1. MIC3 Briefing Slides Introductions Logistics: Restrooms
Explain Parking Lot
Explain Tools and Resources
Icebreaker

2. Session Objectives The Compact and Rules 5. Identifying Needs
Cases/Best Practices
MIC3 Update
Develop a Parent FAQ
5. Identifying Needs
and Resources
Obtain Feedback
Open Forum
Review today’s objectives

3. COMPACT 101
Cherise Imai
Executive Director

4. Demographics
Almost 2M children (Mom, Dad or Both Active Duty, Guard or Reserve)
1.1 Million school-aged (5-18)
630,000 children of Active Duty
480,000 children of Guard & Reserves
75% of Active Duty children under age 12
Data provided by the Military Child Education Coalition (MCEC)

5. Top Ten: Virginia – 70,380 Texas – 62,368 California – 58,005
NCarolina – 44,251
Florida – 38,696
Georgia – 31,384
Washington – 27,482
Hawaii – 19,992
Colorado – 19,179
Maryland – 18,850
Data provided by the Military Child Education Coalition (MCEC)

6. Distribution of Military-Connected Children by Type of School Environment
Public Schools: 76%
Private/Parochial: 10%
DoDEA: 8%
Home Schooled: 6%*
Where do they go to school?
Public schools 478,800 (76%)
Private 6,300 (10%)
DODEA 50,400 (8%)
Homeschool 37,800 (6%)
On average, 90% of public education funding comes from state and local sources.

7. What’s an Interstate Compact?
Pre-dates the Constitution
Flexibility in form and use
Scope: bi-state, regional, national
Creation: negotiated
Purpose: fixed agreements, advisory boards, regulatory entities
Areas: transportation, environment, taxation, education, health, emergency management, corrections and public safety
Rulemaking and enforcement
Compacts are contracts between states, it allows state governments to work collaboratively and jointly problem solve common concerns and issues without federal intervention regulation.
They are increasingly common and broader in scope.
Increasingly common, broader in scope, more frequent use for regulatory purposes.

8. Timeline July 2016 Mission, Vision, Strategic Plan Aug 2014 Members
50 + 1
2010
First MIC3 Commission Meeting
Oct 2008
First Governing Meeting (CSG)
Compact Development
The mobile military lifestyle creates tough challenges for children, who attend on average 6 to 9 different school systems from kindergarten to 12th grade, and who often endure the anxiety of parental separation during deployments.
To help overcome these educational transition issues of children of military families, the Office of the Secretary of Defense, working through the Defense-State Liaison Office (DSLO).
The DOD contracted The Council of State Governments (CSG) to develop the Compact. A variety of federal, state and local officials as well as national stakeholder organizations representing education groups and military families were included in the creation of this interstate agreement.
The goal of the Compact is to replace the widely varying treatment of transitioning military students with a comprehensive uniform procedure and policy to be followed in every school district of every state that chooses to join.
In 2014, we attained our goal – and all 50 states, and the District of Columbia, signed onto the Compact
The Compact is specific in it’s rules and provisions apply only to students transferring intrastate, or between states.
2006
DOD Contracts CSG/NCIC

9. Mission:
“Address key educational transition issues encountered by children of military families.”
Core Values:
Resolving issues fairly
Respect for all
Doing the right thing
Transparency in all we do
Committed to making a difference
Our initial goal was to obtain the membership of all 50 states plus the District of Columbia. With this achieved, the next step in 2016 was developing our first Mission, Vision and Strategic Plan – which was adopted by the Commission in 2016 at our Annual Business Meeting.
We are currently focused on compliance and ensuring member states uphold the Compact provisions.

10. Public Relations & Training Committee
National Commission
Finance Committee
Rules Committee
Compliance Committee
Public Relations & Training Committee
Executive Committee
National Office
Governance Structure
National Commission
Executive Committee
Four Standing Committees
State Compact Commissioner
State Councils
The State Council model language includes 8 members.
The state superintendent of education;
A superintendent of a school district with a high concentration of military children;
A representative from a military installation;
One legislative member each from the General Assembly's Senate and House of Representatives, to be chosen respectively by the President of the Senate and the Speaker of the House of Representatives. The respective leaders will then forward the names of their chosen members to the Governor. The members shall serve at the pleasure of the President and Speaker;
One representative from the executive branch of government; and
Other offices and stakeholder groups the State Council deems appropriate.
A member state that does not have a school district deemed to contain a high concentration of military children may appoint a superintendent from another school district to represent local education agencies on the State Council.
The State Council of each member state shall appoint or designate a military family education liaison to assist military families and the state in facilitating the implementation of this compact.
The commissioner responsible for the administration and management of the state's participation in the compact shall be appointed by the Governor or as otherwise determined by each member state.
The compact commissioner and the military family education liaison designated herein shall be ex-officio members of the State Council, unless either is already a voting member of the State Council.

11. Military Impacted Schools Association
Member States
Ex-Officio
Passed legislation
State Compact Commissioner
State Council
Annual Dues
Military Impacted Schools Association
Member states have:
Passed legislation
Appointed a commissioner
Have an active state council. The role of the State Council is to work with and support the Commissioner in the Compact implementation.
Paid annual dues (based on $1 per military dependent)
In addition to member stated, the Commission includes five “Ex-Officio” or non-voting members. All are original to the Compact Commission, with the exception of NFHS which was extended membership in 2015.

12. The Compact covers children of:
Active duty military, incl Guard and Reserves (Title 10)
Commissioned officers
National Oceanic Atmospheric Administration (NOAA)
US Public Health Service (USPHS)
Members or veterans who are medically discharged or retired (up to 1 year) (i.e. to their final home of record)
Members who perish on active duty (up to 1 year)
In addition to the above, through an Memorandum of Understanding, the US DOD schools, both stateside and abroad, have agreed to follow the Compact.

13. The Compact: Focuses on key educational transition issues
Seeks to inform schools of the unique educational challenges of transitional military children
Allows for uniform treatment of military students alongside their civilian peers
Covers students in grades Kindergarten thru 12th grade
Only applies to public and DODEA/DODDS schools
The Compact is not all inclusive. Some stakeholders believe that the Compact covers every single education-related-transitional aspect for military students. It does not.
The Compact “levels the playing field” for military students and supports uniform treatment alongside their civilian peers. It does not advocate for
The Compact tries to ensure that they are not hindered by different state or local educational regulations.
The Compact focuses on main transition concerns and allows schools to be more flexible military students

14. The Compact does not:
Advocate for preferential treatment for military students
Impact curriculum, nor state/local education authority on education
Apply to preschool or pre-kindergarten
Apply to private, parochial, homeschool, or international (abroad) schools
The purpose of the Compact is to level the playing field for military students
The Compact does not affect local education agency authority
Why is it specific?
Again, the Compact was not created to resolve ALL transitional issues that families may encounter.
When the Compact was developed, the Department of Defense was focused on the main areas and issues of concern. They understood that states have autonomy in public schools and education.
So why is the Compact a good for students?
Schools all have student populations with unique challenges. The Compact highlights the uniqueness of military children and their challenges.
It allows for highlights the unique

15. So why is the Compact Important?
Highlights the unique education challenges of military children
The Compact provides districts and schools flexibility to make accommodations within the Compact scope
Allows states, through their Commissioners, to converse and facilitate cases
If it can’t resolve every issue parents have, why is the Compact good for military students?
Schools all have student populations with unique challenges. The Compact highlights the uniqueness of military children and their challenges.
It provides some flexibility for districts and schools to make accommodations.
However, everyone must “do” their part: i.e. students must obtain passing grades in their classes
Parents must research education options prior to their move and identify where they will reside
Also, contact your School Liaison Officer (if you have one)
Parents should be aware of a child’s interests (band, sports, academic programs)
The Compact allows member states to discuss cases and find resolutions so the child may continue their schooling or graduate on-time.
{Prior to the Compact, this opportunity was not an option)

16. What areas does the Compact cover?
Article I – Purpose
Article II – Definitions
Article III – Applicability
Article IV – Enrollment
Article V – Placement and Attendance
Article VI – Eligibility
Article VII – Graduation
Article VIII – State Coordination
Article IX – Interstate Commission
As mentioned previously, the Compact is targeted on the main educational areas of concern for military students as they transition, which is concentrated on 4 main articles:
Article IV – Enrollment
Article V – Placement and Attendance
Article VI – Eligibility
Article VII – Graduation

17. ARTICLE IV - ENROLLMENT
Educational Records
Immunizations
Entrance Age (Kindergarten)

18. ARTICLE IV - ENROLLMENT
“Educational Records”
Covered
Unofficial records may be requested by a parent
Used for enrollment/placement
Sending school must send official records within 10 business days from receipt of the receiving school request
Not Covered
Right to request a copy of every paper in the file
Receiving unofficial records free of charge

19. ARTICLE IV - ENROLLMENT
“Immunizations”
Covered
Child is given 30 days from enrollment to obtain required immunizations
A series of immunizations must be started w/i 30 days of enrollment.
Not Covered
Tuberculosis (TB) testing: is a test rather than an immunization, therefore it may be required prior to enrollment
Immunization and vaccinations are normally determined by state departments of health (vice departments of education).
Generally, regulations apply to enrollment in childcare/daycare; preschool; all public and private schools; as well as higher education.
Forms and regulations are often found on the state department of health websites. Or check school websites for more information.

20. ARTICLE IV - ENROLLMENT
“Kindergarten and First Grade Entrance Age”
Covered
Continue in the same grade regardless of entrance age
May be promoted to next grade regardless of age requirements
Not Covered
Student was not enrolled in or attended Kindergarten (in the sending state), even though they are eligible
Kindergarten entrance age varies across states, from July 31-January1.
Some state education agencies determine the date range: Massachusetts, New Hampshire, New Jersey, New York, Ohio, Pennsylvania, Vermont 
You can find a link to a list of Kindergarten entrance dates on our website at mic3.net under “Useful Links”.
The Nebraska Legislature changed the law governing when children begin kindergarten in public schools.
-Starting in the  school year, students may enter kindergarten if they turn five years of age on or before July 31, a date that was previously October 15.

21. Under the Compact, is receiving state obligated to enroll the child?
Case Study #1
A student who turned 5 years old on September 23, moved to a state where the Kindergarten (K) eligibility age is 5 years old by September 1.
The sending state eligibility is age 5 by August 1.
The student did not attend Kindergarten in the sending state.
The parent states said had they remained in the sending state, the child would have been in Kindergarten, therefore the receiving school should enroll the child based where the child would have been placed in the sending state.
Under the Compact, is receiving state obligated to enroll the child?
TIP: Each situation is unique – gather all the information before determining how the Compact applies.

22. Outcome #1
The receiving state is not obligated to enroll and allow the student to start Kindergarten.
If the student had enrolled and attended Kindergarten in the sending state prior to the move, the receiving school is obligated under the Compact allow the student to continue in Kindergarten - regardless of the cut-off date.
Note: The parent felt the child was ready for Kindergarten, and asked the school for an assessment. The child was tested and allowed to start early. This accommodation is outside of the Compact.
States and schools vary in their ability to test for early enrollment. \

23. Under the Compact, is receiving state obligated to enroll the child?
Case Study #2
A family moved to a new duty assignment over the summer.
The parent had unofficial transcripts from the sending school.
The sending school office was closed during the summer.
The student tried to enroll in the new school, however was denied enrollment due to lack of official school transcripts.
Under the Compact, is receiving state obligated to enroll the child?
TIP: Each situation is unique – gather all the information before determining how the Compact applies.

24. Outcome #2
Under Article IV-Educational Records & Enrollment: Unofficial and Handcarried Records, the receiving state is obligated to enroll the student and request official records from the sending school
The sending state registrar shall provide unofficial records to the parent on request,
The receiving state shall enroll and place the student based on the unofficial records, pending receipt of the official records.
The school in the sending state will process official records within 10 business days. [Except school staff breaks (i.e. spring, summer, fall, or holidays)]
Following return, time shall not exceed 10 business days. \

25. PLACEMENT AND ATTENDANCE
ARTICLE V
PLACEMENT AND ATTENDANCE
Course and Program Placement
Special Education Services
Placement Flexibility
Absence Related to Deployment
“The toughest move I ever had was when I was in fifth grade. I switched schools in December and I was failing all my classes—and I’m an honor roll student. I don’t fail classes. My teachers thought I was being disrespectful—but I was just miserable.” - John

26. “Course and Educational Program Placement”
ARTICLE V
PLACEMENT AND ATTENDANCE
“Course and Educational Program Placement”
Not Covered
Guarantee of continued enrollment if not qualified
No requirement to create a course or additional space
Enrollment or entry in charter or specialized schools with lottery selection
Covered
Placement in courses and programs based on prior enrollment
Receiving state may subsequently perform an evaluation to ensure the appropriate placement and continued enrollment
Schools are not mandated to create a course for a student if it is not currently being offered at the receiving school. Some courses that were not available for transferring students include: AP Chinese, AP Arabic, and American Sign Language.
However some schools have researched and made these accommodations – which is usually based on the course/program offerings in the community, nearby schools, or school funding. Some schools have purchased online courses or at the Community College.

27. PLACEMENT AND ATTENDANCE
ARTICLE V
PLACEMENT AND ATTENDANCE
“Special Education Services”
Covered
Receiving state will initially provide the same services identified in the students’ Individual Education Plan (IEP)
Receiving state may perform evaluations to ensure the appropriate placement.
Not Covered
A requirement to provide the exact programs as sending state
Anything above the requirements in the Individual with Disabilities Act (IDEA)

28. PLACEMENT AND ATTENDANCE
ARTICLE V
PLACEMENT AND ATTENDANCE
“Placement Flexibility”
Covered
Allowing flexibility to the Local Education Agency (LEA) to waive course or program prerequisites or other preconditions if similar course work has been completed in another LEA.
Not covered
Mandatory waivers of prerequisites or preconditions

29. PLACEMENT AND ATTENDANCE
ARTICLE V
PLACEMENT AND ATTENDANCE
“Absence Due to Deployments”
Covered
Flexibility for additional excused absences to visit the parent or legal guardian due to deployment or posting to a combat zone.
Period: (1) month prior to (6) months after return.
Not Covered
Requiring more than “reasonable accommodation”
Provides discretion and flexibility to the LEA/school superintendent during testing periods or if additional absences will be detrimental
List current as of 10/12/2016
Regardless of the length of the assignment, what is important is that the student absence requested is based on the military member’s deployment or posting to a combat zone.
An approved list of Combat Zones is available on the IRS website. This list is updated annually, and the current list is effective October 12, 2016.

30. Case Study #3
A high school junior withdrew from a sending school on 5/1, prior to school year end on 5/25.
After they moved to the new state, the parents contacted the school to “close out” the year so the student could be promoted to 12th grade.
The sending school said they would not award credit because the student did not complete the school year, and they only award credit at the end of the year. The receiving school contacted the sending school, only to reconfirm the information.
Is the school obligated to provide excused absences? How would you resolve this case?
TIP: Each situation is unique – gather all the information before determining how the Compact applies.

31. Outcome #3
In general, it is difficult for the receiving school to enroll the student without official records or confirmation of promotion to the next grade by the sending school.
Both State Commissioners and two schools were involved in finding a resolution.
Student records and coursework were examined, and it was concluded that final grades and credit for all classes would be given, except Honors Chemistry.
Advise parents:
Be aware of school year end dates. Avoid moving or pulling student out from school in the 4th quarter of school (if possible)
Request a delayed move or extension from their command (contact your School Liaison) \

32. Case Study #4
Dad was deployed for 6 months to Afghanistan. Midpoint in his tour, he returned back to the states to visit his family.
He requested for 5 days of excused absences from his daughter’s elementary school so he could take his her on a road trip.
It is almost the end of second quarter, and the student has already missed 16 days of school this quarter alone for illness and various reasons.
Is the school obligated to provide excused absences? How would you resolve this case? What if the student were in high school?
TIP: Each situation is unique – gather all the information before determining how the Compact applies.

33. Outcome #4
While flexibility is provided under the Compact for excused absences related to deployments, in this case, the school was hesitant to provide excused absences due to the child’s record. They felt the child had missed a significant amount of school and was behind academically.
After discussion with both parents, the school allowed the student time and homework for 5 days.
Both parents committed to ensuring the child did not miss school for the remainder of the year.
Mom was having a difficult time adjusting while the active duty member was deployed.
The School Liaison Officer was contacted and support services were provided to the family. \

34. ARTICLE VI - ELIGIBILITY
Enrollment
Extracurricular Participation
“I like seeing how other people function differently. It gives me a different perspective and opens a door to a whole other world. My family is a big supporter and I put my energy and focus into excelling in soccer.” - Calvin

35. ARTICLE VI - ELIGIBILITY
“Eligibility for Enrollment”
Covered
A LEA cannot charge tuition to military children placed in care of a non-custodial parent or person serving “in loco parentis”
A student can continue to attend his or her current school even if living with a non-custodial parent or person serving “in loco parentis”
The power of attorney for guardianship is sufficient for enrollment and all other actions requiring parental participation or consent
Not Covered: Transportation to and from school

36. ARTICLE VI - ELIGIBILITY
“Eligibility for Extracurricular Participation”
Covered
State and local agencies shall facilitate the opportunity for inclusion in extracurricular activities regardless of deadlines as long as the child is otherwise qualified.
Not Covered
State student athletic associations, which are not affiliated with state or LEAs.
Although the receiving school must demonstrate reasonable accommodation, there is no requirement to hold open or create additional spaces.

37. Is the school obligated allow the student to continue school?
Case Study #5
A family resides on-post. Mom is hired as a teacher in the adjacent (and high performing) school district.
As a district ‘perk’, employees children can attend their schools, even if they reside outside the district.
At school year end, Mom ends her employment, and is told her son can no longer attend his school. Mom said that it would be a hardship to transfer schools since her son is military, and he should continue in his current school under the Compact. The school said enrollment is based on availability, and she could pay tuition to remain in the school.
Is the school obligated allow the student to continue school?
TIP: Each situation is unique – gather all the information before determining how the Compact applies.

38. Outcome #5
This case is not applicable under the Compact because enrollment in the school was based on her employment vice a PCS transition.
The parent has the option to pay tuition to continue schooling.
Tuition waiver is not applicable in this case because there wasn’t a change in school due to active duty member deployment. \

39. ARTICLE VII - GRADUATION
From Receiving State
From Sending State
Exit Exams

40. ARTICLE VII - GRADUATION
Covered
Waiving courses required for graduation if similar course completed
Accepting sending state exit/end-of-course exams, national achievement tests, or alternative testing in lieu of testing requirements for graduation
Allow receipt of a sending school diploma as an alternative to accommodations for exit exams/graduation requirements that the student doesn’t have time to meet
Should a waiver not be granted to a student who would qualify to graduate from the sending school, the LEA shall provide an alternative means for acquiring course work so graduation may occur on time
This article is used widely and most often due to varying graduation requirements between and across states, and/or in receiving states with mandated exit exams (i.e. TX, VA). If a student arrives during his/her senior year, and is unable to meet the graduation requirements in the receiving school, the student may obtain a diploma from the previous school if the graduation requirements are met.

41. ARTICLE VII - GRADUATION
Not covered
Mandatory waivers….although LEA must show good cause for a denial of waiver
Mandatory waiver of the exam or acceptance of alternative results
The right of parents to request a change of graduation requirements in the receiving LEA

42. How would you resolve this case?
Case Study #6
A Senior transferred to a new school, and a few weeks into the year, she was 6 credits short of meeting graduation requirements.
The school said that she would need to either take extra courses to make up the credits to graduate, or miss graduation and take summer school.
How would you resolve this case?
TIP: Each situation is unique – gather all the information before determining how the Compact applies.

43. Outcome #6
Under the Article VII, a student may receive a sending school diploma as an alternative for exit exams/graduation requirements that the student doesn’t have time to meet so they may graduate on time.
In this case, both Commissioners and schools worked together to ensure the courses were completed and that the graduation requirements for the sending district were met. \

44. WHO DO I ASK FOR HELP? SLO list by service:
We encourage families to follow the chain of command and try to work with the school first.
We encourage parents to contact the military School Liaison Officer (if available in your ares) to assist.
If the case is not resolved, then we advise parents to contact the principal, then district superintendent.
Then State Commissioner.
Schools should also follow the same process, and work internally. For clarification, we ask districts and schools to check with their State Commissioner first.
Should parents or schools contact us directly at the national office, we connect them with their sending and receiving State Commissioner who can work the case down the chain – and as appropriate.
The most successful implementations of the Compact are states where the Commissioner and the State Education Department work closely in tandem. In addition, these states often conduct training or provide regulatory guidance on the Compact directly to districts or schools.

45. Snapshot of the Cases Received by the National Office ONLY
Over FY16-17, the national office analyzed calls and inquiries to their office.
This report is specific to the national level only, and and does not include state specific data.
Most cases are received through parents, then military/school liaisons, then Commissioners.
Most cases are from higher impacted states.

46. Snapshot of the Cases Received by the National Office ONLY
Cases received between 7/1/16-8/30/17

47. Snapshot of the Cases Received by the National Office ONLY
This slides notes cases that were outside of the Compact scope.
Most parents inquired about Parent Preferred School Choice. They sought preferred entry into a private or charter school based on their military status. They usually missed the application date or they wanted to know how they could circumvent the lottery system.
GPA calculation is of concern. As states, districts and schools vary in their GPA calculation – this is a frequent challenge for students. (i.e. Honors vs. AP courses. Some districts will weight Honors on a 5 point scale and AP on a six, while the typical norm is 4 and 5.)
Entry into kindergarten is also of concern. However the Compact covers Kindergarten students that have both enrolled and attended Kindergarten in the sending state to continue in the receiving one.
Lastly, non-passage of courses were an issue. Meaning in these cases, students did not receive passing grades for their required graduation courses. The Compact also does not alter grades, courses, or student transcripts.
Cases received between 7/1/16-8/30/17

49. National Office Staff Cherise Imai Executive Director
1776 Avenue of the States
Lexington, KY 40509
Bus:  or
Richard Pryor
Communications Associate
Bus: or
Website: