Tag: PAVE

Exceptional Family Member Program (EFMP), Part 2: How Does EFMP Benefit Military Families?

Posted on by Nicol Walsh
Download the EFMP Enrollment Checklist

A Brief Overview

  • This is part of a two-part series on this topic of the Exceptional Family Member Program (EFMP). This article continues from Part 1: What Makes a Military Family Exceptional?
  • EFMP consists of three parts that work together for identification and enrollment, assignment coordination, and family support.
  • An off-site centralized office within the branch of service determines eligibility for EFMP and level of need.
  • Enrollment should be updated when there is new medical or educational information, and at least every three years.
  • EFMP enrollment ensures the family member’s needs are considered in the assignment process, although the military requirements take priority.
  • EFMP Family Support provides nonmedical case management, information, resources, and support.
  • Beginning in 2023, eligible families may access 20-32 hours of EFMP respite care per month through their branch of service, depending on level of need and availability of services.
  • Get the most from EFMP by contacting the installation’s Family Support office for information, resources, and support.

Full Article

The Exceptional Family Member Program (EFMP) is a mandatory program for all branches of the U.S. Armed Forces that helps military dependents with special medical or educational needs. The Army, Navy, Air Force, Marine Corps, and Space Force each have an Exceptional Family Member Program (EFMP). The Coast Guard, which operates under the authority of the Department of Homeland Security, has a similar program called the Special Needs Program (SNP).

EFMP is made up of three parts that work together to provide:

  1. Identification and Enrollment
  2. Assignment Coordination
  3. Family Support

Identification and Enrollment 

This is the entry point for EFMP. When the service member turns in the enrollment forms, they are sent for processing to an off-site centralized office within the branch that will determine eligibility and the level of need. The decisions are made by medical document reviewers who do not meet or speak with the dependents. Upon completion, the servicemember will receive a letter of verification from the EFMP program for their branch of service.

The same office will determine eligibility for TRICARE’s Extended Care Health Option (ECHO) supplemental medical insurance plan.

EFMP enrollment should be updated anytime the family member has new medical or educational information, and at least every three years.

Assignment Coordination

Once a family member is enrolled in the program, personnel and medical departments coordinate future duty assignments with consideration of the family member’s medical or educational needs. Although the family member’s needs are considered in the assignment process, military requirements take priority for assignment decisions. Orders that accommodate the family member’s needs may include:

  • Accompanied assignment only to locations that have services and resources to support the family member’s medical or educational needs.
  • Unaccompanied assignment, in which the servicemember relocates to the new duty station without the dependents, for a shorter duration than standard duty rotations.

If a service member disagrees with the availability or lack of availability of services at their next duty station, Department of Defense (DoD) Instruction 1315.19 (issued June 2023) provides them up to 14 calendar days from the date of the original assignment notification to request a second review and submit updated medical or educational information. A service being “available” does not mean the family won’t encounter a waiting list for these services, providers who are no longer taking clients or patients, or other interruptions in services.

Families enrolled in EFMP should ensure their paperwork is complete and current before assignment and permanent change of station (PCS) to a new duty station. Get ahead of assignment coordination and allow time for updates to be processed by updating the enrollment forms before the servicemember’s window opens for selecting orders.

Enrollment in EFMP does not prevent the service member from deploying or taking an assignment on unaccompanied orders.

Family Support

This is the department that directly serves families with nonmedical case management and support, including:

  • Information about local military and community programs, services, and supports.
  • Partnering with the School Liaison to provide information about early intervention services, special education, and school-based supports for students with disabilities.
  • Assistance with navigating DoD medical, educational, and counseling systems.
  • Local programs and activities for the benefit of families enrolled in EFMP, such as support groups, classes, and regional or installation events.
  • Warm handoffs to EFMP programs and School Liaisons at the next duty station.

Beginning in 2023, EFMP family support providers are required to personally contact each family assigned to their caseload and every family using the respective service’s respite care program at least once annually.

Find your EFMP enrollment or family support. In the drop-down menu for “Program or service”, select “EFMP Family Support” or “EFMP Enrollment”. Then, select your location from the drop-down menu labeled “Location based on”.

Respite Care

Eligibility requirements for EFMP respite care differ by branch of service and availability of services varies by location. The 2023 DoD Instruction 1315.19 standardized the respite care hours to 20-32 hours per month, across all branches of service, depending upon level of need of the eligible family member. It also extended coverage to include adult dependents and added the opportunity for eligible families to request additional services based on exceptional circumstances.

EFMP respite care is not an entitlement program, but a benefit available only to those who qualify. However, families who are ineligible for EFMP respite care may be able to access community-based respite care programs. EFMP respite care is also separate from TRICARE’s ECHO respite and ECHO Home Health Care (EHHC) respite programs, both with their own eligibility requirements.

Getting the most benefit from EFMP

Families enrolled in EFMP can get the most benefit from EFMP by contacting their installation’s Family Support office to:

  • Connect with the Family Support office at the new duty station to facilitate services and supports prior to a PCS
  • Locate resources at the state and local levels, such as civilian respite programs and disability-specific events
  • Identify state and federal benefits for which the enrolled family member may be eligible, such as Medicaid waivers, Vocational Rehabilitation, and scholarships for individuals with disabilities

The DoD developed the EFMP Family Support Feedback Tool as a method for families who have accessed their installation’s EFMP Family Support to provide feedback about their experiences. This information applies to the DoD’s Office of Special Needs’ policy development and program improvements for all branches of services.

Download the EFMP Enrollment Checklist.

Learn More about EFMP

This is part of a two-part series on this topic of the Exceptional Family Member Program (EFMP). This article continues from Part 1: What Makes a Military Family Exceptional?

STOMP (Specialized Training of Military Parents) provides information and resources to military families, individuals with disabilities, and both military and civilian professionals serving military families enrolled in EFMP. Register for upcoming STOMP workshops and webinars to learn more about the lifespan of benefits available to military families under federal law and military programs.

Military OneSource is an official DoD website and a information hub for all aspects of military life. EFMP & Me, a companion website managed by Military OneSource, organizes hands-on tools, federal and state information, military and civilian services and resources, and related supports and programs in one place.

Additional Resources

Exceptional Family Member Program (EFMP), Part 1: What Makes a Military Family Exceptional?

Posted on by Nicol Walsh
Download the EFMP Enrollment Checklist

A Brief Overview

  • This is part one of a two-part series on this topic of the Exceptional Family Member Program (EFMP). This article continues in Part 2: How Does EFMP Benefit Military Families?
  • Every branch of the U.S. Armed Forces is required to have a program for dependents of active-duty service members (ADSMs) with special medical or educational needs called the Exceptional Family Member Program (EFMP).
  • The Coast Guard is the only branch of service that uses a different name for their program – the Special Needs Program (SNP).
  • Enrollment is mandatory for all dependents of active-duty service members who have a special medical or educational need, regardless of the dependent’s age.
  • The two standardized enrollment forms are available on Military OneSource and, where available, on branch-specific websites.
  • Enrollment support is available on installation at family support centers.

Full Article

The Exceptional Family Member Program (EFMP) is a mandatory program for all branches of the U.S. Armed Forces that helps military dependents with special medical or educational needs. The Army, Navy, Air Force, Marine Corps, and Space Force each have an Exceptional Family Member Program (EFMP). The Coast Guard, which operates under the authority of the Department of Homeland Security, has a similar program called the Special Needs Program (SNP).

Purpose and Intent

The purpose of the EFMP is to –

  • identify dependents of servicemembers with special education or medical needs,
  • make sure the family’s needs are considered during the assignment process,
  • connect families with resources and assistance wherever they are assigned, and
  • assist with questions, concerns, and resources.

Although the purpose of EFMP and SNP are the same across all branches of service, there are some differences with names, procedures, and forms. There are also differences by installation, such as the availability of respite care providers and services provided by EFMP Family Support.

Eligibility

Enrollment in EFMP is mandatory for eligible dependents of active-duty service members (ASDMs). It is not an age-limited or age-specific program; dependent children and adults, including spouses, incapacitated adults (unmarried adult children with disabilities, parents and parents-in-law, and other adult dependents), must be enrolled in EFMP if they meet one of the following criteria:

  • Have special medical needs, including chronic and/or mental health conditions, that require ongoing treatment from medical specialists.
  • Have significant behavioral health concerns.
  • Are eligible for or receive early intervention services (EIS) through an Individualized Family Service Plan (IFSP) for infants and toddlers (ages 0-3).
  • Are eligible for or receive special education services through an Individualized Education Program (IEP) for students aged 3 through 21.

National Guard and Reserve personnel with family members who have special medical or educational needs may be eligible during the time period when the service member is called for active-duty orders under Title 10 (10 U.S.C.).

Enrollment

Enrollment in EFMP or SNP begins with two enrollment forms that are available for download from Military OneSource:

  • DD Form 2792, “Family Member Medical Summary”: This form must be completed by the family member’s TRICARE-authorized primary care provider. This can be either the primary care manager or a specialty care provider.
  • DD Form 2792-1, “Special Education/Early Intervention Summary”: The instructions state that the child’s IFSP or IEP must also be provided with this form. If the child has an IFSP, is not yet enrolled in school, or is home-schooled, the parents may complete and sign the fields reserved for the educational authority.

Medical providers often require a separate appointment for completing the EFMP paperwork. Ask about the provider’s policy for completing paperwork and how to submit the forms before the visit while scheduling the appointment. The family member’s TRICARE plan and how the provider bills the appointment will determine whether there will be a copay for the visit.

Although all branches of service use the same standardized forms, some of the services have developed website platforms for families to submit the forms electronically.

Save time in the future by keeping a copy of the completed enrollment forms and IFSP or IEP in your home records system. Never give away your last copy!

Help with Enrollment

If this is the first time the family has submitted the EFMP forms, it is a good idea to first take them to the branch-specific military and family support centers on installations for review, including:

Reserve components also have branch-specific military and family support centers.  Learn more about what these programs offer and links to the branch-specific Reserve programs in this article from Military OneSource.

Find your EFMP enrollment or family support. In the drop-down menu for “Program or service”, select “EFMP Family Support” or “EFMP Enrollment”. Then, select your location from the drop-down menu labeled “Location based on”.

Download the EFMP Enrollment Checklist

Learn More about EFMP

This is part of a two-part series on this topic of the Exceptional Family Member Program (EFMP). This article continues in Part 2: How Does EFMP Benefit Military Families?

Additional Resources

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

Posted on by Nicol Walsh

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. 

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”). 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: 

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

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

Friendships & Taking Care of Yourself: PURPAS

Posted on by Nicol Walsh

Great takeaways:

  • Meet new people, have fun, and talk about what you like to do!
  • Find a good new friend, learn to take the bus, manage your money, and learn how to be more presentable.
  • The gym helped me get more in shape and gave me my first job!

“I just wanted to better myself.  To be like a superhero.  And after doing my resume and sending it to the online site << boom >> I got a job!  And joining PURPAS I got new friends and learn how to take of myself.” – Randy

We envision an inclusive community that values the unique abilities, cultures, voices, contributions, and potential of all individuals.  Please join us in sharing Randy’s Recipe for Empowerment!

And if you, or those you know, can make a year-end donation, of any amount, thank you!

Make a donation today

Navigating Life After Early Intervention Services

Posted on by Nicol Walsh

Great takeaways:

  • Get on waitlists and get engaged in community programs!
  • Connect with other parents
  • Grace for yourself & find what works for you!

“Our children are children.  Sometimes they are not ready, and we’re not ready to handle this now.  For example, cold and flu season can be hard to start or add more therapies.  We learned from our wrong turns.”  – Andrea

We hope you found hope, inspiration, and ideas for you, your child, or others you may know. And if you know We hope you found hope, inspiration, and ideas for you, your child, or others you may know.  And if you know of anyone able to donate…any amount – $5, $10, $50.  All donations will help PAVE provide support, training, information, and resources to empower and give voice to individuals, youth and families impacted by disabilities.   Please pass on Arianna & Andrea’s Recipe for Empowerment!

Make a donation today

Make Good Feelings Stick Like Velcro

Posted on by Nicol Walsh

This video provides a mindfulness practice to make good feelings stick like Velcro. When the mind focuses on what’s going well, stress can slide off like Teflon. We’re sort of hard-wired to do the opposite. Click to understand why and learn a trick to hack your nervous system to spend more time thinking about good stuff and feeling mentally well.

FAPE Fits Like a Proper Outfit

Posted on by Nicol Walsh

Have you ever felt like your student’s Individualized Education Program—their IEP—just isn’t a good fit? This short video provides an analogy to help families and schools talk about improvements.

Here are the words that go with the video:

Imagine if the school was responsible to provide a suit of clothes for your student. The clothes must fit in size and style. Let’s pretend your child is eligible for this specially tailored suit because clothes off the rack fit so poorly that the child won’t leave home. This problem is impacting everything.

This is sort of like the school’s responsibility to provide a child who has an IEP with FAPE. FAPE stands for Free Appropriate Public Education. The services delivered through an IEP make education appropriate because they are tailored to fit the child based on their strengths and needs. FAPE is what makes school accessible for a student with a disability.

Let’s go back to pretending that the school must provide a well-fitting suit. Imagine that the school opens a closet and says, “Let’s see what we have in here.” What they pull out might be too big, too small, outrageously mismatched or in colors and patterns that make your child grimace and refuse to get dressed. They might find bits and pieces that work, but chances are high that they won’t be able to put together a whole outfit without trying a little harder and getting out the sewing machine.

That’s like the work of an IEP team—to pull out the tools everyone needs to creatively build a program that is a good fit for the student.

The school is responsible under federal law to provide eligible students with FAPE. Tailoring a program to meet individualized needs in light of the child’s circumstances is part of FAPE. If you think your school is digging around in a closet trying to find a program for your student that is ready made, you can remind them that an IEP is individually tailored to fit the student.

Our Parent Training and Information team at PAVE hopes your IEP team designs a program that outfits your child for a successful journey through education. If you’d like our support, click Get Help from PAVE’s website, wapave.org.

Feel What You Feel

Posted on by Nicol Walsh

When emotions overwhelm us, we sometimes react in ways that we later regret. “Name it to Tame it” is a concept from neuroscientist Dan Siegel. It means that if we identify our emotions and work with them, instead of pushing them away, we are better equipped for self-control. This simple body sensing meditation creates a way to practice emotional self-awareness and build mental muscles for emotional regulation.

For more videos about mindfulness, please go to wapave.org Thanks for watching!