“If you don’t know where you are going, you’ll end up someplace else.” ― Yogi Berra, former New York Yankees catcher.
With October just around the corner, my excitement for postseason baseball is building, especially since the Cleveland Guardians have recently clinched their playoff spot! As a baseball enthusiast, I saw this as the perfect opportunity to combine my two passions, baseball and special education. The quote from Yankees’ great Yogi Berra perfectly illustrates the significance of long-term planning in special education; without a clear plan for the student, we risk veering off course and not reaching the student’s long-term goals. Long-term planning in special education is crucial for all students; however, it is even more so for military-connected children. Bringing the team together to devise a “game plan” helps everyone stay focused on the overall goals, anticipate “curve balls,” aka unexpected needs/challenges, and ultimately support the student in reaching their long-term objectives.
Data About Military Children in Special Education
Frequent Permanent Change of Station (PCS) or military moves disrupt military students’ education. Still, we also know that there is not much data out there to examine the lived experiences of these students. Furthermore, even less is known about the outcomes of military-connected students in special education and if and how the military lifestyle impacts the delivery of a free and appropriate public education (FAPE) guaranteed by the Individuals with Disabilities Education Act (IDEA) and Section 504 of The Rehabilitation Act. To better understand these experiences, Partners in PROMISE (PiP) conducted a 2022 survey titled “Evaluating Military Special Education – Are Existing Supports and Standard Outcome Measurements Effective for Military Children?” The survey aimed to assess how effectively schools implement the provisions of IDEA and Section 504 in forming and executing Individualized Education Programs (IEPs) and 504 Plans and how these efforts achieve positive long-term outcomes for military students. In the survey, we explored four key elements of the special education system, including the existence of long-term educational outcome goals.
The PiP survey highlights several significant challenges families face during the post-PCS transition. Notably, there is an average delay of 4.25 months in receiving special education services and supports, along with an even more concerning average delay of 23.83 months for eligibility evaluations. Families often express disagreements regarding the educational impacts of their child’s diagnosis, which can lead to IEP goals that are not aligned with long-term educational goals. Furthermore, there is a noticeable decrease in participation rates in standardized testing, raising concerns about students’ preparedness for achieving a standard diploma. Compounding these issues is the difficulty many families face in understanding and accessing IDEA protections when relocating to a different state. This can amplify their challenges in securing appropriate educational support for their children.
The Game Plans: Long-Term Planning; IEP vs. Master Plan
Federal law requires all students receiving special education services to have an IEP. While the IEP includes a “Parent Input Statement,” it is not designed to serve as a long-term master plan. The IEP focuses on annual goals and short-term objectives tailored to the student’s current needs, typically providing services for just one year. These goals are based on the student’s present levels of academic achievement and functional performance (PLAAFP) and drive the services and supports needed for the academic year.
So why isn’t an IEP alone sufficient to ensure positive educational experiences and long-term success for military-connected students? Our data indicates that frequent military relocations disrupt educational continuity due to inconsistent staffing and delivery of programs and services. This inconsistency leaves students without a cohesive educational experience and long-term plan. To address these concerns, developing a master plan alongside the IEP can help create that continuity. Like the IEP, the master plan should be reviewed at least once a year. We recommend that the team convene at the start of the school year to establish a clear plan for the year ahead and to revisit key points (diploma track, extracurriculars, goals, etc.). Additionally, the plan should be discussed before family relocations, especially during significant events like deployments. Doing so will keep the team on the same page, anticipate needs/challenges, and provide stability as the child transitions between duty stations and schools.
Creating a Winning Master Plan: Long-Term Planning Resources
As an educator, I understand the increasing demands on school teams today. To support you in guiding military-connected families in creating a winning master plan, PiP offers several resources:
· PiP’s Special Education & EFMP Binder for Military Families This downloadable binder helps military families in special education organize important educational documents and maintain consistency during moves. It includes many useful forms, including the Military Family Long-Term Educational Goal Checklist, Parent & Student Postsecondary Vision Statement/Goals, School Contact Information Form, IEP Team Members Form, Special Education Resources, and Information on the Military Children’s Compact Commission (MIC3). Our binder empowers and equips military families with the information they will need to share with school teams throughout their child’s special educational journey.
*The binder is available free to military-connected families on the PiP website.
· The PiP Student Master Plan Form This form aids educators when meeting with military parents to discuss their child’s future goals and outcomes. The form will act as a framework for the team, guiding discussions on essential aspects of long-term planning for military-connected students, such as a vision statement, goals, timelines, and strategies to ensure the plan’s success. Collaboratively reviewing the completed form ensures clarity and consistency while creating a roadmap for reaching long-term objectives.
Rounding the Bases: Key Strategies and Resources for Supporting Military Children in Special Education
Besides these tools, additional ways exist to support military children in special education. Regularly checking in with military-connected families during significant moments—like the start of the school year, before a move, or during deployment—rather than just during IEP meetings can help the team proactively address any potential challenges related to their unique experiences.
At the school level, administrators should familiarize themselves with policies that assist military-connected children, such as advanced enrollment, and utilize special education law and Department of Education guidance (i.e., OSEP Policy Support 22-02 and the Every Student Succeeds Act (ESSA)) to develop school policies that support military-connected children and the staff that support them. Additionally, take advantage of local resources like the installation’s Exceptional Family Member Program and School Liaison Programs to better understand the needs of military-connected students.
Finally, Partners in PROMISE wants to support those who support our military-connected children. Our website offers a variety of resources, including details about educator workshops (both virtual and in person), webinars/podcasts, and additional materials such as our ABCs of Military Special Education.
Knocking it Out of the Park: Building Strong Partnerships
PiP understands the value of strengthening the relationships between home and school, as well as equipping both families and educational stakeholders with the tools necessary to support our military-connected children. By collaborating with military-connected families and utilizing the tools developed by Partners in PROMISE, you will create a winning team that will surely knock it out of the park.
About the Author
Carla Wyrsch
Carla Wyrsch is the spouse of a retired United States Marine and mother of two. She has devoted her career to educating and advocating for children with disABILITIES. Her experience spans a variety of settings, including residential treatment facilities, military bases, public schools, and the Lerner School for Autism at the Cleveland Clinic. In addition to teaching, Carla enjoys volunteering with Best Buddies of Greater Memphis, the Organization for Autism Research, and Partners in PROMISE as a content creator and advisory board member.
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