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�ORIENTATION �TO THE �INTERSTATE COMPACT

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Welcome, Ladies and Gentlemen, to the very first Webinar of the Children’s Interstate Children’s Compact Commission.

I am Steve Hogan, the Executive Director, and will be your moderator today. Rosemarie Kraeger, the Training and Public relations Committee Chair, is on line with us as well, and it is in support of her committee that the Webinar format we will be trying today. Good Afternoon Rosemarie.

Also with me, is John Mathews and Richard Pryor, from the National Office, who will receive your written questions at any time, but we would prefer that questions through the microphone, be taken at the end of the presentation.

The Purpose of todays Webinar is to orient the audience towards the basic foundation, purpose, scope, and function of the compact, while also testing the viability of this format for future iterations. This is scheduled to be the first of four such hosted Webinars, in support of training the Commission in the states, and other interested stakeholders. We are so very pleased that you were able to join us today

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Key Issues �Affecting Military Students

Typical student experiences between 6-9 transitions
Adjustment to New School Setting
Transfer of Services for Special Education
Incompatible Graduation Requirements
Redundant / Missed Testing
Transfer of Coursework and Grades
Transfer of Records
Exclusion from Extra-curricular Activities

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Academic Issues

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Key Issues �Affecting Military Students

Social and Emotional Needs - New Friends/Peers
Typical deployments vary from 45 days – 1+ yrs
Deployments can be sudden / no notice
Recent AF survey showed that even parents who don’t deploy cope more poorly due to increased work load
Issues can also begin during reintegration when the military member returns

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Interpersonal Issues Affecting Performance

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Background and Status

Developed by The Department of Defense, with assistance from The Council of State Governments

Input and assistance from national associations, federal and state officials, and departments of education and superintendents

Adopted by 48 states and the District of Columbia (approximately 98 percent of military school-age children in the US)

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Member States

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Major Points

The Compact addresses key educational transition issues encountered by military families including enrollment, placement, attendance, eligibility and graduation.

Children of active duty members of the uniformed services, National Guard and Reserve on active duty orders, and members or veterans who are medically discharged or retired for one year are eligible for assistance under the Compact.

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Major Points

Compact designed to resolve recognized education transition issues

Compact not intended to impact curriculum or local standards of education

Recognizes the authority and responsibility of states and local education agencies
Would have been a major obstacle in obtaining state membership

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Compact Content

Article I – Purpose
Article II – Definitions
Article III – Applicability
Article IV – Enrollment
Article V – Placement and Attendance
Article VI – Eligibility
Article VII – Graduation
Article VIII – State Coordination
Article IX – Interstate Commission

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Article IV - Enrollment

Educational Records

Immunizations

Entrance Age (Kindergarten)

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Article V - Placement and Attendance

Course and Program Placement

Special Education Services

Placement Flexibility

Absence Related to Deployment

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In Article five, placement and attendance, the compact stipulates that the receiving state shall initially honor the placement of a student at the point in their educational career where the sending state ended.

This pertains to Honors courses, advanced placement, vocational training, etc. Essentially, this function of the compact seeks to be he bridging agent described earlier, and the least disruptive option, generally.

The Receiving state still have the authority to subsequently assess the student, and determine if this placement is the best course for the student

Special education requires comparable services, to be provided for those students with special needs, based upon the child’s current Individualized Education Program- and is in compliance with the Individuals with Disabilities Education Act, in order to provide the special needs military child with equal access to education.

Subsequent evaluations to determine further courses of action are also discussed, as appropriate, and within the authority of the receiving state.

In respect to absences related to deployment activities, excused absences of a reasonable duration are stipulated for a child with a parent either returning from, or departing to a combat zone deployment. This amount of excused absence is left at the discretion of the superintendent

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Article VI – Eligibility

Enrollment

Extracurricular Participation

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Article VII – Graduation

From Receiving State

From Sending State

Exit Exams

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in article seven, the compact addresses graduation requirements, which is likely the aspect of the compact with the greatest urgency and impact.

Essentially, it looks to cooperative solutions to ensure that a student, who has measured up to their part of the bargain, will not be delayed receiving a diploma if their schools change before or during their senior year.

The receiving state has latitudes to accept or waive required coursework, if similar coursework had been completed, or to identify alternative solutions to facilitate an on time graduation.

If the receiving state is not able to award a diploma, and with all other alternatives being considered, the sending state school may award a diploma contingent upon their own standards, so that again the student will graduate on time.

Additionally, the states shall accept exit exams or end of course exams from the sending state, if practical.

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National Commission Duties

Establish by-laws for the Commission’s governance and for directing the Commission’s actions or conduct.

Establish rules to effectively and efficiently achieve the purposes of the Compact.

Monitor compliance and initiate interventions to address and correct noncompliance.

Coordinate training and education regarding regulations.

Elect the Executive Committee and establish other committees as necessary.

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State Governance

State coordination is governed by Article VIII of the Interstate Compact.
Each State has:

State Commissioner

State Council

Military Family Education Liaison

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Role of State Commissioner

Compact mission & purpose are promoted

Appointment is compliant with Statute

State Council is functioning

Adequate Resources are available

Staff
Training
Capabilities/ Technology

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Role of State Commissioner

Dues are paid
Informal disputes are handled
Working relationships are developed and maintained with:

National Office
Education Departments
State Council Members
School Liaison Officers
Other Commissioners
Military Installations

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State Council Responsibilities

Designed to serve as an advisory and advocacy body
May be tasked with development of policy concerning operations and procedures of the compact within that state.
Assist the State Commissioner with their responsibilities.
Promote and advocate the Interstate Compact to school administrators
State Compact language may differ from the Model, particularly as related to members of the state council (refer to the Compact as adopted in your state.)

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Role of National Office

Resource Center

Technical & Training Assistance
Publications
Website
Directory of States Compact Offices
Legal Assistance/Opinions

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Secretary/Clearinghouse

to the Commission

Documents
Meeting Minutes
Commission Business

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Services Provided

Assist Commission, Committees & State Commissions in carrying out respective missions/goals

Logistical support

Teleconference/Web conferences
On-site Meetings/Trainings

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#1 Priority is to serve the Commission

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MIC3 Website�www.MIC3.net

#1 communication/resource center

Updated frequently

Directory of State Compact Offices

Discussion Forums

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Training Assistance

Presentations
Manuals
Supplemental Materials
Rules
Legal

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Interstate Compact Issues�Case Studies

Kindergarten/1^st grade entry
Enrollment
Placement
Eligibility
Extra-curricular
Exit Exams
Graduation
Each situation is unique – gather all the information before determining how the Compact applies.

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The Compact provides a valuable tool to help our military families!

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Contact

Interstate Commission on Educational Opportunity for Military Children

PO Box 11910�Lexington KY 40578-1910�(859) 244-8069 Phone�(859) 244-8001 Fax�

Commission Website

www.mic3.net

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Outcomes…as a result of this webinar

We will learn why the Interstate Compact was formed.
We will identify the major aspects of the Interstate Compact.
We will identify the major Compact Content areas.

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Why have an Interstate Compact?

Reassignments usually play havoc with the children of military families:

losing and making new friends
adjusting to new cities and bases
changing schools

Much remains to be done at the state and local levels to ensure that the children of military families are afforded that same opportunities for educational success not penalized or delayed in achieving their educational goals.

Most military children will have six to nine different school systems in their lives from kindergarten to 12th grade.

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Interstate Compact in Law

The Interstate Compact is adopted as law by the State Legislature.

Certain parts may vary from state to state, but the bulk of the Interstate Compact is the same.

(Place State Statute of Code reference HERE)

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MIC3 Workflow Model

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MIC3 Organization

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Executive Director

Stephen R. Hogan

Program Specialist

John Matthews

Operations Coordinator

Richard Pryor

General Counsel

Rick Masters

(Contract Employee)