Tag: MIC3

Help for Military Families: Tips to Navigate Special Education Process in Washington State

Posted on by Nicol Walsh

For families new to Washington State, this article includes state-specific information about special education systems. PAVE wants to extend a warm welcome to your entire family and to let you know that we are ready to support you. If your family has moved here to fulfill a military role, we thank you for your service!  

The language of special education, school and support systems differ between States. Following is some basic information to help you navigate Washington systems.   

Brief overview 

  • The article provides state-specific information about special education and medical systems in Washington State. 
  • Children in Washington must begin attending school by age 8 and continue until age 18, with some special exceptions. Washington offers multiple pathways to graduation and requires a High School and Beyond Plan for all students. 
  • The Department of Children, Youth and Families (DCYF) administers the state early intervention services (EIS) program, called Early Services for Infants and Toddlers (ESIT) for infants and toddlers with disabilities or delays. 
  • Washington school districts must respond to special education evaluation requests within 25 school days and complete evaluations within 35 school days. IEPs must be implemented within 30 days of eligibility determination, with transition plans required by age 16. 
  • Welcome to Washington! 

Welcome to Washington!

Whether your family is newly stationed in Washington or returning after time away, we welcome you! Moving to a new state is a big change, and it can be confusing when programs and services are called different names than they were in your last location. We’re here to help you learn how Washington’s education and medical systems work, so you can find the right support for your child. 

This video shares key facts to help you get started in Washington with a child who has exceptional needs. 

The School System 

The State Education Agency (SEA) is the Office of Superintendent of Public Instruction (OSPI). Local Education Agencies (LEAs) are organized as 295 Districts that operate independently and include a school board governance structure. School boards are responsible to follow the Open Public Meetings Act. There are nine Educational Service Districts (ESDs) that partner with OSPI to provide services for school districts and communities and to help OSPI implement legislatively-supported education initiatives. 

Charter schools, as public schools, have the same responsibilities as all public and non-public entities when serving students with disabilities. This includes developing and implementing Individualized Education Programs (IEPs) or Section 504 Plans for eligible students.  

Washington has adopted the Interstate Compact on Educational Opportunity for Military Children (commonly known as “MIC3”), which addresses certain school transition issues for military children consistently, from State to State. Each Member State has a MIC3 State Commissioner to oversee compliance and coordinate with other commissioners as needed. Parents of military-connected children may contact their School Liaison or MIC3 State Commissioner directly for support with Compact-related issues. PAVE has prepared a MIC3 Step-by-Step Checklist to Resolve Issues with the Interstate Compact. 

Washington’s Purple Star Award Program recognizes school districts that go above and beyond to support military families. Districts with this award provide a webpage with resources, have a trained staff member to help, and make sure teachers understand school transition rules under the Interstate Compact. Families can look for the Purple Star designation when choosing schools—it’s a sign the district is committed to welcoming military-connected students. To see which districts have the award, visit OSPI’s Purple Star page. 

Washington’s compulsory attendance law requires that children begin attending school full-time at the age of 8 and continue attending regularly until the age of 18 (RCW 28A.225.010). A child must have turned 5 years old by August 31 to enroll in kindergarten, and 6 years old to enroll in first grade. Military-connected children who are covered by the provisions of MIC3 may continue kindergarten or first grade, despite the school’s age requirement, if they were already enrolled and attending at the sending school in their previous state. This PAVE article explains how MIC3 supports children in military families with enrollment-related issues. 

Washington has multiple Pathways to Graduation and requires a High School and Beyond Plan (a career and college exploration experience that students begin in seventh grade) for all students. Under MIC3, schools must place military children in courses and programs based on placement and assessments performed by the sending school. Schools and districts may waive course requirements for placement and/or graduation of military-connected children, if a child has met the sending school’s requirements for grade advancement, placement, or graduation. Learn more about how MIC3 protects academic progress toward graduation in this PAVE article. 

Early Learning Programs (ages 0-5) 

Families concerned about a child’s development can call the Family Health Hotline at 1-800-322-2588, with support in multiple languages, or complete a free developmental screening online at ParentHelp123. The Department of Children, Youth and Families (DCYF) administers the state early intervention services (EIS) program, called Early Services for Infants and Toddlers (ESIT). After evaluating a child for eligibility and developing a family-focused plan, ESIT provides services to help infants and toddlers with disabilities or delays to learn and catch up in their development. Planning for the child’s transition out of ESIT by their third birthday includes coordination with the local school district to evaluate the child for school-aged services and supports. PAVE’s toolkit for family caregivers of infants and toddlers, From Birth to Three, outlines the educational rights of children and families in early intervention services. 

The Early Childhood Education and Assistance Program (ECEAP) is Washington’s no-cost prekindergarten program, aimed at preparing 3- and 4-year-old children from families facing more significant challenges for success in school and life. Families with children aged 3 or 4 by August 31st may be eligible for ECEAP. Children are eligible for ECEAP and Head Start based on their age and family income. Up to 10 percent of ECEAP and Head Start children can be from families above the income limit if they have certain developmental factors or environmental factors such as homelessness, family violence, chemical dependency, foster care, or incarcerated parents. PAVE’s 3-5 Transition Toolkit includes more information and resources to support families of children with disabilities in this age range. 

Special Education Information (School age) 

Every student with a disability is protected from discrimination under Section 504 of the Rehabilitation Act of 1973, including each student with a 504 Plan and each student with an Individualized Education Program (IEP). OSPI provides fact sheets about Section 504 in multiple languages that describe the evaluation process and state requirements. Parents may contact the Section 504/Civil Rights compliance officer assigned to their student’s school district. 

Washington Administrative Code (WAC), implements the provisions of the Individuals with Disabilities Education Act (IDEA) in WAC Chapter 392-172A. Parents’ rights and responsibilities in special education, known as procedural safeguards, are described in a short handbook available for download in multiple languages on OSPI’s website. 

A child’s right to a timely evaluation and the school district’s responsibility to seek out and serve students with disabilities, referred to as Child Find, is described on OSPI’s website. A school district has 25 school days to respond to a referral/request for special education evaluation. Once a parent/caregiver signs consent to evaluate, the district has 35 school days to complete the evaluation. A parent can request an evaluation any time there are concerns about whether services match the student’s present levels of performance and support needs. PTI provides a sample letter for requesting evaluation. 

Areas of evaluation are associated with 14 eligibility categories. Developmental Delay is a category for children ages 0-9 years old. The category of Emotional/Behavior Disability is unique to Washington – it is known as Emotional Disturbance under IDEA. Washington law requires that schools screen children in kindergarten through second grade for signs of dyslexia and to provide reading support for those who need it. 

School districts must write and implement an IEP within 30 calendar days after eligibility is determined. Decisions about the provision of special education services are made by an IEP team, which includes parents and specific required staff members (WAC 392-172A-03095). 

For a student with an IEP, there must be a transition plan in place by the beginning of the year in which they turn 16 years of age, unless the IEP deems it appropriate to begin earlier. Students “age out” of special education when they graduate from high school with a diploma or at the end of the school year in which they turn 21 years of age. If the student’s birthday is after August 31 of the current school year, they may continue special education until the end of that school year.  

In 2019, the Washington State Legislature provided students with multiple pathways to graduation by passing House Bill (HB) 1599. PAVE provides an on-demand webinar on this topic: Life After High School: A Two-Part Training to Help Families and Young People Get Ready. 

OSPI offers both informal and formal dispute resolution processes. IEP facilitation is available at no cost through Sound Options Group as a voluntary and informal process where a neutral facilitator helps parents and schools resolve special education concerns collaboratively. Washington State Governor’s Office of the Education Ombuds (OEO) acts as a neutral guide to help parents and schools resolve disagreements about special education services, without providing legal advice or advocacy. OSPI provides three formal special education dispute resolution processes: mediation, special education community complaint, and due process hearing. 

In addition to educational resources, families often need healthcare support. Washington offers options that work alongside TRICARE benefits to meet your child’s needs. 

Medical Supports and Services 

Washington’s Medicaid, which includes the Children’s Health Insurance Program (CHiP), is called Apple Health. Applications are managed through the Health Care Authority (HCA), which oversees various Managed Care Organizations (MCOs) to provide health plan options. Open enrollment for Medicaid and Medicare starts on November 1st, 2025 and ends on January 15th, 2026. This is the annual opportunity to sign up, renew, or change coverage to best suit your family’s situation. Washington Health Plan Finder has step-by-step instructions for applying and navigators to help with the application process. Help is available for those who are having trouble navigating the health insurance landscape.  

Eligible dependents of military families can benefit from both TRICARE and Medicaid. When a military family member is dually enrolled in TRICARE and Medicaid, TRICARE is the primary payee and Medicaid covers remaining costs. When a service member leaves the military and TRICARE benefits change, Medicaid can provide services similar to those of TRICARE Extended Care Health Option (ECHO).  

TRICARE allows beneficiaries to make changes to their health coverage when a Qualifying Life Event (QLE) occurs, such as a move to a new city, region, or zip code. When a QLE happens, you generally have 90 days from the date of the move to update your enrollment. 

In addition to QLEs, TRICARE offers an annual open season for making changes to health coverage. Open season starts on the second Monday in November and ends on the second Monday in December each year. Any changes made during this period take effect January 1 of the following year. During open season, families can: 

  • Stay in their current plan – no action required. 
  • Enroll in a new plan. 
  • Switch between plans. 
  • Change enrollment type from individual to family coverage, or vice versa. 

PAVE provides more information about TRICARE’s basic plans, ECHO, and the Autism Care Demonstration in the TRICARE’s Big Three on-demand module. For this and more personalized learning at your own pace, check out our PAVE Learning Library.  

Learn More

PAVE offers downloadable toolkits filled with fact sheets, worksheets, sample letters, and practical tips to guide you through every stage of your child’s education and care. These resources are designed to make complex systems easier to understand and navigate. 

Celebrate your military child all year long with social stories, activities, and tools that help families stay connected and ease transitions. The PAVE article, Purple Up! Celebrating the Month of the Military Child, includes free downloads in the top five languages spoken in military households. 

Want to know what makes a military family “exceptional”? Explore PAVE’s two-part series on the Exceptional Family Member Program (EFMP) to learn how enrollment works and what supports are available to help your family thrive. 

STOMP (Specialized Training of Military Parents) workshops and webinars offer military families the opportunity to access valuable information and resources while fostering connections and knowledge-sharing to create a collaborative environment that strengthens partnerships between families and professionals. STOMP events are free to military-connected families from all branches of services, including all service statuses and all installations worldwide. 

Need personalized help? Military families can access one-on-one support, training, information, and resources through PAVE’s Get Support request form — wherever the military takes you! 

School Support Plans for Deployment-Tips for Parents

Posted on by Barb Koumjian

When a military parent deploys, children—especially those with disabilities—may show changes in behavior, emotions, or learning. With the right support at home and school, these transitions can become opportunities to build resilience, confidence, and connection.

A Brief Overview

  • Schools often notice changes in behavior when a parent deploys, and children with disabilities may feel deployment stress more deeply.
  • The Emotional Cycle of Deployment provides a glimpse into the emotional journey families experience, offering insight into how children’s needs and feelings may shift throughout each phase of a parent’s deployment.
  • Let the school know about an upcoming deployment as soon as possible. Sharing general information helps the school prepare while protecting mission details.
  • Federal and state laws protect the rights of military-connected children during deployments.
  • IEP or 504 supports may need updates to reflect emotional and behavioral changes.
  • A deployment support plan should include warning signs, coping strategies, and contacts.
  • School-based and at-home supports can help to support your child’s learning and emotional well-being during periods of service-related transitions.
  • Planning for medical decisions during deployment is essential for children with disabilities.
  • In Washington, some youth can make medical decisions starting at age 13; plan ahead for healthcare arrangements during and after deployment.
  • The Deployment School Support Checklist, included in this article with download links in several languages, helps families track key steps and information to support a smooth school experience before, during, and after deployment.
  • Teamwork between families and schools helps children feel safe, understood, and supported.

Why do schools need to know when a parent deploys?

Your children spend a large portion of their day in school, so teachers often notice changes or new behaviors. The value of parents and schools partnering to support military-connected children with the stressors of deployment is significant. As you know, having a parent away for a lengthy time places extra stress on children and the at-home parent, siblings and/or other care givers. No matter how often a military parent is deployed, and no matter how well-prepared a child might be for a parent’s absence, children with disabilities may be particularly vulnerable to the effects of stress on their physical and emotional well-being.

To ensure your child receives the appropriate support, it is important to communicate upcoming deployments with the school. Maintaining operational security (OPSEC) remains a priority during this process. The School Liaison and Exceptional Family Member Program (EFMP) Family Support office can provide guidance on how to share relevant information in a way that supports the child’s needs while safeguarding sensitive details. For National Guard families, your state’s Family Assistance Coordinator is also a valuable resource. You can find contact information for your School Liaison, EFMP Family Support office, and Family Assistance Coordinator by visiting Military Installations, a Military OneSource website.

What can you expect during deployment?

When a parent in the military gets ready to leave for deployment, it can be a big change for the whole family—especially for children. These changes often follow what’s called the Emotional Cycle of Deployment. This cycle includes different feelings that come and go before, during, and after a parent’s time away.

Here’s what that cycle looks like and how it might affect your child at school:

  1. Pre-Deployment: As families prepare for a parent’s departure, children may become anxious, clingy, or distracted. The change in routines can affect focus, emotional regulation, or behavior at school.
  2. Deployment: The first few weeks after a parent leaves are often the hardest. Children may show sadness, anger, or fear. They might miss their parent a lot and feel unsure about what’s happening. At school, this may appear as trouble paying attention, acting out, withdrawing, or feeling tired.
  3. Sustainment: As new routines form, children may feel more settled but still miss the deployed parent deeply. They might worry about their parent’s safety or feel left out when other kids talk about family events.
  4. Re-deployment: When the parent’s return nears, children may feel excited but nervous. Emotional ups and downs are common, and stress might spike again, making it hard to concentrate at school.
  5. Post-Deployment: Even joyful reunions can be stressful. Changes in rules or routines may cause confusion. It’s not uncommon for children to feel anxious or unsure about how to act around the returning parent.

Children with disabilities may experience these transitions more intensely. Changes in routine, caregivers, or emotional stability can significantly impact their learning and well-being. That’s why it’s essential for schools to be informed and prepared to offer consistent support throughout the deployment cycle. Teachers and staff can offer extra support, like checking in with the student, adjusting schoolwork, or helping them talk about their feelings in a safe way.

Know your student’s rights as a military child

Several laws—both federal and state—are in place to help protect the educational stability of military-connected students. These laws recognize the unique challenges your family may face during deployment or other transitions, and they’re designed to ensure that your child continues to receive the support they need when routines change or stress increases.

The Interstate Compact on Educational Opportunities for Military Children, commonly known as MIC3, allows schools to grant extra excused absences for children whose military parent is preparing for, returning from, or currently deployed in a combat or combat-support role. “Deployment” under MIC3 begins one month before the parent leaves and extends to six months after their return. You can request time off so your child can prepare, visit with the returning parent, or participate in family events. Approval is up to the school principal or superintendent and must balance academic needs with family well-being.

The federal Every Student Succeeds Act (ESSA) requires schools to identify students with a parent on active duty, including full-time National Guard or Reservists on Title 10 orders, using a Military Student Identifier. This helps educators make sure military-connected students don’t fall through the cracks by tracking academic progress and providing extra support when needed, such as during a deployment or family separation.

If your child has a disability, the Individuals with Disabilities Education Act (IDEA) and Section 504 of the Rehabilitation Act ensure that your child continues to receive appropriate services and accommodations, even when military life changes quickly. If deployment impacts your child’s behavior, emotions, or learning, their IEP or 504 team can work with you to update goals, supports, or strategies based on how your child is coping during this time. For example, if a child begins having more anxiety or difficulty with transitions due to a parent’s absence, breaks, visual supports, or check-ins with a counselor could be added to their services and supports.

Washington State law (RCW 28A.225.217) helps students stay in the same school during a parent’s deployment. If military orders require the custodial parent to relocate—including for deployment—the law allows the child to continue attending their current school, even if they temporarily live with a caregiver who isn’t the parent. This helps your child stay connected with familiar friends, teachers, and routines during a time of change.

Together, these laws help reduce disruption and protect your child’s education—keeping your family steady, supported, and connected wherever military life leads.

Communicate needs to the school

Communication about an upcoming deployment is key and setting up a meeting will help prepare the school. For example, you can request a meeting with your child’s teacher shortly after you find out about the upcoming deployment. If the separation is scheduled to start during summer vacation, you may want to book that conference as soon as possible after school begins. If your child is in middle or high school, meeting with every teacher might be a consideration as information may not reach each teacher who interacts with your child.

When meeting with your child’s teachers, you can let them know that there are some areas of information you won’t be able to share with them, due to operational security concerns regarding mission-related details.

Areas that can steer clear of mission-related operational security include:

  • Timeframe – A general idea of beginning and ending dates. For example, “sometime this fall” or “around the end of the school year” is sufficient without revealing exact dates.
  • Past experiences – If your child has experienced excessive stress during a previous deployment or their behavior reflects concern about the absence of a parent or changes in routine, this can help educators anticipate and respond to emotional or behavioral needs.
  • Coping mechanisms – Sharing strategies that have helped your child manage stress. For instance, if your child finds comfort in looking at a photo of the deployed parent, a teacher may allow them to keep a copy in their backpack or desk.
  • Temporary caregiving arrangements – Informing the school of any changes in guardianship, emergency contacts, or who is authorized to pick up your child during the deployment period.
  • Support needs – Requesting access to school counselors, military family support groups, or academic accommodations to help your child adjust during the deployment.
  • Reintegration preparation – Letting the school know that a parent will be returning soon (without specific dates) and that your child may need time to readjust emotionally or socially.

It can be helpful to keep a simple portfolio at home with samples of your child’s schoolwork, notes from teachers, and any behavior or support records from before, during, and after major changes—like a deployment or a Permanent Change of Station (PCS). This collection can help you and your child’s educators better understand how transitions affect learning and behavior over time. It also gives you a useful reference of what to expect and strategies that have been effective when preparing for future deployments or school meetings.

Consider sharing helpful resources with educators to deepen their understanding of military family challenges. The Military Family Research Institute at Purdue University developed a handout, How to Help Military & Veteran Families for Teachers, containing practical tips and information to support educators. The Department of Defense Education Activity (DoDEA) Office of Safety and Security developed a comprehensive tool for addressing the many challenges military children experience, called the Helping Hands Guide to Deployment for Educators.

Keeping a simple portfolio at home can be a valuable tool throughout your child’s deployment journey. Include samples of your child’s schoolwork, notes from teachers, and any records related to behavior or supports before, during, and after a deployment or move. This organized collection helps you and school staff track how your child is adjusting over time and better understand any challenges they face. It also provides a helpful reference when preparing for future deployments or school meetings, making it easier to spot patterns and share what strategies have worked well.

Develop a deployment support plan

Every child responds to stress in their own way—and those responses can look very different at home and at school. Your child may seem calm and well-adjusted at home, but still struggle emotionally or behaviorally in the classroom. That’s why it’s important to work with your child’s teachers and school staff to create a plan ahead of time.

A good plan should include:

Signs to Watch For
Work with teachers to identify behaviors that may signal your child is feeling overwhelmed, anxious, or upset. These might include sudden changes in mood, withdrawing from others, acting out, or difficulty focusing.

Steps to Take When Stress Shows Up
Decide together what actions the teacher or staff can take if your child appears to be struggling. This might include offering a break, using calming strategies, or allowing the child to visit a safe space like the counselor’s office or resource room.

Who to Contact
Make sure the school knows who to reach out to if your child needs extra support. This could be a parent, caregiver, School Liaison, or EFMP Family Support provider.

Tools and Strategies That Work
Share what helps your child at home—like using a fidget tool, listening to music, or looking at a photo of their deployed parent. Teachers may be able to use similar strategies in the classroom.

Check-Ins and Updates
Set up a regular time to check in with your child’s teacher or support team. This helps everyone stay on the same page and adjust the plan if needed.

School-Based Supports

Children with disabilities may qualify for extra support under an IEP or 504 Plan, especially during stressful transitions. Schools can provide services and supports to help students feel supported, stay focused, and succeed during a parent’s absence. Here are some examples:

Breaks and Safe Spaces

  • Calm-down areas give your child a quiet place to go when they feel overwhelmed.
  • Movement breaks or flexible seating can help kids who need to move or change positions during the day.
  • Check-in/check-out systems let your child talk to a trusted adult at school each day to share how they’re feeling.

Emotional Expression at School

  • School counselors or psychologists can meet with your child one-on-one or in small groups.
  • Deployment support groups let military kids talk with others who understand what they’re going through.
  • Creative activities like drawing, writing, or storytelling can help your child express feelings in a safe way.

Participation in School Activities

  • Clubs and extracurriculars like music, robotics, or art can help your child feel connected and confident.
  • Leadership opportunities such as student council or peer mentoring can build self-esteem.
  • Buddy systems pair your child with a classmate to help them feel less alone.

At-Home Supports

Your child’s needs don’t stop at the school gate. These resources and strategies families can help children cope with the challenges of deployment:

Mental Health & Counseling

Tutoring Help

  • Tutor.com for Military Families: Free, 24/7 online homework help in all subjects.
  • School Tutoring Programs: Ask your child’s school about after-school academic support.
  • Peer Tutoring or Study Groups: Older students may benefit from learning with classmates or mentors.

Activities and Recreation

  • Youth Sports and Recreation: On-base programs like soccer, dance, or swimming—often free or low-cost.
  • Family Walks or Outdoor Play: Simple daily activities to reduce stress and build connection.
  • Base or Community Centers: Offer structured physical activities like martial arts or fitness classes.

Family Support Tools

  • Sesame Street for Military Families: Videos, storybooks, and games to help young children understand deployment and other changes.
  • EFMP & Me: An online tool for families in the Exceptional Family Member Program to plan for services and transitions.
  • Military Child Care in Your Neighborhood (MCCYN–PLUS): Helps families find affordable, high-quality child care when on-base care isn’t available. 
  • The Child Care in Your Home (CCYH) pilot program: In select areas (e.g., Seattle/Tacoma, WA), this program offers fee assistance for full-time, in-home care. Families can hire a caregiver, including nanny-sharing or live-in options. The pilot is funded through September 2027.

Medical Decision-Making Rights

For students with disabilities, planning for medical decision-making before deployment helps ensure continuity between health and school supports. In Washington State, youth age 13 and older can consent to certain types of care without a parent’s permission, such as outpatient or inpatient mental health treatment and substance use services. Before you deploy, set up legal tools like a medical power of attorney or healthcare proxy so caregivers can access care quickly. Coordinating with doctors, legal advisors, and school staff ahead of time helps avoid delays that could impact your child’s health and education.

When your child turns 18, they legally take control of most medical decisions. Without formal arrangements like guardianship, conservatorship, or power of attorney, parents lose access to medical records and the authority to make healthcare choices. Supported decision-making is another option that allows adults with disabilities to retain their rights while receiving help from trusted supporters to understand and communicate decisions—but it does not grant legal authority unless paired with additional agreements. For students with disabilities, who often rely on coordinated medical and educational supports, this transfer of rights can be especially challenging. If your child is approaching adulthood, begin planning early to ensure trusted adults can support their care.

Deployment School Support Checklist

The Deployment School Support Checklist is a practical tool to help families stay organized and proactive throughout each stage of a deployment. It outlines key steps and communication tips to support your child’s learning and well-being tips while giving you space to track tasks and make notes to share with your child’s school.

Download the Deployment School Support Checklist:
English | German Deutsch | French Français | Spanish Español | Tagalog

Final Thoughts

Supporting a child with disabilities during a parent’s deployment takes planning, flexibility, and teamwork. You don’t have to figure it all out on your own. Partnering with your child’s school, building a support network, and making a personalized plan can help your child feel secure, supported, and ready to learn.

To further support your child’s education during deployment, you can also connect with your state’s Parent Training and Information (PTI) Center. Every state has a PTI dedicated to helping individuals with disabilities, ages 0-26, and their families navigate education systems. Families living in Washington State—or those PCSing in or out of the state—can submit a Support Request to PAVE for personalized support. If you live in another state, you can find your local Parent Center at ParentCenterHub.org.

Learn More

Five Tips for a Smooth PCS

Posted on by Nicol Walsh

Planning ahead and staying organized can make a military move much smoother, especially for families with children who have special needs. These key strategies and ready-to-use tools can help reduce stress and support your child’s success at the next duty station.

Introduction

Military families are likely to switch schools more often than other families. This can require learning new rules and finding new resources. To help plan, here are five valuable tips for a smooth PCS (permanent change of station, which is the military language for “relocation”) with a special educational or medical needs child.

Tip 1: Organize your files.

Records are critical for planning and stability. Accessing records once you have left a duty station is far more complex than getting copies to take with you. Keeping track of your child’s records can make the transition to a new assignment far easier. With your child’s information and records organized and up to date, you can quickly find any new trends, needs, or program changes to consider when you PCS.

  • Save copies of evaluations, educational plans and programs, work samples, and behavior plans.
  • Monitor regression by comparing student work samples and grades before, during, and after your PCS.
  • Note what has worked to support your student through previous transitions and share these successes with the Individualized Family Service Plan (IFSP), Individualized Education Program (IEP), or Section 504 team.

If your student comes from a Department of Defense Education Activity (DoDEA) school, you may also have records and evaluations from a Student Support Team (SST) or Case Study Committee (CSC).

Tip 2: Know your resources.

When you are moving to a new place, it is important to know who can help you. Contact the School Liaison and Exceptional Family Member Program (EFMP) family service office as soon as possible. They have useful information about things that can support your child’s health, well-being, and quality of life, like assignment locations, schools, housing, and other essentials. In your new state, you can also reach out to the Family Voices program. They can help you apply for public benefits such as extra money (SSI) and healthcare (Medicaid). It is also good to know your child’s rights as a military student when switching schools between states. Learn about the protections under the Interstate Compact on Educational Opportunity for Military Children and use this Step-by-Step Checklist for resolving school issues with the Interstate Compact.

Download the Essential Contact Form
English | German Deutsch | French Français | Spanish Español | Tagalog

Tip 3: Keep open lines of communication.

Building strong communication links with your child’s teachers and other school officials can be critical. Remember to keep track of notes, emails, texts, and conversations. Always follow up on agreements with a note summarizing what was agreed to and any timelines. Building a solid relationship with your child’s teachers will help you address potential difficulties while they are minor issues and build trust among all team members. Discuss all the efforts that are helping your child. Keep communication lines open by responding promptly and respectfully, and reach out to school staff with positive feedback, as well as for problem-solving concerns.

Tip 4: Ask questions.

The Individualized Family Service Plan (IFSP) and Individualized Education Program (IEP), or Section 504 Accommodations Plan, are the heart of how your child will receive services, accommodations, and modifications tailored to their unique needs. Never feel that you shouldn’t ask questions. Terms can change from place to place, but what the service includes will follow strict guidelines set up through the Individuals with Disabilities Education Act (IDEA) and the Americans with Disabilities Act (ADA). Since you will be the single consistent factor in your child’s educational career, the more you know, the better you can collaborate and plan within the IEP or 504 teams. Locate and contact the Parent Training and Information (PTI) center in your new state to assist you in navigating this process. Students and families in Washington State may contact PAVE for one-on-one support, information, and training through our Get Help request form.

Tip 5: Include your student.

All people need the ability to understand and communicate their needs and wants. The ultimate goal for our children is to help them become self-advocates to the best extent they are capable and comfortable. Providing them with tools early and on an ongoing basis will help them plan for their future. In the long run, it will help them to be the driver of services they need and want.

It’s PCS Time! Social Story

This original social story, “It’s PCS Time!”, is made to help military kids understand and handle the feelings that come with moving. A PCS can be confusing and emotional for children who might not know why they have to leave their home, friends, and routines. This story uses simple words and pictures to explain what happens during a move, helping kids feel more ready and less worried. Parents can read this story with their child to talk about the move, help them feel understood, and make the change feel a little less scary. Reading it before, during, and after the move can help kids feel more comfortable in their new home.

Download It’s PCS Time! Social Story:
English | German Deutsch | French Français | Spanish Español | Tagalog

Learn More

These are just a few tips on navigating the special education and medical systems when PCS’ing. If you want to learn more, register for an upcoming STOMP workshop or webinar.

Military Interstate Children’s Compact Commission (MIC3), Part 3: How the Compact Protects Academic Progress toward Graduation 

Posted on by Nicol Walsh

The Military Interstate Children’s Compact Commission (MIC3, pronounced “mick three”) is the more commonly used name for the Interstate Compact on Educational Opportunities for Military Children.

A Brief Overview 

  • This is part of a three-part series on this topic of MIC3. This article continues from Military Interstate Children’s Compact Commission (MIC3), Part 1: The Impact of MIC3 on Military Families and Part 2: Supporting Appropriate Placement and Inclusion of Military Families. 
  • Under MIC3, schools must place military children in courses and programs based on placement and assessments performed by the sending school. 
  • Schools and districts may waive course requirements for placement and/or graduation, if a child has met the sending school’s requirements for grade advancement, placement, or graduation. 
  • A child with an Individualized Education Program (IEP) or Section 504 Plan must receive comparable services and reasonable accommodations or modifications until the receiving school can re-evaluate the child. 
  • A child may be allowed additional excused absences for deployment-related activities when approved by the superintendent or school principal. 
  • MIC3 provides guidance for when and how schools must explore alternative means for military children to complete graduation requirements, which may include allowing the student to receive a diploma from the sending school after relocation. 
  • The receiving school shall accept exit exams conducted by the sending school or, if that is not possible, the receiving school must arrange for the child to get their diploma from the sending school. 

Introduction

MIC3’s rules provide consistent guidelines for how public schools address the most common challenges military-connected students experience during a PCS (permanent change of station, the military’s term for “relocation”). MIC3 has been adopted by all 50 states and the District of Columbia. Washington codified MIC3 into state policy as RCW 28A.705.010.  

Placement and Attendance 

MIC3 helps students obtain appropriate placement by addressing: 

  • Course and educational program placement. 
  • Special education services. 
  • Deployment-related absences. 

Course and Educational Program Placement 

Under MIC3, after enrollment, the receiving school must place the child in the appropriate courses or programs based on what they were in at the sending school or educational assessments conducted by the sending school. This includes but is not limited to honors, gifted and talented, advanced placement; vocational, technical, and career pathways; and English as a Second Language (ESL). The receiving school may evaluate the child later to ensure the child meets the receiving school’s criteria for eligibility in specific classes or programs. If the receiving school doesn’t offer a similar course or program but another school in the district does, the district may let the child take part in the courses where they are available. 

The U.S. Department of Education emphasized the need for timely evaluations and eligibility determinations for military-connected children in the Letter to State Directors of Special Education on Ensuring a High-Quality Education for Highly Mobile Children (issued November 10, 2022). 

The MIC3 allows receiving schools the flexibility to waive specific course requirements when a student has met the sending school’s criteria for advancing to the next grade level. For instance, if a student completed a 6th-grade Civics class at the sending school, but the receiving school mandates a different course before moving on to 7th grade, the receiving school can waive this requirement if the student has met the criteria from the previous state. Transcripts should reflect the student’s eligibility for the next grade, and if needed, the receiving school can contact the sending school for detailed course descriptions. MIC3 State Commissioners can assist parents in exchanging information between districts for Compact-related issues, including course content. 

However, Department of Defense Dependent Schools (DODDS) overseas are not covered by the MIC3. Families relocating to these overseas schools must request a cross-comparison of credits. The placement of the child in these schools is determined by the DoDDS school system, and it may not follow the same process as state public schools in the United States. 

Special Education Services 

 The Interstate Compact mandates that receiving schools must adhere to laws governing students with special education needs, including the Individuals with Disabilities Education Act (IDEA) and Section 504 of the Rehabilitation Act. When a child arrives with an Individualized Education Program (IEP) or a 504 Plan specifying accommodations, the new school is required to provide comparable services and support to meet the child’s needs. This includes services like Extended School Year (ESY), and these services should continue until assessments indicate that the child no longer requires them. However, MIC3 does not cover Individualized Family Services Plans (IFSPs) because these plans are state-specific, and the availability of early intervention services varies widely among states. Eligibility for services is determined by the receiving state, and there is no guarantee that the child will receive the same services. 

In cases involving a child with a Section 504 or ADA Title II plan, the receiving school must provide reasonable accommodations or modifications to ensure equal access to education. Regardless of whether it’s an IEP, 504 Plan, or Title II Plan, the receiving school has the authority to evaluate the child later to assess the continued appropriateness of their educational plan. To facilitate this process, parents are advised to maintain paper copies of their child’s educational plans, service agreements, evaluations, progress reports, and records from sources outside of the school. Sharing these documents, along with unofficial records, can help the receiving school better understand what has and hasn’t been effective for the student in the past. 

Deployment

Under MIC3, schools can allow additional excused absences for a child whose military parent is called to duty for, is on leave from, or just returned from deployment to a combat zone or combat support posting. The district superintendent or school principal has the authority to make this decision, as well as to limit the number or length of excused absences to make sure a child doesn’t miss too much school. Often, military families may request this time to celebrate the holiday with a servicemember who was deployed during the calendar event, or to visit family following long separations. 

Graduation 

MIC3 seeks to help students graduate on time with guidance regarding: 

  • Transfers during senior year. 
  • Waiving graduation requirements. 
  • Exit exams. 

Waiving Graduation Requirements 

MIC3 instructs the receiving school to waive courses that would otherwise be required for graduation when the student has completed similar courses that met the graduation requirements at the sending school. For example, if the student completed the two of the three mathematics classes required before graduation at the receiving school but the third class, Everyday Math, wasn’t offered at the sending school. Instead, the student took a class called Applied Mathematics that covered similar content. The receiving school may waive the requirement for Everyday Math when shown proof that the student learned the same or similar content in Applied Mathematics. 

If a child already qualified to graduate from the sending school (all required coursework completed satisfactorily), and the receiving school does NOT waive their own required coursework, the receiving school must give the child an “alternative means” of getting the required coursework so the student can graduate on time. If the child transferred at the beginning of or during their senior year and all alternatives have been looked at but the child is still not eligible to graduate from the receiving school; then, the receiving school and sending school can make sure the child gets a diploma from the sending school. 

Exit Exams

The receiving state shall accept exams from the sending state that are required for graduation, including end-of-course exams, national norm-referenced achievement tests, and alternative testing, in place of testing requirements for graduation in the sending state. If a child transfers to the receiving school in their senior year, and the receiving school can’t accept the exams from the sending school, then the receiving school must arrange for the child to get their diploma from the sending school. 

Learn More about MIC3 

This is part of a three-part series on this topic of MIC3. Military Interstate Children’s Compact Commission (MIC3), Part 1: The Impact of MIC3 on Military Families introduces the scope and purpose of MIC3. Part 2: Supporting Appropriate Placement and Inclusion of Military Children outlines MIC3’s guidelines for how public schools address challenges related to enrollment and eligibility. This article explores MIC3s placement, attendance, and graduation provisions. 

Support with Compact-Related Issues 

Parents can use this Step-by-Step Checklist to resolve issues that fall under the provisions of MIC3 For additional support, parents may contact their School Liaison, Parent Center, or MIC3 State Commissioner. As the parent center of Washington State, PAVE provides training to military-connected families, individuals with disabilities, and professionals through the STOMP program. Parents seeking individualized support may contact PAVE through the Get Help Form. 

Additional Information 

Military Interstate Children’s Compact Commission (MIC3), Part 2: Supporting Appropriate Placement and Inclusion of Military Families 

Posted on by Nicol Walsh

A Brief Overview 

  • This is part of a three-part series on this topic of MIC3, which continues from Military Interstate Children’s Compact Commission (MIC3), Part 1: The Impact of MIC3 on Military Families. The third part of the series is Military Interstate Children’s Compact Commission (MIC3), Part 3: How MIC3 Protects Academic Progress toward Graduation.  
  • MIC3 allows military parents to hand-carry “unofficial” (temporary) school records from the sending school to give to the receiving school for enrollment. 
  • The sending school must provide official records within ten business days of the receiving school’s request. 
  • If students have not been immunized, they have 30 days from enrollment to get the required shots or receive the first shot in a series. 
  • If a child was enrolled and attending kindergarten at the sending school, they must be allowed to enroll and continue at the receiving school, regardless of the school’s age requirement.  
  • A military child can keep going to the school in the school or district they have been attending, even if the person they are living with is in a different school district. 
  • MIC3 allows flexibility concerning extracurricular activities to include military children even if they can’t meet an application deadline. 

Full Article 

The Military Interstate Children’s Compact Commission (MIC3, pronounced “mick three”) is the more commonly used name for the Interstate Compact on Educational Opportunities for Military Children. MIC3’s rules provide consistent guidelines for how public schools address the most common challenges military-connected students experience during a PCS (permanent change of station, the military’s term for “relocation”). Washington codified MIC3 into state policy as RCW 28A.705.010.  

Enrollment 

MIC3 seeks to prevent students from losing academic time with enrollment provisions that address: 

  • Unofficial or hand-carried records. 
  • Official records and transcripts. 
  • Immunization requirements. 
  • Kindergarten and first-grade entrance ages. 

Unofficial or Hand-Carried Records 

MIC3 allows military parents to hand-carry photocopied or “unofficial” (temporary) school records from the sending school to give to the receiving school. Waiting for the original official transcripts can be time-consuming and not beneficial to the student since receiving official documentation from another state or overseas can take weeks. Under MIC3, the receiving school must use the unofficial records for the child’s enrollment. The unofficial records must include attendance records, academic information, and grade placement (part of the primary documents package). 

Official Records and Transcripts 

It is the receiving school’s responsibility to immediately request an official set of records (transcripts) from the sending school. The sending school must send out the official records within ten business days, with extensions allowed for school breaks. After school staff return from a break, the official records must be provided within ten business days.  

Immunization Requirements 

If a child hasn’t already had the immunizations (shots to protect against certain diseases) the receiving school requires, the student has 30 days from enrollment to get the shots. If the child needs a series of shots to be immunized, they must get the first shot within 30 days. The school may require a negative test for tuberculosis, which is not an immunization and, therefore, not covered by MIC3. 

Kindergarten and First Grade Entrance Ages 

When enrolling a child in school, MIC3 enables them to enter the grade they were in at the sending school. Suppose a child was enrolled and already attending kindergarten at their previous school. In that case, the new school must allow the child to enroll in kindergarten even if the age requirement differs. Suppose the child should be starting first grade. In that case, MIC3 says that if the child completed the previous grade in the sending school (including kindergarten), they could enroll in the next grade at the receiving school, even if the age requirements differ. The letter or transcript from the sending school must show the child’s attendance in kindergarten if the concerns is about kindergarten eligibility. 

Eligibility 

Regarding eligibility, MIC3 provides guidance on the issues of: 

  • Special power of attorney with guardianship. 
  • Extracurricular activities. 

Special Power of Attorney with Guardianship 

During deployments and other military mobilizations, children of servicemembers may live with another family member, non-custodial parent, or guardian through a Military Family Care Plan. Under MIC3, a military child can keep going to the school in the school or district they have been attending, even if the person they are living with is in a different school district. The school district cannot charge local tuition for living outside the district under these circumstances, except for optional programs offered by the school or district. The person taking care of the child will be responsible for transporting the student to the school while the child resides out-of-district. At enrollment, if not given to the school earlier, the parent or guardian must be provided with the Military Family Care Plan, Special Powers of Attorney, and/or custody orders. 

Extracurricular Activities 

States and local schools can be flexible so military children can be in sports and extracurricular activities, even if the child can’t meet an application deadline, including tryouts, seasonal conditioning, and other prerequisites instituted by the district or team supervisor. The child will still have to meet the eligibility standards for the activity, such as auditioning for sports or a music program. MIC3 requires that school and district programs make “reasonable efforts” to allow military children to participate in extracurricular activities, but this does not include holding open or creating additional spaces. MIC3 does not apply to state athletic associations, like travel teams or sportsman clubs, which are not a part of state or district education systems. 

Support with MIC3-Related Issues 

Parents can use this Step-by-Step Checklist to resolve issues that fall under the provisions of MIC3. For additional support, parents may contact their School Liaison, Parent Center, or MIC3 State Commissioner. As the parent center of Washington State, PAVE provides training to military-connected families, individuals with disabilities, and professionals through the STOMP program. Parents seeking individualized support may contact PAVE through the Get Help Form. 

Learn More about MIC3 

This article is part of a three-part series on the topic of MIC3. Military Interstate Children’s Compact Commission, Part 1: The Impact of MIC3 on Military Families introduces the scope and purpose of MIC3. This article outlines MIC3’s guidelines for how public schools address challenges related to enrollment and eligibility. Part 3: How MIC3 Protects Academic Progress toward Graduation explores MIC3’s placement, attendance, and graduation provisions. 

Additional Information 

Military Interstate Children’s Compact Commission (MIC3), Part 1: The Impact of MIC3 on Military Families 

Posted on by Nicol Walsh

A Brief Overview 

Full Article 

The Interstate Compact on Educational Opportunities for Military Children was created to provide a smooth transition for military children as their families relocate from installation to installation during a permanent change of station, or PCS (the military’s word for “relocation”). Often referred to as the MIC3 (“mick three”) for Military Interstate Children’s Compact Commission. MIC3 was created to address the most common challenges military-connected students experience while relocating. MIC3 helps students keep from losing academic time during military-related relocation, obtain appropriate placement, and be able to graduate on time. All 50 states and the District of Columbia participate. Washington State implements MIC3 as a state policy under RCW 28A.705.010. 

Applicability of MIC3 

MIC3’s rules provide consistent guidelines for how public schools address the most common challenges military-connected students experience when relocating. MIC3 rules only affect students in public schools and Department of Defense Dependent Schools (DODDS) from kindergarten to 12th grade if their parent falls into one of these categories: 

  • An active-duty service member, including members of the National Guard and Reserve activated under Title 10. 
  • A veteran for one year following medical discharge or retirement. 
  • A service member who died on active duty for one year after the death. 
  • A uniformed member of the Commissioned Corps of the National Oceanic and Atmospheric Administration (NOAA), and the United States Public Health Services (USPHS). 

MIC3 State Representation 

The MIC3 operates through a network of state commissioners, and each U.S. state and territory has its own MIC3 State Commissioner. These commissioners are typically appointed or designated by the state or territory governor and serve as the point of contact for military families, educators, and other stakeholders within their jurisdiction.  

The Commission ensures that Member States adhere to the Interstate Compact on Educational Opportunity for Military Children (MIC3). Its primary responsibilities encompass three main areas: 

  1. The Commission ensures that each Member State establishes a state commissioner, a designated authority responsible for overseeing MIC3 compliance within their respective state. 
  2. It ensures the establishment or development of a state council in each state, facilitating communication and coordination among key stakeholders. 
  3. The Commission ensures Member States’ compliance with MIC3 rules, regulations, and by-laws, as well as their state statutes, to ensure uniform educational opportunities for military children across state lines.  

In 2009, Washington State adopted MIC3 and appointed the current Washington Commissioner. 

Key Provisions of MIC3 

MIC3 doesn’t address all issues military families encounter, but it provides clear and consistent guidance for critical issues related to: 

  1. Enrollment, 
  2. Eligibility, 
  3. Placement and attendance, and 
  4. Graduation. 

Support with MIC3-Related Issues 

Parents can use this Step-by-Step Checklist to resolve issues that fall under the provisions of MIC3. For additional support, parents may contact their School Liaison, Parent Center, or MIC3 State Commissioner. As the parent center of Washington State, PAVE provides training to military-connected families, individuals with disabilities, and professionals through the STOMP program. Parents seeking individualized support may contact PAVE through the Get Help Form. 

Learn More about MIC3 

This is part of a three-part series on this topic of MIC3, which continues in Military Interstate Children’s Compact Commission (MIC3), Part 2: MIC3 Supporting Appropriate Placement and Inclusion of Military Children, and Part 3: How MIC3 Protects Academic Progress toward Graduation. 

Additional Information 

MIC3 Step-by-Step Checklist-Resolve School Issues with the Interstate Compact

Posted on by Barb Koumjian
Download the MIC3 Step by Step Checklist

This resource shows you specific steps to take to resolve school issues for your child, using the Interstate Compact on Educational Opportunity for Military Children.  It gives you contact information for people who can help you with different situations covered by the Compact. 

The Interstate Compact on Educational Opportunity for Military Children (“the Compact”) is an agreement among all 50 States and the District of Columbia to address certain school transition issues for military children consistently, from State to State. It’s often known by the acronym MIC3 (“mick-three”), which stands for Military Interstate Children’s Compact Commission, after the commission responsible for designing it and getting it passed as legislation. The Compact applies to a student if he or she is a school-aged child enrolled in kindergarten through 12th grade, when their parent is a(n):

  • Active-duty member of the uniformed services, including members of the National Guard and Reserve on active-duty orders (Title 10)
  • Member or veteran for one year following medical discharge or retirement
  • Member who died on active duty, for one year after the death
  • Uniformed member of the Commissioned Corps of the National Oceanic and Atmospheric Administration (NOAA), and United States Public Health Services (USPHS)

What Does the Compact Helps With?

The Compact provides uniform policy guidance for how States respond to the most common challenges highly mobile military families experience, including:

  1. Temporarily accepting unofficial school records for enrollment and conditional placement
  2. Requiring schools to transfer official school records within ten (10) business days with adaptations in specific situations
  3. Starting ages for kindergarten and first grade
  4. Continuing Special Education, Accommodations and Modifications following a move
  5. Waiving State-specific course requirements to avoid repeating courses
  6. Getting the right program or course placement
  7. Accepting specific testing alternatives in place of those required for graduation in the receiving state
  8. Allowing a student to complete their diploma through the sending school while finishing their education at the receiving school
  9. Requiring that schools make a reasonable effort to ensure that eligible students can take part in extra-curricular activities
  10. Excusing absences related to deployment activities

What are My Responsibilities as a Parent?

Make sure you have completed your responsibilities under the Compact before you try to apply it to your student’s situation.

  1. Gather and provide a copy of your student’s basic document package, including:
  2. Birth certificate
  3. Shot record (immunizations)
  4. Letter or transcript from the sending school showing attendance, academic information, and grade placement
  5. Official military orders
  6. Family Care Plan or proof of guardianship if the child lives with another family member or legal guardian
  7. Add any extra records related to a specific issue. If your child has an Individualized Education Program (IEP), or a Section 504 or ADA Title II plan, include this in the documents package.  Keep paper copies of the plan or program, service agreements, evaluations and progress reports, and records from non-school sources.
  8. Make copies of all documents and never give away your last copy. Hand-carry the entire documents package to the receiving school.
  9. Read the Compact to understand what it does and does not do.  The Parent Guide provides an overview of the Compact and the Compact Rules contain the full policy document to guide how the Compact applies to a situation.
  10. Know who to contact for help resolving a conflict with an issue covered by the Compact. (See Steps 2 and 3, below)

Step-by-Step Suggestions for Using the Compact

Step 1: Try to resolve the issue at the school level. 

Contact your child’s school principal or other top-level school administrator.  You can usually find email information on your child’s school or district website, or you can call the school’s front office.

Keep a written record of what happens. To have a record, either contact by email, or if you speak to them in person or by phone, send a follow-up email or letter (keep a copy of the letter). When you get a response, keep the response email or letter. Keep all emails or letters about this issue in the folder or binder where you keep all your child’s school records and information.

Here are some things to include in the letter or email:

  • Describe the issue
  • State that your child is covered by the Interstate Compact on Educational Opportunity for Military Children
  • Describe what you have already done (provided documents, called the school, etc.)
  • Ask the school to resolve the issue
  • Ask for a response by email or by letter
  • Attach a copy of or link to the Compact rules document
  • Attach copies of your child’s basic document package and any additional information needed

Step 2: If the issue is not fixed by the school’s principal or top administrator, contact either your Parent Center (for issues about special education, supports and services, Section 504, or ADA Title II Plan) or School Liaison for help. They are familiar with the process and can connect with the most useful staff to resolve your child’s situation.

Parent Centers are federally funded organizations in each State, District of Columbia, and US Territories. They work with families of infants, toddlers, children, and youth with disabilities, birth to 26. They will provide you with state-specific training and information, so you can resolve issues relating to your child’s disabilities. Parent Centers can help you whether your child attends a public school or a Department of Defense Education Activity (DoDEA) school.

School Liaisons connect students and families with information, resources, and people. They are the point of contact between an installation’s military families and local schools and school districts. They are experts in the complications that can come up during a PCS to a new duty station.

Step 3: If the issue continues despite involving your Parent Center and/or School Liaison, contact your MIC3 State Commissioner.  The State Commissioner is responsible for knowing their state’s compact statute.  They assist in informal dispute resolution between military families, school districts, and others involved.  To locate your State Commissioner’s contact information, click on your state in the interactive map. 

More Assistance and Information:

Military Onesource searchable database (School Liaison contact information)

The MIC3 Parent Toolkit is a downloadable pdf with all the links you need related to using the Compact.

Learn about the role of School Liaisons

MIC3 contact form to request help with a school issue

Find Compact legislation in your state

OSEP (Office of Special Education Programs) Letter to State Directors of Special Education on Ensuring a High-Quality Education for Highly Mobile Children (Policy Support 22-02)

Download the MIC3 Step by Step Checklist