.

Her parents were concerned that the campus to which she was assigned did not have an accelerated math program that would be challenging to her. Fortunately, a new state law and local policy allowed her parents to send her to a program at a neighboring campus that met her needs. Thanks to the new statute, Marguerite is getting the instruction that ensures she has an appropriate education for a brighter future.

Encourage the Use of Online and Distance Education to Expand Academic Options Transferring between school districts and states with varying academic requirements may have a detrimental effect on the academic progress of a military-connected student. Students can arrive at a new school only to learn that they lack sufficient courses to be on track to graduate with their peer group.

A move during the school year can be especially devastating for mobile students. When inadequate time in class and/or incomplete work complicates a transition, an online option may be the only solution for the student to complete those courses from the school they exited and remain on track for graduation.

This is especially true when a course is only offered in the first semester or not offered at the new school at all.

Some states eagerly encourage school districts to take advantage of opportunities afforded by new technologies. Incorporation of online learning into the curriculum in either blended or completely online course formats has enhanced student curriculum options. Today when an Advanced Placement course is not available through the local schools due to a small number of potential students or the unavailability of a qualified instructor, schools can provide opportunities to access those courses through their state virtual schools or other approved virtual resources. State policies may limit these opportunities, however, to a certain number of courses a year or in total.

Online learning opportunities can facilitate credit recovery when a student is at risk of not graduating on time due to failing a course or not completing a course because of a transition. One state option may permit students who have failed a course an opportunity to demonstrate curriculum proficiency through assessment. This can be done with a successful score on a course “credit by examination” or a process through which the student demonstrates proficiency one unit at a time. This option may reduce the course curriculum to be studied to only those units on which proficiency standards were not met.

In each case, when the student performs at the policy-designated level, he moves to the next unit until he completes the course. This compressed method of demonstrating course proficiency can enable students to make up lost credits in an abbreviated time period.

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E XA M P L E : Kyle was taking German II while his family was stationed in Germany. His mother was transferred to Georgia during Christmas of his junior year. The new school does not offer German but does require two years of a foreign language for a graduation diploma with a college prep seal. The school does not offer foreign languages during summer school so he cannot begin another language until next year. Even then Kyle could only complete one year of the second language and would not be able to earn his seal. There is enough time remaining for him to enroll in the Georgia Virtual School, which offers German I and II, so he can complete his current course of study if there is adequate space in the class.

The language of school legislation should ensure that students from alternative education environments, including home schooling, are given the opportunity to participate in virtual programs. Provision for students to pay for credits beyond those provided in the regular course load should also be included.

Provide Consideration for Placement in Special Education and Gifted Education Programs “While school records are supposed to follow the child to his or her new school, experts say the mishandling and red tape involved in getting vital educational information to the right person can often make a troubling experience for a child even worse – especially if that child has special needs.”

Jacobson, 2001 While students with special educational needs are not more prevalent in military-connected populations than in the general population, their special needs may more often be identified through the Military’s universally available health care system. These needs can be addressed by the child’s school, but with each move, the student’s educational path is often interrupted.

Students with learning challenges and those with extraordinary abilities require special academic settings and services to address their needs and to allow them to reach their full potential.

Because of their mobility, military-connected children can be at a disadvantage when seeking programs that meet their needs. Advanced Placement and International Baccalaureate courses and gifted/talented programs that assist a child in reaching full potential may be denied to transferring students because of strict timetables and application cutoff dates or intractable maximum class size limits. Recognizing the unique demands placed on military-connected students, some states have provided them with priority placement in gifted, special needs, and voucher programs.

To place children in programs that meet their needs and to ensure that no instructional opportunity is wasted, school districts should be encouraged to work quickly to assess a child’s capabilities and to take advantage of assessments made by a prior school district in order to place them appropriately.

To prevent the delays and frustrations caused by reassessment at each new school and to allow educators to focus on student instruction, school districts should be encouraged to respect the professionalism of other educators by recognizing assessments and Individualized Education Program (IEP) documents developed and administered in prior school districts. This professional respect allows educators to focus

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on academic progress and prevents serious delays in assigning students to appropriate placement and services while avoiding the frustration caused by redundant assessment.

The 2004 Individuals with Disabilities Education Act legislation required schools to work together to identify students that may be at risk academically through a Response to Intervention process based on assessment and followed by interventions appropriate to the students’ needs. Student progress is monitored and interventions adjusted as needed until the student will no longer require assistance. For those students who do not respond to various interventions, a referral for special education may be required.

Sharing this information with a new school will prevent lost time in recognizing student academic difficulties which might be dismissed as “adjusting to a new school.”

Provide Consideration for Placement in Magnet and Charter Schools When families receive orders in the spring or move during the summer, they often miss the designated window of opportunity for their students to apply for enrollment in one of the popular magnet school programs, especially Science Technology Engineering and Mathematics (STEM) and health professions programs. States should consider allowing military-connected students the opportunity to complete the registration process for these programs on arrival and: •

admit students previously enrolled in similar specialized magnet programs that follow enhanced curricula;

•

place students not previously enrolled in magnet programs at the top of the wait lists for placement in their programs; or

•

reserve slots for military-connected students who enter the district after the last student selection opportunity.

Similar considerations should be available for students who would benefit from enrolling in a charter school.

E XA M P L E : Ramon was enrolled in a STEM magnet school as a sophomore last year. He has already completed Biology, Chemistry, Algebra II and Geometry as well as the first year of engineering technology. He has always dreamed of being an electrical engineer and was disappointed that he might not be able to continue in a similar program. Upon arrival in a Florida school district in July, he completed an application to attend the local STEM magnet school and is at the top of the wait list to enroll.

Offer Scholarships and Vouchers to Military Families for Students with Special Needs Who May Not Otherwise Meet Eligibility Requirements Some states offer scholarships or vouchers for students who have unique learning challenges to attend private schools or a public school of choice. These scholarships or vouchers may stipulate that students must be enrolled in the state or district for up to a year prior to qualify. Florida has recognized the need to broaden scholarship or voucher eligibility to Military Families by extending the McKay Scholarship for Students with Disabilities Program to “Military Families who transfer to a Florida school from out of state or from a foreign country pursuant to a parent’s permanent change of station.” For more information, visit www.floridaschoolchoice.org/Information/McKay/eligibility.asp. www.MilitaryChild.org

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Other states are adopting similar scholarship and voucher commitments for Military personnel and their children with specific language in their legislation that includes Military Children who may not be present during the established application window.

Provide Consistency in School Calendars and Grading

Calendars As students move from place to place, they can face challenges resulting from differences in school calendars. School start dates may vary from state to state by as much as a month, creating difficulties for children who, by law, must complete a designated number of instructional days to advance to the next grade level.

Moves within a state can be made less onerous by establishing a uniform statewide calendar. A uniform calendar makes it easier for parents to plan moves and vacation time with their children and provides a better opportunity for students to participate in additional academic coursework in the summer months.

School structures and schedules that are unique, such as year-round school and block scheduling, can cause difficulties for incoming students and their families. School districts need to be cognizant of the challenges of transition caused by radically different academic scheduling. Calendar information needs to be current, accurate, and posted on websites at the earliest possible date to allow Families adequate time to plan their transitions.

Grading Another challenge faced by Military Children relates to variations in grading scales and structures. Moving from a district using a number-based grading system to a letter-based system can cause a student’s grade point average (GPA) to fluctuate and to no longer accurately reflect the student’s performance.

These fluctuations can cause otherwise qualifying students to lose the opportunity to participate in extracurricular activities or to take more challenging courses such as honors classes.

Classes such as Advanced Placement or International Baccalaureate which, by virtue of their rigor, may be weighted in one school district, may carry no benefit to a student following a transfer. This policy may also affect dual or concurrent enrollment courses, and a student may suffer de facto penalties as their grade point average falls and fails to reflect their more challenging accomplishments.

This inconsistency causes problems in determining mobile students’ GPA for college entrance class rank and other grade-dependent applications, including “top ten percent of the class,” automatic admittance to state universities, and scholarship/grant awards. One solution to this problem would be to recalculate grades from a sending school to reflect the weights offered by a receiving school for the same performance in the same course. As with the many other transition-related issues, much can be achieved by encouraging mutual respect among educators.

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E XA M P L E : Ted is a student and a star athlete at a school system using a number-based grading system in which grades are delineated in ten-point ranges. In his former school a score of 91 to 100 earned an A, 81 to 90 a B, and so on.

His new school uses a different scale and a letter-based system. Ted challenged himself by taking an Advanced Calculus course at his former school. The 72 he earned was weighted to add 10 points for difficulty which provided him with an 82 and a B. That score was worth three points toward his GPA. His new high school, however, does not weight grades, and his 72 was translated by his receiving school as a D. The lower grade made him ineligible for sports and eliminated him from opportunities in honors classes.

This problem could be remedied by school districts providing clarification of their grading schemes and scales that can accompany transcripts and enable a receiving school to accurately interpret a student’s prior performance. In the example above, Ted could also have been protected from this problem if the receiving school had been prohibited from altering or translating a student’s official transcript.

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Section 2 Easing the Burden: Resources for Higher Education

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All parents face challenges planning and saving for their children’s education, and Military parents are no exception. As an expression of appreciation and in recognition of the public service rendered by Military personnel most states have offered educational benefits to aid Service Members and their Families.

These benefits do more than provide assistance to Military Families. They are tangible evidence of a state’s commitment to the nation’s Armed Services.

“In an era of persistent conflict, our Army Families are called upon to endure many hardships and are no less critical to mission success than our Soldiers. Repeated deployments and extended separations place a severe strain on our Families, which in turn affects combat readiness, as well as enlistment and retention efforts.”

Major General Reuben D. Jones, Commanding General, Family and Morale, Welfare and Recreation Command March 28, 2011

Allow Children to Utilize Assistance Programs for which Their Parent Qualifies The Federal Government is leading by example with two important benefits that assist Families of Service Members in post-secondary endeavors.

The Post-9/11 G.I. Bill provides financial support for education and housing to individuals with at least 90 days of aggregate service on or after September 11, 2001, or individuals discharged with a serviceconnected disability after 30 days. August 1, 2009, marked the beginning of a change in policy that allows Service Members to transfer these benefits to their spouse or children. Eligibility requirements can be found on the Department of Veterans Affairs website http://gibill.va.gov/benefits/post_911_gibill/ transfer_of_benefits.html.

Public Law 111-32, the Marine Gunnery Sergeant John David Fry Scholarship, amends Chapter 33 of the Post-9/11 GI Bill to include the children of Service Members who die in the line of duty after September 10, 2001. A child may be married or over 23 and still be eligible. The benefit became effective the same day the Post-9/11 GI Bill took effect. Eligible children attending school may receive: •

full tuition and fees paid directly to the school for all public school in-state students. For those attending private or foreign schools, tuition and fees are capped at $17,500 per academic year;

•

students attending a private institute of higher learning in Arizona, Mississippi, New Hampshire, New York, Pennsylvania, South Carolina, or Texas may be eligible for a higher tuition reimbursement rate than that of other states;

•

a monthly housing allowance; and

•

a books and supplies stipend.

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Many educational assistance programs are never fully utilized by the Service Members for whom they were created. The demands of service and professional obligations often prevent Active Duty personnel from taking advantage of the benefits offered by the states.

States can also honor the sacrifices of Military personnel, encourage Military service, and provide tangible aid to Military Family Members by expanding education program eligibility to include not only the Service Member but also their immediate Families. Including Family Members in these programs demonstrates the state’s commitment to the Armed Services.

E XA M P L E : Katherine’s dad is a Soldier serving abroad. She lives with her mother in a state that provides reduced undergraduate tuition to Active Duty Service Members assigned in the state. Katherine’s dad has completed his formal schooling and does not desire to return to the classroom but, thanks to a change in statute, Katherine is able to use the benefit for which her father qualified. While he serves our nation, Katherine benefits from his service through a reduction in her tuition cost.

Waive Undergraduate Tuition for the Family Members of a Service Member Killed or Disabled in Action States have been very willing to recognize those Service Members who have sacrificed their lives in service to our nation by offering free undergraduate tuition to the immediate Family Members of American Service Members killed or disabled while on Active Duty.

This important gesture shows a state’s appreciation and sensitivity for the losses suffered by so many.

The State of Texas, for example, waives the general tuition and laboratory fees for up to 150 semester hours of study for any student whose parent is killed in action, whose parent dies while in Military service, or whose parent dies from injuries or illness directly related to their Military service. That state has also extended this benefit to the children of members of their National Guard who have been killed while on Active Duty.

E XA M P L E : Ron’s father, a Service Member on Active Duty during the Iraq War, was killed in action. Ron and his mother suffered great and lasting emotional pain and their family will never be the same. When Ron began college at a state university, his tuition was waived by the state as a gesture of gratitude for his father’s service and his family’s loss.

Ensure Eligibility for State-Funded Tuition Assistance Programs Regardless of Parents’ State of Residence In recent years more and more states have used lottery revenues and other state funds to establish tuition assistance programs for those states’ top performing students. Children graduating from a high school in those states become eligible for tuition assistance by meeting a mandated grade point average. In some states, however, Military Children face significant challenges in qualifying for scholarships because the state requires that the child be a permanent resident of the state. In some instances this provision means that a military-connected child whose parents are stationed in the state will not be eligible if his or her

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parent maintained official residency elsewhere. Many states are addressing this problem by allowing all students graduating from that state’s high schools to qualify for such scholarships. Other states, like the State of Georgia, extend the benefit even further. Georgia’s Helping Outstanding Pupils Educationally (HOPE) scholarship program allows a child to be eligible even if he or she graduated from a high school in another state as long as the child’s parent is a resident of Georgia but is living outside of the state as a function of the parent’s Military service.

Many Military Families elect to home school their children in order to provide continuity in their education no matter where they live or when they move. Georgia has passed a law extending the HOPE scholarship program to home schooled students.

E XA M P L E : Cedric is a student in a state where state lottery revenues are dedicated to scholarships for students who graduate with a specified grade point average (GPA). Cedric has lived in the state for the last two years of high school and considers it his home. Cedric’s parents both serve in the Armed Forces and, because they move fairly often, have maintained their official residence in the state where they grew up. After leaving service they intend to return there to begin their lives as civilians. After graduating with a 3.5 GPA from a high school in his state, Cedric applied for a state-funded scholarship to attend the local state university. While he qualified for in-state tuition, he did not qualify for the scholarship program because the state determined that his parents were not official residents. Conversely Cedric also could not qualify for the scholarship program in his parents’ state of official residence because he had not graduated from a high school in that state. A simple change in statute in either or both states could have provided great benefit to Cedric and his Family.

Facilitate the Provision of Public Law 110-315 Public Law 110-315 provides for in-state tuition rates for military-connected students. States can ensure that students are able to access this benefit by requiring state-funded institutes of higher education to make the process for proving qualification a one-time occurrence. Students who are continuously enrolled in these colleges and universities should not have to re-qualify each year of school.

Section 114 of Public Law 110-315 (“Higher Education Opportunity Act”) took effect on July 1, 2009, and affects all Military personnel their spouses and their dependent children. This section contains two provisions: •

If a Service Member has been on Active Duty for more than 30 days and is domiciled or permanently stationed in a state which receives federal education assistance, that state may not charge the Service Member (or the spouse or dependent child) tuition for attendance at a public institution of higher education in that state at a rate that is greater than the rate charged for residents of the state.

•

Those to whom the first provision applies will continue to be charged resident tuition as long as they are continuously enrolled at a public institution of higher education in that state even if Military orders take them to a location outside the state.

It would seem to be common sense that individuals residing in a state would be eligible for reduced tuition rates as in-state students, but the reality for Military Children is often more complicated. States should ensure that the provisions of this law are easy for students to access. Some states already provide for in-state tuition.

Florida has gone a step further by offering in-state tuition rates to Military personnel living outside of the state at a Military installation close to the state line. The state has also extended this benefit to foreign Military personnel and their Families. www.MilitaryChild.org

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Section 3 Meeting Requirements: Online Promotion and Graduation

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As Military Children move from place to place they may face changes in academic requirements, grading scales, and school policies and procedures that cause setbacks in their academic progress. Because on-time matriculation is in the interest of students, parents, and schools, there are steps that can be taken to address these challenges and aid students in their progress.

Permit Flexibility in Course Sequences and Deadlines Because curricula vary from state to state, a student entering a state’s public schools may have taken a prescribed course outside of the preferred order. Academic progress can be facilitated by allowing flexibility for that student to continue taking courses without repeating prior work and thereby wasting instructional time that could be used to meet his goals.

Many students in Military Families are required to move during the academic year. These mid-year moves can be traumatic, and this trauma is exacerbated by timetables and deadlines when children arrive too late to enroll in the courses they need or to participate in the activities they desire.

To remedy these problems, local school superintendents and administrators should be empowered to allow for flexibility when working with mobile children. This flexibility will ensure that students’ academic progression continues efficiently.

Flexibility in cut-off dates to earn quarter-, semester-, or year-long credit would also be beneficial.

Beyond this, school districts should be encouraged to permit alternatives for children who want to participate in magnet programs, charter schools, sports, bands, orchestra, and other activities. These alternatives can include application by video, reference letters from prior coaches or instructors, and other means to prove that the student is qualified.

The adoption and implementation of the Common Core State Standards will alleviate many of the course sequencing issues that Military students have experienced in the past. The Common Core State Standards promise to aid in smoothing transitions for mobile students, but all states have not adopted them and the process to fully implement these standards will take several years.

“There simply are no good jobs for people without an education. We have to start by recognizing that our system of education is not aligned. Every state has different high school standards. The notion that we have 50 different goal posts is absolutely ridiculous.”

Arne Duncan, U.S. Secretary of Education Ease Graduation Requirements for Late-Term Transfers Moving during the senior year of high school can be traumatic, especially with high school graduation hanging in the balance. Students arriving to a new school as a junior or senior may find that they are unable to graduate on time. Because of differing state high school graduation requirements, a student may discover he lacks specific course requirements for graduation, many times mathematics, lab science,

www.MilitaryChild.org

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or foreign language classes. Other requirements could be in career technology, computer technology, physical education, or service learning. Some states require students to complete a course through distance learning or complete a senior thesis (Zinth, 2010). This can be a painful experience for students who have already completed or were on target to complete the requirements of the school district they previously attended.

By working cooperatively, states can help address these issues. States should empower receiving schools to work with a child’s prior school to see that progress is not interrupted. By providing a description of courses along with an explanation of acronyms used in transcripts, sending schools better enable receiving schools to make accurate and fair assessment of a child’s accomplishments and abilities.

Because state history and government courses are often cited as an impediment, one promising option for states is to waive the state’s history or government requirement if the student has already successfully taken another state’s history or government course. Some states have already enacted this provision.

Although 35 states have service learning policies today, not all require service learning hours for graduation. A student who transfers into a school that does require service learning, however, may not have adequate time to earn the required hours that permanent students have earned through class activities over multiple years (Learn and Serve America Fact Sheet, 2011). A logical policy in this case might be to prorate those hours for a recent enrollee in addition to accepting hours from the previous school.

Other steps can be taken to help students graduate on time. For example, a receiving school district could be authorized and encouraged to work with a sending school district to complete the sending district’s requirements. The sending district could then recognize the child’s work completed in the new district and issue a diploma for presentation by the receiving district. Such an arrangement is not unprecedented and, although it requires some effort and coordination, it may in fact benefit both students and their school districts.

Some states have instituted a simpler and more manageable approach by stipulating that children who transfer to their state during the twelfth grade shall be permitted to graduate if they have met the requirements of the school districts from which they transferred.

Offer a Grace Period for Immunization Requirements for Newly Transferred Military Students In its research-based publication Getting Your Ducklings In a Row, the Military Child Education Coalition reported a wide range in state immunization requirements for school-age children. Children who move because of their parents’ Military reassignment may already be in compliance with the immunization requirements of their receiving district. Requirements for all children can be accessed on the Center for Disease Control website www.cdc.gov/vaccines/vac-gen/laws/state-reqs.htm.

Many military-connected children have access to health care through the Military health care system and can quickly receive the required inoculations. To facilitate their rapid transition and ensure that no instructional time is lost, states should permit a thirty-day grace period for military-connected children.

School districts should have updated and easy-to-find information regarding immunizations posted on their websites. Many transitioning Families will take care of immunization requirements prior to a move if they are informed of requirements.

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E XA M P L E : Vanessa was living in Germany with her family while her father was stationed there. The family returned to the United States on very short notice two months into her second grade year. Vanessa has had a variety of vaccinations, but the school district where she is continuing school has requirements that are different from the one she left. She can continue attending classes in the receiving district and miss minimal instruction because her parents have been given a thirty-day grace period to get her required immunizations.

Permit the Use of Alternative Exit Testing Instruments for Graduation Some states are cognizant of the burden of excessive testing and recognize that the option of an alternative test may encourage students to take rigorous courses. They are permitting the use of specified Advanced Placement (AP) or International Baccalaureate (IB) test scores as an alternative to state testing requirements.

Language that has been used successfully does not define specific tests but instead provides latitude to state and local education leaders to ensure that students are given ample opportunity to demonstrate proficiency in order to graduate on time. For example: A student who is the dependent of Active Duty Military personnel shall be offered an opportunity to satisfy the exit level exam requirement in English and mathematics by an acceptable score on a nationally recognized college entrance testing instrument (such as the ACT or SAT); or by attaining a score of three or better on the Advanced Placement exams in English, mathematics, and one other subject area; or by attaining a passing score in the International Baccalaureate subsidiary exams for Language A, mathematics, and one additional subject area. The commissioner may extend this alternative exit exam option to other groups of students subject to frequent school relocations.

Recognize Successful Passing of Exit Tests Completed in Other States for Graduation Proprietary state exit exams pose hurdles for students who move often, particularly those who change schools during their senior year. While some states allow alternate tests, others have responded to the challenges created by state high school exit exams in another way. In order to facilitate on-time high school completion and to prevent the anxiety caused by testing on unfamiliar material, one approach has been to recognize the results of exit exams of other states.

The State of Alaska, for example, allows a student to request a waiver from passing their High School Graduation Qualifying Examination (HSGQE) if the student has passed another state’s exit exam or if he arrives at a school with two or fewer semesters remaining prior to graduation.

These waivers are considered by local school boards and do not waive such graduation requirements as mandated coursework.

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Exit Testing Map Need to pass an exit exam Need to take, but not necessarily pass, an exit exam to graduate Do not require an exit exam Special Notes: AL will change its graduation requirements for the class of 2015. These students will no longer need to pass an exit exam in order to graduate.

For the class of 2012, TN will no longer require the exit exam but will still have end-of-course exams.

OK, OR, and RI will be added to the states requiring an exit exam.

Improve Transition of Records Between Districts When records are not transferred in a timely manner, students can experience unintended and frustrating consequences as they are placed in classes at an inappropriate level, losing academic credits and squandering instructional time. States who have signed the Interstate Compact on Educational Opportunities for Military Children or joined the Military Interstate Children’s Compact Commission (MIC3) have agreed to the following regarding the transferring of records: Unofficial or “hand-carried” education records – In the event that official education records cannot be released to the parents for the purpose of transfer, the custodian of the records in the sending state shall prepare and furnish to the parent a complete set of unofficial educational records containing uniform information as determined by the Interstate Commission. Upon receipt of the unofficial education records by a school in the receiving state, the school shall enroll and appropriately place the student based on the information provided in the unofficial records pending validation by the official records as quickly as possible.

Official education records/transcripts – Simultaneous with the enrollment and conditional placement of the student, the school in the receiving state shall request the student’s official education record from the school in the sending state. Upon receipt of this request, the school in the sending state will process and furnish the official education records to the school in the receiving state within ten (10) days or within such time as is reasonably determined under the rules promulgated by the Interstate Commission.

This agreement alleviates the challenge presented to the Military or other mobile Family when transferring pertinent academic and other records between school districts.

If your state has not joined the the MIC3, some of these challenges can be addressed by permitting the receiving school to use unofficial parent-delivered transcripts to place students in courses and programs until official records arrive. However, states should take steps to encourage school districts to quickly respond to and fulfill records requests. The following language has been used successfully: Information a school district furnishes must be provided by the district not later than the tenth working day after the date a request for the information is received by the district.

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Information a parent or other person with legal control of a child under a court order furnishes must be provided by the parent or other person not later than the thirtieth day after the date a child is enrolled in a public school.

If a parent or other person with legal control of a child under a court order requests that a district transfer a student’s records, the district to which the request is made shall notify the parent or other person as soon as practicable that the parent or other person may request, and receive, an unofficial copy of the records for delivery in person to a school in another district.

This language makes clear the responsibilities of the school district and the parent and makes certain hand-carried records are available to parents who require them.

“Sometimes making a schedule work for a student is a challenge, but we haven’t had one that we haven’t been able to do yet. We don’t give up easily. We work with situations.”

High School Administrator, Education of the Military Child in the 21st Century: Current Dimensions of Education Experiences for Army Children

States can further ease this burden for all mobile children by taking steps to standardize their transcripts and facilitate electronic transfer for intrastate movements. Electronic transfers reduce delays, errors, and other problems created by traditional paper-based systems.

Address Grading and Transcript Inconsistencies Affecting Academic Standing Honors and Access to Advanced Programs During their high school years, students who transfer to a new school can see years of accomplishment lost in transition. A loss in grade point average and class standing can occur, for example, when a student moves from a school district where honors courses are weighted more heavily than other courses to a district where no such allowances are made.

School districts must work to ensure that all students receive commendation for their accomplishments in a fair and equitable manner. In states where scholarships and college entry are based on class ranking, school districts should be particularly mindful that their policies do not unfairly discriminate against students who are new to their systems. They should take extra measures to see that incoming students’ transcripts are adequately assessed and grades are assigned appropriate weight that reflects previous accomplishments.

Address the Implications of Transfers on Preferred Admissions The stakes are higher than ever for the many students whose college admission depends on their ranking in their graduating class. States that guarantee admission to all students in the top 10% to 15% of their graduating classes should take steps to guarantee that all students are treated fairly.

For example, a student who is required to move to a new school during his senior year should not be penalized by forfeiting class rank previously achieved. Similarly, students who have attended the same school throughout their high school career should not be adversely affected by the late-term arrival of a transferring student.

Both can be accomplished legislatively by ensuring that allowances are made to accommodate late-term departures and arrivals at sending and receiving schools.

www.MilitaryChild.org

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Section 4 Shared Responsibility: Parents and Students

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The Military Child Education Coalition embraces the philosophy that parents can be their children’s most effective advocates, and works to provide training and resources to that end. The MCEC also works to provide educators with the training and resources they need to better serve the needs of their military-connected students. These critical stakeholders - parents and teachers - are vital partners in ensuring a quality education for America’s Military Children. Legislators can take bold steps to work toward strengthening this partnership.

Direct Education Agencies to Provide Online Resources for Parents of Students who are Transferring For mobile Military parents, accurate information is a valuable asset. They seek it online through school, school district and state education agency websites. Many of these resources, however, may provide outdated or incomplete information.

State departments of education can provide a family-friendly website that contains up-to-date, comprehensive, accurate information to ease transitions for all mobile children. Specific policies that affect Military Families can be located on a dedicated page similar to those provided by Florida and Texas.

See: www.fldoe.org/military and www.tea.state.tx.us/index2.aspx?id=7995.

Similarly, states can mandate school districts to provide information on their sites, including: •

school district registration procedures;

•

calendars outlining key dates, such as test dates by grades and school application deadlines;

•

immunization and other health requirements;

•

graduation requirements and suggested courses of study; and

•

key school district contact information such as special needs and gifted and talented personnel.

Another innovation that is improving the educational experiences of students includes web-based programs that allow parents to periodically track their child’s assignments, grades, and academic progress anytime from anywhere. The opportunity for Families to communicate with teachers and staff online eliminates missed phone calls and promotes addressing issues and concerns of all parties in a timely manner. Daily online district and school announcements can encourage school communication, particularly for those secondary students who no longer carry messages home.

Separation from children is one of the most painful aspects of Military service, and school districts can do much to help ease that separation through the use of innovative technologies. School districts can use technology to make graduation ceremonies and other key events available through online video links so that deployed parents can participate in their child’s important events from anywhere in the world.

www.MilitaryChild.org

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Section 5 Making a Local Difference: Schools and Communities

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Partnerships between schools and communities are essential to success.

This is especially true in communities and school districts serving a Military community.

Partnerships among civilian governmental institutions, school districts, and the Military help guarantee that concerns about individual students’ needs are addressed promptly and cooperatively. Other opportunities for partnerships can be pursued with legislative guidance.

Require Professional Development of School Personnel in Districts with a Significant Military Presence The culture of America’s Military is a unique one that may not be easily understood by those living in civilian populations. The unique culture and demands of Military life play a role in the development of Military Children, and educators who work with Military Children may lack an appreciation for the lives that Military Families lead. This need for understanding is becoming more prevalent as our nation relies on National Guard and Reserve Forces for Military operations around the globe.

Today educators in non-Military communities face challenges serving National Guard and Reserve students whose parent has been called to Active Duty – the “suddenly Military Child.” These children from civilian backgrounds may face additional challenges when their parents’ deployment necessitate changes in their family structure, altered living arrangements, and relocation.

Training programs are available to provide instruction and information to teachers, counselors, and administrators whose jobs involve interaction with members of the Armed Services and their children.

States can empower their educators to better serve the needs of military-connected children by urging school districts to provide specialized training to those educators serving the sons and daughters of America’s Military.

Establish Formal Cooperative Partnerships Between School Districts and Military Families: The Interstate Compact on Educational Opportunities for Military Children “Frequent moves that cause both home and school transitions limit the formation of support networks that assist parents in the times when they feel most isolated.”

Mendoza Katz Robertson and Rothenberg, 2003

Adoption of the Interstate Compact on Educational Opportunities for Military Children by all states will demonstrate a unified recognition of the documented concerns and needs of mobile, militaryconnected children. For more information about the Compact, visit the new Military Interstate Children’s Compact Commission site at www.mic3.net.

www.MilitaryChild.org

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Establish Military Representation on School Boards and State Boards of Education One of the exceptional ways in which states and local school districts have helped to build stronger relationships and alliances is by establishing military-connected positions on state and local school boards.

The Military population is a highly mobile one that may represent a significant part of the communities in which they live. Including a military-focused representative as an ex-officio member of the school board of education helps to ensure that local Military installation concerns are heard and that communication channels that help achieve common community aims are formed.

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www.MilitaryChild.org

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Section 6 Supporting Service Members and their Families

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America is grateful to its Military and efforts to help Military Families are manifested in many ways. A number of those efforts have already been discussed in sections related to academic progress, local partnerships, and others. Many legislators want to do more, and ideas exist that can help improve the lives of Military Families. The following suggestions are offered for consideration.

Ensure that Adoption Procedures are Not Affected by Deployments Military Families can be wonderful Families of which to be a part. Military life offers the opportunity to experience diverse cultures and to live in an environment where selfless service and sacrifice are honored.

Like many Americans, some Military parents seek to adopt children to complete their Families. They offer children loving, ordered homes and the benefits of the stable income and services that are guaranteed through the Military’s health care system.

At times case workers have discriminated against Military Families based on a misunderstanding of Military life or the fear that an upcoming deployment may affect a family’s ability to provide a stable home life. In some instances, Families who had worked for years to plan for an adoption were devastated to be told that a planned deployment might jeopardize the placement of an adoptable child.

States should make clear that those in service to our nation shall not be discriminated against during adoption processes. Such discrimination is unfair to adoptive parents and may deny a child the opportunity to join a loving and devoted family.

Address Family Issues Related to Deployments In addition to students’ academic challenges caused by Military deployments, the demands on families can be enormous. Deployments also create difficult circumstances for non-custodial parents whose communication with their child can be dramatically curtailed.

Because not all parents are able to resolve custodial situations amicably between themselves, states have been required to address the issue for the benefit of the child. The following language addresses some of the issues, making it possible for a deployed parent to maintain a relationship with his or her child through a designee and ensuring that the child has the benefit of both parents: •

A non-custodial parent may designate in writing the parent’s spouse, a grandparent of the child, or other person to exercise court-authorized possession of the child on behalf of the parent during the time in which the parent is deployed.

•

This section does not authorize a parent to designate a person whose access to the child is prohibited or restricted by a court order.

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E XA M P L E : Jane is a nurse and a member of the Army Reserve. She and her ex-husband have a seven-year-old son and, while Jane is not the primary custodial parent, she does have rights to visitation every third week. Jane has been notified that her Reserve unit is being activated and that she will be deployed to Asia for one year. The terms of her divorce make clear that she is guaranteed visitation but does not provide for an alternate should she be unable to exercise her rights to visitation. She has justifiable fears that her deployment may adversely affect her relationship with her son and further fears that her ex-husband will not adequately convey her love for the child during her absence. Now, thanks to a change in statute, Jane is able to designate her mother to fulfill her obligations and opportunities under the custody arrangement. She is better able to serve knowing that her child will receive her letters and phone calls and that her interests with the child are well-represented.

Provide State-Paid Life Insurance to Service Members Serving in Combat Zones Many states are stepping forward to offer a life insurance benefit to those Service Members who are called from Reserve Duty to Active Duty. Many have chosen to purchase policies with a $250,000 benefit. This policy is substantial, is reasonably priced, and provides a meaningful demonstration of the state’s support for Service Members deployed in harm’s way. This enhances the peace of mind of Family Members who are given some financial security in the event of tragedy.

Several states have also passed legislation providing for a state payment of a death benefit to the surviving spouse of a member of their State Guard, Military Reserve, or Naval Militia killed in the performance of his or her duty.

Another benefit offered in some states allows public employees who have been called to Active Duty to retain their life insurance benefits as if they were still a public employee of that state. In the event of loss of life, benefits are paid as if that Service Member had died while working as an employee.

Make Allowances for Service Members Called to Duty While Academically Engaged The demands of Military operations around the globe have required tens of thousands of Americans to leave their civilian endeavors, to include their pursuit of a college or post-graduate degree, in order to serve in the Armed Services. While their departure from the classroom is essential to our Military, it creates special challenges to the Service Member. To help address these challenges, many states have utilized options including:

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•

refunding tuition costs for personnel called to Active Duty during enrollment;

•

excusing academic absences while students are serving on Active Duty;

•

recognizing that absences caused by deployments are unavoidable and re-enrolling Service Members to academic programs following their return from service; or

•

allowing Service Members to return to their academic programs without having to reapply or re-qualify to ensure a smooth transition back into civilian life.

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E XA M P L E : Bill is a Marine Reservist who joined the service after college because of his desire to serve. Later he began studying for a law degree at a state law school. Shortly after starting the second semester of his first year he was notified that his unit was being called up for service in Europe. Thanks to a change in statute, the law school excused him from classes without academic penalty and refunded his tuition and fees. The school will allow him to return to the classroom upon his return.

Changes like these demonstrate the state’s commitment to our Forces and to Service Members’ academic success. Such allowances help to guarantee that our Military continues to attract some of the best and brightest young men and women.

Offer Reciprocity for Professional Certifications Military spouses often work outside of the home to provide a second income to Military Families. For professional workers, Military relocations can be especially disruptive as their existing state licensure credentials may not be recognized in their new state. States can help address this challenge by permitting licensed professionals, particularly teachers, to practice within the state immediately. Admittedly, the waiver of some professional certifications with specialized local requirements like realtors and accountants is more difficult. However, states should make efforts to ease the transition of Military spouses from place to place. Additionally, some states have proposed waiving recertification requirements for professionals returning to private life from service in the Armed Forces. These include licensed professionals such as law enforcement officers and those who work in real estate.

Support School District Personnel Who Support Military-Connected Children A recent Government Accountability Office (GAO) report noted that school districts face major challenges educating military-connected students. Seventy-three percent of the school districts report academic need as a pronounced challenge. Most survey respondents identified “Additional counseling, use of technology, and flexibility in academic requirements as the strategies that best assist them in serving the unique needs of their Military dependent students” (GAO-11-231, 2011).

www.MilitaryChild.org

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Section 7 Demographics of America’s Military Families

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America’s Military is a diverse cross-section of America and is unrivaled in the world. This all-volunteer force offers tremendous opportunities for service and attracts some of our nation’s most promising men and women to its ranks.

More than ever America’s Military is a married and parenting Military, and today’s Military leadership recognizes both the obligations of Military service and the demands of parenting. Soldiers, Sailors, Marines, Airmen, and Coast Guardsmen are more mindful than ever of the challenges their children face by virtue of their service.

States that understand the demographics of today’s Military are better prepared to offer policies that ease these challenges and make their states attractive and appealing places in which to serve.

Our Active Duty Military Spouses, Children, and Adult Dependents •

As of December 2011, there were 1,417,370 Active Duty members and 1,983,236 associated Family Members.

•

Over one-third (39.0%) of Active Duty members are married with children and 5.4 percent are single parents.

•

There are 527,670 children birth through five years old.

•

There are 383,823 children 6 through 11 years old.

•

There are 284,658 children 12 through 18 years old.

•

There are 53,723 children 19 through 23 years old.

•

There are 9,485 adult dependents claimed by Active Duty Service Members. These include adult children with disabilities as well as parents, grandparents, and siblings.

Average Number of Children and Dependents of Active Duty

Number of Children including dependents age 23 or younger

Number of Dependents including spouses, children, and adult dependents

Average across all Active Duty

0.9

1.4

Average for Active Duty who have children

2.0

2.8

Average for Active Duty who have dependents

1.5

2.4

Source: DMDC Military Family File (September 2010)

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Number of Children by Age and Service Branch including Army, Navy, Marine Corps and Air Force Active Duty Service Members Over half of the 1,247,874 children of Active Duty Service Members are seven years of age or younger.

Number of Children by Age and Service Branch

Total DoD

Total DoD

0 92,801

10 60,437

1 98,248

11 56,951

2 94,384

12 52,883

3 93,704

13 49,921

4 88,511

14 45,528

5 82,394

15 41,762

6 76,257

16 37,693

7 71,051

17 34,171

8 67,710

18 29,661

9 62,926

19+ 56,267

577,954

600,000 500,000 400,000

286,689

265,260

300,000 200,000

126,531

100,000

Total: 1,293,260

36,826

0

Army Navy Marine Air Coast Corps Force Guard

Age of Children of Active Duty Service Members

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•

42.5% of children of Active Duty Service Members are birth through five years old.

•

30.5% of children of Active Duty Service Members are six to 11 years.

•

22.5% of children of Active Duty Service Members are 12 to 18 year olds.

•

4.5% of children of Active Duty Service Members 19 to 23 years old are considered dependents if they are enrolled as full-time students.

0 to 5

42.5%

6 to 11

30.5%

12 to 18

22.5%

19 to 23

4.5%

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Our Military Reserves Spouses, Children, and Adult Dependents •

There are 858,519 Selected Reserve members

•

There are 1,159,227 associated Family Members

•

Just over one-third of the Selected Reserve are married with children. This number includes those who are married to civilians (32.5%) and those who are dual military (1.4%)

•

There are 223,336 children 12 through 18 years old

•

There are 222,512 children 6 through 11 years old

•

There are 38,014 children birth through 5 years old

•

There are 87,924 children 19 through 22 years old

•

There are 2,749 adults 23 years and older claimed as dependents by the families of Selected Reserve members.

Number of Children by Age and Reserve Component

Total DoD and Coast Guard Reserve

Total DoD and Coast Guard Reserve

0

23,493

10

36,557

1

33,184

11

36,585

2

37,256

12

34,942

3

39,682

13

33,940

4

39,866

14

33,046

5

38,014

15

31,982

6

37,533

16

31,160

7

37,980

17

31,112

8

37,196

18

28,154

9

36,661

19 and over

87,924

Army National Guard

312,074

Army Reserve

169,273

Navy Reserve

66,610

Marine Corps Reserve

16,809

Air National Guard

105,032

Air Force Reserve

69,777

Coast Guard Reserve

5,692

Total: 745,267

www.MilitaryChild.org

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Quick Facts Military Personnel and Their Children Active Duty •

44.2% of Active Duty DoD Members have children. The average number of children is 2.

•

There are over 1.2 million (1,293,260) children of Active Duty members from birth to age 22.

Children ages 21 and 22 must be enrolled as full-time students to be included in this number.

•

The largest percentage of minor dependents 550,042 is birth to five years old (42.5%).

•

697,350 (53.9%) are 7 years of age or younger.

•

998,257 (77%) of these Military children are below age 12.

•

686,951 (53%) are school-aged children ages 6 to 18. If this age groups is extended to include age 5 this number increases to 769,345 (59.4%).

•

About 13% of these children are in special education programs.

National Guard & Reserves •

43.2% of the Selected Reserve Service Members have children. The average number of children per family is 2.

•

There are 745,267 children of Selected Reserve.

•

The larger percentage of minor dependents 223,336 are ages 12 to 18 (29.9%).

•

287,008 (38.5%) are 7 years of age or younger.

•

467,949 (59%) of these children are below age 12.

•

445,848 (59.8%) are school-aged children ages 6-8. If this age group is extended to include age 5 this number increases to 483,862 (64.9%).

How many single parents are there in the Armed Forces?

Active Duty •

75,954 are single parents.

•

5.4% are single parent homes - lower in comparison to the U.S. average census report with 17.1% single parent homes in 2008.

National Guard and Reserves

40

•

79,566 are single parents.

•

9.3% homes are single parent homes - lower in comparison to the U.S. average census report with 17.1% single parent homes in 2008.

®2012 Military Child Education Coalition

How many dual Military couples are in the Armed Forces?

Active Duty •

41,059 are dual Military with children (2.9%).

•

53,268 are dual Military without children (3.7%).

•

The largest number of dual Military is in the Air Force (17,159).

•

34,076 (82.9%) of dual marriages are in the enlisted forces.

National Guard and Reserves (The Army National Guard does not report dual Military marriages therefore those numbers are not included in these counts.)

•

12,316 are dual Military with children.

•

10,195 are dual Military without children.

•

The largest number of dual Military is in the Air National Guard (4,133) followed by the Army Reserves (4,008).

•

9,280 (75%) of the dual Military marriages are in the enlisted forces.

Where do Military kids go to school?

The majority of Military students are in U.S. public schools.

Below are the top ten states for Active Duty DoD Military Presence of the personnel stationed in the United States. Over half (52%) of the Active Duty military-connected children are located in five states (California, Virginia, Texas, North Carolina and Georgia).

1.

2.

3.

4.

5.

California* Virginia* Texas* North Carolina* Georgia*

6.

7.

8.

9.

10.

Washington* Florida* Hawaii Kentucky Colorado

*States that administer high stakes testing systems (promotion and exit exams) as of 2010.

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Geographic Location of Active Duty within the United States September 2010

California

13.1%

Virginia

10.5%

Texas

10.2%

North Carolina

9.5%

Georgia

6.1%

Washington

5.1%

Florida

4.7%

Hawaii

3.9%

Kentucky

3.7%

Colorado

3.0%

Other States

30.2%

Pupil/Teacher Ratio in the Top Ten Military Presence States 2009-2010

Total - United States

15.3

California

21.4 11.7

Virginia Texas

14.5

North Carolina

14.8 14.4

Georgia

19.3

Washington 15.9

Florida

15.2

Hawaii

15.8

Kentucky

17

Colorado 0

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20

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Top 10 States for Selected Reserve Presence: Approximately 42% serve in the top 10 states below. Half of the Selected Reserve are is located in 14 states. (California, Texas, Florida, Pennsylvania, New York, Georgia, Ohio, Virginia, Illinois, North Carolina, Alabama, Louisiana, and Indiana).

1.

2.

3.

4.

California* Texas* Florida* Pennsylvania

5. New York* 6. Georgia 7. Ohio*

8. Virginia* 9. Illinois 10. North Carolina

*States that administer high stakes testing systems (promotion and exit exams) 2011.

Quick Facts about Department of Defense Schools There are three branches of Department of Defense Education Activity (DoDEA) that are directly responsible for or support students.

•

The Department of Defense Dependents Schools (DoDDS) serve eligible dependents of Active Duty and DoD civilians overseas in 12 foreign countries.

•

The Domestic Dependent Elementary and Secondary Schools (DDESS) operate in seven states, Guam, and Puerto Rico.

•

The Non-DoD Schools Program (NDSP) supports students in 188 countries.

The DoDEA website reports as of May 2012 •

DoDDS: 135 schools, 57,739 students

•

DDESS: 64 schools, 26,455 students

•

DoDEA: 195 schools, 84,194 students (combined DoDDS and DDESS school students).

DoDDS -Europe

DoDDS - Pacific

DoDDS - Total

DDESS

DoDEA

Districts 5 4 9 5 14 Schools 80

48

129

66

195

Students 35,022

22,717

57,739

26,455

84,194

www.MilitaryChild.org

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Profile of Children by Age Estimated School Grade Level and Service Active Duty

Grade/Age Army Navy Marines Air Force Coast Guard

DoD and Coast Guard Totals

Infants/Toddlers 120,968 57,437 37,358 61,754 7,916

285,433

Pre-School/3-4

80,247 36,888 20,357 39,596 5,127

182,215

K-1st/5-6

70316 32,619 15,592 35,550 4,574

158,651

2nd-3rd/7-8

61,622 28,627 12,609 31,686 4,217

138,761

4th-5th/9-10

56,357 25,222 10,607 27,756 3,421

123,363

6th-7th/11-12

50,658 22,557 9,013 24,610 2,996

109,834

8th-9th/13-14

43,615 20,238 7,542 21,470 2,584

95,449

10th-11th/15-16

37,101 16,643 5,869 17,592 2,250

79,455

12th/17-18

30,563 3,142 4,292 13,976 1,859

Post Secondary/19-22 26,507

11,887

3,292

12,699

1,882

63,832 56,267

National Guard and Reserves Army Air Air Coast Total

Army National Naval Marine Force National Guard Selected Grade (Age) Reserve Guard Reserve Reserve Reserve Guard Reserve Reserve Infants & Toddler/0-2 19,151 43,734 7,625 3,476 7,330 11,804 813

93,933

17,823 34,869 7,037 2,588 6,620 9,987 624

79,548

K-1st/5-6

16,876 31,745 7,061 2,177 6,880 10,187 621

75,547

2nd-3rd/7-8

16,904 31,606 6,977 1,850 6,845 10,410 584 75,176

Preschool/3-4

4th-5th/9-10

16,708 30,425 6,890 1,578 6,757 10,284 576

73,218

5th-6th/11-12

16,303 29,446 6,745 1,426 6,798 10,289 520

71,527

8th-9th/13-14

15,369 27,388 6,276 1,127 6,596 9,763 467

66,986

10th-11th/15-16

14,685 25,495 5,781 970

6,355 9,397 459

63,142

12th/17-18

13,958 23,440 5,088 737

5,873 8,753 417

58,266

9,723

87,924

Post-Secondary/19-22 21,496 33,926 7,130

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速2012 Military Child Education Coalition

880

14,158

611

www.MilitaryChild.org

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Appendices Resources to Aid in Serving Your Constituents

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速2012 Military Child Education Coalition

When your constituents face challenges they look to you for help. In addition to the resources provided to you by your state’s department of education and social services, the following are some resources that may be of help.

As always, the Military Child Education Coalition is available to serve you. As you craft legislation, call on the MCEC to provide technical assistance, timely data, expert witnesses, and guidance on the issues affecting Military Children. The MCEC is here to serve; please contact the main office whenever you may be in need of help.

The following is a list of resources, including school transition tips for mobile families in Appendix C. This guide can help your constituents to better plan their moves and their children’s academic transitions.

The Military Child Education Coalition Phone 254-953-1923 www.MilitaryChild.org

www.MilitaryChild.org

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Appendix A - Resources The MCEC homepage is the portal to valuable information and resources for you and your constituents.

Resources include access to MCEC publications, a link to SchoolQuest.org, and timely information related to MCEC programs and initiatives around the nation and the world.

The MCEC Professional Development Opportunities The MCEC Transition Counselors Institute (TCI) is designed to train educators and counselors to respond to the needs of Military Children. The TCIs are held throughout the country in communities with significant Military populations. School districts with an interest in holding a TCI in their area should contact the MCEC office.

The MCEC Supporting Children of the National Guard and Reserve Institute provides educators and communities with the training and support they need to respond to the needs of their “suddenly Military” children.

The MCEC Living in the New Normal Institute (LINN-I) encourages families to ensure their children have the tools to weather life’s storms, fosters home front efforts to support Military Children, and provides educators and other concerned adults with information to help them support children during times of uncertainty, trauma, and grief. The LINN-I efforts are predicated on the belief that children are courageous and resilient and that these skills can be strengthened through deliberate encouragement by the adults in their lives.

The MCEC Special Education Leaders Institute (SELI) prepares educators, administrators, counselors, and parents to respond to the amplified transition challenges of children with special needs. The two-day SELI session offers a superb research-based opportunity for participants to discover ways in which to improve transition predictability for Military students who learn differently.

Ask Aunt Peggie When your constituents have questions that no resource seems to answer, they can contact Aunt Peggie, an expert researcher for the MCEC who serves as a trusted resource for families and educators around the world. She is a former military-connected child who attended nine schools by grade 12. Her 34 years of experience in school administration and the classroom have made her a fountain of information on all things related to Military and education. Aunt Peggie may be reached via the MCEC web page at www.

MilitaryChild.org/ask-aunt-peggie.

The MCEC Student Programs The Student 2 Student Initiative includes the high school Student 2 Student (S2S) and the middle school Junior Student 2 Student (JS2S) programs. Each meets transitioning student needs with: • • •

Immediate peer credibility Positive peer relationships Valued information

A team from a school campus is trained to return to their home campus to provide leadership for training

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other students on methods to support students who are transitioning to or from their school. The team is composed of advisors and students. The focus is student-centered and is student-led with close supervision. The development of student trainers who can return to their home campus to train other peers is critical to the success and credibility of the program.

The MCEC Parent Programs The Parent to Parent program provides informative and interactive workshops to groups or organizations in the local community. Participants receive high quality resources and materials that will assist them in their role as their child’s best advocate. Workshops are available for different levels that include: parents of young children; parents with elementary school-age children; parents of middle and high school students; middle and high school students; and parents of any age child.

The MCEC Parent to Parent teams are located near a number of Military installations. The team members have personal expertise backed by research. They share practical ideas, proven techniques, and solid resources to support the Military parents/guardians of transitioning school-age children.

The MCEC also writes and publishes a variety of resources for adults and children. A complete list of publications can be found on the MCEC website.

The MCEC SchoolQuest The MCEC Education Resource Center located on the SchoolQuest website contains valuable statespecific information collected to help parents and educators keep up to date on issues affecting children and their education.

SchoolQuest is an educational resource tool from the Military Child Education Coalition. Although our primary audience includes Military students and their parents, SchoolQuest is well-suited to anyone who is seeking information about schools, college and workplace readiness, transition and so on. It is meant to facilitate the search for new schools and centralize resources.

SchoolQuest offers an Online Library that provides resources for families in transition. From immunization requirements to school exit exams, the MCEC Education Resource Center located on the SchoolQuest site is the perfect resource. SchoolQuest can be found at www.SchoolQuest.org.

The MCEC works closely with installations and communities to help them serve the needs of militaryconnected children. This guide contains copies of the MCEC Ready Communities Checklist and the Memorandum of Agreement in Appendices B and C.

Other Online Resources American Legislative Exchange Council.........................www.alec.org Common Core State Standards........................................www.corestandards.org Council of Chief State School Officers.........................www.ccsso.org Education Trust.........................................................................www.edtrust.org Education Commission of the States.............................www.ecs.org Employer Support of the Guard and Reserve............http://esgr.org/site www.MilitaryChild.org

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Interstate Compact on Educational Opportunities for Military Children................................www.mic3.net National Center for Alternative Certification............www.teach-now.org National Conference of State Legislatures..................www.ncsl.org National Governors Association.......................................www.nga.org/cms/home.html National Parent Teacher Association..............................www.pta.org PreK Education...........................................................................www.pewstates.org/research/reports/ transforming-public-education-85899376968 United States Department of Defense.........................www.defense.gov Military Impacted Schools Association.........................www.militaryimpactedschoolsassociation.org United States Department of Education......................www.ed.gov USA 4 Military Families..........................................................www.USA4MilitaryFamilies.dod.mil

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Appendix B - Ready Communities Planning Checklist for Communities Experiencing Growth or Decline of Forces A School Transition “Ready Community” is one that: 1.

Has a viable local action plan with measurable outcomes and systems designed to improve the transition and school experience for the Military Child and other children who enter or exit the schools as a result of Military realignment.

2. Has an ongoing system for effective and efficient sharing of information in a way that tracks the planning assumptions and updates the planning.

3. Considers the guiding principles found in the Memorandum of Agreement as both a local and global basis for bridging processes and procedures.

4. Has a logistics plan for adequate facilities, staffing, programs, and services in place ready to welcome new students, and, if downsizing, to adjust in a way that continues to provide students with high quality school and youth program experiences.

5. Uses collaboration in the development of multimedia and web-based systems that tap into both community and institutional channels in order to communicate the information Military Families need for a smooth school move throughout the cycle of transition •

prior to the move,

•

during the transition,

•

through the adjustment periods, and

•

in establishing systems for a future exit from the community.

6. Attends to the following critical partnership components: •

Senior team leadership from both the Military and education communities providing vision standards, planning lessons-learned, supporting special circumstance response mechanisms, and collaborative direction.

•

Shared responsibility among Military schools and Families as well as between parents and students.

•

Evaluation and input from all stakeholders:

•

>

Military command and senior leadership;

>

Military Family support personnel;

>

school district leadership — school boards, senior administrators, campus administrations;

>

community members of the local action committee; and

>

parents and students.

Strong and viable “adopt-a-school” partnerships at the school system and campus/unit levels with integration of the transition goals and objectives into the collaborative planning between the school and the unit. Assure that contingency systems are in place to sustain the partnership even if a unit is training or deployed. www.MilitaryChild.org

51

•

Ongoing communication, with and between communities, framed around respect for the professionalism of local institutions and those of the sending and receiving schools in a way that results in support for decisions made about individual students.

•

Jointly developed effective systems that are attuned to the amplified transition needs for communication support services and linkage between the Military programs such as the Exceptional Family Member Program and the school-based programs that require modifications or accommodations for children with special needs such as Special Education or Section 504 Programs.

•

Access to data, inclusive practices, and sustaining structures that provide accountability for not only current needs and demands but also long-term expectations and improvement.

•

Systems for collecting information on what has been successful as well as opportunities for celebration.

Ready Community at a Glance: p Viable local action plan p System for effective/efficient information sharing p Logistics plans lead to maintenance of quality school and youth programs p Collaboration for broad range communication p Attendance to critical partnership components

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Appendix C - Guiding Principles for Addressing the Issues of Transitioning Military Students: the Memorandum of Agreement I. Purpose This agreement is designed to facilitate the mutual development of reciprocal practices conduits for information between systems about requirements and accelerate the exchange of emerging opportunities.

The fundamental architecture of this agreement is to sustain partnerships that serve as extra-ordinary models. The anticipated outcome will be institutionalized systems for transition predictability of the high school experience for the military-connected student. The intent of this Memorandum of Agreement is to immediately address transition problems identified in the United States Army’s Secondary Education Transition Study (SETS) data. For the sake of the child this Memorandum of Agreement is adopted by the United States Army’s Secondary Education Transition Study (SETS) partners in a way that models and exemplifies partnership flexibility inclusiveness and information sharing for all schools that serve high school age Military students.

II. Scope and Memorandum of Agreement Time Table: Designed to address transition challenges that are primarily high school connected the scope of this document and process is to agree on issues that can be immediately solved and to begin implementing those solutions.

III. Guiding Principles Whereas Military students are faced with numerous transitions during their formative years and...

Whereas Moves during the High School Years provide special challenges to learning and future achievement and…

Whereas There are some significant numbers of secondary school-aged students of Military personnel and Whereas The Army’s Secondary Education Transition Study revealed that the average military-connected student transitions more than two times during their high school years…

Whereas The participants of the Secondary Education Transition Study understand that there are many students in schools that face transition challenges…

Therefore be it resolved that in the best interest of all students in transition we the undersigned agree to:

Improve the Timely Transfer of Records.

Practices may include: 1.

Developing consistent systems that allow for hand carried or temporary records to be used for placement.

2. Cooperating and monitoring jointly with the supported Military installation the effectiveness and efficiency of in/out-processing (school clearance).

3. Evaluating the processes through a determination of local critical effectiveness measures. www.MilitaryChild.org

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Develop Systems to Ease Student Transition during the First Two Weeks of Enrollment.

Practices may include: 1.

Collaboratively developing “virtual” orientation (school and installation Websites).

2. Creating and implementing combined awareness training of school and appropriate installation staff on the challenges a student faces as the “new kid.”

3. Highlighting and monitoring the support systems and practices that increase the likelihood that a quick assimilation will be made.

4. Communicating information about specialized high school programs (e.g.: magnet or special schools admission requirements timelines and pre-requisites).

Promote Practices Which Foster Access to Extracurricular Programs.

Practices may include: 1.

Reviewing local try-out timelines and systems with an eye to the opportunity to increase access and encourage inclusiveness.

2. Encouraging counselors school coaches and youth programs staff to routinely write letters of referral and/or recommendations for students transitioning out of the system.

3. Posting current and accurate information (including calendars of events) on school system and installation Websites.

Establish Procedures to Lessen the Adverse Impact of Moves from the End of Junior Year as Well as Before and During the Senior Year.

Practices may include: 1.

Using counselors and school transition specialists as outreach to students and resources to parents and staff.

2. Encouraging and supporting student networking and sponsorship groups.

3. Giving senior students and their parents additional assistance and support as needed for graduation completion and post-secondary application.

Communicate Variations in the School Calendars and Schedules.

Practices may include: 1.

Collaborating and posting current/accurate calendars and school year events in a manner that is easy for parents to access.

2. Sharing calendar and school year information 3. Defining explaining and illustrating the type(s) of high school schedule(s) in-place at each high school.

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Create and Implement Professional Development Systems.

Practices may include: 1.

Emphasizing strategies that support attention to individual student needs.

2. Developing encouraging and fully supporting joint installation and school professional development communities that share strategies resources and effectiveness indicators.

3.

Discovering recognizing and consider replicating proven practices in sponsorship and peer mentor programs.

4. Ensuring that all professional school staff has the basic information about Military life and culture.

For example Army Family Team Building (AFTB) or other service modules could be used as a resource for professional development.

5. Developing joint training modules for schools and installation personnel.

6. Teaming school counselors with appropriate installation personnel/resources (chaplains and child and youth services installation counselors) on the unique social/emotional needs of Military students.

Continue Strong Child-Centered Partnerships between the Installation and the Supporting School.

Practices may include: 1.

Connecting Installation School Liaison Officers and the school district counterparts in a working group in order to share ideas about partnership systems.

2. Including senior level Military representation from the supported Military installation as an exofficio member or an advisor to the district school board / advisory council.

3. Encouraging site leaders to include an Active Duty member(s) and/or Military spouse(s) as a member of the site based management team (or equivalent organization) of each high school that serves Military students.

4. Collaborating with the installation to provide a community orientation program for Military Families.

Provide Information Concerning Graduation Requirements.

Practices may include: 1.

Communicating high school requirements (enhanced or alternative diplomas).

2. Communicating options and opportunities for earning graduation credit.

3. Communicating information about state testing.

4. Communicating opportunities available to senior students in transition to graduate from the sending high school through reciprocity.

Provide Specialized Services for Transitioning Students When Applying to and Finding Funding for Postsecondary Study.

Practices may include: 1.

Developing processes to inform parents and students of the best methods for completing college/ vocational-technical application. Specifically highlight resident eligibility requirements and the opportunities and the other challenges for the mobile student. www.MilitaryChild.org

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2. Modeling what should be in a student portfolio.

3. Training counselors and teachers on how to best assist a transitioning student on preparing for college/vocational-technical application.

4. Supporting preparation programs for success on the SAT and ACT. 5. Publicizing scholarships and grants available to all students and those uniquely designed for military-connected students.

IV. Commitment The signatory leaders commit to continue developing and implementing best and promising practices that will assist the transitioning military-connected student as defined and articulated March 2001.

Be it resolved therefore that the following school system signatories enter into this agreement on behalf of their organizations‌

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Appendix D - Constituent Assistance School Transition Tips for Families L EGEN D JANUARY:

l All Students

l Conference with teachers if needed – first semester has been completed.

l Elementary School

l Keep up with student volunteer and community service hours.

l Middle School

l School record keeping is important throughout the year – prepare now in anticipation of a move!

l High School l Special Needs

l Seniors fill out Free Application for Federal Student Aid (FAFSA) forms. l Check on application deadlines for charter or magnet schools.

School Transition Note: Keep a list of the title, publisher, and publication date for language arts, math, science and social studies text books used for coursework.

FEBRUARY: l Juniors need to sign up for the SAT or ACT. l Reading and math: is the student making progress? If there are any concerns meet with the teacher and make a plan now. Above grade level or expectations: plan for enrichment opportunities. l Request a meeting with a school counselor to review transcripts. l Start checking now for special programs held during spring break. l Check on grade point averages class rank and special college admissions assistance or scholarships.

School Transition Note: Gather brochures contact information and descriptions of services or experiences related to special program participation.

MARCH: l March and April are big testing periods. Help children do well by encouraging learning year-round and making schedules as normal as possible. l Find out about programs and opportunities offered during the summer at school or in the community. Moving? What does the new community offer? l Parents this is the time of year to start looking for school visits orientation programs and/or preregistration for students transitioning to middle and high school. l Ask about programs like AVID and pre-AP that help students in middle and high school prepare for rigorous coursework and programs.

School Transition Note: Anticipating a move? As soon as you have an indication of a PCS move let the school know!

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APRIL: l Look for planning and processes to help the transition from elementary to middle school. Ask if tours or visits are available. l Students planning to apply for dual enrollment classes may need to take COMPASS or complete an application for next year. l Planning for college – check all deadlines and requirements! Remember NCAA clearinghouse requires an original transcript from each high school attended.

School Transition Note: Even if a move is not on the horizon, keep student portfolios and recommendations up-to-date, transcript copies with notes from the school counselor, special program information, and extracurricular participation records. For high school students, course description books and student handbooks should be kept on file.

MAY: l Be careful about withdrawing from school for a move before the end of the school year – doing this may run afoul of compulsory attendance laws and can cause harm to a child’s academic progress. l Academic awards and recognitions should be kept in the child’s portfolio. Keep accompanying documentation to notes about accomplishments. l If early withdrawal is necessary, keep in mind that the withdrawal document is not the same as grade promotion or course completion. l Prepare for end of course exams. l College-bound graduates need to send a final transcript to the college they will attend. l Kindergarten graduation may be a school transition.

School Transition Note: Keep all report cards in case of a move. Ask for recommendations, update service hours, gather records for AP and IB exams, and Special Education Individualized Educational Plans. Any accommodations or modifications should be documented. Exit planning is essential as parents and schools work together.

JUNE: l Know the school calendar for both the current school and for any potential new schools. l Encourage children to read during summer break. Ask school/local library if they have a recommended reading list. Note: AP and IB programs usually have a required reading list for next year’s classes. l Find out about preschool programs as well as K/1st grade entry requirements. l High school students and new graduates: consider taking a course at a local community college or university. l Look into options like virtual college visits. Work visits to colleges into travel plans. l Volunteering is a rewarding way to spend you summer. Be sure students document their hours.

School Transition Note: Meet with the school counselor and ask for a walk-through explanation of your child’s school records. Take notes!

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JULY: l Moving during the summer can be tough in terms of making new friends. Get involved right away with fun activities that provide an opportunity for new friendships. l Have students think about extracurricular activities they might like to participate in during the coming year. l What are the requirements for summer athletics and band programs? l Schedule school and sport physicals before the end of July. l Transitioning a child with special needs requires appointments with the appropriate school staff.

Don’t forget the value of school visits, including taking photos of the school halls and classrooms for a child that experiences challenges in making adjustments to a new school. l Are required immunizations up-to-date? Remember the rules change from state to state.

School Transition Note: Newly arrived in the community? Contact the school district office and make appointments with a senior staff member.

AUGUST: l Starting school is an exciting time each year – and also expensive. Watch for values in school supply shopping. Only buy what is necessary. l Watch for all registration dates times and places. l What are the academic requirements for extracurricular participation? Watch the grades! l Remember: If kids are starting a new school visit the school before classes begin if at all possible. l Prepare for physicals and other requirements. l Check out College Board’s Question-a-Day at www.collegeboard.org/apps/qotd/question l ACT has good ideas at www.actstudent.org/testprep SEPTEMBER: l Expect state and local testing. Check testing requirements wherever you are this year. l Set up a homework area and schedule before school starts. l College bound: Early admission application dates are on the horizon!

School Transition Note: Anticipating a move? As soon as you have an indication of a PCS move let the schools know!

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OCTOBER: l Visit with any new teachers if you have not had a one-on-one conference. Ask how you and the teacher can work together to support your child’s learning. l At the beginning of the month check with the counselor for administration dates for the PSAT and PLAN. Sign up for the SAT/ACT. l Sophomores and juniors: time to plan for college visits. l An up-to-date Individualized Educational Plan (IEP) is a must for children with special needs. Check on the status of the current IEP. NOVEMBER: l If a child is in second grade, check in with the teacher about reading level and comprehension. l Review PLAN and PSAT results. Schedule a visit with your counselor for interpretation of results.

Website for PLAN: http://actstudent.org/plan/score/index.html

Website for PSAT: My College QuickStart https://quickstart.collegeboard.com/posweb/login.jsp.

School Transition Note: Package up all report cards, scores for AP and IB exams, health and immunization records, IEPs or IAPs, transcripts, portfolios and academic/extracurricular documentation just in case of a move. Ask for recommendations and update service hours. Don’t pack these records – make sure they are available for use during registration at a new school. Any accommodations or modifications should be documented. Exit planning is essential as parents and schools work together.

DECEMBER: l Alert: First, third, fifth, seventh, and ninth grades are especially critical years. Plan for teacher conferences if any concerns have arisen or there is danger of not passing a subject. l Encourage children to read during the holiday break. l Are final exams administered before or after the holiday break? Find out about exam schedules.

School Transition Note: Anticipating a move? As soon as you have an indication of a PCS move let the schools know! Be careful - withdrawal documents may not indicate final course grades or promotion status.

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Quick Checklist for School Moves From the Parent/Guardian: o Student’s birth certificate o Student’s Social Security card o Student’s health record, including immunization record o Legal documents as needed (adoption or custody records, for example) o Proof of residency/Military orders

School Information: o Address, phone numbers, and other contact information o Course description book and school district’s grading scale (particularly for 6th grade and above) o Copy of the cover of each textbook or the title page o School profile/handbook o School web page (URL) o Other: _______________________________________________________________________

School Records: o An unofficial copy of the student’s cumulative folder for the parent to hand carry to the new location (only the copy mailed between schools is considered official) o Current schedule o Report cards o Withdrawal grades or progress reports o Test scores, including College Board, ACT, standardized and special program testing o Other: _______________________________________________________________________

Special Programs Records as Appropriate: o Individual Education Plan (IEP)/Individual Accommodation Plan (504)/Gifted program description o English as a Second Language (ESL) or Bilingual Education o At-risk or other action plans for accommodations or classroom modifications o Other: _______________________________________________________________________

Other Documents and Examples: o Writing samples and other work examples o Activities records (co/extracurricular) o Community service or service learning o Other work or performance examples o Academic recognitions and competition participation o Other: _______________________________________________________________________ www.MilitaryChild.org

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References Literature and Resource References

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Army Family Covenant - Enabling Army Families to reach their full potential. March 28, 2011. http://www.army.mil/ Buddin, Richard; Gill, Brian P. and Zimmer, Ron W. Impact Aid and the Education of Military Children.

RAND publications MR-1272-OSD: Santa Monica, CA, 2001.

Glickman, Carl D. Revolutionizing America’s Schools. Jossey-Bass Publishers: San Francisco, 1998.

Hassel, Brian and Ayscue, Emily. Picky Parent Guide: The Elementary Years (K-6): Choose Your Child’s School With Confidence. Ross, California. Armchair Press, 2004.

Jacobson, Linda. “Moving Targets.” Education Week on the Web, 4 April 2001.

McIntosh, Shelby. State High School Tests: Changes in State Policies and the Impact of the College and Career Readiness Movement. Annual Report, Center for Education Policy, 2011.

Mendoza, Jean; Katz, Lilian G; Robertson, Anne S; and Rothenberg, Dianne. Connecting with Parents in the Early Years. University of Illinois at Urbana-Cham- paign, 2003.

Military Child Education Coalition. The School Transitions Workbook: Communities Preparing for Major Army Moves. US Army Education Summit, 2005.

Military Child Education Coalition. US Army Secondary Education Transition Study. 2001.

Military Family Resource Center. DMDC Family File, Profile of the Military Community, 2004.

Office of Government Accountability (2011). Education of military dependent students: Better information needed to assess student performance. Washington, D.C., 2011.

Truscott, Mary R. Brats: Children of the American Military Speak Out. E.P. Dutton: New York, 1989.

Zinth, Jennifer. http://www.ecs.org/html/IssueSection.asp?issueid=12&s=What+States+Are+Doing (accessed June 2012)

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Special thank you to the military-connected kids who provided the artwork featured in this publication: Angelina, Grade 4 • Carlisle Barracks Youth Art, Carlisle, PA • U.S. Army (cover art) Nate, Grade 7 • Hohenfels Middle High School, Hohenfels, Germany • U.S. Army (page 2) Sara Noemi, Grade 7 • Ramey School, Aguadilla, Puerto Rico • DoDEA (Section 1) Jean, Grade 12 • Hohenfels Middle High School, Hohenfels, Germany • U.S. Army (Section 2) Kristen, Grade 10 • Hohenfels Middle High School, Hohenfels, Germany • U.S. Army (Section 3) Sierra, Grade 8 • Holloman Middle School, Holloman Air Force Base, NM • U.S. Air Force (Section 4) Sierra, Grade 3 • Netzaburg Elementary School, Netzaburg, Germany • DoDDS (Section 5) Julia, Grade 5 • Netzaburg Elementary School, Netzaburg, Germany • U.S. Army (Section 6) Molly, Grade 3 • Carlisle Barracks Youth Art, Carlisle, PA • U.S. Army (Section 7) Brianna, Grade 5 • Richlands Elementary School, Richlands, NC • U.S. Navy (Appendices) Alicia, Grade 11 • Hohenfels Middle High School, Hohenfels, Germany • U.S. Army (References)

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MILITARY CHILD EDUC ATI O N COAL I TI O N ® 909 Mountain Lion Circle Harker Heights, Texas 76548 (254) 953-1923 phone • (254) 953-1925 fax www.MilitaryChild.org CFC# 10261