Gifted, Military, and Moving

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It Is Time To PCS

Military families move frequently (6-9 times on average during K-12).
Kids face adjustments with new schools, friends, classes, and graduation requirements.
While challenging, frequent moves can also build resilience and create opportunities for children to grow academically, socially, and emotionally.
Relocating can present unique challenges for students with Individualized Education Programs (IEPs) or who require specialized learning support. Educational services and program availability can vary significantly between states and even districts.

Interstate Compact Agreement

The Interstate Compact on Educational Opportunity for Military Children is designed to facilitate smooth school transitions for military children, minimizing educational disruption due to relocations.
A key objective of the Compact is to ensure continuity of educational programming.
Specifically for gifted students, the Compact's rules stipulate initial placement in programs or courses comparable to those at the previous school.
While this initial placement is recommended, the receiving school retains the option to conduct a new evaluation to ensure appropriate identification and placement align with local, district, and state guidelines for gifted education.

Gifted Education Guidelines

Unlike special education, gifted education is not federally mandated.
This lack of federal mandate leads to wide variations in gifted education programs across the U.S., as states and districts establish their own criteria and services.
Federal funding for gifted education is minimal, further emphasizing the state and local responsibility for meeting the needs of advanced learners.
Some states treat gifted education similarly to special education, with state-defined criteria and formal plans (like IEPs) for identified students.
Other states utilize educational plans for gifted students, though these vary considerably in name, content, and detail. Colorado, for example, uses Advanced Learning Plans (ALPs).
Some states neither mandate gifted education nor require formal plans, resulting in further inconsistencies nationwide.
Due to these inconsistencies, parents of gifted children may need to actively advocate for their child's educational needs.

Advocating For The Gifted Child

Because gifted programs are so different from state to state, parents might need to advocate for their gifted child when moving to a new school.
The new school may not offer the same gifted services, classes, or programs the child had before. For example, the new school might not have the same Advanced Placement (AP) classes or "pull-out" gifted programs.
The Interstate Compact says the new school should initially try to honor the child's previous placement and programs based on current assessments or participation in similar programs in the old state.
Parents should work with the new school to find the best fit for their child's needs, whether that means mirroring past services or exploring new options.
If the new school wants to do its own evaluation ("subsequent evaluations"), parents should ask that their child continue receiving gifted services or be placed in advanced classes while they wait.

Elementary male student in camo playing on the floor

Arriving At A New School

Before leaving their current school, parents should obtain an updated copy of their child's Advanced Learning Plan (ALP). (In Colorado, this is the gifted education plan required for every identified gifted student.)
This ALP should include the data used for gifted identification and the services provided to the student.
Parents should ensure the ALP includes contact information for gifted education personnel at the previous school/district, in case the new school has any questions about the gifted identification or services.
Upon arrival at the new school, parents should request a meeting with the principal or the person overseeing the gifted program and provide them with a copy of the ALP.
While the school will formally request student records, providing a personal copy of the ALP can help ensure the child receives appropriate services without delay.

• Are you familiar with the Military Interstate Compact Agreement?
• What are your school/district’s procedures for a transferring gifted military child?
• What are your criteria for gifted identification? By examining the data from my child’s ALP, will
he/she qualify for gifted education in your state/district?
• What type of programming will be provided to my child to meet his/her gifted needs?
• What type of enrichment, after-school programming, contests, or camps do you provide for gifted
students?
• Will my child have a formal education plan, and how will I be involved in creating this new plan?
• What additional assessments may need to be administered?

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