Brussels ES/HS Mascot

School Address and Contact Information

Unit 28100
Box 13
APO, AE 09714-9998
Phone: +32 (0) 2-280-9000
DSN Phone: 314-597-9000
From US: 011-32-2-280 9000


Brussels American School Mission

Educate, Engage, and Empower each student to succeed in a dynamic world.

Brussels American School Vision

The Vision of Brussels American School is to provide each student a diverse education in a safe, supportive environment that promotes academic excellence, life-long learning, self-discipline, global citizenship and tolerance.

Brussels EHS School Hours

Grade Regular Hours Summer Hours
Pre-K - 12 8:00 a.m. - 4:00 p.m. 8:00 a.m. - 4:00 p.m.
  (Monday - Friday) (Monday - Friday)
It is the responsibility of the parents or guardians to notify the school every time a student is absent.
  1. No students are allowed in any of the buildings before 0800
  2. Middle School students will go to the lobby at 0800 until the bell rings at 0820.
  3. Elementary School students arriving at 0800 until 0825 are to go to the playground (or the MPR during inclement weather).
  4. Early dismissal for all students every Wednesday at 1415.

Handbook Contents

School Calendars
Admin Bios
General Information
High School Graduation
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
Student Transportation
School Procedures

School Handbook

Director's Message: Mr. Thomas M. Brady

Thomas M. Brady

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

As we begin School Year 2022 / 2023, I feel a tremendous sense of optimism. 

Since the beginning of the COVID-19 pandemic, DoDEA experienced disruptions and obstacles unlike anything in our organization’s history. While the past few years have been difficult, they also highlighted the remarkable way that our DoDEA community can rally together to create novel solutions to unique challenges, demonstrate flexibility and compassion, and work collaboratively to support our students and families. 

The health and safety of our students is always our top priority. The pandemic is not over yet, and we as a school system must continue to remain prepared and agile. We have learned a great deal since COVID-19 first appeared, and we are prepared to respond quickly and dynamically to whatever may come our way. 

Please take a moment to review our DoDEA COVID-19 Operational Guidelines and Protocols, Version X. 

These operational guidelines are a key part of DoDEA’s role in total force and the warfighter’s mission readiness. DoDEAs goal is to protect the health and safety of our military communities and to maximize students in school learning. We will continue to use an integrated package of prevention and control measures to avoid COVID-19 transmission in our schools.
As a result of our response throughout the pandemic, infection rates among students and staff remained remarkably low. 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.   

School Year 2022 / 2023 will also be the first year in which the full suite of College and Career Readiness Standards are fully implemented. This is the product of countless hours of innovative and collaborative work from dedicated professionals throughout DoDEA. The investment of time and resources into our College and Career Readiness Standards has positioned us to further and more fully embody our mission to Educate, Engage, and Empower military-connected students to succeed in a dynamic world. 
Now, more than ever, I am 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 obstacle. 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 vision to ensure Excellence in Education for Every Student, Every Day, Everywhere.  

School Operations in COVID-19

This policy applies to DoDEA Europe

Continuity of education is a critical quality of life component for military families and communities. We recognize that school operations impact on the readiness of our military partners to complete their mission. Our teachers and the routines of school provide an important element of stability for our students which adds significantly to their success. In-classroom Instruction is the optimal learning environment for our military-connected students. We will seek to provide as much in-school instruction as possible for all students every day to the best of our ability, and in accordance with official health guidelines. more...


This policy applies to Brussels ES/HS

Brussels American School (BAS) was constructed in Brussels to support the American military and NATO Headquarters when they moved from France at the end of 1966.

BAS belongs to a federal organization known as the Department of Defense Education Activity (DoDEA). DoDEA operates 160 schools in 8 districts located in 11 foreign countries, seven states, and 2 territories. All schools within DoDEA are fully accredited by U.S. accreditation agencies. More than 8,000 educators serve approximately 66,000 DoDEA students. DoDEA falls under the authority of the Secretary of Defense.

The BAS campus is made up of five buildings situated on an attractively landscaped 17 acres east of downtown Brussels in the Commune of Sterrebeek, Belgium. Facilities include an elementary/middle school building and a high school building. BAS also has an elementary playground, a football field with a scoreboard and a beautiful new track. These facilities serve over 300 students in grades Pre-Kindergarten through 12th grade.

The 40 educators at BAS are highly qualified, motivated and caring. All faculty members are graduates of accredited universities and colleges and are certified to teach in their subject disciplines. In the high school, each teacher must have studied for at least 24 semester hours in the respective subject areas as well as meeting other requirements. BAS also employs a support staff of clerical and technical assistants.

BAS provides a variety of support positions such as Information Specialist, Reading Support, Educational Technologist, Counselor, Gifted Education and English as a Second Language. BAS offers a Preschool for Children with Disabilities (PSCD) program as well as an outstanding special education program Kindergarten through 12th grade. BAS also provides speech and occupational therapy services.

BAS is unique in that it has a combined population of elementary, middle and high school students. The elementary team consists of classrooms Kindergarten through 5th grade. Each elementary student receives weekly instruction in PE, Host Nation (French and Dutch), Art, and Music.

The BAS middle and high schools provide a well-rounded selection of courses so that the students are well prepared for the twenty first century. BAS offers a variety of Advanced Placement course for our students such as Calculus, European History, Language, Literature, Chemistry, Physics, and Art.

The BAS day doesn't end at the ringing of the bell as students are offered an ample variety of sports and clubs. After school clubs are offered throughout the school year to include Student Council, Art, French, Drama, Homework and CSI, Robotics and Film Festival. After school sports are offered to include soccer, track, cross country, basketball, wrestling, tennis, and cheerleading. Students are also provided opportunities to compete in Model NATO, Honors Band and Chorus.

School Supply

This policy applies to Brussels ES/HS

Supplies for Middle/High School

❏ 3” Binder
❏ Dividers (at least 5) with Pockets
❏ School Planner
❏ Lined Paper
❏ Graph Paper
❏ Ruler (to clip into binder)
❏ 3x5 Index Cards
❏ Pencil Pouch (fits into 3-ring binder and is heavy cloth - not plastic), which includes:

  • 20 Wooden Pencils
  • 2 Pens - Highlighter
  • Set of Colored Pencils
  • Block Eraser
  • Scissors
  • Compass
  • Protractor

Gym Clothes **
Book Cover (1 Jumbo/1 Regular)* *

Optional: Markers**, Black Sharpies**

** Gym clothes, book covers, and optional items are not included in starter bundles.
Gym clothes will need to be provided by each family. Book covers and optional items will be available for purchase separately at the School Store. **

Students are advised to keep a stockpile of paper, pencils, & index cards at home to replace as needed.

Kindergarten - 5th Grade Supply List

The PTSO has kindly offered to help parents purchase supplies for Kindergarten through 5th grade. If you have queries please e-mail Please note: Items with an asterisk * are not included in the BAS PTSO School Store Pre-Order Bundle, parents must purchase these separately.


1st Grade

2nd Grade

  • 1 Large pencil box (no pouches, no zippers please)
  • 1 Pair rounded tip scissors
  • 10 Jumbo Glue Sticks
  • 2 packs of 24 count Crayola crayons
  • 1 pack of 6+ count Crayola fat washable markers
  • 1 pack Crayola colored pencils, any amount, sharpened
  • 1 Watercolor paint set
  • 2 Primary Journals for K-2 (Mead, Top Flight brands are best)
  • 2 A4 sized sturdy plastic zipper folders
  • 2 Plastic Folders with pockets and prongs
  • Headphones* -- NO earbuds; high quality
  • Backpack, no wheels*
  • Water bottle with name*
  • 2 Primary Journals for K-2
  • 2 Plastic Folders with pockets and prongs (1 blue, 1 red)
  • Plastic pencil box
  • 8 Glue sticks
  • 2 packs of 24 count Crayola crayons
  • 1 Highlighter
  • 12 Pencils (preferably Ticonderoga)
  • 1 box washable markers
  • 1 Pair of scissors, rounded tip
  • 1 White block eraser
  • Headphones-NO earbuds*
  • Water Bottle with name*
  • 1 Large pencil box (no pouches or zippers please)
  • 8 Glue sticks
  • 2 Boxes of 24 count crayons
  • 1 One-inch binder
  • 2 Highlighters
  • 2 wide-ruled Composition notebooks
  • 2 Packs of markers (preferably Crayola wide)
  • 8 Dry-erase/whiteboard markers (skinny size; black)
  • 24 pencils (preferably Ticonderoga)
  • 1 White block eraser
  • 1 Pair of scissors, rounded tip
  • 8 Glue Sticks
  • 2 pocket folders with brackets in different colors
  • Headphones*
  • 1 Water bottle with student’s name*

3rd Grade

4th Grade

5th Grade

  • 1 Large pencil box or pouch
  • 4 Red two-pocket folders, plastic if available
  • 3 packs of #2 pencils
  • 3 Glue sticks
  • 1 box Colored pencils, 24 count
  • 2 boxes of Crayons, 24 count
  • 3 soft rubber white erasers
  • 1 box Washable skinny markers
  • 2 Highlighters
  • 1 Pair of scissors, rounded tip
  • 1 Elmer’s white glue
  • Headphones with a 3.4mm plug*
  • Reusable Water Bottle with name*
  • 2 Pink or white erasers
  • 1 Package markers
  • 1 Pack crayons
  • Pack of #2 pencils (preferably Ticonderoga)
  • 3 Glue sticks
  • 3 Different colored highlighters
  • 1 School supply box
  • 5 Two-pocket folders
  • 3 Wide-ruled one subject spiral notebooks
  • 1 Pair pointed-tip scissors
  • Water bottle*
  • High quality headphones, no earbuds (3.5 mm plug)*
  • 2 Packages Ticonderoga Pencils
  • 1 Box Colored Pencils
  • 3 Different colored highlighters
  • 1 Box of skinny markers
  • 2 Glue sticks
  • 1 Ruler (cm and inches)
  • 1 Composition notebook
  • 3 One-Subject spiral notebooks
  • 6 Two-Pocket folders : 2-Red 2-Blue 1-Yellow 1-Green
  • 1 Pair of scissors, pointed tip
  • (1 box of tissues*)
  • (Headphones*)
  • (1 (Basic) calculator*)

Please note:

  • Items marked with an asterisk (*) will NOT be included it the kit
  • Pencil sharpeners should be solid/sturdy

BAS Art Supplies - Due to COVID Restrictions.  Each Art Student will require their own supplies.  Kits with all supplies are available for purchase by PTSO Supply Kits.  

Principal's Corner

Dear Brussels Students and Parents,

Welcome to another year in the proud tradition of Brussels Elementary High School. The BAS Team is hopeful that you will have a successful year as you progress through you educational development. As you know, the journey to success has many twists and turns, challenges, and obstacles. Student success in school depends on many factors, to include focusing on academics, working with teachers and peers, accepting accountability, and attitude. We are hopeful that you will feel the pride of meeting and exceeding your personal goals throughout the year.

Students and parents, please work closely with your teachers as we have an important goal that we share. It is our goal to guide your educational development, enabling you to be responsible citizens who are ready for success in the 21st Century. In tandem, we strive to prepare you for the many transitions you will encounter both academically and physically. I also encourage you to be actively involved in our school community and invite you to join Brussel American School’s PTSO, BASAC, Boosters, and student activities. Students often need help with organization and tracking schoolwork. Our AVID class and homework club is here to support you. Please communicate with us early and often regarding support needed.

This handbook should provide a comprehensive overview of our daily procedures, routines, expectations, and program offerings for students at Brussels American Elementary High School. The handbook is under continued revision for the 22-23 school year with input from Brussels students, parents, teachers, and administration. The handbook will be updated as new policies, procedures, and regulations are implemented throughout DoDEA schools. The handbook should be clear and consistent with DoDEA policy, organizational expectations, and sound school practices. Additionally, it reflects the unique nature of Brussels American School and our community.

Welcome to Brussels!


Mrs. Collette Tate


About Our School

Brussels American School (BAS) is a unit school, kindergarten through 12th grade with 289 wonderful and interesting students. The school is located in the green belt surrounding Brussels in the quaint town of Sterrebeek, a Flemish speaking commune.

The school provides a wide variety of programs for Kindergarten through 12th grade. We have a highly qualified, motivated and caring teaching staff of 33 teachers. The school provides a variety of support positions such as Information Specialist, Reading Support, Educational Technologist, English as a Second Language, Counselor and Gifted Education. We offer a PSCD (Preschool for Children with Disabilities) program as well as an outstanding special education program Pre-K - 12th grade. We also provide speech and occupational therapy services. Our school is unique in that we have a combined population of elementary, middle and high school students. Our elementary team consists of one of each self-contained classroom kindergarten through 5th grade. Each elementary students receives weekly instruction in PE, Host Nation (French and Dutch), Art, Music, Library Science, Computer Science and Enrichment. Our middle and high school provide a well-rounded selection of courses so that our students are well prepared for the twenty first century. Our school offers a variety of Advanced Placement course for our students such as Calculus, French, Statistics, World History, Language, Literature, Chemistry and Physics. Our day doesn't end at the ringing of the bell at BAS, students are offered an ample variety of sports and clubs. After school clubs are offered throughout the school year to include Student Council, Chess, Art, French, Drama, Homework and CSI. After school sports are also offered to include soccer, track, cross country, basketball, wrestling, tennis, and cheerleading. Students are also provided opportunities to compete in Model United Nations, Model NATO, Honors Band and Chorus.


Europe West District Map SY22-23


School Calendars


DoDEA Europe : School Year  2022 - 2023 Calendar

Non-Standard DoDEA Europe School Calendars

Standard DoDEA Europe School Calendar

Note: Calendar based on 190 day teacher workdays including:

5 Teacher Orientation/Pre-service/Professional Learning Days

4 Professional Learning Days

4 Teacher Work Days

2 District Continuous School Improvement Days (+1 for districts going through accreditation)

Reporting date for non-administrative educator personnel

Monday, August 15, 2022 Reporting date for non-administrative educator personnel for CCR training, orientation and classroom preparation (17-21 August)

School Year 2022-2023 (175 Instructional Days and 190 Teacher Work Days)

First Semester (84 Instructional Days)
Monday, August 22, 2022 First Day of School
Monday, September 5, 2022 Labor Day: Federal Holiday
Monday, October 10, 2022 Columbus Day: Federal Holiday
Thursday, October 27, 2022 End of First Quarter (45 Instructional Days)
Friday, October 28, 2022 No School for Students - Teacher Work Day
Friday, November 11, 2022 Veterans Day: Federal Holiday
Thursday, November 24, 2022 Thanksgiving Day: Federal Holiday
Friday, November 25, 2022 Friday: Recess Day
Monday, December 19, 2022 Begin Winter Recess (19 December – 2 January)
Sunday, December 25, 2022 Christmas: Federal Holiday
Sunday, January 1, 2023 New Year’s Day: Federal Holiday
Monday, January 2, 2023 New Year’s Day Observed
Thursday, January 12, 2023 End of Second Quarter and First Semester (39 Instructional Days)
Friday, January 13, 2023 No School for Students – Teacher Work Day
Monday, January 16, 2023 Martin Luther King Day: Federal Holiday
Second Semester (91 Instructional Days)
Tuesday, January 17, 2023 Begin Second semester and Third Quarter
Monday, February 20, 2023 Presidents’ Day: Federal Holiday
Thursday, March 23, 2023 End of Third Quarter (45 Instructional Days)
Friday, March 24, 2023 No School for Students – Teacher Work Day
Monday, March 27, 2023 Begin Spring Recess (27 March – 31 March)
Monday, May 29, 2023 Memorial Day: Federal Holiday
Wednesday, June 7, 2023 End of Fourth Quarter and Second Semester (46 Instructional Days)
Thursday, June 8, 2023 No School for Students – Teacher Work Day


Admin Bios

Parents are encouraged to follow the chain of command when issues/concerns arise: please speak with your child’s teacher first, then administration.

Ms. Collette Tate - Brussels ES/HS Principal

Ms. Collette Tate

I am very excited for the opportunity to serve as the new principal of Brussels Elementary High School. I am deeply committed to excellence in academics and positive social/emotional development for all our students across the grade levels. My leadership is student-centered, aimed at making a lasting impact in every student's life, enabling each to effectively contribute, adapt, and thrive in a constantly evolving world. I enjoy learning from and working with students, staff, and parents and look forward to the great things I know we will accomplish together.

I have spent twenty years working in education in both public stateside schools and overseas Department of Defense schools. I have been fortunate to experience the elementary, middle, and high school levels, and I love them all. Most recently, I was the principal of Ansbach Elementary School, located in scenic Bavaria, serving the military-connected children and families in USAG Ansbach. At Ansbach Elementary School, I had the privilege to lead our wonderful school community through our very successful College and Career Ready Standards for Mathematics implementation. Prior to working at Ansbach Elementary School, I was the assistant principal of sister school Ansbach Middle High School. Before joining Department of Defense Education Activity, I worked in Idaho as a principal in an alternative high school credit recovery program and a classroom educator.

The majority of my teaching experience has been at the middle school level. I taught high school chorus, music history, piano lab, music theory, and AP Music Theory. I was director of a performing arts academy, coached a musical theater program, and provided community music instruction.

I grew up in multiple states in the western United States and was educated in Idaho. I received a Bachelors in Elementary Education and Performing Arts K-12 from the University of Idaho. Five years later, I earned a Masters in Educational Leadership from Idaho State University. As a principal and educational leader, I encourage students to be independent learners and thinkers, creative problem solvers, and active participants in their educational process.

I am married to a DoDEA educator and we have one daughter. She graduated from Ansbach Middle High School and is currently finishing a degree in environmental economics at University of Wyoming. I enjoy traveling to remote destinations, playing music, gardening, hiking, and diving. My family and I look forward to exploring and experiencing all that Belgium has to offer.

Collette Tate


Mr. Steven Smith - Brussels ES/HS Assistant Principal

Mr. Steven Smith

I am excited to begin my second year as the Brussels Elementary High School Assistant Principal. As an educator, I am committed to being a member and leader of an educational system that provides students with a rigorous, relevant, and engaging academic experience. I believe the power of teamwork, community partnership, student-centered learning, and communication are the keys to providing the right opportunities for student and educator success.

This will be my 12th year in DoDEA, and my 2nd as an Assistant Principal. Prior to Brussels, I was the secondary Language Arts and Literacy Specialist in the Europe East District, Kaiserslautern, Germany.

I was born in Hollywood, California and lived in and around the Los Angeles area until graduating high school. After graduation, I joined and spent nearly 12 years in the United States Air Force. Assignments included New York, Germany, California, and Okinawa, Japan. In 1992 I was honorably discharged from the Air Force as an Instructor In-Flight Refueling Boom Operator.

From the day I entered USAF instructor Flight School, I knew I wanted to be a teacher. After leaving the Air Force, I completed my Bachelor of Science Degree in Computer Studies at the University of Maryland in Tokyo, Japan. I went on to complete my California Teaching Credential and Master’s Degree in Educational Administration, Leadership, and Policy Studies at the California State University, Bakersfield and Northridge campuses.

My teaching experiences include being an instructor in the USAF, 12 years with LAUSD, and the past 11 years in DoDEA. While in Los Angeles, I taught at both the middle and high school levels. Teaching assignments included AP Computer Science, Computer Applications, English Language Arts, Social Studies, Math, and JROTC. I also worked as a literacy coach, state testing coordinator, and lead teacher at several middle and high schools, all before joining DoDEA in 2011

My wife, Veronica, is also a DoDEA educator. We have been married for 30 years and met during my assignment to Okinawa, Japan where she was a DoDEA teacher. She has 20+ years as an elementary and middle school teacher, coach, and interventionist. Our daughter, Dakota, graduated from the University of California, Santa Barbara in 2021 with a degree in dance, theater studies, and costume design. She currently lives in New York City and is living her best dance and “Broadway” life! Our son, Hunter, graduated from Ramstein High School in 2021, is an avid skateboarder, and is now attending the College of the Canyons in California and is thinking about pursuing a career in broadcast journalism.

Veronica and I enjoy family time, traveling, cooking, entertaining, and exploring new destinations! We are both humbled and honored to be joining the Brussels family and look forward to this new adventure.


Teresa Moon - AFNORTH Community Schools,Brussels Community Schools,Kleine Brogel Community Schools,SHAPE Community Schools,Spangdahlem Community Schools Community Superintendent

Teresa Moon

Ms. Moon is a native of Hiram, Ohio. She earned her bachelor’s degree in Secondary Mathematics Education from Kent State University in 1993. Ms. Moon received her master’s degree in Curriculum and Instruction from Kent State University in 2008 and her Education Specialist Degree in Educational Leadership from Liberty University in 2016. She is currently working on her capstone project to complete her doctorate in Educational Leadership from Liberty University. 

Ms. Moon began her career teaching high school mathematics and science in Florida. While there she coached softball and basketball and was the National Honor Society director. Ms. Moon was the Teacher of the Year in Pinellas County, Florida. She then relocated to Ohio to serve as a mathematics teacher at Crestwood High School and was the department chair for both mathematics and technology. Ms. Moon received the Ohio State Finalist: Presidential Award for Mathematics and Science Teaching. She also served as an instructor for Middle Childhood Education at Kent State University. The Ohio Department of Education employed Ms. Moon as a facilitator for 21st Century Teaching and Learning where she coached teams of principals and teachers across the state on project-based learning. 

Ms. Moon joined the DoDEA team as an Instructional System Specialist for secondary mathematics and science and as the district STEM coordinator. During that time, she implemented full STEM programs at schools in Fort Benning, Fort Rucker, and Maxwell Air Force Base. She then became the assistant principal at Joan K. Mendel Elementary School and the Principal of Yokota High School in Japan. Ms. Moon worked at DoDEA Headquarters in the Education Directorate as the Specialized Content Program Manager where she served as the lead for twelve of DoDEA’s curriculum programs. Ms. Moon then served as a Professional Practice and Improvement Specialist for the Center of Instructional Leadership in Europe. She designed professional learning and coached principals throughout Europe. Most recently, she served as the principal of Lakenheath High School in England. 

Ms. Moon has a strong passion for students and is honored to have the opportunity to support the community at Europe West District Office. She is the proud mother of four children: Darren, Randy, Rebecca and Jessica. She says that she couldn’t have achieved this amazing opportunity without the incredible support of her husband, Greg.


School Handbook

Dr. Jason Ter Horst - Europe West District Superintendent

Dr. Jason Ter Horst

Dr. Jason Ter Horst was raised in a military family and has been an educator for over twenty years. He taught grades K-12 throughout his educational career, spending the most amount of time at the middle school level as science teacher and coach. After earning a Master’s Degree in Leadership, Dr. Ter Horst became an assistant principal and then principal of a middle school in Colorado Springs, Colorado. After his middle school received national recognition as a Trailblazer Schools To Watch award winner, Dr. Ter Horst became an Executive Director of K-12 Schools in his district and supervised twenty schools and their principals. Concurrently, he taught as an adjunct professor at the University of Colorado Colorado Springs in the Educational Leadership Department.

Three years later, Dr. Ter Horst became the Assistant Superintendent of Instruction, Curriculum, Student Services and Assessment in Colorado Springs, School District 11. There he supported a district of 58 schools and served 28,000 students through curriculum adoption, program evaluation, assessment development, improvement planning, and accountability structures. While serving as Assistant Superintendent, he was also involved with State-level work. He was part of a state-wide Accountability Workgroup, as well as a member of a state-level team focused on improving central office support to struggling schools in the State.

Dr. Ter Horst earned his B.S. from Colorado State University in Pre-Medicine. He completed his M.Ed. at the University of Colorado in 1998. In 2018, Dr. Ter Horst also completed his PhD program at the University of Colorado.

After twenty years in the Colorado Educational System, Dr. Ter Horst came to DoDEA in 2016, where he currently serves military connected families in the role of Community Superintendent for Kaiserslautern Military Community. As a former student in DoDEA himself, and a veteran of the U.S. Army Military Intelligence Community, he is committed to doing whatever he can to support our military community.

Dr. Ter Horst is known for his work ethic and a highly innovative approach to leadership and the education of students.


Ms. Leigh Johnson - Europe West Chief of Staff

Ms. Leigh Johnson

Ms. Leigh Johnson currently serves as the Europe West District as the Chief of Staff, Brussels, Belgium.

Prior to this assignment, Ms. Johnson served as the Chief of Human Resources (HR) over the Pacific Region HR Advisory Support Branch, Department of Defense Education Activity. In this position, Ms. Johnson provided leadership and oversight over all aspects of the DoDEA Pacific Region HR Advisory Teams, supporting the Pacific’s three geographically dispersed school districts. She served as the principal advisor to the Pacific Region Director for Student Excellence and respective District Superintendents concerning all HR policy and procedures.

Previously, Ms. Johnson served as the Human Resources Supervisor over the DoDEA Europe West District. Ms. Johnson oversaw the full range of human resources management functions and services. She served as the expert advisor to the District Superintendent on all HR related matters, represented him at Garrison Command meetings and worked with stakeholders on all levels to provide resolution to complaints, inquiries, and various concerns within the confines of prescribed regulations.

Prior to joining DoDEA, Ms. Johnson served at the Federal Law Enforcement Training Center where she was instrumental in procuring and implementing new systems for use by the workforce, identifying training needs and working with contract management. She served as a liaison with the budget and logistics teams to ensure funding and necessary materials were available. Ms. Johnson also served in different positions for the Defense Logistics Agency, Department of the Army, and U.S. Army Medical Command. Preceding her Federal career, Ms. Johnson served in the United States Army where she provided HR and logistical support for various commands, maintaining property accountability and inventory.

Ms. Johnson hold a Master’s Degree in Business Administration with a concentration in Human Resource Management, and a Bachelor’s Degree of Science in Business Administration.


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 (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 Liaisons is updated annually and can be found at:

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.

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 Advisory Committees

DoDEA school administrators, in partnership with sponsors/family members, students, and military leaders, promote communication through the establishment of advisory committees 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 advisory committees.

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

Related DoDEA Policies & Regulations

1342.15: Educational Advisory Committees and Councils
1358.01: School Boards, Advisory Committees, and Dependents Education Council


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.


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

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 ( 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 (

Related DoDEA Policies & Regulations

2095.01: School Attendance, Change 1

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
23-ED-001: Accelerated Withdrawal for Dependents with Permanent Change of Station Orders

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

High School Graduation

Transferring Course Credits to a DoDEA School

DoDEA accepts the official courses, grades and earned credits of middle school (grades 7–8) and high school (grades 9–12) students who transfer to a DoDEA school from other DoDEA schools or who earn course credits in an accredited non-DoD system (public or private), correspondence, online, and/or home-school program. The accreditation for the sending school or school system must be from one of the six U.S. regional accrediting associations, one of the U.S. state education agencies, or by a public- or state-supported system of accreditation for public or private education programs in a foreign nation, in accordance with Section 4.7, of DoDEA Administrative Instruction 1367.01. Please contact your child’s school for questions regarding course credit transfer process and approval.

Related DoDEA Policies & Regulations

1342.29: Interstate Compact on Educational Opportunity for Military Children
1367.01: High School Graduation Requirements and Policy

Graduation Requirements

This information identifies DoDEA's high school graduation requirements. Students who plan to pursue college athletics should also visit the NCAA Eligibility site to ensure their course taking aligns with NCAA eligibility requirements. The Interstate Compact on Educational Opportunity for Military Children is now formally recognized as part of DoDEA's secondary education policy. Please consult with the school counselor for further guidance or questions regarding graduation requirements.


DoDEA graduation requirements differ depending on the year a student enters 9th grade. The requirements are identified below on three separate color-coded documents dated to correspond to the year of initial entry into 9th grade. These documents are intended to help students and parents to determine the number of credits and the distribution of credits by subject area required to receive a DoDEA standard diploma or an honors diploma. Please consult with your school counselor for further guidance or questions.

In which year did your student enter the 9th grade for the first time?

Graduation Requirements, Class of 2024
School Year 2020-21, Class of 2024
Entering 9th grade in school year 2020-21
Graduation Requirements, Class of 2025
School Year 2021-22, Class of 2025

Entering 9th grade in school year 2021-22

Graduation Requirements, Class of 2026
School Year 2022-23, Class of 2026

Entering 9th grade in school year 2022-23

Graduation Requirements, Class of 2023
School Year 2023-24, Class of 2027

Entering 9th grade in school year 2023-24

Related DoDEA Policies & Regulations

1367.01: High School Graduation Requirements and Policy

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 the DoDEA SIS Gradebook 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


90 – 100

Excellent: Outstanding level of performance


80 – 89

Good: High level of performance


70 – 79

Average: Acceptable level of performance


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)











Related DoDEA Policies & Regulations

1377.01: Student Progress Reports

Grading System (K-3) EUR/PAC

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

Code Description


Consistently Displayed: Student exhibits the skills/behaviors independently with minimal teacher support.


Developing/Progressing: Student exhibits the skills/behaviors with teacher guidance and support.


Not Yet Evident: 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.


Not addressed: The knowledge, skills, and practices embodied in the grade-level standards were neither taught nor evaluated this marking period.

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 ( 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.

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:

Related DoDEA Policies & Regulations

1301.01: DoDEA Comprehensive Assessment System

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 SchooLinks 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 state licensed 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

School Meals Program

The DoDEA School Meals Program (SMP) supports academic achievement by providing nutritious meals to your students through the National School Lunch Program and School Breakfast Program.  

  • The School Meals Program is a budget friendly and convenient program for parents that can save time, energy, money and reduce stress.  
  • Households must reapply every school year for free and reduced-price meals, beginning no earlier than July 1st.
  • All meals must be paid for in advance or at the point of sale.
  • A best practice is to fund your child’s account every pay day through the next pay day.

Visit your school's School Meals Program page for more information and the latest school menus.

Related DoDEA Policies & Regulations

1015.5: DoD Student Meal Program

Student Rights and Responsibilities

Student Rights and Responsibilities

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, Change 1

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

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, Change 1

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

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, Change 1

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, Change 1

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.

Student Conduct and Discipline


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, Change 1
1353.01: Student Rights and Responsibilities, Change 1

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, Change 1

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 ( to learn more.

Related DoDEA Policies & Regulations

1347.01: Student Disciplinary Rules and Procedures, Change 1
1443.02: Protecting Against Sexual Harassment Based on Conduct of a Sexual Nature

Student Rights and Responsibilities

This policy applies to DoDEA Europe

DODEA students have the Right to a discrimination-free learning environment in which no individual, on the basis of race, sex, color, national origin, disability, religion, age, sexual orientation, or status as a parent, shall be excluded from participation in, be denied the benefits of, or be subjected to, discrimination in a DoDEA-conducted or -sponsored education or training program or activity, pursuant to Executive Order 13160, DoD and DoDEA policy, and Federal law.

Students shall treat teachers, administrators, and other school staff as expected within the code of conduct, to include courtesy, fairness, and respect; and teachers, administrators, and other school staff shall treat students as expected within the code of conduct in this Issuance, to include courtesy, fairness, and respect. 

Related DoDEA Policies & Regulations

1353.01: Student Rights and Responsibilities, Change 1

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.


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 Procedures

Student Discipline

This policy applies to DoDEA Europe

Management of DoDEA student behavior is a responsibility shared by DoDEA students, sponsors/parents/legal guardians, teachers, and the military and school communities and consists of teaching and reinforcing positive DoDEA student attitudes and behaviors. Discipline should be progressively, equitably and fairly administered, is sequential and preplanned, and normally occurs in a hierarchy of consequences for repeated offenses of the same behavior. 

Related DoDEA Policies & Regulations

1353.01: Student Rights and Responsibilities, Change 1

Tuition Payments

This policy applies to Brussels ES/HS

Students whose sponsors are retired military, unauthorized DoD employees, non-DoD government workers or non-government personnel must pay tuition. DoD dependents that are authorized attendance in a DoDEA school may complete the current school year if the DoD sponsor is transferred, dies, or retires during the school year. The tuition rate is payable at the start of each semester. Tuition rates vary according to the sponsor's affiliation with the U.S. Government. If additional information is required, contact the Registrar DSN 368-9552 CIV 02/717-9552.

Daily Schedule

This policy applies to Brussels ES/HS


Bell Schedule Sem II


This policy applies to Brussels ES/HS


Why: Timely School Updates and Important Information to Parents. What: DoDEA Emergency Alert Notification System (AtHoc) will be used to notify parent of immediate concerns. Parents will be emailed and texted messages to the requested phone number or email on file. Phone calls will not be activated for non-emergency information. Contact information will be pulled from ASPEN and verified through the school secretary. Distribution lists will be created based on grade levels, athletic participation, activity participation, and bus routes. POC: BAS School Secretary.


WHY: School Communication “All Things BAS”, DoDEA’s BluePrint, Curriculum Implementations CHILD FIND COMMUNICATION WITH BRUSSELS AMERICAN SCHOOL

WHEN: Held in the MPR - 1st Wednesday in Oct, Dec Mar, & May.  Times to be announced.

WHO: Visit with the administration, DoDEA and USAG Benelux guests, and BAS spotlight students.

Related DoDEA Policies & Regulations

1000.01: DoDEA Issuance System

Schedule Changes

This policy applies to Brussels ES/HS

A senior may request a partial schedule ONLY with a written parent request and administrative approval. A counselor, including all necessary classes for graduation, must work out the schedule in advance. Partial schedules will be approved only if a student is currently employed or for a medical or family emergency.

Students have an opportunity to select courses for the entire school year during the spring or upon registration. Parents, students, teachers and counselors are involved in the course selection process. Once schedules are issued in the fall, schedules can be changed only if a student is in the wrong class or a teacher sees that a student isn’t properly placed. Requests for schedule changes for frivolous reasons (“I don’t like the teacher,” I don’t like the course,” I don’t need the course to graduate,” etc.) will not be honored.

Dropping/adding of classes may occur ONLY during the first two weeks of each semester. Any class dropped after the second week of each semester will receive a grade of F (Fail) and no credit will be earned.

Social Activities

This policy applies to Brussels ES/HS

School social functions are an important part of our extra-curricular program. The following guidelines should assist those concerned with scheduling, sponsoring, or chaperoning such activities.


This policy applies to Brussels ES/HS

Dances are organized for Brussels American School students. Visitors may attend sponsored dances with approval by School Administration. Potential visitors must be at least high school age and are required to abide the visitor procedure. The deadline for such approval is 1530 hours two school days before the dance. Group approval may be granted to members of visiting student groups. Guest lists will be prepared and only registered guests will be admitted to the dance.

Students (and guests) will be expected to comply with the school dress policy (as stated in this handbook) while attending dances. Guests are subject to all school policies.

Every event must be sponsored by an approved student group recognized by the student council and school administration. The group must have a faculty sponsor and an adequate number of chaperones must be present.

Elementary School Rules and Discipline

This policy applies to Brussels ES/HS

Individual classroom rules/guidelines are posted in each classroom. Students will be expected to know, and abide by the guidelines of their respective classroom and be aware of the consequences connected with those guidelines. School-wide Rules (expectations) for students are:

  1. Walk and line-up quietly in the hallways (in a single file), to and from the playground, gym and lunchroom.
  2. Follow directions the first time
  3. Speak respectfully to peers and adults
  4. Keep your hands and feet to yourself – be respectful of personal space
  5. Remain calm
  6. Model acceptable behavior for others around you
  7. If there is a problem, talk to an adult

Any behavior that disrupts teaching or creates a danger to others will be cause for disciplinary action.


Discipline Matrix

Cell Phones and Electronics

This policy applies to Brussels ES/HS

Cell phones and electronic devices, i.e. iPods are NOT to be used during the school day, which includes LUNCH and RECESS periods for elementary students. However, middle and high school students may use them during their lunch period. Devices may be used on the school bus before and after school, but upon entering the school campus they should be secured in students’ backpacks or lockers.


This policy applies to Brussels ES/HS

The student or students responsible will pay for malicious damage to school property, books, or equipment. Assessment of any damage done will be based on replacement costs, including materials, and labor. Serious offenders will be disciplined accordingly and are subject to suspension or expulsion. Students and parents will be reported to the appropriate military authorities if restitution is not made in a timely manner.

Lost or Damaged Items

This policy applies to Brussels ES/HS

The school is NOT responsible for any lost or damaged items. To prevent these items from being lost, they should be marked clearly with the child’s name. Educational flashcards may be brought if requested by the classroom teachers.

Appropriate Language

This policy applies to Brussels ES/HS

BAS is a learning community where children are educated, cared for, and their learning acquisition celebrated. We want all children to feel physically and emotionally safe. In accordance with DoDEA policies, toy weapons, fighting, bullying and dangerous behaviors will not be tolerated. We are also concerned that children can be harmed emotionally when other children use inappropriate language and/or gestures. Profanity, cursing, sexual harassment and degrading or hurtful comments related to a student’s race, ethnicity, culture, nationality, handicap, gender or religion, will not be tolerated. Students who participate in any such activities will be disciplined and may be suspended from school so that parents may have the opportunity to teach their children the inappropriateness of such behavior and the hurt it can cause to others.

Cafeteria/Lunch Information

This policy applies to Brussels ES/HS

While in the cafeteria for lunch, students should talk quietly, walk, sit at assigned tables if necessary, use good table manners, and remain seated until dismissed by a monitor. When dismissed, children should go directly to the line-up area facing the Lincoln Plaza.

School lunch will be served according to the most recent COVID-19 guidelines.

  • The lunch menu will be posted in the daily bulletin.
  • Additional MHS lunch periods have been added to the daily schedule.
  • Students will queue for lunch service according to CURRENT COVID-19 protocols.
  • Microwaves will be allowed for student use following sanitizing guidelines.

If your child is RETURNING to BAS in the fall all monies left will rollover into the next school year. If your child is LEAVING or graduating, you may come into the cafeteria at the end of the year and retrieve any cash remaining in US Dollars. If your child is leaving and attending another Overseas DODEA school, the account will stay active, and the new cafeteria will be able to have access to the account, and all money transferred into their system.


This policy applies to Brussels ES/HS

Opportunities for recess are: 1) from arrival in the morning until 0825; 2) morning recess, 0950-1005; 3) before or after lunch for 30 minutes. During inclement weather, recess is held in the MPR. Due to the nature of Belgian weather, it is imperative for students to be prepared and dressed appropriately for outside recess. Playground monitors and administration will determine, on a case by case basis, when outside recess will be moved inside. When the temperature drops below 25ºF/- 4ºC, recess is moved inside.

Playground Rules

This policy applies to Brussels ES/HS

Please review these rules with your children and try to use these same rules after school when your own children are playing at the school. Our students should:

  1. Play in supervised areas only.
  2. Sit on swings correctly.
  3. Stay out from under all playground equipment.
  4. Play games, and use equipment safely.
  5. Stay out of all bushes, trees and planters.
  6. Wear weather-appropriate clothing (coats, jackets, hats, gloves, boots).

Communication with BAS on Transportation and After School Care

This policy applies to Brussels ES/HS

To ensure the safety of our students and your children it is essential to know what student plans are for transportation and after school care. We know that we have a dynamic and wonderful school and our parents / guardians sometimes have different needs than other schools. We try to accommodate our parents and guardians but a new policy has been developed that should help everyone communicate their needs better.


Please use for all attendance communication. In addition, route all requests for short term transportation changes to This box is specifically for your student to ride a bus different than their assigned route. The BAS office staff will ensure the message reaches your student and all appropriate parties. For all other transportation questions, please contact the bus office. Contact information is located on the back of your student’s bus pass.

Telephone Messages

Please note, emergency messages are delivered to classrooms during instructional time. All other messages are scheduled to be delivered during non-instructional time and between bells for MS/HS.


  1. Before your child leaves for school, please make every effort to inform them if there is change to his/her routine. If the change involves an altered bus route, please email We request notice of pre-planned changes before 14:00 to ensure message delivery to student and teacher.
  2. Your message will be delivered to the student, teacher, bus office, and BAS administration.
  3. Long standing Elementary plans such as - every Wednesday your child goes to CYS - will be noted and kept in a binder and teachers will be informed. If this plan changes please call the Front Office. 
  4. In the event of an emergency, call the BAS Office at 02717-9900 and we will assist.

Community After School Care Program

This policy applies to Brussels ES/HS

After school care is available through the U.S. Army Moral Welfare and Recreation (MWR), Child and Youth Services (CYS). The Child and Youth Services (CYS) provides programs and services for children of eligible military and civilian families. Tel: +32 2-717-9534/9535, Military DSN Tel: (314) 368/9534/9535.


This policy applies to Brussels ES/HS


Students with a valid driver’s license are permitted to drive an automobile to school. It is the student’s responsibility to secure the car and its contents. Students are not authorized to use the car during the school day.


Students desiring to ride motorcycles (mopeds) must receive special permission from the school before riding the vehicle on campus. With administrative permission, parking is required near the bike racks in the front of the school parking area. Riding a moped to school is a privilege that can be revoked for failure to comply with school rules and regulations.


Bicycles require no special permission for campus access. However, parking is required at the bike racks at the front of the school entrance. Students are not permitted to ride bicycles, mopeds, or cars on campus or to leave the campus during school hours. All safety gear MUST be worn when operating a moped or bicycle on campus.

Arrival and Dismissal Procedures

This policy applies to Brussels ES/HS


  • No students are allowed in any of the buildings before 0810.
  • Elementary students report directly to the playground upon arrival. (weather permitting)
  • Middle school students report directly to the gym upon arrival.
  • High school students report to the HS hallways and/or classrooms upon arrival.
  • After 0815, students are to report directly to their first period class.
  • Lingering in the hall before or after classes is not allowed.
  • Early dismissal for ALL STUDENTS every Wednesday @ 1415.


  • Morning parent drop off is located in the front of the school in the traffic lane nearest the side walk. This is a Kiss-N-Go Zone. No parking is allowed. 
  • PLEASE DO NOT stop or drop off your child in the Bus Zone.  

SY 2022-2023 PM PARENT PICK UP  

  • 1458 Early Dismissal: K-1 students are to be picked up outside the Administration Building Lobby. Please do not park in the Kiss-N-Go Zone. 
  • 2-3 students are to be picked up in the Kiss-N-Go Zone. Parents are to remain in their car and can leave when the student has been picked up
  • 4-12 students will be allowed to leave the school and walk to where their parent is parked in the far pickup lot. Please pre-arrange a plan with your student so they know where to find your vehicle.
  • 1500-1515 is a stop movement period from the bus zone to the CYS building.



This policy applies to Brussels ES/HS

DoDEA owns and maintains school lockers that students may use for their convenience in storing books, coats, and other items during the school year. Because the lockers are government property, the school reserves the right to joint control over the student lockers, including the right to search lockers at any time without prior notice. Students are to use and are responsible for the locker assigned to them.

Students in grades 6-12 are assigned lockers during the first week of school. Students who register during the school year will receive their locker assignment from the Main Office. Students will also be assigned lockers in the gymnasium locker rooms for Physical Education. BAS assumes no responsibility for items stolen from hall or gym lockers.
Responsibility includes:

✓   Keeping lockers clean and free of debris and graffiti
✓   Reporting needed repairs to the Main Office.
✓   Preventing and reporting vandalism to a locker.
✓   Keeping locker locked and secured at all times.

BAS students abide by a long-standing honor code, and therefore do not use locks on their lockers. However, students desiring to have a lock may come to the Main Office and one will be issued to them.


Pandemic Specific Logistics

This policy applies to Brussels ES/HS

BAS Covid-19 Procedures

  • Face masks and social distancing rules are no longer required. 
  • ALL CDC and DoDEA Covid-19 current procedures will be followed at all times at BAS
  • Students should have a mask in their possession (locker, backpack, or personal bag) in case they become required.
  • Students, Staff, and Visitors are strongly encouraged to continue to follow recommendations to wash hands frequently and social distance when applicable. 


  • Students have full access to lockers. If a student would like a lock, please notify their seminar teacher.
  • PE lockers will not be assigned to students for school day use.


   The cafeteria will follow current CDC and DoDEA Guidelines for the health and safety of students.

  • Microwaves will be allowed for student use following sanitizing guidelines


  • Students, Staff and Visitors are strongly encouraged to wash hands often. 

Case Study Committee

This policy applies to Brussels ES/HS

Brussels American School is fortunate to have a wide array of expertise in its multi- disciplinary team of support specialists.  These specialists assist parents and teachers with the health, social, emotional, and academic concerns of students, as well as serving on the Case Study Committee (CSC).

Contact with these support specialists can be made by calling 02/717-9900. The procedure for processing an initial referral (presenting problem) from a parent, teacher, or student is simple, contact the team and a meeting will be scheduled. Concerns are then discussed by the CSC Team. Testing may or may not be recommended.  If testing is needed, parental permission will be obtained, and the testing will be administered by  a multi-disciplinary team to enable CSC personnel to identify the problem. The parents are then invited to the CSC meeting to discuss eligibility. The student’s records, teacher observations, and test results are discussed.  If the student is declared eligible for Special Education and related services the committee, with input from the parents, will discuss an appropriate program to meet the student’s needs.


Child Find is an outreach program that actively seeks to locate and identify children and youth from birth through age twenty-one who may have developmental delays or educational disabilities and may be in need of special education and related services. If you have concerns about your child, please contact Mrs. Kleckner – Case Study Committee Chairperson/PSCD/Learning Impaired Teacher: DSN 368-9925 or CIV 02/717-9925.

Related DoDEA Policies & Regulations

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

Dress Code

This policy applies to Brussels ES/HS
Modified on May 3, 2023

Students are expected to dress in a manner that complies with the school’s dress code policy as directed in the DoDEA Administrative Instruction 2051.02, “Students Rights and Responsibilities,” Enclosure 2 (3,c,1) and Enclosure 2 (5,l). Please refer to your school’s Web site for specific dress code policy.

Appropriate dress and appearance not only make a good impression for our school and community, but also have a positive influence on overall school climate. A student is expected to dress in a manner that is not offensive to others, is not revealing, and does not cause a distraction within the academic environment. The dress code for Brussels American School applies to all functions on campus property and during all school activities in other locations.  The school principal and assistant principal reserve the right to make judgments concerning the appropriateness of items of clothing not addressed in this policy. The school administration, the teachers, the military chain of command, and the parents will enforce this policy. Students are expected to dress and be groomed in support of the educational program and orderly operation of the school.


DoDEA Dress Code Diagram

Clothing Category

Inappropriate Clothing

Inappropriate References

Inappropriate Styles


Hats of any kind
Distracting hair accessories

Gang Affiliation
Alcoholic Beverage
Hats Flagged
Offensive Humor



Spaghetti strap
Racer-back and tank
Off-the -shoulder

Gang Affiliation
Alcoholic Beverage
Offensive Humor

Any shirt shorter than waistband of pant or skirt
Biggie and oversized too small exposed undergarments


Holes above fingertips
Pants below the waist
Shorts and Skirts above fingertips
Pajama pants

Gang Affiliation
Alcoholic Beverage
Offensive Humor Inappropriate

Leggings, jeggings, and form-fitting athletic pants may only be worn with fingertip length shirt, skirt, or shorts.
Exposed undergarments Provocative


All dresses must comply with the shirt and skirt requirements


See shirt and skirt requirements


Sox only Bare Feet

Flip-flops (elementary, science, and individual classroom policy)

Gang Affiliation Alcoholic Beverage Tobacco
Offensive Humor Inappropriate



Chains Spikes/Studs
Dark or colored glasses Pajamas



Related DoDEA Policies & Regulations

1353.01: Student Rights and Responsibilities, Change 1