Barkley ES Mascot

School Address and Contact Information


177 Gorgas Avenue
Ft. Campbell, KY 42223-1900
Phone: 270-640-1205
principal.barkleyes@dodea.edu
http://www.dodea.edu/BarkleyES

 

Our Mission

Educate, engage and empower each student to succeed in a dynamic world.

Our Vision

"Caring, Believing, Achieving... Beyond Expectations"

School Improvement Goals

Goal One: Barkley students will increase reading comprehension by utilizing comprehension strategies and skills to include evaluating/ extending meaning, and analyzing text.

Goal Two: All Barkley Students will increase performance in math problem solving skills school-wide by using problem solving processes.


Barkley ES Hours

Grade Regular Hours Tuesday Hours**
K - 5 8:30 a.m. - 3:15 p.m. 8:30 a.m. - 2:05 p.m.
Pre-K AM Session 8:15 - 11:00 a.m. 8:15-11:00 a.m.
Pre-K PM Session 12:15 - 3:15 p.m. 12:15 - 2:05 p.m.

**Tuesdays are Early Release days and only on the first Tuesday of the Month.

School Contacts

Name Staff Position Phone Contact Email
Registrar
270-640-1205
School Secretary
270-640-1205
School Secretary
270-640-1205
School Nurse/Health Aide
270-640-1205
Administrative Officer
270-640-1205
2nd Grade Instructional Support: Reading
 
Speech
 
Occupational Therapist
 
Speech
 
School Psychologist
 
Physical Therapist
 
Information Specialist
 
School Counselor
 
Physical Education
 
Instructional Support: Reading
 
Instructional Support: Math
 
School Meals Program
270-640-1205 ext. 5260
Physical Education
 
Assessor
 
Webmaster: Educational Technologist
 
 

 

Handbook Contents

School Calendars
Admin Bios
General Information
Enrollment
Report Card and Testing Information
Special Education
Reporting Abuse Neglect Suicide Risk and Threats
School Counseling Services
School Health Services
Student Rights and Responsibilities
School Security
Student Conduct and Discipline
Technology
Student Transportation
School Policies

School Handbook

Director's Message: Mr. Thomas M. Brady

Thomas M. Brady

Dear Parents, Students, Staff, and Members of Our Community, 

Since the beginning of the COVID-19 pandemic, we have had to be flexible in our approach to instructional delivery, while also remaining steadfast in our commitment to providing every DoDEA student with a first-rate education.  

The health and safety of our students is our top priority. In that regard, this year remains no different.  

We have always believed that instruction in the classroom is the optimal learning environment for most of our military-connected students. Conducting teaching and learning within the familiar environments of our classrooms provides students with stability and continuity. Face-to-face instruction and the routines of school add significantly to success and growth for all students. 

While I am cautiously optimistic that our students will be able to attend school in person throughout the year, we have systems and infrastructure in place to provide remote instruction, on a moment's notice, as local HPCON levels and host nation guidance require. 

As we begin School Year 2021 / 2022, please take a moment to review our COVID-19 Operational Guidelines and Protocols, Version VII.   

These operational guidelines are a key part of DoDEA’s role in total force and the warfighter’s mission readiness. In order to protect the health and safety of our military communities and to maximize in-person learning opportunities for all students, DoDEA will continue to use an integrated package of prevention and control components to avoid transmission of COVID-19 in schools. 

Last year, as a result of our response throughout the pandemic, infection rates among students and staff remained remarkably low. We understand the stress and anxiety that many families feel due to the current circumstances, but I encourage all of us to have confidence that through cooperation, mutual support, and adherence to our operational guidelines, we will continue to learn within a safe and healthy environment, without sacrificing our rigorous educational standards. 

Throughout the COVID-19 pandemic I have been consistently impressed with the dedication, passion, and commitment of our staff, our students, and our families to continuously adapt to each new challenge and overcome every obstacles.  By working together to support one another we have continued to thrive academically and as a community.  

We cannot always predict what challenges the world will place before us on our path, but with dedication and teamwork we can know that we will continue to fulfill our mission to ensure Excellence in Education for Every Student, Every Day, Everywhere. 


Principal's Corner

Welcome to Barkley Elementary School!

 

I am excited to begin year six as a member of the DoDEA family and my second year as the leader of Team Barkley. At Barkley, our teachers create daring classrooms where “…rumble with vulnerability, live into our values, brave the uncertain land of trust, and learn to rise when we fall…” (Daring Classrooms, Dr. Brene Brown) when things do not go our way. This year we will continue to forge ahead in the face of the challenges that face our nation and our world. We will continue to follow the CDC aligned DoDEA guidance as it relates to mitigating risks associated with the spread of COVID-19. We will also continue to do our best to keep our stakeholders informed of any information and policy changes that will impact our school community.

 

In spite of the all of the unknowns we continue to face, of one thing I am sure; at Barkley Elementary School, ALL students, staff, and families matter. As a family we will strive to live our vision of Caring, Believing, and Achieving Beyond Expectations!

 

Your Principal,

 

Mrs. Jenaya Parris

 

 

About Our School

Welcome to the Barkley Elementary School!

Barkley's 21st Century building is designed with the open classroom model. With this model, students will have the benefit of more than one teacher. Teachers will be working collaboratively to ensure that our students thrive in today's world. Barkley's 21st Century model of instruction incorporates certain core competencies including collaboration, digital literacy, critical thinking, and problem-solving. 

A school is made up of the people in the building. Barkley has high-caliber teachers and a dedicated staff all embracing the vision of Barkley--Caring, Believing, Achieving...Beyond Expectations!

The faculty and staff at Barkley live by our vision. We believe that children require a sense of belonging and a spirit of community to become efficient learners. Our school promotes a caring environment coupled with high academic expectations. We believe in our students!

At Barkley Elementary we believe . . . 

A thriving school:

  • is a place where student academic achievement is the highest priority.
  • is a place where all children can learn.
  • is where each student is a valued individual with unique physical, social, emotional, and intellectual needs.
  • is committed to continuous improvement to enable students to become confident, self-directed, lifelong learners.
  • functions as a unified community to promote opportunities for all stakeholders to experience success.
  • is a safe and physically comfortable environment that promotes student learning.

An effective teacher: 

  • is a self-reflective professional that has an intentional focus on developing students' abilities to be creative thinkers and take risks in order to build academic knowledge.
  • develops multi-instructional strategies in order to provide the best support for students learning and enable students to construct a deep understanding of new concepts.
  • encourages and supports students as they experience and try new things that will enhance their ability to solve problems.

A successful students: 

  • applies their learning in meaningful contexts.
  • has positive self-esteem and the ability to show empathy for their peers.
  • values education and strive to achieve excellence.

Alben William BarkleyOur Namesake - Alben William Barkley

Our school is named after Alben William Barkley, who was Vice President of the United States (1949-1953) under President Harry S. Truman.

He was born in Graves County, KY on Nov. 24, 1877 and died suddenly while making a speech at Lexington, VA on April 30, 1956.

Learn more about Alben William Barkley

 

Americas Southeast District SY 21-22

 

 

Admin Bios

Mrs. Jenaya Parris - Barkley ES Principal

Mrs. Jenaya Parris

In 2001, Mrs. Parris began her career in education engaging her passion for young children as a preschool teacher of 4 year-old children while attending Coppin State University in her home state of Maryland. After earning her Bachelor of Science degree in Early Childhood Education, Mrs. Parris joined the Montgomery County Public School system (MCPS). During her tenure in MCPS, she taught 5th, 1st, and 2nd grades. As a classroom teacher, Jenaya took on several school leadership roles to include grade level team leader, Mentor Teacher for University of Maryland student teachers, and Teacher in Charge. She completed a Master of Education in Administration and Supervision (PK-12) from Loyola University in 2009. After leaving the classroom in 2012, Jenaya held other positions that allowed her to advocate for children, families and teachers in Maryland. In 2015, her curriculum work in Maryland led to a position at DoDEA Headquarters as the PK-5 Social Studies ISS. This position allowed her to coordinate Social Studies and support schools throughout DoDEA. She missed working directly with children, their families, and teachers and decided to head back into a school-based position. In August of 2017, she joined the team at Patch Elementary School in Stuttgart, Germany as the Assistant Principal. In 2018, she supported with the school level completion of the process that resulted in Patch Elementary being selected as a National Blue Ribbon School.

In addition to her experiences as a classroom teacher, Jenaya has worked for the Maryland State Department of Education as an Early Learning Program Specialist. In this role, she supported her department with oversight of the Maryland Preschool for All and Prekindergarten Expansion grants, coordinated operations of the Early Childhood Curriculum project, and was an active member of the state’s accreditation review committee. She also coordinated the Maryland Approved Alternative Preparation Program in Early Childhood Education (MAAPP-ECE). This program provided an alternative pathway to teacher certification in ECE to professionals in other fields who were passionate about teaching and learning. Mrs. Parris is currently working on a second Master of Science degree in Restorative Practices from the International Institute of Restorative Practices.

Mrs. Parris is ecstatic about being selected as the Principal of Barkley Elementary School and is looking forward to leading, learning with, and serving the staff and families of the Barkley Elementary community.

 

Ms. Nicole Melendez - Barkley ES Assistant Principal

Ms. Nicole Melendez

Ms. Nicole Melendez is honored to be serving as your Barkley Elementary Assistant Principal. She is excited to partner with Mrs. Jenaya Parris in leading a school with a reputation for being student-centered and innovative. This year marks Ms. Melendez's 10th year with DoDEA. She completed her student teaching in 1997 at Guion Bluford Elementary School in Lancaster, PA. She then graduated with a Bachelor's in Education with an Early Childhood/Urban Education specialization from Millersville University in Millersville, Pennsylvania. Ms. Melendez was hopeful that acquiring this degree would propel her into a flourishing teaching career. However, there were hiring freezes in all surrounding districts that led her into the human services field. 

In 2004, Ms. Melendez earned her Master’s degree in Clinical Counseling from Alvernia University in Reading, Pennsylvania. She worked as the Program Director of Gaudenzia Inc. First Program where she led her staff in helping individuals and families affected by drug and alcohol dependency, mental illness, and related conditions to achieve a better quality of life and become accountable individuals. Ms. Melendez developed the skills to lead and build a trusting community through shared decision-making by establishing a collaborative culture through conversation and personal connections. As a leader in the agency, she was able to enact change, promote professional development and grow leaders through supervision and mentoring. 

In 2006, Ms. Melendez and her family PCS’d to Fort Bragg, North Carolina. Upon her arrival, she decided that it was time to pursue her dreams by securing a job in Education. Ms. Melendez began working as an Adult Basic Education Instructor at the Fayetteville Technical Community College in Fayetteville, North Carolina. That same year, she attended a Cumberland County School District job fair and successfully landed a fourth-grade teaching position. Ms. Melendez thrived quickly as a teacher leader and remained in 4th grade and looping to 5th grade in her last year at Bill Hefner. She held positions as Grade level Chairperson, Continuous School Improvement Chairperson, as well as Teacher Mentor. 

In 2007, after her first year in the classroom, Ms. Melendez was awarded Teacher of The Year. One year later, she was on the front cover article of the local newspaper -The Fayetteville Observer. The article was about how she was able to excel in her job as an educator while managing a home and supporting her active-duty spouse through numerous wartime deployments. (Cover photo: in the classroom with her 4th-grade students at Bill Hefner Elementary School in Cumberland County, North Carolina) 

Ms. Melendez graduated with her Masters in Educational Leadership from Gardner-Webb University in Boiling Springs, North Carolina, in 2013. During her principal internship in 2011, she accepted a job as a Kindergarten Teacher at Shughart Elementary in Fort Bragg, NC. During her past ten years with DoDEA, Ms. Melendez has gained a wealth of experience as a teacher (Pre-K, Kindergarten, 5th grade, 4th/5th-grade split co-teaching model. READ 180, LLI, In-School Instructional Support Teacher (Literacy and Math), Teacher Mentor, Student Club Leader, and CSI Chair for seven consecutive years. As CSI Chair, Ms. Melendez provided professional development on a range of topics mandated by the district related to the current trends in curriculum and instruction. She initiated an innovative school-wide intervention plan which led Shughart Elementary School to earn the second-highest overall accreditation scores in the DoDEA Americas Mid-Atlantic District in SY 2019/2020. Ms. Melendez also facilitated a session at the Summer Leadership Conference for the MAD District Administrators called " Powerful Practices of Progress Monitoring."  

Ms. Nicole Melendez is a passionate educator who is deeply committed to providing a safe and enjoyable educational experience for all students. At the core of this commitment is: Fostering positive relationships with school stakeholders to build a healthy school environment. Fully engaging teachers and students in the art of teaching and learning on a daily basis by modeling high expectations. Promoting the importance of foundational skills by ensuring that all students read, write and problem solve daily. Integrating technology into each classroom daily to ensure we are preparing our students for 21st Century College and Career standards. Building a strong bridge between home and school because parent involvement promotes student success. Remaining student-centered and always data-driven!

Ms. Melendez would like to thank the Barkley Community in advance for what she is sure will be a great partnership in the years to come!

 

Mr. Joshua Adams - Kentucky Community Superintendent

Mr. Joshua Adams

Mr. Adams oversees ten DoDEA schools located on Fort Knox and Fort Campbell, serving more than 5,100 students. His focus in this role is to provide leadership and support in teacher collaboration to advance student achievement, inspire and motivate teaching and district staff, and support the DoDEA mission.

"I can’t wait to start working to support the school communities at Fort Campbell and Fort Knox," said Mr. Adams. "It is a real privilege and honor for me to serve our military families and their students. I am ready to work with our educators, parents, command, and all others, as we strive for excellence for every student, every day."

Mr. Adams began his educational career in Oregon in 2000. During his tenure in Oregon, he served as a middle school assistant principal and elementary principal, as well as serving as the district human resources director. He begins his DoDEA career in 2010 in Germany. Mr. Adams served as principal at Landstuhl Elementary/Middle School and Ramstein Middle School until 2016. In 2016, he was selected as a community superintendent for the Europe East District in Kaiserslautern, Germany. As a community superintendent, he served schools across Germany with a primary focus on school communities in Baumholder, Wiesbaden, and the Kaiserslautern Military Community.

Mr. Adams's education includes a bachelor's degree in Political Science from Portland State University in Portland, Oregon, a Juris Doctorate from the University of Oregon, in Eugene, Oregon, and two graduate certifications in Educational Administration from the University of Oregon.

Mr. Adams and his wife of 27 years have five children. All five of his children have attended DoDEA schools and the four oldest graduated from DoDEA schools.

 

School Handbook

Dr. Christy Huddleston - Southeast District Superintendent

Dr. Christy Huddleston

Dr. Christy Huddleston was named the Georgia/Alabama District Superintendent in 2012 continues as the DoDEA Americas Southeast District Superintendent now that the Restructuring for Student Achievement (RSA) changes have been implemented. The DoDEA Americas Southeast District includes Ft Benning, GA; Ft Rucker, AL; Maxwell AFB, AL; Ft Stewart, GA; Laurel Bay, SC; Ft Jackson, SC; Ft Campbell, KY; and Ft Knox, KY.  

She began her career as a high school science teacher in 1996 and coached the girl's golf team in Harris County, GA.  She was selected as the Parent Teacher Student Association (PTSA) Star Teacher in 2001.  She went on to serve as the High School Guidance Department Chair and the School Testing and Curriculum Coordinator for Harris County High School.  Beginning in 2006, she served as the District Secondary Curriculum Instructional Coordinator and then as the Assistant Superintendent for Curriculum, Instruction and Assessment starting in 2009.

In 2011, she received a Doctorate of Philosophy in Administration of Elementary and Secondary Education from Auburn University, Alabama.  Additionally, she earned her Educational Specialist and Master's Add-on in Educational Leadership and Administration from Troy University.  She also earned her Master's Degree in School Counseling and Bachelors of Secondary Education in Science from Columbus State University where she was awarded with a Certificate of Academic Honor and Outstanding Accomplishments in Science.  Dr. Huddleston served on the UTeach Grant Steering Committee and the Institutional Review Board for Columbus State University.

Dr. Huddleston was an adjunct professor for Troy State University where she was honored with a Research Scholar Award in 2008. Her career and research focus have been on identifying barriers that must be overcome in schools so that all students have an equal opportunity to reach their fullest potential.

She co-authored a study presented collaboratively at University Council for Educational Administration (UCEA) on gender dynamics and the cohort experience in a leadership preparation program. Dr. Cabezas-Huddleston's book review on The School Leaders Our Children Deserve: Seven Keys to Equity, Social Justice, and School Reform by George Theoharis has been published in the Journal of Educational Administration.  Her quantitative research study on Assessing Equity in Advanced Programs through an Invitational Theoretical Perspective was presented at the Alabama and Mississippi Sociological Association.  She also conducted research on Honors and Advanced Placement Programs: Closing the Achievement Gap and presented this topic at the Auburn University Research Institute.  Through collaboration and dialogue with her K-12 colleagues, she authored the District Manual: Response to Intervention, which was implemented in Harris County Schools, GA. 

Dr. Huddleston and her husband reside in Georgia.  Together, they have 5 children and 7 grandchildren.  Her grandfather served in World War II and her father served in the U.S. Army.  Her youngest son, Jake, is a Cavalry Scout in the U.S. Army and her step-son, Steven, served in the Marines.  Dr. Huddleston is passionate about serving military-connected students and families.

 

Mr. Greg Bull - Southeast Chief of Staff

Mr. Greg Bull

Mr. Greg Bull began his career in DoDEA teaching pre-school special education for nine years at Fort Jackson, South Carolina before becoming a school administrator at Fort Campbell, Kentucky in July 2010. As a teacher, Mr. Bull served in leadership roles to include the student support team chair, the continuous school improvement chair, and crisis prevention intervention instructor. He was recognized as Pierce Terrace School Teacher of the Year in 2007. Mr. Bull has had vast administrative experiences to include being the assistant principal at Andre Lucas Elementary at Fort Campbell in Kentucky, acting principal at Wassom Middle School, assistant principal at Fort Campbell High School in Kentucky, principal at Kaiserslautern Middle School and Spangdahlem Middle School in Germany, and principal at SHAPE High School in Belgium.

In 2012, Mr. Bull led Kaiserslautern Middle School through a successful school accreditation. In July 2014, at Spangdahlem Middle School he led the school in becoming a Green Ribbon Awardee in 2018. Additionally, Mr. Bull was a secondary school principal of the year nominee in the school year 2017.

Mr. Bull received a Bachelor of Arts degree from Coker College in Hartsville, South Carolina. He received a Master’s degree in Special Education from the University of South Carolina in 2004. Subsequently, Mr. Bull also received a Master’s Degree in Education Administration and Supervision from the University of Phoenix in 2009.

 

School Handbook

General Information

Interstate Compact on Educational Opportunity for Military Children

The Department of Defense (DoD), in collaboration with the National Center for Interstate Compacts and the Council of State Governments, has developed an interstate compact that addresses the educational transition issues of children of active duty military-connected families.  Currently, all 50 states, DoDEA and the District of Columbia participate in this interstate compact, which provides uniform policy for resolving the educational challenges experienced by military-connected children as they transition between school systems.

We encourage all of our families preparing to transition, to, from or within a DoDEA and/or stateside school system to engage with the School Liaison Officers (SLO) from the sending and receiving locations.  The SLO is the local contact for schools and has valuable information about school calendars, hybrid learning, early enrollment, student services, how to manage quarantine requirements and more. 

“Call your SLO before you go”
In order to prepare records for your students school transition.

 A directory of School Liaison Officers is updated annually and can be found at: https://www.dodea.edu/Partnership/index.cfm

The Compact ensures that mobile children of military families are afforded the same opportunities for educational success as other children.  States participating in the Compact work to coordinate graduation requirements, transfer of records, course placement, unique learning needs, assessments and other administrative policies.

For additional information or transition support, please contact or call the Partnership office at 571-372-6026.

Related DoDEA Policies & Regulations

1325.01: DoD Impact Aid Program for Local Educational Agencies, Change 2
1342.29: Interstate Compact on Educational Opportunity for Military Children

Access to School Facilities

If the principal permits a school to operate a limited open forum by maintaining a practice of allowing any single non-curriculum-related student group access to school facilities, the principal shall ensure that all of such student groups (including activities of religious nature) are permitted equal access to meet on school premises and use school facilities during non-instructional time. Access to groups may be denied if the principal determines that a student or student group has or is likely to substantially interfere with good order or discipline or violate any Federal, state, or local law, or DoD or DoDEA regulation/policy.


Visitors and Volunteers

For safety reasons, all visitors and volunteers must report to the school’s front office immediately upon entering the school.

Due to COVID-19, schools are currently minimizing volunteers/visitors in the classroom.

A visitor/volunteer is someone who is not a school employee or enrolled student and enters the school during operating hours. The school administration has the final determination on visitors/volunteers authorized to be at the school. When visiting, visitors/volunteers may go only to the approved area indicated as their destination when signing in at the front office. All visitors will receive an appropriate visitor’s badge, which is to be displayed conspicuously at all times while on school grounds. Any change to the designated location must be approved by the school’s front office before the visitor/volunteer can access a different location within the school. Upon finishing their visit, visitors/volunteers must check out at the front office, return the visitor’s badge, and exit the school. Parents are welcome to visit the school and classrooms to observe the school’s programs for brief periods of time that do not interfere with instruction. Approval by school personnel is required for this type of visitation.

Learn more about volunteering at your school's Get Involved page.


School Boards

This policy applies to DoDEA Americas

DoDEA school administrators, in partnership with sponsors/family members, students, and military leaders, promote communication through the establishment of school boards to address issues (school initiatives, procedures and policies) locally. This is a system-wide way for parents to get involved in their child’s local school. Consult your child’s school to learn more about school boards.

Learn more about School Boards at your school's Get Involved page.

Related DoDEA Policies & Regulations

1342.25: School Boards for Department of Defense Domestic Dependent Elementary and Secondary Schools (DDESS)
1358.01: School Boards, Advisory Committees, and Dependents Education Council

Enrollment

Registration Process

Proof of Eligibility: The sponsor does not need to be present at registration, as long as the parent or other adult registering the child has all the necessary paperwork, in accordance with DoDEA Regulation 1342.13, “Eligibility Requirements for Education of Elementary and Secondary School-Age Dependents in Overseas Areas,” September 20, 2006, as amended, and DoD Instruction 1342.26, “Eligibility Requirements for Minor Dependents to Attend Department of Defense Domestic Dependent Elementary and Secondary Schools (DDESS),” March 4, 1997. 

The following documents are necessary to complete the registration process:

  1. Proof of age;
  2. Medical records, including information on medical conditions, medications, and all dates and types of immunizations;
  3. Official documents to support eligibility (e.g., letter of employment, contract, permanent change of station [PCS] orders, etc.); and
  4. Proof of on-base residence (applies to students enrolling in DoD domestic schools).

Contact the registrar at your child’s school to update your child’s information or visit your school's registration page for more information on enrollment. 

Related DoDEA Policies & Regulations

1342.13: Eligibility Requirements for Education of Elementary and Secondary School-Age Dependents in Overseas Areas, Change 3
1342.26: Eligibility Requirements for Minor Dependents to Attend Department of Defense Domestic Dependent Elementary and Secondary Schools (DDESS)

Immunization Requirements

health services immunizationStudents who enroll in DoDEA schools are required to meet specific immunization requirements (DoDEA Regulation 2942.01, “School Health Services,” September 2, 2016).  These requirements represent the minimum and do not necessarily reflect the optimal immunization status for a student. Acceptable forms of official proof of immunization status may include, but are not limited to:

  1. Yellow international immunization records;
  2. State agency-generated immunization certificates;
  3. School-generated immunization certificates; and
  4. Physician, clinic or hospital-generated immunization records.

It is the responsibility of the sponsor/parent/guardian to provide their child’s most current immunization record at the time of enrollment and when immunizations are updated.  Parents of incoming students are allowed up to 30 days from the date of enrollment to obtain documentation of any missing required immunization(s).  If the missing required immunization is a series, then the first dose of the series must be administered, and documentation must be provided to the school within the required 30 days. Students who have immunization(s) due during the school year will have 10 calendar days from the due date to receive their vaccine(s) and to submit documentation to the school. The due date of a vaccine is on the date the student reaches the minimum recommended age for vaccine administration.

STUDENTS IN NON-COMPLIANCE AFTER 10 DAYS MAY BE DISENROLLED UNTIL PROOF OF COMPLIANCE OR APPROVED EXEMPTION IS PROVIDED.

Related DoDEA Policies & Regulations

2942.01: School Health Services

Immunization Exemptions

A waiver for immunization exemption may be granted for medical or religious reasons. Philosophical exemptions are not permitted. The applicable DoD Command must provide guidance on the waiver process.

A statement from the child’s health care provider is required if an immunization cannot be administered because of a chronic medical condition wherein the vaccine is permanently contraindicated or because of natural immunity. The statement must document the reason why the child is exempt. This request for immunization exemption from specific vaccines due to vaccine contraindications or natural immunity must be completed and submitted to the school at the beginning of the child’s enrollment or when a vaccine is due. Request for exemption only needs to be completed one time for the duration of the child’s enrollment at the school.

If an immunization is not administered because of a parent’s religious beliefs, the parent must submit an exemption request in writing, stating that he or she objects to the vaccination based upon religious beliefs. The immunization waiver request must be completed and submitted to the school at the beginning of every school year. For students arriving after the school year has started, this request/written statement must be submitted at the initial enrollment and at the beginning of every school year.

During a documented outbreak of a vaccine-preventable disease (as determined by local DoD medical authorities), a student who is attending a DoDEA school program under an immunization waiver for that vaccine will be excluded from attending. This is for his or her protection and the safety of the other children and staff. The exclusion will remain in place until such time that the DoD Command determines that the outbreak is over and that it is safe for the student to return to school.

DoDEA Immunization Requirements

DoDEA Health Forms (dodea.edu/StudentServices/Health/healthForms.cfm)


Grade-level Placement

Kindergarten and grade 1 placements are determined by minimum age requirements, in accordance with Enclosure 2 of DoDEA Regulation 2000.03, “Student Grade Level Placement,” March 2, 2010. A student who will reach his or her fifth birthday on or before September 1 of the school year is eligible to be enrolled in kindergarten in DoDEA. In addition, a student who will reach his or her sixth birthday on or before September 1 of the school year is eligible to enroll in grade 1 in DoDEA. Placement in grades 2–8 is predicated upon completion of the preceding year. Students entering a DoDEA school (kindergarten through grade 8) from a non-American or host nation school will be placed in the grade level corresponding to their ages, assuming yearly progression from grades 1–8.

Grade-level status (grades 9, 10, 11, and 12) will be determined by the number of course credit units earned by the student, in accordance with Section 2 of DoDEA Regulation 2000.3, “Student Grade Level Placement,” March 2, 2010. Students entering grade 9 must have successfully completed grade 8 and/or been previously enrolled in grade 9 and earned less than 6 credits. Students entering grade 10 must have successfully completed grade 9 and earned a minimum of 6 course credits. Students entering grade 11 must have successfully completed grade 10 and earned a minimum of 12 course credits. Students entering grade 12 must have successfully completed grade 11 and earned a minimum of 19 course credits.

In accordance with DoDI 1342.29, “Interstate Compact on Educational Opportunity for Military Children,” January 31, 2019, for students transitioning from a sending school system to a DoDEA school, at the time of transition and regardless of the age of the student, the DoDEA school shall enroll the transitioning student in the same grade level as the student’s grade level (i.e. in kindergarten through grade 12) in the sending state’s local educational agency. For kindergarten, the student must have been enrolled in and attended kindergarten class in order to assure continued attendance in kindergarten in a DoDEA school. Students who have satisfactorily completed the prerequisite grade level in the sending school system will be eligible for enrollment in the next higher grade level in the DoDEA school, regardless of the student’s age.

All DoDEA students, including students with disabilities, English language learners (ELLs), and students with accommodation plans, should be afforded the opportunity to participate in the standard DoDEA secondary curriculum, as appropriate, based upon their individual circumstances.

Related DoDEA Policies & Regulations

1342.29: Interstate Compact on Educational Opportunity for Military Children
2000.03: Student Grade Level Placement

Transcripts/Records Policy/Access to Student Records

Student records and transcripts may be requested from several different sources, depending upon the student’s last date of attendance or graduation date. Parents/sponsors of current and prospective elementary/middle/high school students should contact the school’s registrar directly for assistance. For further information, please visit the DoDEA Student Records Center (dodea.edu/StudentServices/transcripts.cfm). You may also consult with the counseling department at your child’s school for issues regarding student records.


English for Speakers of Other Languages (ESOL)/Language Services

This policy is currently under review

An English language learner (ELL) is a student whose first language is not English and is in the process of acquiring English as an additional language. In accordance with DoDEA Regulation 2440.1, DoDEA’s English Speakers of Other Languages (ESOL) Program is designed to teach ELLs to acquire English language and literacy proficiency through content. The ESOL Program builds students’ social, cultural, and academic skills so that identified ELLs succeed in an English language academic environment that provides equitable access to college- and career-ready opportunities as their English-speaking peers.

The ESOL Program involves teaching listening, speaking, reading, writing, and study skills at the appropriate developmental and English language proficiency levels. This is accomplished by teaching language through a standards-based, high-quality academic content that pursues the student’s orientation within the United States culture. The ESOL Program’s instruction can be delivered in a variety of settings and program configurations. The scope and amount of ESOL instruction provided is determined by the student’s age, grade level, academic needs, and an English language proficiency evaluation. DoDEA’s ELLs may receive instruction both through the ESOL Program and within the main classroom setting.

Related DoDEA Policies & Regulations

2440.1: English as a Second Language Programs

Attendance Policy

In accordance with the policy stated in DoDEA Regulation 2095.01, “School Attendance,” August 26, 2011, as amended, school attendance is mandatory. All students are required to attend school to ensure continuity of instruction and that they successfully meet academic standards and demonstrate continuous educational progress. School attendance is a joint responsibility between the parent or sponsor, student, classroom teacher, school personnel, and, in some cases, the Command. Students with excessive school absences (or tardiness) shall be monitored by the Student Support Team to assist in the completion of all required work and successful mastery of course objectives.

Daily student attendance is identified based upon a quarter of the school day formula. Students will be identified as present or absent, based on the following criteria:

  1. Absent up to 25% of the school day = absent one-quarter of the school day
  2. Absent between 26%–50% of the school day = absent one-half of the school day
  3. Absent 51%–75% of the school day = absent three-quarters of the school day
  4. Absent 76%–100% of the school day = full-day absence

DoDEA considers the following conditions to constitute reasonable cause for absence from school for reasons other than school-related activities:

  1. Personal illness;
  2. Medical, dental, or mental health appointment;
  3. Serious illness in the student’s immediate family;
  4. A death in the student’s immediate family or of a relative;
  5. Religious holiday;
  6. Emergency conditions such as fire, flood, or storm;
  7. Unique family circumstances warranting absence and coordinated with school administration;
  8. College visits that cannot be scheduled on non-school days; and
  9. A pandemic event.

Unexcused absences may result in school disciplinary actions. An absence from school or a class without written verification from a parent or sponsor will be unexcused. Student attendance is calculated based upon the date of enrollment in a DoDEA school, which may occur anytime during the school year. Student attendance monitoring is designed to provide a continuum of intervention and services to support families and children in keeping children in school and combating truancy and educational neglect. Parents should notify the school of their child’s absence 30 minutes after the start of the school day.  Too many unexcused absences may trigger the Student Support Team to convene.

More about DoDEA Attendance Policy (dodea.edu/attendance)

Related DoDEA Policies & Regulations

2095.01: School Attendance, Change 1

Absence Procedures

This policy applies to DoDEA Americas
Please call the front office within 30 minutes of the start time when you know your child will be absent or tardy.

Appointments or Illness

Students will not be released from school on the basis of a telephone call. Parents must sign-out and sign-in their children when taking them to appointments and back to school. When students are sent home because of illness, they are to be accompanied by their parent(s) or authorized guardian/emergency contact.

Absence Notification

Parents are asked to call the front office when they know their child will be absent. The sponsor must provide the front office with a written explanation of each absence when the child returns to school. The sponsor's note, by itself, does not constitute an excused absence.

Parents will be informed of unexcused absences. Students will be required to make up all missed school assignments. Parents are strongly encouraged to work closely with their child's teachers to ensure all class assignments are completed in a timely manner.

Release of Students Policy

During the school day, students will be released only to a parent or to the person listed as the emergency contact on the registration form. The only exceptions will be:

  1. A signed note is received from the sponsor designating another adult to pick up the student or
  2. A military unit has designated someone to pick up the student when parents and emergency contacts could not be reached.

Tardy Policy

This policy applies to DoDEA Americas

Students arriving to school late or being dismissed early from school are signed in and out through the front office. The time and reason for being absent from school is noted for accountability.

Students arriving at school after the instructional day begins are considered tardy. If you know that your child will be late arriving to school, please make certain that a note is sent explaining why they are tardy. A student who is tardy should report to the office for a late slip before going to his/her classroom. A signed appointment slip from the dentist or doctor may be used in lieu of a note from parents. Parents should come in to the office to sign in their child; or a signed note is requested from parents.

Students who are tardy due to government transportation are excused and will not need to obtain a late slip from the office. A tardy not properly reported by the parent or guardian is unexcused unless circumstances warrant otherwise. The classroom teacher will report students who are frequently tardy to the administration. Parents may be contacted if it is noted that a student has numerous unexcused tardies.

Students with more than 5 unexcused tardies and/or early dismissals and students with more than 7 unexcused absences may be referred to the Student Support Team (SST) and then to the Command if the problem is not resolved.


Accelerated Withdrawal

The Principal may authorize an accelerated withdrawal of a student who must withdraw from school 20 or less instructional days prior to the end of a semester, in accordance with Section 3.1.d, of DoDEA Administrative Instruction 1367.01, “High School Graduation Requirements and Policy,” [TBD]. Accelerated withdrawal will only be considered if the parent/sponsor presents PCS orders. The parent or sponsor must present verification of the date required for the student to depart from the school (e.g., PCS orders). All of the conditions of an accelerated study program outlined by the student’s teachers must be met prior to withdrawal in order for grades to be assigned and credit to be granted. Students who withdraw prior to the 20-day limitation of the accelerated withdrawal policy will receive “withdrawal” grades rather than final grades. In this case, the sponsor/parent should notify the school two weeks prior to the date of withdrawal.

Related DoDEA Policies & Regulations

1367.01: High School Graduation Requirements and Policy

Home-school Students

DoDEA recognizes that home schooling is a sponsor’s right and may be a legitimate alternative form of education for the sponsor’s dependent(s). Home-school students who are eligible to enroll in a DoDEA-Europe, DoDEA-Pacific and DoDEA-Americas school are eligible to utilize DoDEA auxiliary services without being required to either enroll in or register for a minimum number of courses offered by the school. Eligible DoD home-school students using or receiving auxiliary services must meet the same eligibility and standards of conduct requirements applicable to students enrolled in the DoDEA school who use or receive the same auxiliary services. Any student, including eligible DoD dependent home-school students, who has not met the graduation requirements to earn a DoDEA diploma may not receive DoDEA commencement regalia, the DoDEA diploma, nor participate (walk) in a DoDEA commencement ceremony.

Related DoDEA Policies & Regulations

1375.01: Home-School Students, Change 1

Student Records and Information

This policy applies to DoDEA Americas

Student Records

Parents may review their child's cumulative school records at any time, with the assistance of school personnel. School records may not be removed from the main office.

Change in Student Information

It is imperative we maintain accurate, up-to-date information on each student enrolled in our school. We request parents to notify us immediately if there is a change in any of the following information:

  • Home address
  • Home telephone number
  • Work telephone number
  • Emergency contact name and/or telephone number
  • Rotation date
  • Mailing address
  • Student health concerns/allergies
  • Student's Last Name
  • Email Address

We are legally required to maintain current orders or extension to orders in order to enroll or re-enroll all students.

Court Orders

Parents and/or guardians must supply the school with a copy of any type of court order that may affect the student (e.g., who is allowed to visit the child, who has legal custody, etc.). These orders will be maintained in the student's cumulative file. If any changes take place during the school year with the court order, the school must be notified immediately. Teachers will be notified of any restrictions that affect students in their classes.

Power of Attorney

If you will be TDY or on any type of leave while your child(ren) is/are attending school, please be sure to obtain a special power of attorney to be used in case of emergency, and inform the teacher and school office of the name, address, and telephone number of the person taking care of your child. In addition, please notify the School Nurse, so they will know whom to contact in case of emergency. The School Registrar will keep a copy of the power of attorney in your child's cumulative file for emergency situations.


Report Card and Testing Information

Grading Information

At the beginning of each course or grade level, every DoDEA teacher shall make available information regarding grading policy and course requirements to parents and students. This information will be provided to parents and students by the end of the first month of the school year or by the end of the first month of the semester in the case of a semester course.

If any student demonstrates unsatisfactory progress or achievement, teachers must notify parents with enough time to correct the deficiency. Notification must occur as soon as unsatisfactory achievement is evident, and not later than the midpoint of the nine-week grading period.

Timely and accurate reporting of student progress shall be accomplished for students in grades 4–12, using the approved DoDEA Electronic Gradebook (EGB) System. All assignments (e.g., quizzes, tests, examinations, homework, speeches, etc.) that are used to assess and report student progress shall be promptly evaluated and/or graded, posted in the EGB, and returned to the student. The normal period of evaluation and posting should be no longer than ten calendar days from the day the assignment is collected, with reasonable exceptions for large projects. At a minimum, one assignment or grade should be recorded per week in the EGB System. To create an account and access the EGB System, please visit Gradespeed (dodea.gradespeed.net) for instructions.

Related DoDEA Policies & Regulations

1377.01: Student Progress Reports

Grading System (4-12)

A traditional letter grading system will be used for grades 4–12 report marks.

Grade Numerical Range Description

A

90 – 100

Excellent: Outstanding level of performance

B

80 – 89

Good: High level of performance

C

70 – 79

Average: Acceptable level of performance

D

60 – 69

Poor: Minimal level of performance

F (failing)

0 – 59

Failing (No credit awarded)

For purposes of calculating a student’s high school GPA, the following scales shall be used:

Unweighted Standard Scale Weighted Advanced Placement (with AP exam)

4.0

5.0

3.0

4.0

2.0

3.0

1.0

2.0

0

0

Related DoDEA Policies & Regulations

1377.01: Student Progress Reports

Grading System (K-3) Americas

For grades K–3, achievement codes rather than letter grades will be used.

Code Description

E

Exceeds grade-level expectations: Student exhibits the skills/behaviors independently without teacher support.  Students at this level are exceeding the grade-level standards.

M

Meets grade-level expectations: Student exhibits the skills/behaviors independently with minimal teacher support.

S

Steady progress towards grade-level expectations: Student exhibits the skills/behaviors with teacher guidance and support.

L

Limited progress towards grade-level expectations: Student exhibits the skills/behaviors in isolated or rare instances, or with a great deal of support.  The performance is inconsistent and below the normal range of expectancy for a student at this grade level.


Progress Reports/Report Cards

In accordance with the policies and procedures in DoDEA Regulation 1377.01, “Student Progress Reports,” September 4, 2018, it is DoDEA policy to issue a progress report every 9 weeks for any student present or enrolled for at least 20 instructional days or more in a marking period.  Any written comments by teachers on progress reports should be stated objectively.  The comments should be based on evidence about the student and should not represent opinions that cannot be supported by evidence

Achievement codes will be given at the end of the second, third and fourth marking periods for students in grades K–1.  Grades will be given at the end of each of the four marking periods for students in grades 2–12.  Achievement codes or grades on report cards will be determined by the degree to which students are achieving established program objectives or standards.  For students in grades K–12, unsatisfactory achievement of program objectives or standards will be reported to parents during each marking period as soon as evident, but no later than the midpoint of the nine-week grading period to allow sufficient time for a student to correct the problem.

Related DoDEA Policies & Regulations

1377.01: Student Progress Reports

Parent-Teacher Conferences

All DoDEA schools should encourage parents to meet with their child’s teacher for parent-teacher conferences.  Parent-Teacher Conferences (dodea.edu/parents/conferences.cfm) allow parents the opportunity to ask questions about their child’s classes or progress in school.  Parent-teacher conferences are also a great way to discuss how parents and teachers can work together to help students perform at their best in school.  Parents/sponsors who plan to attend a parent-teacher conference scheduled by the teacher or school should inquire on the amount of time allowed before attending.  If more time is required or the parent/sponsor wants to meet with the teacher again, the parent/sponsor should notify the teacher at the end of the conference.  Please contact your child’s school for details regarding scheduling of parent-teacher conferences.  DoDEA encourages all communication to take place through official school email accounts.


Parent Communication

This policy applies to DoDEA Americas

Questions and Concerns

Parents who have questions and/or concerns are requested to resolve it at the most appropriate and immediate level. For typical classroom matters, the following procedures should apply in order as needed:

  • Step 1- The parent discusses the matter with the teacher.
  • Step 2- The parent and teacher meet with the principal if the matter is not resolved in step 1.
  • Step 3- Those matters which cannot be resolved at the school level are referred to the Community Superintendent's Office.

These procedures follow the correct chain-of-command/line of authority from teacher to principal to superintendent and focus on resolution at the lowest level. Parents are encouraged to seek immediate resolution of problems. Prompt action can frequently prevent complications and more serious problems later on.


System-wide Assessment Program

All DoDEA students in grades or programs identified for system-wide assessments shall be included in the DoDEA Comprehensive Assessment System (DoDEA-CAS), in accordance with DoDEA Regulation 1301.01, “Comprehensive Assessment System,” October 4, 2018.  Students who have been identified as having disabilities or are ELLs shall participate using either the standard DoDEA assessments, with or without reasonable and appropriate accommodations, or through the use of the appropriate DoDEA alternate assessment, as per their Individual Education Plan (IEP), 504 Accommodation Plan, or English Learner Plan.  All assessments selected for use within DoDEA shall:

  1. Align to clearly defined standards and objectives within the content domain being tested
  2. Be valid and reliable and controlled for bias
  3. Be one of several criteria used for making major decisions about student performance/achievement.

The results of each assessment shall be used as one component of the DoDEA-CAS for major decisions concerning a student’s future learning activities within the classroom setting.   

For more information about the DoDEA-CAS, including the testing administration matrix, test descriptions, and testing calendar, please refer to: dodea.edu/assessments.

Related DoDEA Policies & Regulations

1301.01: DoDEA Comprehensive Assessment System

GradeSpeed

Gradespeed is the DoDEA adopted program for teachers of grades 4 through 12 to submit and post grades into the Student Information System. The Gradespeed program offers many special features, including Parent Connection for teacher reporting, and teacher‐to‐parent communications.

Gradespeed's Parent Connection gives parents online access to their child's grades via the web. Each parent can request his or her own account. Students will be given a Gradespeed account by their school Educational Technologist. Visit the DoDEA GradeSpeed page for more information about GradeSpeed and for instructions to create an account.

Click here for Student, Parent, or Teacher access.


Homework

Homework is one means of developing the necessary skills of independent study and learning for present and future use. Homework promotes organizational skills and a sense of responsibility. It is also an opportunity for parents to become actively involved in their child's learning and for each child to reach his/her full potential. Through homework, students are given the opportunity to complete additional practice and application to strengthen skills; to expand and/or enrich regular class work; to complete work started in class; to make up work due to absence.

Teachers may assign homework as determined necessary to enhance student learning that is taking place in the classroom. Each child works at his/her own pace, so the amount of time needed to complete specific assignments may vary. The types of homework may vary to enable the student to have experience/practice in reading, writing, computational skills, and other subject areas during a given week. Frequency and length of assignments will be grade appropriate. At a very minimum, a child should read or be read to 15-20 minutes nightly

Students are responsible for ensuring that they:

  • Understand the homework assignment.
  • Take home all books and materials needed to do the assignment.
  • Complete the homework in the assigned format and turn it in when it is due.
  • Participate actively and cooperatively in the evaluation of their homework when appropriate.

Parents are encouraged to provide an environment which fosters the development of life-long learning skills.

This includes:

  • A quiet place to work.
  • Necessary materials.
  • A regular study time.
  • Review the student planner.
  • Encouragement and praise.

Special Education

Special Education Services

The purpose of special education is to enable students to successfully develop to their fullest potential by providing a free appropriate public education (FAPE) in compliance with the Individuals with Disabilities Education Act (IDEA).Special education is specially designed instruction, support and services provided to students with an identified disability who require an instructional program that meets their unique learning needs.  The purpose of special education is to enable these students to successfully develop to their fullest potential by providing FAPE in compliance with the Individuals with Disabilities Education Act (IDEA), as implemented by DoD Manual (DoDM) 1342.12, “Implementation of Early Intervention and Special Education Services to Eligible DoD Dependents,” June 17, 2015.

In DoDEA, special education and related services are available to eligible students, ages 3 through 21 years of age.  To be eligible for special education:

  1. The child must have an identified disability;
  2. The disability must adversely (negatively) affect the child's educational performance; and
  3. The child must require a specially designed instructional program.

If found eligible for special education and related services, DoDEA students are provided FAPE in accordance with an IEP, with services delivered in the least restrictive environment and with procedural safeguards, in accordance with the requirements of DoDM 1342.12.

Please contact your child’s school to discuss your concerns if you suspect your child may have a disability and be in need of special education services.  The Case Study Committee chairperson will provide you with specific details relating to the evaluation process and can explain eligibility requirements further. 

Related DoDEA Policies & Regulations

1342.12: Provision of Early Intervention and Special Education Services to Eligible DoD Dependents

Disability Accommodations and Nondiscrimination

Apart from special education, a student with a disability, or who has a record of a disability, or is regarded as having a disability, shall not be excluded from participating in, or be denied the benefits of, any DoDEA education program or activity or be subjected to discrimination based solely on a disability. In accordance with DoDEA Administrative instruction 2500.14, “Nondiscrimination and 504 Accommodation on the Basis of Disability in DoDEA Conducted Education Programs and Activities,” April 29, 2009, as amended, students with disabilities shall be provided a FAPE and shall participate with students without disabilities to the maximum extent appropriate to ensure equal access to educational opportunities. This means that a student with a disability that does not require specialized instruction may be eligible for accommodations to ensure participation in school programs and activities. Please contact your child’s school for specific details.

Related DoDEA Policies & Regulations

2500.14: Nondiscriminiation and 504 Accommodation on the Basis of Disability in DoDEA Conducted Education Programs and Activities, Change 2

Reporting Abuse Neglect Suicide Risk and Threats

Child Abuse and Neglect

In accordance with the policy in DoDEA Administrative Instruction 1356.01, “Family Advocacy Program Process for Reporting Incidents of Suspected Child Abuse and Neglect,” November 5, 2018, all DoDEA personnel will participate in the identification and reporting of incidents of child abuse and neglect. School personnel shall report all suspected or alleged child abuse to the local Family and Advocacy Program (FAP) office, child welfare service agency (if available) and their immediate supervisor within 24 hours. All employees shall cooperate with the FAP process. The DoD FAP provides for the identification, treatment and prevention of child abuse and neglect.

Related DoDEA Policies & Regulations

1356.01: DoDEA Family Advocacy Program Process for Reporting Incidents of Suspected Child Abuse and Neglect

Suicide Risk and Threats Towards Others

In order to prevent violence, suicide and other harmful acts among children and adults in schools, the need for reliable ways to identify persons who may require assistance is a critical step. All DoDEA employees must notify the DoDEA school administrator when a DoDEA student has made any statement or engaged in actions that may indicate threat of harm towards self or others.


Suicide Risk

Any indication of student suicidality must be immediately reported to the DoDEA school administrator.  The DoDEA student who exhibits suicidal ideation or behavior, or who makes a statement or engages in actions that may indicate self-harm or suicidal thoughts, shall be immediately assessed to obtain specific information to determine the risk level.  The results of that assessment shall be communicated to the DoDEA school administrator and documented.  Regardless of the level of risk reported, in all cases, a DoDEA school administrator or designated member of the Case Management Team must directly notify parents or legal guardians of the concern.  For additional assistance in this process, please contact the district school psychology instructional systems specialist.

If a parent or legal guardian disagrees with school recommendations for evaluation of a student’s dangerousness to self, or refuses to take parental or legal guardian responsibility for the safety of their child, the DoDEA school administrator must inform the parent or legal guardian that DoDEA policy requires that school personnel protect the safety and health of the students.  Parent or legal guardian refusal to address identified medical needs may necessitate a report to the local FAP office and local Child Protective services if neglect is suspected, as outlined in DoDEA Administrative Instruction 1356.01.

Related DoDEA Policies & Regulations

1356.01: DoDEA Family Advocacy Program Process for Reporting Incidents of Suspected Child Abuse and Neglect

Threats Towards Others

When a DoDEA student makes an explicit or implicit threat, or if the student’s behavior indicates that a threat is serious and reasonably likely to be acted upon, the DoDEA school administrator shall take action based on the level of the threat.  Certain types of serious threats require immediate notification to local law enforcement entities without regard to the level of threat yielded.  The DoDEA school administrator shall immediately report the following student behaviors to the local law enforcement entity:

  1. A threat that involves stalking of any person on a school bus, on school property or at a school-sponsored activity;
  2. Threats to bomb, burn, kill, or harm school personnel; and
  3. Threats of death or bodily injury to a person or members of his or her family or threats to commit serious bodily harm to persons on school property.

The DoDEA school administrator shall also immediately report any act that may constitute a criminal offense to the parents or legal guardians of minor students involved in the act and shall report that the incident has been reported to local law enforcement, as required by Federal, state, or local law.  The DoDEA school administrator may report other threats to the local law enforcement entity, as necessary and appropriate.  The DoDEA school administrator shall inform the parents or legal guardians that they may contact local law enforcement for further information, as necessary and appropriate.


School Counseling Services

School Counseling Services

DoDEA school counselors provide comprehensive counseling programs to all students in grades K–12, in accordance with DoDEA Regulation 2946.1, “School Counseling Services,” July 13, 2009, and DoDEA Manual 2946.2, “Department of Defense Education Activity School Counseling Services,” January 1, 2006. Counseling programs are designed to foster a foundation for lifelong learning by removing barriers to students’ academic success. Early identification and intervention of students’ academic and social/emotional needs is essential in removing barriers to learning and promoting academic growth. School counselors provide direct and indirect student services and curricular activities to increase the knowledge, skills, and attitudes required for students to achieve their potential academically, socially, emotionally, and physically for life, college, and career readiness.

Elementary school counseling programs are crucial in supporting students’ attitudes and personal views toward school, self, peers, and social groups. In elementary grades, school counseling programs support and provide education on prevention and intervention services, promoting positive academic skills, career awareness, and social-emotional development — skills students need to be competent and confident learners. 

Secondary school counseling programs are designed to meet the rapidly changing needs of students in grades 6–12, while preparing them for high school and beyond. College and career exploration and planning are emphasized at the secondary level. As middle school students learn to manage more independence and responsibilities, school counseling programs are designed to connect learning to practical application in life and work, support personal/social skills, and foster effective learning/study skills. 

High school counseling programs are designed to foster student preparation and readiness for successful college and career pathways after high school.  All secondary students create and manage a four- to six-year plan with their counselor. The four- to six-year plan is managed in Choices360 and is designed to teach students how to create and attain their graduation, college, and career goals, while taking into account their interests, aptitudes, and graduation requirements.

Please contact your school counselor for additional information regarding the school counseling program.

Related DoDEA Policies & Regulations

2946.1: School Counseling Services
2946.2: DoDEA School Counseling Services

School Psychology Services

DoDEA school psychologists provide a range of services designed to support students’ learning, growth, and development. They are experts in student mental health and learning/behavior, and they partner with various stakeholders throughout the school and community to support students’ academic and emotional needs. School psychology programs are designed to foster safe, healthy and supportive learning environments that strengthen connections between the school, home, and community. School psychologists aim to improve academic achievement, support diverse learners, promote positive behaviors and safe school climates, and strengthen school-family partnerships. Core functions of school psychologists include mental health interventions, behavior management, crisis intervention and response, assessment, and consultation and collaboration.

Please contact your school psychologist for additional information regarding the DoDEA School Psychology Program.

Related DoDEA Policies & Regulations

2946.03: School Psychological Services

School Health Services

School Health Services

Health Services School NurseDoDEA School Health Services aims to optimize learning by fostering student wellness.  The school nurse serves as the health service expert, providing health care to students/staff and implementing interventions that address both actual and potential health and safety conditions.  The school nurse collaborates with the school administrator to promote the health and academic success of students and serves as the liaison between the school, community, and health care systems. This collaborative effort creates opportunities to build capacity for students’ self-care, resilience, and learning. 

The school nurse’s responsibilities include:

  1. Providing leadership in promoting personal and environmental health and safety by managing communicable diseases, monitoring immunizations, and providing consultation and health-related education to students and staff to promote school health and academic success; 
  2. Providing quality health care and intervening with actual and potential health problems through health screenings, health assessments, and nursing interventions, including the development of health care and emergency care plans to enable students to safely and fully participate in school;
  3. Providing case management services to direct care for students with chronic health conditions in order to ensure their safety and increase their access to the educational program; and
  4. Collaborating with school and community-based resources to reduce health-related barriers to student learning, improve access to health care and develop school-community partnerships to support academic achievement and student success.

Related DoDEA Policies & Regulations

2942.01: School Health Services

Student Illness

health services illnessDo not send your child to school if he or she is ill. Staying home to get the proper rest, nutrition, and parental care is for your child’s benefit as well as for the benefit of the other children in the school who may be unnecessarily exposed to a contagious illness. The following are examples of when a student should remain home:

  1. A temperature greater than or equal to 100 degrees Fahrenheit.  The student must be fever-free without the use of fever-reducing medication for 24 hours (a complete school day) before returning to school.
  2. Actively vomiting or has diarrhea.
  3. An illness which presents with contagious symptoms.
  4. Other symptoms interfering with learning or participation, such as abdominal pain; ear ache; itchy, painful eyes; light-sensitivity; or profuse exudate from the eyes necessitating frequent wiping.
  5. Severe uncontrolled coughing or wheezing, rapid or difficult breathing, and coughing lasting longer than five to seven days.
  6. Episodes of vomiting in the past 24 hours. A student must remain home until vomiting resolves (no further vomiting for 24 hours).
  7. Frequent, loose or watery stools compared to the student’s normal pattern; not caused by diet or medication. A student must remain home if a) he/she looks or acts ill; b) he/she has diarrhea with temperature elevation of 100°F or greater; and c) he/she has diarrhea and vomiting.
  8. Blister-like lesions (impetigo, including streptococci, staphylococcus, and methicillin-resistant staphylococcus aureus infections) that develop into pustules with weeping and crusting. A student must be medically evaluated, remain home for at least 24 hours after initiation of medical treatment and remain home until determined not infectious by a medical provider.  Lesions must be covered for school attendance.
  9. Ringworm lesions must be covered for school attendance.
  10. Thick discharge from eye, necessitating frequent wiping and may be accompanied by pain, redness to the white part of the eye and light sensitivity.  Student must remain at home until symptoms clear or completion of 24 hours of medical provider-prescribed ophthalmic treatment.
  11. Measles, mumps, rubella, (German measles), chicken pox, pertussis (whooping cough), and influenza. A student must remain home until determined to be not infectious by a medical care provider.

If your child becomes ill during the school day, the school nurse will contact you to pick up your child.  To return to school, your child must be without symptoms for 24 hours and fever-free without fever-reducing medications for at least 24 hours.


Parent Notification

As a general rule, the parent or sponsor will be notified by the school administrator or school nurse if a child has:

  1. Any illness or injury that causes concern or inability to participate in school activities;
  2. Eye, ear, or teeth injuries;
  3. Head injury;
  4. Second- or third-degree burns;
  5. Severe pain;
  6. Sprains or possible fractures;
  7. Temperature greater than or equal to 100 degrees Fahrenheit;
  8. Vomiting or diarrhea; and
  9. Wounds that may require stitches.

Allergies and Chronic-Acute Conditions

health services conditionsPlease inform the school nurse of any medical condition and health concerns your child may have to better serve and protect your child’s welfare in accordance with DoDEA Regulation 2720.1, “First Aid and Emergency Care,” September 8, 2003.

Food allergies (including peanut/nut allergies) are a significant health concern within the school environment. Allergic reactions can range from mild symptoms to life-threatening reactions. Ensuring a safe environment for all students and visitors is a primary focus for the school administration and staff. In an attempt to raise awareness and limit unnecessary exposure during school hours, the following steps have been implemented to address food allergies:

  1. Notify the school nurse of ANY allergy to food, drug, insects, etc., that your child may have;
  2. Provide the school nurse with medication/doctor’s orders/emergency care plan/parent permission form;
  3. Teach children at home about their food allergies and the importance of not sharing any food with others in school or elsewhere; and
  4. Notify the classroom teacher about your child’s allergens and check with the classroom teacher prior to bringing in any food for classroom celebrations.

Related DoDEA Policies & Regulations

2500.14: Nondiscriminiation and 504 Accommodation on the Basis of Disability in DoDEA Conducted Education Programs and Activities, Change 2
2720.1: First Aid and Emergency Care

Medication at School

health services medicationWhen medication must be administered during the school day, it must be delivered to the school nurse in the original container and properly labeled by the pharmacy or primary care manager/provider, stating the name of the student, the medication, dosage, route, time of administration, and current date of issue. Contact the school nurse for the required Medication Consent Form. This form must be filled out and signed by the prescribing medical provider and also signed by the sponsor/parent/guardian. The sponsor/parent/guardian needs to bring the signed form and the medication to the school nurse. If the school nurse is not present, the signed form and medication must be presented to the school principal, acting principal, or health aide for safekeeping. It is acceptable for parents to bring in self-purchased over-the-counter medication to be kept in the health office for their child’s use at school, but the medication must be accompanied by a physician’s prescription and signed parental consent form.

In some rare situations, students are allowed to keep their rescue or emergency medicine with them while in school or at school-related activities. The prescribing primary care manager must provide a written statement that the student must be in control of his or her medication due to a life-threatening medical condition. The parent must provide written consent for the medication to stay with the student. See the school nurse to obtain the appropriate form for medications to be administered during school hours or for a student to self-carry emergency medication.


First Aid and Emergency Care

health services injurySchool personnel will administer first aid as efficiently as possible to the dependent student when needed to treat minor injury or illness, in accordance with the DoDEA Regulation 2720.1, “First Aid and Emergency Care,” September 8, 2003. In accordance with Section 6 of DoDEA Regulation 2720.1, should a student sustain a more serious illness or injury, the school nurse will make a judgment call based on nursing assessment to determine if the student needs emergency medical care requiring a response by an emergency medical team (EMT) and possible transportation for treatment at a health care facility. If a student needs emergency medical care requiring an ambulance, the school will make reasonable efforts to contact the sponsor/parent/guardian or emergency contact. In the absence of a parent, a school administrator or designee may accompany the student to the medical treatment facility.

The EMT, health care facility, or attending health care provider(s) may be non-U.S. or non-military facilities or providers, especially if the dependent student is located overseas. Treatment decisions will be made exclusively by the health care provider(s) if the nature of the dependent student’s injury or illness requires immediate health care, in accordance with their standard operating procedures regarding the delivery of emergency care for the dependent student.

It is very important for the school to have a current address, home phone number, mobile phone numbers, duty phone number, and the phone number of another adult to act as emergency contact in case parents cannot be contacted.

Contact your school nurse for additional information regarding the DoDEA School Health Services Program.

Related DoDEA Policies & Regulations

2720.1: First Aid and Emergency Care

Student Rights and Responsibilities

Student Rights and Responsibilities

Modified on July 1, 2021

Students are expected to actively participate in the educational process, including school-sponsored activities in and outside of the classroom, as deemed appropriate. Students should bring to the attention of a school employee behavior or activities that may endanger the safety and well-being of themselves or others.

Students shall:

  1. Comply with policies, procedures and standards for student behavior;
  2. Refrain from conduct or behavior that is disruptive;
  3. Respect the rights and human dignity of other students and all school employees;
  4. Attend school and classes regularly, and punctually and make a conscious effort in all classes;
  5. Participate in and take advantage of educational opportunities provided by DoDEA schools;
  6. Assist school employees in operating a safe school by abiding by the laws of the United States, the local military installation, the host nation, and DoDEA policies, regulations, and procedures;
  7. Properly maintain school property and use school property and equipment for educationally authorized purposes;
  8. Promptly bring to the attention of a DoDEA school employee behavior or activities that may endanger the safety and well-being of themselves or others and to cooperate with school threat assessment procedures; and
  9. Promptly report to the DoDEA School Principal, or another DoDEA school employee, incidents or complaints, including, but not limited to, discrimination, sexual harassment, sexual assault, or non-sexual harassment, based on race, sex, color, national origin, disability, religion, age, sexual orientation or status as a sponsor, parent or legal guardian; intimidation, hazing, bullying (including cyberbullying), or retaliation against persons who report or participate in the investigation of such incidents herein.

Related DoDEA Policies & Regulations

1353.01: Student Rights and Responsibilities

Discrimination-Free Education Programs and Activities

No DoDEA student shall be excluded from participation in, be denied the benefits of, be subjected to, or be permitted to subject others to discrimination in any DoDEA-conducted education and training programs and activities on the basis of their race, sex, color, national origin, disability, religion, age, sexual orientation, or status as a parent, which is commonly known as their protected class, in accordance with DoDEA Administrative Instruction 1443.01, Volume 1, “Executive Order 13160 Administration: Compliance Requirements and Appeals,” February 22, 2019.

Although DoDEA cannot guarantee every student a learning and activities environment free from annoyances, petty slights, or minor offenses, DoDEA is committed to creating and maintaining an environment free from unlawful discrimination and will not tolerate incidents of discriminatory unequal treatment, hostile environments (including those created by sexual assault and sexual harassment [discussed in greater detail below under “Student Conduct and Discipline”]), or impermissible disparate impact based on a student’s protected class, or retaliation against anyone because they have made a complaint, testified, assisted, or participated in any manner in an investigation related to an allegation of discrimination.

Related DoDEA Policies & Regulations

1443.01 - Vol 1: Executive Order 13160 Administration: Compliance Requirements and Appeals

Scholastic Integrity

Students are responsible for their own scholastic integrity by neither giving nor receiving assistance (written, oral, or otherwise) on tests, examinations, final evaluations, or class assignments that are to be graded as the work of an individual. Any suspicion or evidence of forging, cheating, or plagiarizing the work of others will be investigated. Any student who is in violation will receive no credit. There will be an appropriate consequence for the particular assignment, and a letter will be sent home to be signed by the parents and returned to the teacher. A copy of the letter will be filed in the student’s discipline folder for the period of the school year.


Freedom of Religious Expression

According to Section 3.6 of DoDEA Administrative Instruction 1353.01, “Student Rights and Responsibilities,” April 6, 2021, students may observe religious practice in school, such as celebration of religious holidays, engaging in private prayer, saying grace before meals, and wearing yarmulkes and head scarves, as long as the practice does not violate student standards or cause substantial disruption. Students may engage in independent religious discussion to the same degree that they may engage in other types of permissible speech. The freedom to engage in religious expression in school does not include the right to compel other students to participate in religious practices or discussion. Students may express their beliefs about religion in the form of homework, artwork, presentations, and other written and oral assignments, free from discrimination by school faculty or other students based on the religious content of their submissions. Such assignments and submissions shall be assessed by curricular standards or other relevant instructional criteria in accordance with Section 4 of DoDEA Administrative Instruction 1353.01.

Related DoDEA Policies & Regulations

1353.01: Student Rights and Responsibilities

Interscholastic Athletics

This policy is currently under review

In accordance with DoDEA Administrative Instruction 1443.01, Volume 1, “Executive Order 13160 Administration: Compliance Requirements and Appeals,” February 22, 2019, all high school students, and middle school students in some cases, are provided the opportunity to participate in the Interscholastic Athletic Program without unlawful discrimination based on their race, sex, color, national origin, disability, religion, age, sexual orientation, status as a parent, or other factors unrelated to that participation. There are equitable uniform eligibility policies for participants in all athletic programs. Please refer to your regional Interscholastic Athletics Program policy for details relating to your school. For DoDEA-Americas schools, please consult your state of residence athletic policies and the school athletic director for specifics regarding state regulations and requirements.

Related DoDEA Policies & Regulations

1443.01 - Vol 1: Executive Order 13160 Administration: Compliance Requirements and Appeals

Student Dress Code

Students are expected to dress in a manner that complies with the school’s dress code policy as directed in DoDEA Administrative Instruction 1353.01, “Students Rights and Responsibilities,” April 6, 2021. Please refer to your school’s Web site or school handbook for specific dress code policy.

Related DoDEA Policies & Regulations

1353.01: Student Rights and Responsibilities

Grooming and Dress

This policy applies to Fort Campbell Schools

DoDEA Fort Campbell Schools Dress Code

Personal appearance at school should be appropriate and not distract from the learning process. Any student who is not appropriately dressed may be sequestered until appropriate dress is acquired and worn. If necessary, parents will be notified and asked to bring a change of clothing for their child. Students may be subject to discipline for violating the dress code and/or refusing to cooperate with requests to bring the student into compliance. The administration reserves the right to make the final determination regarding the appropriateness of student attire.

Students must wear: Bottoms, Tops and Shoes

Bottoms:

  • Students may wear: fitted pants, skinny jeans, sweatpants, shorts, skirts, dresses, athletic attire, pants, ripped jeans, leggings and yoga pants as long as underwear is not exposed.
  • Students may not wear clothing that exposes genitals and buttocks.

Tops:

  • Students may wear clothing with commercial or athletic logos provided they do not violate the guidelines in the “Cannot Wear” section. Sleeveless tops are authorized as long as the top of the shoulder is covered. Hoodies are permitted, but the hood should not be over the head.
  • Students may not wear muscle shirts, tank tops, sheer or see-through tops, off-the-shoulder tops, spaghetti straps and shirts with cut out sleeves. Clothing must cover the chest, back, tops of shoulders and mid-section with opaque material. Shirt hems should be no shorter than hip/pockets.

Shoes:

  • Students may wear sandals, backless shoes and dress or athletic shoes.
  • Students must wear footwear at all times. Shoes must be secured around the ankle.  Students may not wear house shoes, slides or flip-flops. Footwear deemed unsafe will not be allowed during the school day; such as shoes with wheels or cleats.

Accessories:

  • Students may wear religious headwear and sun protective clothing, including but not limited to hats, for outdoor use during the school day while outside.
  • Students may not wear hats, scarves (worn as head coverings), bandanas, caps, or sunglasses inside unless for religious or medical purposes previously coordinated with the school administration.

Students cannot wear:

  • Clothing with violent language or images
  • Image or language with drugs or alcohol “or any illegal item or activity”
  • Hate speech, profanity, or pornography
  • Images and/or language that creates a hostile or intimidating environment
  • Helmets, hoodies, or headgear that obscure the face
  • Jewelry and accessories that pose a danger to student or others

Exemptions to dress code may be requested by a parent for religious or philosophical belief, disability, medical reason, or due to financial hardship. Dress code must be followed on special occasions (example - spirit days) unless specifically noted by administration. The administration reserves the right to make the final determination regarding the appropriateness of student attire.


School Security

Search and Seizure

General, non-individualized searches of school property (e.g., desks, lockers, storage spaces, and school computers, including data and internet access records), may be conducted by the principal on a periodic or random basis. The school affords students and parents adequate prior notice of its general search policy through the issuance referenced above and this handbook. The search shall be conducted by the principal in the presence of another school employee who will serve as a witness. General searches of school spaces and property may be conducted in cooperation with the appropriate installation authorities or military police, including dogs trained to detect the presence of contraband. Evidence found during a general search, or a dog sniff, that alerts authorities to potential contraband may provide reasonable suspicion sufficient to conduct an individualized search.

Individualized, reasonable suspicion or targeted searches may be conducted by a principal of a student’s personal belongings (including bags, personalized electronic mobile devices (PEMD) and the interior of student vehicles on school property) and in a student’s desk, locker, storage space, school computer, or other property of the school when there is reasonable suspicion to believe the student possesses a prohibited item. Targeted searches may be conducted whenever the student is involved in a school-sponsored or school-supervised activity or event so long as there is reasonable suspicion to conduct the search.

A targeted search of a student’s person shall only be conducted under exigent circumstances. When possible, a targeted search of the student’s person shall be conducted in a private room, or non-public area, and by a school official of the same sex as the student. Reasonable efforts to locate the student and to notify the parent shall be made prior to a targeted search or as soon as is practicable under the circumstances.

Related DoDEA Policies & Regulations

1353.01: Student Rights and Responsibilities

Standard Response Protocols

DoDEA has implemented action-based standard response protocols (i.e., lockout, lockdown, evacuate, and shelter) that can be performed during any emergency incident.

lockout logoLockout is directed when there is a threat or hazard outside of the school.  Use the mass notification system or public address system, stating: “Lockout! Secure the perimeter.”  Who actually conducts this task will vary based upon the school and incident taking place.

 

lockdown logoLockdown is called when there is a threat or hazard inside the school building.  Use the mass notification system or public address system, stating: “Lockdown! Locks, Lights, Out of Sight!”  Who actually conducts this task will vary based upon the school and incident taking place; however, all school staff shall have the ability to call for a lockdown.  Contact local emergency services, or 911, as appropriate.

 

evacuate logoAn Evacuation is called when there is a need to move students from one facility to another.  The action will vary based upon the type of evacuation.  Other directions may be invoked during an evacuation, and student and staff should be prepared to follow specific instructions given by staff or first responders.

 

shelter logoShelter is called when the need for personal protection is necessary.  Hazards that could generate the need to Shelter include tornado, earthquake, tsunami, and a hazardous materials incident.  Use the mass notification system or public address system, stating: “Shelter [identifying the hazard]!”  This command is typically called by the DoDEA designated official but may be called by students, teachers or first responders.

 

The Standard Response Protocols are incorporated into the school’s Force Protection Plan.  For more information on the Standard Response Protocols and how they apply within DoDEA, refer to DoDEA Administrative Instruction 5205.02, Volume 6, “DoDEA Force Protection Program:  Standard Response Protocols,” July 24, 2018.


Emergency School Closure

This policy applies to DoDEA Americas

Emergency school closure occurs when unforeseen circumstances such as broken water pipes, flooding, loss of power,severe weather, etc., warrant closure to be initiated during non-school hours. The decision to close the school is made through input from the administrators, our superintendent, and the Commander. An announcement of the closure will be broadcast on TV and/or radio, DNS, and through the base command units.

The DoDEA Notification System (DNS) allows for each school to contact all of their parents and/or staff with one phone message through an automatic dialing system. At the District level it allows a message to be sent to all parents and/or staff in the same method. This allows greater security and sharing of information with parents and staff. There is a Point of Contact (POC) at each location that has the necessary codes to access the system.

There are situations in which school may be canceled during school hours. Once again, this decision is made by the individuals stated above. Once the decision has been made to release students, staff members will alert all classrooms.Students who ride the bus will be released to board the bus at a set time. For those students who walk, ride a bike, or are picked up, they may be released once their parent/guardian has been contacted and agree with that process. If we are unable to reach a student's parent/guardian by the time teachers are released, the teacher will bring them to the office and the office staff will assist in contacting the parent. For these emergencies STUDENTS ARE NOT PERMITTED TO LEAVE SCHOOL GROUNDS WITHOUT THEIR PARENT/GUARDIAN BEING NOTIFIED. As stated before,please ensure all contact numbers are updated at all times with both your child's teacher and the school office.


Emergency Evacuation

This policy applies to DoDEA Americas

In accordance with our antiterrorism/force protection plan, the school will be evacuated unless otherwise determined by the command and our district office. In cases where the school has to evacuate the premises due to any safety concerns,the students and staff will evacuate to designated locations away from the threat. If we have to leave the school area and/or send students home we will make every effort to contact each sponsor. During the time of any evacuation, all students will remain with their teachers. If information is received from our district office or from the Command Post to send students home, the school will then release the student(s) to the parent/guardian provided proper identification has been presented. We appreciate your cooperation during times such as these. Again, it is imperative that the school has updated contact information in case of any type of emergency. Please contact the school office to ensure all contact numbers are updated and current.


Campus Security

This policy applies to DoDEA Americas

School security is a national concern. Throughout the United States, youth crime and violence threaten to undermine the safety of our students' learning environment. Since the Department of Defense Education Activity (DoDEA) represents a cross-section of Americana, all partners in our community education process must understand and support the principles underlying a safe and secure learning environment as applied to creating a safe school. The underlying principles all relate to student rights to a safe and secure learning environment free from the threat or fear of physical violence; free from drugs, alcohol, weapons and other prohibited items; free from hazing, bullying or intimidation; and free from gang or criminal activity.

The Department of Defense Education Activity (DoDEA) follows guidance for the Department of Defense and also issues instructions and policies concerning our schools. DoDEA Regulation 2051.1, Disciplinary Rules and Procedures outlines student conduct expectations and disciplinary consequences that may be invoked when the conduct of a student poses an immediate threat to his/her safety or the safety of others in the school. These student conduct expectations apply to student conduct that is:

  • related to a school activity while on school property
  • while en route between school and home, to include school buses
  • during lunch period
  • during or while going to or coming from all school-sponsored events/activities that affect the missions or operations of the school or district including field trips, sporting events, stadium assemblies, and evening school-related activities.

Violence, threats of violence, prohibited items, gang or criminal behavior, and bullying or intimidation will not be tolerated. Perpetrating a bomb threat or complicity in the act is grounds for expulsion. Additionally, local military regulations and laws may authorize criminal prosecution for such actions. Therefore, it is incumbent upon all community education partners - students, parents, military leaders, administrators, faculty and staff - to understand the serious nature of actions violating the principle student freedoms and the scope of authority over infractions as outlined in The DoDEA Disciplinary Rules and Procedures. The administration at each school is responsible for the management of student behavior.

Emergency Planning and Crisis Response (dodea.edu/Offices/Security/crisis-response.cfm)


School Closure

This policy applies to Fort Benning Schools,Fort Bragg Schools,Fort Campbell Schools,Fort Knox Schools

When hurricanes, snow or other severe weather conditions occur, it is sometimes necessary to cancel school, delay the opening of school, or dismiss classes early.

Before the School Day Begins

If it becomes necessary to cancel school due to inclement weather parents will be notified through our AdHoc system as well as listen to local radio or TV stations in the morning for information about school cancellation for the day.

After the School Day Has Begun

Once the school day has begun, every effort will be made to keep school in session for the entire day. Many of our children have two working parents, and we understand the problems that early dismissal might cause.

The decision to close school during the day is announced as soon as possible through our AdHoc system as well as on local radio and TV. It is important for parents to stay tuned to a local station if they suspect possible school closings.

Under the best conditions, it takes approximately two hours from the time an early dismissal decision is made until the last bus leaves a school. Children who ride a bus home from school, can expect to start arriving home any time from thirty minutes to over two hours after the dismissal decision is made. It is important for parents to discuss the possibility of an early closing due to inclement weather with their children. Establishing a plan for such occasions will help to eliminate confusion and worry for the child and will provide assurance for the parent and the school that the child is safe and secure.

The contact information on record with the school will be used for notifications. Please inform the school whenever your contact information changes.

Note: Your child's school may also notify you of important announcements using the AdHoc notification system.


Student Conduct and Discipline

Discipline

Modified on July 1, 2021

Management of student behavior is a responsibility shared by students, sponsors/parents/guardians, teachers, and the military command and school communities in general, in accordance with DoDEA Administrative Instruction 1353.01, “Student Rights and Responsibilities,” April 6, 2021. Student behavioral management consists of teaching and reinforcing positive student attitudes and behaviors. Students shall treat teachers, administrators, and other school staff with courtesy, fairness, and respect; and teachers, administrators, and other school staff shall treat students with courtesy, fairness, and respect. All students will be disciplined in a fair and appropriate manner. School administrators shall operate and maintain a safe school environment that is conducive to learning. School administration will ensure prompt investigation and response to incidents or complaints involving students made by students, parents, teachers, or DoDEA staff members.

In accordance with the policy stated in DoDEA Administrative Instruction 1347.01, “Student Disciplinary Rules and Procedures,” April 7, 2021, discipline shall be progressively and fairly administered. Disciplinary actions include, but are not limited to, verbal reprimands, conferences, detention, time-out, alternative in-school placements, school service programs, community service and counseling programs. Other behavior management techniques will be considered prior to resorting to more formal disciplinary actions that remove a student from school for a suspension (short or long term). Long-term suspension or expulsion following a first offense may be considered when a student poses an immediate threat to his or her safety or the safety of others (e.g., offenses involving firearms or other weapons, fighting or violence, or the possession, use, or sale of drugs). Additional rules and procedures can be reviewed in DoDEA Administrative Instruction 1347.01.

Related DoDEA Policies & Regulations

1347.01: Student Disciplinary Rules and Procedures
1353.01: Student Rights and Responsibilities

Elementary School Discipline Matrix

This policy applies to Southeast
Modified on July 1, 2021

DoDEA AI 1347.01, Disciplinary Rules and Procedures, provides schools with guidance on the management of various disciplinary offenses.  This regulation allows districts to promulgate policies and procedures to supplement the regulation (Section 3.3). The Southeast District is committed to providing families, students, and schools with high quality supports that enable all students to achieve the highest outcomes socially, emotionally, and academically.  Behavioral supports is an integral part of this discipline plan.

This matrix of suggested consequences and behavioral supports for student misconduct does not supersede or contradict DoDEA AI 1347.01. It is provided to offer general guidelines for imposing progressively and fair disciplinary consequences along with supports, but in no way restricts the right and responsibility of school administrators to apply appropriate levels of discipline on a case-by-case basis, depending on the specific circumstances, even if it deviates from the suggested consequences identified in the table.

*this matrix applies to 6th grade students when a part of an elementary school

Administrator’s discretion applies to all areas where there is a choice or range of days for consequences.

Minor Offenses:

Administrative Table of Consequences for Pre-K thru grade 5

Minor Infractions Expectations and Interventions

Disrespect - Failure to respond appropriately to authority

  • Clearly define and post all expectations
  • Practice procedures for routines
  • State expectations
  • Provide a structured choice
  • Use a variety of consequences
  • Involve a problem-solving team
  • Establish a team to identify students requiring specialized plans

Horseplay - friendly touching, chasing

Classroom Disruption - interruption to the classroom/learning environment

Failure to follow cafeteria rules

Defiance and non-compliance - Failure to respond to adult requests and/or directives

Major Infractions

Administrative Table of Consequences for Grades Pre-K thru Grade 5

Unacceptable Actions / Behavior Pre-K- 2nd 3rd-5th*

Alcohol Possession - Possession/use/evidence of Intoxication

** possible 11 day suspension with expulsion hearing if sale and distribution

 

1st Offense

  • Notify Parents
  • 1-3- Day Suspension 
  • Refer to Counselor
  • Report to MPs/FAP

2nd Offense

  • Notify Parents
  • 3-5 Day Suspension
  • Disciplinary Hearing
  • Behavior Intervention Plan
  • Report to MPs/FAP

3rd Offense

  • Notify Parents
  • 5-10 Day Suspension
  • Expulsion Hearing
  • Report to MPs/FAP

Assault (Physical) of a staff or student - inflicting serious bodily injury to others

 

1st Offense

  • 1-3 Day Suspension
  • Refer to Counselor

2nd Offense

  • 3-5 Day Suspension
  • Behavior Intervention Plan

3rd Offense

  • 5-10 Day Suspension

4th Offense

  • Expulsion Hearing

Assault (Sexual)

3rd-5th* grade - Indecent behavior of a sexual nature
(to include sexual acts, exposure, or touching private parts)

6th grade - Indecent behavior of a sexual nature
(to include groping, fondling and consensual sexual acts)

1st Offense

  • Conference with counselor and parents

2nd Offense

  • Conference with administrator and parents

3rd Offense

  • Complete classwork in alternate location
  • Establish Behavior Intervention Plan

4th Offense

  • Behavior Plan to include diminishing disruptive behavior and refer to Family Behavioral Health

1st Offense

  • 1-3 Day Suspension
  • Refer to Counselor

2nd Offense

  • 3-5 Day Suspension
  • Behavior Intervention Plan

3rd Offense

  • 5-10 Day Suspension
  • Referral to Behavioral Health

4th Offense

  • ** Over 10-Day suspension
  • Expulsion hearing//Military Police notice//Anger management Referral

Bus Behavior Infractions - (See Bus Discipline Matrix for consequences)

Bullying - unwanted, aggressive behavior among school aged children that involves a real or perceived power imbalance. The behavior is repeated, or has the potential to be repeated, over time. (Physical/Verbal/Cyber, etc.)

1st Offense

  • Student/administrator call parent. Attendance in pertinent counseling.
  • 1-Day lunch detention.

2nd Offense

  • Student/administrator call parent. Counselor, teacher and administrator develop individual Behavior Plan.
  • 2-Day lunch Detention

***Continual Offences Teacher, Parent and Student Conference follow the same progression

1st Offense

  • Student/administrator call parent. Attendance in pertinent counseling.
  • 1-2 Days Suspension

2nd Offense

  • Student/administrator call parent. Counselor, teacher and administrator develop individual Behavior Plan.
  • 3-5 Days Suspension

3rd Offense

  • Student/administrator call parent. Counselor, teacher and administrator develop individual Behavior Plan.
  • 5-10 Days Suspension
  • Suspension in serious case.

Computer Misuse/Violation of Internet Agreement

(Personal email/entry into chat rooms/giving out password or using another person's password, downloading materials without permission, etc.) inappropriate use of school accounts for personal use, etc.

1st Offense

  • 5-Day loss of technology or Restriction of Specific Programs (Example:  Google Restrict 4:  Google Hangouts/Chats only)
  • Teacher contact parents
  • 2-day lunch detention

2nd Offense

  • 10-Day loss of technology or Restriction of Specific Programs (Example:  Google Restrict 4:  Google Hangouts/Chats only)
  • Teacher contact parents
  • 3-day lunch detention

3rd Offense

  • 10-Day loss of technology or Restriction of Specific Programs (Example:  Google Restrict 4:  Google Hangouts/Chats only).
  • Admin contacts parent
  • 3-day lunch detention

4th Offense

  • 1 Semester loss of technology or Restriction of Specific Programs (Example:  Google Restrict 4:  Google Hangouts/Chats only).
  • Parent admin conference

5th Offense

  • 1 Year loss of technology or Restriction of Specific Programs (Example:  Google Restrict 4:  Google Hangouts/Chats only).
  • Parent admin conference

1st Offense

  • 5- Day loss of technology or Restriction of Specific Programs (Example:  Google Restrict 4:  Google Hangouts/Chats only)
  • 2-day lunch detention

2nd Offense

  • 10-Day loss of technology or Restriction of Specific Programs (Example:  Google Restrict 4:  Google Hangouts/Chats only)
  • Teacher contact parents
  • 3-day lunch detention

3rd Offense

  • 10-Day loss of technology or Restriction of Specific Programs (Example:  Google Restrict 4:  Google Hangouts/Chats only)
  • Admin contacts parent
  • 3-day lunch detention

4th Offense

  • 1 Semester loss of technology or Restriction of Specific Programs (Example:  Google Restrict 4:  Google Hangouts/Chats only).
  • Parent admin conference

5th Offense

  • 1 Year loss of technology or Restriction of Specific Programs (Example:  Google Restrict 4:  Google Hangouts/Chats only).
  • Parent admin conference

Disruptive Behavior

Any action of behavior, verbal or physical, that significantly interrupts the learning environment

1st Offense

  • Conference with counselor
  • Contact Parents

2nd Offense

  • Conference with administrator
  • Contact Parents

3rd Offense

  • Complete classwork in alternate location
  • Contact Parents

4th Offense

  • Complete classwork in alternate location
  • Conference with parents

5th Offense

  • Behavior Plan to include diminishing disruptive behavior
  • Conference with parents

1st Offense

  • Conference with counselor
  • Contact Parents

2nd Offense

  • Conference with administrator, parents, teacher
  • Complete classwork in alternate location

3rd Offense

  • 1-2 days Suspension
  • Conference with parents

4th Offense

  • 3-5 days Suspension
  • Conference with parents

5th Offense

  • 5-10 days Suspension
  • Behavior Plan to include diminishing disruptive behavior
  • Conference with parents

Drug Possession/ Sale/ paraphernalia/suspicion of use

1st Offense

  • ** Over 10-Day suspension
  • Expulsion hearing
  • Military Police notice
  • Drug Dog sweep is possible

1st Offense

  • ** Over 10-Day suspension
  • Expulsion hearing
  • Military Police notice
  • Drug Dog sweep is possible

Extortion

 

1st Offense

  • 1-Day lunch detention
  • Restitution

2nd Offense

  • 2- Day lunch detention
  • Restitution

3rd Offense

  • 3- Day lunch detention Restitution
  • Conference with parents

4th Offense

  • 1- Day suspension Restitution

False Fire Alarm / Bomb Threat - making a false bomb or terrorist threat or pulling a false fire alarm

 

1st Offense

  • 3-5 Day suspension Refer to SST

2nd Offense

  • 5-10 Day suspension

3rd Offense

  • Expulsion hearing

Hitting/Fight (minor)

Contributing to / spreading rumor, instigating a fight. Failure to report a physical altercation. Pushing, slapping, grabbing, and scuffling

1st Offense

  • If behavior happens in the classroom- Student / administrator call parent. If at recess-student sits out. Behavior reported to classroom teacher for counseling.

2nd Offense

  • Student/administrator call parent
  • 2- Day lunch detention

3rd Offense

  • Student/administrator call parent Attendance in pertinent counseling
  • Refer to SST
  • 1-2 days suspension

4th Offense

  • Student/administrator call parent Counselor, teacher and administrator develop individual behavior plan.
  • 3-5 Days suspension

5th Offense

  • Student/administrator call parent Counselor, administrator and parent reexamine behavior plan
  • 5-10 Days suspension

1st Offense

  • Student/administrator call parent.
  • Attendance in pertinent counseling
  • 1-2 Days Suspension

2nd Offense

  • Student/administrator call parent.
  • Counselor, teacher and administrator develop individual Behavior Plan.
  • 3-5 Days Suspension

3rd Offense

  • Student/administrator call parent.
  • Counselor, teacher and administrator develop individual Behavior Plan.
  • 5-10 Days Suspension
  • Suspension in serious case.

Fighting  (mutual combat)

hitting another student, contributing to a physical altercation with inappropriate physical contact, mutual combat, etc.

1st Offense

  • If behavior happens in the classroom- Student / administrator call parent. If at recess-student sits out. Behavior reported to classroom teacher for counseling.

2nd Offense

  • Student/administrator call parent
  • 2-Day lunch detention

3rd Offense

  • Student/administrator call parent Attendance in pertinent counseling
  • Refer to SST
  • 1-2 days suspension

4th Offense

  • Student/administrator call parent Counselor, teacher and administrator develop individual behavior plan.
  • 3-5 Days suspension

5th Offense

  • Student/administrator call parent Counselor, administrator and parent reexamine behavior plan
  • 5-10 Days suspension

1st Offense

  • Student/administrator call parent.
  • Attendance in pertinent counseling
  • 1-2 Days Suspension

2nd Offense

  • Student/administrator call parent.
  • Counselor, teacher and administrator develop individual Behavior Plan.
  • 3-5 Days Suspension

3rd Offense

  • Student/administrator call parent.
  • Counselor, teacher and administrator develop individual Behavior Plan.
  • 5-10 Days Suspension
  • Suspension in serious case.

Forgery of signatures or initials

 

1st Offense

  • Administration counseling & contact parents or administration assigns peer mediation if available

2nd Offense

  • Detention
  • Refer to SST
  • Parent Conference

Harassment (Sexual)

sexual/sexually offensive behavior (lewd and obscene actions to include unwanted, inappropriate touching, propositions, sexual slurs, degrading sexual description, threats, verbal abuse, and other minor sexually inappropriate  actions.

 

1st Offense

  • Student/administrator call parent.
  • Attendance in pertinent counseling
  • 1-2 Days Suspension

2nd Offense

  • Student/administrator call parent.
  • Counselor, teacher and administrator develop individual Behavior Plan.
  • 3-5 Days Suspension

3rd Offense

  • Student/administrator call parent.
  • Counselor, teacher and administrator develop individual Behavior Plan.
  • 5-10 Days Suspension
  • Suspension in serious case.

Insubordination (minor)

Adamant refusal to comply with staffs directive.

1st Offense

  • If behavior happens in the classroom - warning student, administrator call parent

2nd Offense

  • Student/Administrator call parent
  • 1-Day lunch detention

3rd Offense

  • Student/Administrator call parent
  • 2 Day lunch detention
  • Refer to SST

1st Offense

  • Administration Counseling
  • 1-Day lunch detention

2nd Offense

  • 3-Day lunch detention

3rd Offense

  • 5-Day lunch detention
  • Refer to SST

4th Offense

  • 1-2 Day suspension
  • Conference

Nuisance Items/ Electronic Devices

Devices such as toys, portable video game devices, i-pod, MP3 player, pager, phones, smart watches, recorders, headphones, laser pointers etc, impacting instruction or causing disruption.

1st Offense

  • Administration counseling
  • 1-Day lunch detention

2nd Offense

  • 2-Day lunch detention
  • Parent pick up item

3rd Offense

  • 3-Day lunch detention
  • Parent pick up item

1st Offense

  • Administration counseling
  • 1-Day lunch detention

2nd Offense

  • 2-Day lunch detention
  • Parent pick up item

3rd Offense

  • 3-Day lunch detention
  • Parent pick up item

Smoking / possession of tobacco products

 

1st Offense

  • Administration counseling or administration assigns peer mediation if available

2nd Offense

  • 5-Day detention

3rd Offense

  • 1-Day suspension

4th Offense

  • 2-Day suspension Refer to SST

5th Offense

  • 3-Day suspension

Theft

Attempting to steal or wrongfully appropriate or receive stolen school, government, or private property.

1st Offense

  • Conference with counselor
  • Contact Parents
  • Restitution

2nd Offense

  • Conference with administrator
  • Contact Parents
  • Restitution

3rd Offense

  • 1 Day Suspension
  • Refer to SST
  • Restitution

4th Offense

  • 2 Day Suspension
  • Refer to SST
  • Restitution

1st Offense

  • 3- Day lunch detention
  • Refer to SST
  • Restitution

2nd Offense

  • 1 - Day Suspension
  • Restitution
  • Notification of Military Police

3rd Offense

  • 3-Day suspension
  • Restitution
  • Notification of military police

4th Offense

  • 5-Day suspension
  • Restitution
  • Notification of military police

Unauthorized Area

Presence in: (examples) Opposite gender restrooms, posted areas

 

1st Offense

  • Administration counseling or administration assigns peer mediation if available
  • 1-Day detention

2nd Offense

  • 2-Day detention

3rd Offense

  • 5-Day detention

4th Offense

  • 1-2  Days suspension

5th Offense

  • 3-5 Days suspension
  • Refer to SST

Use, possession and sale of drugs

include illegal drugs, misuse of legal substances like nonprescription drugs, medicine prescribed for another person, sniffing glue, inhalants

1st Offense

  • Student/administrator call parent
  • 10-Day suspension pending expulsion hearing
  • Military Police Notified

1st Offense

  • 10-Day suspension pending expulsion hearing,
  • Military Police notified

Vandalism

Destruction of Government or Personal Property, to include graffiti, defacing property (personal or government).

1st Offense

  • Conference with counselor
  • Contact Parents

2nd Offense

  • Conference with administrator
  • Contact Parents

3rd Offense

  • 1-Day Suspension
  • Refer to SST

4th Offense

  • 2-Day Suspension
  • Refer to SST

1st Offense

  • 1-2 Day suspension
  • Counseling referral
  • Refer to SST

2nd Offense

  • 3-5 Day suspension

3rd Offense

  • 5-10 Day suspension
  • Expulsion hearing

Weapons

Objects carried, presented, or used with the intent of threatening or harming any individuals, or that are capable of causing death or serious bodily injury

1st Offense

  • 10-Day suspension pending expulsion hearing
  • Military Police Notified

1st Offense

  • 10-Day suspension pending expulsion hearing,
  • Military Police notified.

Weapons/firearms

Possession of firearm, starter gun, any explosive, incendiary, poison gas, bomb, grenade or rocket

1st Offense

  • One calendar year expulsion

1st Offense

  • Expulsion one calendar year
  • Expulsion hearing
  • Military Police Notified

Related DoDEA Policies & Regulations

1347.01: Student Disciplinary Rules and Procedures
1353.01: Student Rights and Responsibilities

School Bus Behavior

Riding school buses is a privilege that may be suspended or revoked if a student does not behave in a safe and proper manner in accordance with DoDEA behavior expectations, which is in accordance with Section 7 of DoDEA Administrative Instruction 1347.01, “Student Disciplinary Rules and Procedures,” April 7, 2021.

Related DoDEA Policies & Regulations

1347.01: Student Disciplinary Rules and Procedures

School Bus Discipline Matrix

This policy applies to Southeast
Modified on July 1, 2021

Administrator’s discretion applies to all areas where there is a choice or range of days for consequences.

UNSAFE BEHAVIOR (Section 7)

INAPPROPRIATE BEHAVIOR (Section 7)

DESTRUCTIVE BEHAVIOR (Section 7)

PROHIBITED BEHAVIOR (Section 7)

  • Fighting, pushing, shoving, or tripping
  • Use or possession of unacceptable items identified in DoDEA AI 1443.02 (The school bus is an extension of the school/campus)
  • Engaged in horseplay
  • Getting on or off bus while bus is in motion
  • Not properly seated
  • Hanging out of window
  • Making excessive noise or playing electronic equipment without using earphones
  • Obstructing aisles, steps, or seats
  • Pushing while boarding or leaving the bus
  • Failure to remain properly clothed
  • Public displays of affection
  • Eating, drinking, or littering on bus***
  • Using abusive/profane language and/or gestures
  • Spitting or biting
  • Failure to comply with bus driver’s or monitor’s instruction
  • Disrespect, distraction, or interference with driver
  • Harassing or interfering with other students
  • Damaging private property (requires payment of damages)
  • Throwing or shooting objects inside or outside of bus
  • Sitting in driver’s seat or tampering with bus controls
  • Opening or trying to open bus door 
  • Tampering with bus controls or emergency equipment
  • Violate any other school rule, law, or military installation guide

BEHAVIOR INFRACTION CONSEQUENCES (LOSS OF BUS RIDING PRIVILEGES)

1st Offense 2nd Offense 3rd Offense 4th Offense 5th and Subsequent Offenses

Warning

1-5 Days Suspension

1-20 Days Suspension

1-30 Days Suspension

Remainder of the Year

School Bus Discipline: Rules of student behavior and disciplinary procedures prescribed in Section 7 that are applicable to students en route by DoD-sponsored school buses between home and school and/or school-sponsored events and activities. The school administration has the discretion to process disciplinary actions for school bus infractions solely within the context of procedures prescribed in Section 7, or as a part of school discipline generally. Administration will administer consequences that are appropriate to the behavior therefore a warning may not be the appropriate response to a 1st Offense (i.e. Fighting).  Disciplinary action that might affect the placement of a student with disabilities must be processed under the disciplinary procedures for students with disabilities. (See DoDEA AI 1347.01)

Recommended referral forms and notification letters can be found in DoDEA AI 1347.01.

Related DoDEA Policies & Regulations

1347.01: Student Disciplinary Rules and Procedures

Prohibited Sexual, Sex-Based, and Other Related Abusive Misconduct

DoDEA does not allow any form of sexual harassment, sexual assault, problematic sexual behavior in children and youth (PSB-CY) and other related abusive misconduct of, or by, employees, students, or anyone participating in DoDEA-conducted/sponsored education, training programs, and activities, committed both on and off DoDEA premises.

All DoDEA students are responsible for not committing acts of sexual harassment, sexual assault, PSB-CY, and other related abusive misconduct, in accordance with DoDEA Administrative Instruction 1443.02, “Prohibited Sexual, Sex-Based, and Other Related Abusive Misconduct Reporting and Response,” February 21, 2019 (DoDEA AI 1443.02, and for cooperating with any investigations and resolution of complaints made in accordance with this Issuance. Students who violate this policy are subject to discipline in accordance with DoDEA Administrative Instruction, “Student Disciplinary Rules and Procedures,” April 7, 2021.

The right to be free from other related abusive misconduct includes physical and/or emotional misconduct that does not qualify as sexual assault or sexual harassment, but that is still intended to make a student feel pressured, uncomfortable, physically threatened, in pain, embarrassed, or offended. It also includes the right to be free from an adult, or another student, trying to exploit their position of authority or influence over a student to force or manipulate them into an inappropriate personal and/or sexual relationship, even if the student does not think it is harmful. DoDEA does not recognize sexual or romantic interactions between any student and a DoDEA employee or volunteer to ever be consensual, even if the student is of the lawful age of consent.

Students who are experiencing sexual assault, sexual harassment, PSB-CY, or other related abusive misconduct should report it, in accordance with Sections 4 and 5 of DoDEA Administrative Instruction 1443.02, “Prohibited Sexual, Sex-Based, and Other Related Abusive Misconduct Reporting and Response,” February 21, 2019.

It is extremely important that a student not suffer in silence or be allowed to be exploited or manipulated into an inappropriate relationship. If such is happening to a student personally, or to someone they know, the student should let an adult know about it right away. The student may tell someone he/she feels comfortable with and trusts, such as their parent, teacher, nurse, or coach, or go directly to the school principal or program director, at any time. When a DoDEA employee or volunteer becomes aware of a violation of this DoDEA Administrative Instruction 1443.02, they are required to report it to their school principal or program director, with the possible exception of certain disclosures made during confidential communications not otherwise subject to mandatory reporting requirements in accordance with Issuance.

Students may visit DoDEA’s Sexual Harassment Awareness and Prevention Web page (dodea.edu/sexualharassment) to learn more.

Related DoDEA Policies & Regulations

1347.01: Student Disciplinary Rules and Procedures
1443.02: Prohibited Sexual, Sex-Based, and Other Related Abusive Misconduct Reporting and Response

Student Conduct and Discipline

This policy applies to DoDEA Americas

The primary objective of school discipline is to maintain a safe and orderly environment that positively affects academic achievement. Discipline provides an opportunity for students to understand that inappropriate behavior results in appropriate consequences. These consequences are designed to keep the students academically involved. Exclusion from learning opportunities is a final disciplinary option. We believe it is imperative to provide students with feedback for their disruptive behavior and allow for planning to avoid future incidents of behavior.

Classroom Discipline

Each teacher has and enforces a classroom discipline plan. The steps of action are:

  1. Teacher counsels student
  2. Teacher and student conference
  3. Teacher contacts the parent
  4. Student may be  referred to the counselor
  5. Teacher and counselor may meet to develop behavior interventions
  6. Administration, teacher and counselor meet with parent and student

(Conferences, detentions, suspensions, or referrals are possible at any time depending on the disruptive behavior.)

Prohibited Items

Some items prohibited at school include, but list is not all inclusive:

  • Toys, electronics and other related toys, cards and games
  • portable communications devices
  • all audio devices including iPods and MP3 players
  • skateboards, scooters, roller blades, roller skates or heelys
  • chewing gum
  • cigarette lighters and matches
  • tobacco products; e.g., cigarettes, cigars, pipes, chewing tobacco, smokeless tobacco, snuff
  • fireworks of any type
  • weapons and/or ammo (real or pretend)
  • laser light pointers
  • any device that disrupts the classroom environment

Cell phones may be brought to school but must be turned off and stored in the backpack or locker during the school day.  In cases of emergency, students may contact their parents by using the phone if the school office.

Related DoDEA Policies & Regulations

2051.1: Disciplinary Rules and Procedures, Change 2 (cancelled)

Bully Prevention

In the wake of school violence throughout the world, it is important to analyze the causes of violence and implement preventive measures to assure that every student and adult will feel secure in the school environment. DoDEA implemented a system-wide Bully Prevention program as a part of the Safe Schools and Character Education program.

Stop Bullying now

Bullying is defined as a means to have power over another and it takes many forms: physical, verbal, and indirect such as gossip and isolation. Bullying leaves long-lasting scars for its victims. Bullies have a higher incidence of antisocial behavior, domestic violence and crime as adults. Society pays a heavy toll for tolerating bullying behavior and bullies.

In DoDEA schools and community, bullying will not go unchallenged and will not be tolerated. All students, staff members, parents and the community play vital roles to ensure our children are not bullied, do not act as bullies, and will not allow others to bully. Our schools have a moral obligation to provide our students and the school community with the proper information, prevention strategies, and defenses to create a safe, accepting and caring environment for all.


Classroom Environment

This policy applies to DoDEA Americas

DoDEA Schools provide a warm and nurturing environment for students. Classroom instruction, student assignments, assessments, and homework are standards based. The focus is on ensuring that all students master DoDEA standards through differentiated instruction and best practices. Classroom instruction is developmental and engaging so students are successful. Instructional time is protected to maximize learning opportunities. It is imperative that students are on time and remain in school throughout the day to capitalize on all opportunities.

Animals or Pets

Per DoDEA regulation, before an animal or pet can be brought in to the school for any reason (to include bringing in pets when there are no classes in session), the animal or pet owner must first have written approval from the Principal. Animals that could cause injury or harm to any person, WILL NOT be brought to school. The pet owner will provide a copy of the Veterinarian certificate for the Principal and School Nurse prior to bringing the animal or pet into the school. A copy of this certificate must be kept in the classroom at all times and a copy retained by the School Nurse in an animal/pet veterinary clearance file. In addition, a copy will also be kept on file in the school office. Animals are visitors at our school, not residents. If your child has any animal allergies, please notify our School Nurse in the school Health Office.

Water Bottles

Students are allowed to use personal water containers (plastic only, please) in classrooms and other instructional areas as appropriate. Staff and administrators have the right and responsibility to check the contents of all water containers. Water bottles should be clearly marked with the student's name and teacher.

No food or drinks will be allowed in the hallways, playgrounds, or stage area.

Birthday Celebrations

Teachers typically acknowledge students' birthdays but do not hold parties for each student. If parents would like to acknowledge a student's birthday in the classroom it is suggested that they bring non-food items (pencils, erasers, etc.) or healthy pre-packaged treats, which would be distributed after lunch services. Homemade treats are not allowed due to health and allergy concerns of students. Please do not bring flowers, balloons, or other gifts to the school.

Deliveries

To avoid interruption of instructional time, flowers or other gifts will not be delivered to students. If we should receive a delivery for a student, we will notify the student's parent and hold it in the office until the end of the school day for the parent to pick up.

Pledge of Allegiance

The Pledge of Allegiance or National Anthem will be incorporated into the morning announcements. Participation is not mandatory, but all students are expected to show respect.


Technology

Computer Access/Internet Policy/Electronic Devices

Each student, together with the student’s parent or guardian (if applicable), shall acknowledge and sign Form 700, “Use of DoDEA Internet and Use of Information Technology Resources,” before he or she is assigned a user account. In accordance with Enclosure 4 of DoDEA Administrative Instruction 6600.01, “Computer Access and Internet Policy,” February 16, 2010, the following are required of all students:

  1. Students shall use DoDEA information technology (IT) resources, including computers, electronic mail, and internet access, only in support of education and for research consistent with the educational objectives of DoDEA; 
  2. Students shall respect and adhere to all of the rules governing access to, and use of, DoDEA’s IT resources; 
  3. Students shall be polite in all electronic communication;
  4. Students shall use courteous and respectful language and/or images in their messages to others;
  5. Students shall not swear, use vulgarities, or use harsh, abusive, sexual, or disrespectful language and/or images;
  6. Students who misuse DoDEA IT resources are subject to disciplinary measures; and
  7. Students’ accounts will be deactivated upon transition out of a DoDEA school.

The signed agreement (Form 700) is to be retained in the administrative office at the student’s school for the duration of the student’s enrollment. A copy will be provided to the student and, if applicable, the student’s parent or guardian.

Related DoDEA Policies & Regulations

6600.01: Computer Access and Internet Policy

Role of Social Media

Use of personal social media between parents/teachers/students is discouraged.  The only acceptable form of social media communication between parents/teachers/students is through official school social media.


Student Transportation

Student Transportation Services

Student transportation is defined as the transportation of students from their assigned bus stop to school at the beginning of their school day, during the mid-day and for return to their assigned bus stop at the end of the normal scheduled school day.  DoDEA principals are responsible for monitoring student loading/unloading zones when students are coming and going from school sites, including administering discipline.  A school bus or any device operating to provide student transportation will function as an extension of the school.  The walking distance for students in grade 6 and below should not exceed one mile from the student’s primary residence to the school or designated bus stop.  Students in grades 7–12 may walk up to 1.5 miles from their primary residence to the school or designated bus stop.  These distances may be slightly expanded or contracted to conform to natural boundaries such as housing areas or neighborhoods.  In locations having middle schools, which include grade 6 (i.e., grades 6–8), the walking distance criteria shall be the same as the criteria for grades 7–12.  

Transportation is not authorized to take students to their homes or to eating facilities for their mid-day meal.  No other transportation between the assigned bus stop and the school will be charged to commuting transportation unless stated in a special education student’s IEP and/or required by Section 504 guidelines.  “Curb-to-curb” only applies to students with disabilities who require such service as documented in the student’s IEP.  DoDEA District Superintendents, in coordination with the District Logistics Chief and the supporting military installation commanders, will establish a commuting area to determine eligibility for transportation of dependent students.

Related DoDEA Policies & Regulations

4500.02: Student Transportation Services

School Policies

Arrival and Dismissal Procedures

This policy applies to Barkley ES

Arrival at School

There are only four approved ways for students to arrive to school and these are walking, riding the bus, SAS transportation, and car-rider drop-off. Parking in the school parking lot and walking students to class is not an approved means of routine arrival and is to be avoided between 8:00 and 8:30 AM.

For safety reasons, students walking or arriving by car to school should not arrive on the school grounds prior to the beginning of the school day. Students arriving before the designated time may be sent home.

Students are not supervised prior to the start of school, nor after school is dismissed. Parents are responsible for seeking alternate arrangements for their children before and after school. The school will not be responsible for students' care before or after school.

Leaving School During the Day - Sign Out Log

When a student has an appointment or will be leaving the school anytime during the school day, parents should send a note to the teacher so that they can be prepared to provide homework or other handouts for the child before leaving for the day.

Parents must also sign their child in if they return during the school day.

As a security precaution, whoever is collecting the child, whether parent or designated individual will be asked to show their ID card and a check will be made in the school database to ensure they are authorized to do so. If the person is not on the authorized pickup list, and they do not have written permission with them, the child will not be released.

Please Note: For the safety and security of ALL our students, written notification must be provided to the to the front office. If you need to pick up your child before dismissal time, please plan to pick them up by 2:30.

One hundred percent ID check is in effect at all times.

Dismissal

There are only four approved ways for students to depart from school and these are walking, riding the bus, SAS transportation, or car-rider pick-up. Parking in the school parking lot and walking into get students is not an approved dismissal process. The school parking lot will be closed for parking or departure from 3:00 - 3:30 PM each school day. Only the car-rider lanes will be open during this 30 minute timeframe.

All students who are picked up by car must have a car-rider number assigned by the front office and must use the car-rider pick-up lanes. Car-rider numbers can be obtained in the front office anytime between 7:30 AM and 3:30 PM on school days.

Except in the rare case of an extreme emergency, students will not be dismissed from the office to parents for pick up after 2:30 PM (1:30 PM on Early Dismissal Days). Any such dismissal will have to be approved in advance by an administrator.

Before or after school care should be arranged by the parent with child care providers or a day care center.


Lost and Found

This policy applies to Barkley ES

All articles found at school are to be turned into the office or classroom teacher. Items, such as jewelry or money, must be turned into the school office to be claimed. Unclaimed articles will be donated to charity after a reasonable amount of time. Students may check the lost and found area for lunch boxes, articles of clothing, and other items. 


Bicycles

This policy applies to Barkley ES

Bicycles

Some students who live close to the school arrive and depart the school on bicycles. These students should wear helmets (due to post regulations) and safety equipment as needed. Take precautions, obey traffic rules, and use extra care crossing streets when riding bikes to and from school. Students are to walk their bicycles on the sidewalk and not on the grass.

Bicycle Racks

Students must place their bicycles in slots on a school provided bicycle rack. Students are not to leave their bicycles on the ground or park them in front of the exit doors. Students should not take up more than one space for their bicycle. Students are strongly encouraged to lock up their bicycles. The school is not liable for missing or stolen bicycles.


Scooters and Skateboards

This policy applies to Barkley ES

The use of scooters and skateboards anywhere on campus is prohibited at all times. If a scooter or skateboard comes to school, it will be confiscated for the day and MUST be carried off campus at the end of the day. If a student is caught riding their scooter or skateboard on campus, it will be confiscated and turned into the office. Parents may be notified. Signs are posted throughout the campus to remind the students of this policy.


Skate Shoes

This policy applies to Barkley ES

Skate shoes are strictly prohibited anywhere on campus. While these shoes, with retractable wheels (“wheelies”), may be a lot of fun, they present a serious safety concern at school. Students should not wear these types of shoes to school at any time, for any reason. Failure to follow this policy will result in a phone call to the parents requesting another pair of shoes, and/or the wheels being removed and kept in the main office for pickup.


School Bus Behavior

This policy applies to Barkley ES

Students should follow these basic guidelines for school bus behavior:

On and Around School Buses Students Will:
 Comply with all school rules.
 Board and exit the bus in an orderly, safe manner.
 Present bus pass when boarding the bus, and upon demand.
 Remain seated while on the bus.
 Talk with other passengers in a normal voice.
 Keep all parts of the body inside the bus windows.
 Keep aisles, steps, and empty seats free from obstruction.
 Remain fully and properly clothed.
 Treat the driver and fellow students with respect.
 Promptly comply with the bus driver's or monitor's instructions.
 Treat the bus and other private property with care.

On or Around School Buses Students Will Not:
 Fight, push, shove, or trip other passengers
 Use or possess unacceptable items identified in the school "Code of Conduct."
 Push while boarding, on, or exiting the bus.
 Get on or off the bus while the bus is in motion.
 Make excessive noise, or play electronic equipment without earplugs.
 Put objects out of bus windows or hang out of windows.
 Engage in horseplay.
 Obstruct aisles, steps, or seats.
 Engage in public displays of affection.
 Eat, drink, or litter on the bus
 Use profane or abusive language or make obscene gestures.
 Spit or bite.
 Harass, bully, or interfere with other students.
 Disrespect, distract or interfere with bus driver.
 Damage private property.
 Sit in the bus driver's seat, or touch bus operating devises or equipment.
 Open or try to open bus door.
 Throw or shoot objects inside or out of bus.
 Tamper with bus controls or emergency equipment.
 Violate any other school rule, law or military installation regulation

When a student violates these rules which have been provided for student safety and well-being, school administrators, or transportation officials can suspend student’s bus privileges. It then becomes the sponsor’s responsibility to provide transportation to and from school for the student during the period of suspension. All questions concerning student transportation should be addressed to the transportation office.


Supply Lists for SY 21-22

This policy applies to Barkley ES

Welcome to Barkley!

This document contains the school supply lists for SY 21-22.

School Supply List


Playground Policy

This policy applies to DoDEA Americas

Use of Equipment

Parents should be aware that not all playground equipment is appropriate for all children who may use the playground. Parents and supervisors should look for posted signs indicating the appropriate age of the users and direct children to equipment appropriate for their age. Toddlers and preschool-age children require more attentive supervision than older children; however, one should not rely on supervision alone to prevent injuries.

Because all playgrounds present some challenge and because children can be expected to use equipment in unintended and unanticipated ways, adult supervision is highly recommended. A playground should allow children to develop gradually and test their skills by providing a series of graduated challenges. The challenges presented should be appropriate for age related abilities and should be ones that children can perceive and choose to undertake. Toddlers, preschool- and school-age children differ dramatically, not only in physical size and ability, but also in the intellectual and social skills.

Our playgrounds are closed to the public when school is in session.The playground equipment is appropriate for children attending the school. We also ask that all children be supervised at all times. Safety shall always be the prime consideration when children are playing. Any situation or activity that poses a hazard will be stopped. Children are expected to use our playground equipment for the purpose it was intended. Consequences of breaking the playground rules may lead to restriction of playground activities or stronger disciplinary action if the behavior is severe or persistent.

  1. Children should play in a safe and friendly manner. Children may not throw objects (sticks, rocks, dirt, etc.), call others names, argue, or play in a manner that is too rough. "Play fighting" typically results in real fighting and is prohibited. The school will not support "hitting back". When two children fight at school, both will be considered wrong. Adults are present in all school situations and should be used as a means of intervention before a fight occurs.
  2. Children should play only in designated areas and obtain permission from the playground supervisor in order to leave for any reason.
  3. Walk to the playground on the sidewalk in an orderly, quiet manner. This is necessary because you will pass classrooms that are in session. Use only "whisper" voices until you get to the playground. Students must use the sidewalks around our building for safety purposes and to save our grass. We want to keep our school campus looking great!

Playground Behavior Expectations

  • Be willing to try new things
  • Use encouraging word if someone finds an activity hard
  • Walk quietly and orderly as they exit and enter the building
  • Include everyone in play
  • Apologize for accidents
  • Show good sportsmanship
  • Actively engage in play and activities
  • Line up quickly and quietly
  • Take turns and share
  • Take care of equipment and clean up when play is over
  • Stay in approved areas
  • Leave sticks, rocks, mulch, and dirt on the ground
  • Wear proper shoes

Children's use of the playgrounds after school hours is only permitted under the supervision of parents.


Study (Field) Trips

This policy applies to DoDEA Americas

Academics are not restricted to the classroom, but take place in the community as well. Therefore, study trips may be ongoing throughout the school year. A letter from your child's teacher, to include the date, time, and destination of the study trip, will be sent home the week prior to the planned trip. At various times during the school year, classes may take study trips as part of the instructional program. Study trips are considered part of the instructional day. Children MUST HAVE A PERMISSION SLIP SIGNED BY THE PARENT before they go on any trip leaving the school. If a parent does not want to send their child on a study trip, the teacher will make alternate arrangements for the child to attend another class for the period of the study trip or parents may elect to keep their child at home. Parents may attend the study trip with the child in these instances. Chaperones may not bring siblings/infants on a study trip. As an invited chaperone, one's responsibility must be to help supervise all the students in the classroom.

Guidelines for Chaperones

  1. All chaperones pay their way (entrance fees, transportation, if not DoDEA funded bus, etc.).
  2. Other younger/preschool age children in the family will not be allowed to accompany parents on a trip, as they tend to distract parents and students alike.
  3. Children from other classrooms will not be allowed to accompany their brothers/sisters on a study trip.
  4. UNDER NO CIRCUMSTANCES ARE CHAPERONES TO SMOKE OR DRINK ALCOHOLIC BEVERAGES AT ANY TIME DURING A STUDY TRIP.
  5. Chaperones are required to accompany the class to and from the trip. Following the bus in their private vehicle is not close supervision.
  6. Chaperones may not transport their student or any other student to and from the study trip. Students are required to ride the bus to and from the study trip. Under no circumstances may a child be checked out from the study trip(with the exception of a bona fide emergency). The child MUST return to the school and then he/she may be checked out at that time.
  7. Chaperones must have an approved volunteer application on file prior to attending a field trip as a chaperone. Please allow 5 business days for processing of all volunteer request forms.

Telephone Messages

This policy applies to DoDEA Americas

Teachers

To avoid disrupting instructional time, only emergency messages will be delivered to teachers in classrooms. All other messages will be placed in teachers' boxes or sent to the teacher via email, which they may be able to receive during the "Specials" period or at lunch.

To ensure the teacher receives the message, please call by 10:00 a.m. to allow the school office ample time to send the message. In addition, the school intercom system will not be used to deliver messages to students or to check your child out of the classroom unless there is an emergency approved by an administrator.

Students

Due to classroom transitions throughout the school day, it is not always possible to relay phone messages to students. To avoid disrupting instructional time, only emergency messages will be delivered directly to classrooms. All other messages will be sent to the homeroom teacher via email. The school office cannot guarantee delivery of phone messages to students received after 1:00 p.m. Please provide your child with transportation/pick-up instructions prior to start of school.