E.J. King HS Mascot

School Address and Contact Information

PSC 476 Box 9
CFA Sasebo
FPO, AP 96322-0009
Sasebo, Japan
Phone: 0956-50-9757
Fax: 0956-23-3622
DSN Phone: 315-252-9757
DSN Fax: 315-252-3622
From US: 011-81-956-50-9757
From the US Fax: 011-81-956-50-3622


HS Mission

Educate, Engage, and Empower military-connected students to succeed in a dynamic world.

HS Vision

Excellence in Education for every student, every day, everywhere.

Purpose Statement

To educate, inspire, and empower students to become successful, life-long learners in a global environment.

Strategic Goals

Goal 1 – Student Excellence Strategic
Goal 2 – School Excellence Strategic
Goal 3 – Talent Excellence Strategic
Goal 4 – Organizational Excellent Strategic
Goal 5 – Outreach Excellence

CSI Leadership Meeting Schedule

Leadership Team meets the last Thursday of each month at 1500 during the school year.

Accreditation and Awards:

EJ King MHS is accredited by COGNIA.

School Improvement Plan

EJ King HS School Hours

  Regular Hours Tuesday Hours
Office Hours 0700 - 1600 Monday-Friday Closed Federal Holidays 1330 - Early Release on Tuesdays ONLY
School Hours 0730 - 1430  
  0730 - Students allowed in the building  
  0745 - Class in session  
  1430 - Students are released Mon., Wed., Thurs., & Fri.  

Supervision is not provided for students who arrive earlier than 0725 or remain on campus later than 1500 unless they are participating in a supervised school activity. These procedures are designed for the safety and well-being of the students. All school employees (administration, faculty, and staff) can be contacted via email using the following format: Firstname.Lastname@dodea.edu.

School Contacts

Name Staff Position Phone sort ascending
School Nurse/Health Aide
6-8 Grade School Counselor: MS
Facilities Manager
Teacher: ELA, Math
Educational Aide
Educational Aide
Teacher: Technology, Media
Teacher: Culinary, AVID, Dept. Chair
JROTC: Instructor
Teacher: Technology
Teacher: Media Specialist
Physical Education
Teacher: Instrumental
Teacher: Visual Arts, Dept. Chair
Teacher: ELA 10/12
6th Grade Teacher: ELA
8th Grade Teacher: ELA
Teacher: 9/11, ELA
Teacher: Math
Teacher: Math 8, Alg. 2
8th Grade Teacher: Math
7th Grade Teacher: Math
Teacher: Math, Physics
Teacher: Biology, A&P, Science 8
Teacher: Science 6, AVID
9th, 10th Grades Teacher: AP Human Geography, Social Studies
11th, 12th Grades Teacher: AP Social Studies
6th Grade Teacher: Social Studies
7th Grade Teacher: AP Psychology, Social Studies
Teacher: Japanese, Intercultural
Teacher: Spanish
Teacher: Japanese, Business Law
School Counselor
Instructional Support
Speech-Language Pathologist
School Psychologist
Support Staff: ESOL
Teacher: Language Arts: ELA 7
Teacher: Physics/PBL
Transportation: Admin
OA Clerk
Registrar: Registrar
Webmaster: Education Technologist
Administrative Officer Administrative Officer


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.  

Bell Schedules

This policy applies to E.J. King HS
Regular Bell Schedule

A1/B1 (first bell at 7:40)

7:45 - 9:105 (80 min)
(Announcements - last 5 min of class)
A2/B2 9:15 - 10:25 (75 min)
A3/B3 Middle School Lunch 10:25 -10:55 (30 min)
Middle School Class 11:00 - 12:15 (75 min)
A3/B3 High School Class 10:30 – 11:45 (75 min)
High School Lunch 11:45 – 12:15 (30 min)
A4/B4 12:20 - 1:35 (75 min)
SEMINAR/ADVOCACY 1:40 - 2:30 (50 min)


7:45 - 9:00 (75 min)
A2/B2 9:05 - 10:20 (75 min)
A3/B3 Middle School Lunch 10:20-10:50 (30 min)
Middle School Class 10:55- 12:10 (75 min)
A3/B3 High School Class 10:25 – 11:40 (75 min)
High School Lunch 11:40 – 12:10 (30 min)
A4/B4 12:15 - 1:30 (75 min)
Two-Hour (2-Hr) DELAY Bell Schedule
A1/B1 9:45 -10:45 (60 Min)
A2/B2 10:50 - 11:50 (60 Min)
A3/B3 Middle School Lunch 11:50 - 12:20 (30 Min)
Middle School Class 12:25 - 1:25 (60 Min
A3/B3 High School Class 11:55 - 12:55 (60 Min)
High School Lunch 12:55 - 1:25 (30 Min)
A4 1:30 -2:30 (60Min)


9:45 – 10:30 (45 min)
A2/B2 10:35 – 11:20 (45 min)
A3/B3 Middle School Lunch 11:20 - 11:50 (30 Min)
Middle School Class 11:55 - 12:40 (45 Min)
A3/B3 High School Class 11:25 - 12:10 (45 Min)
High School Lunch 12:10 - 12:40 (30 Min)
A4 12:45 – 1:30 (45 min)

Absences: Long-Term and Make-UP Work

This policy applies to E.J. King HS

Students may make up assignments when they are absent. Teachers should provide the makeup work when the student returns to school or in advance if the date of absence(s) is known. Arrangements for make-up work are to be made between teacher and student before the date of absence or on the day of the student’s return. Students that will be absent for three or more days can request work from their teachers in advance by completing an extended absence form that can be retrieved from the main office.

In general, a student has the same number of calendar days (not A/B days) he/she was absent to complete the make-up work. This time frame may be extended if circumstances warrant an extension. Due to the number of missed assignments due to absences last school year, an example is provided below to help all parties better understand the expectations of work that is missed when absent:

2 - Day (A & B) Day Absence Example
A Day B Day A Day B Day A Day
Monday Tuesday Wednesday Thursday Friday
Student is present in class and receives assignments and homework Student is absent Student is absent The student is required to request assignments during the seminar from all A & B day classes missed Assignments provided to class on Monday are due. Wednesday assignments should also be due today if not too extensive because assignment(s) should have been picked up during the 90-minute seminar block (unless an assembly has been scheduled). The teacher will indicate due to date on IRS based on your specific situation.
1 B - Day Absence Example
B Day A Day B Day A Day B Day
Monday Tuesday Wednesday Thursday Friday
Student is present in class Student is present in class Student is absent Tuesday’s A-Day homework is due and student should make an attempt to request missing assignments before, during, or after school from all B-Day classes missed on Wednesday. Monday’s assignment is due and Wednesday homework should also be due because assignments should have been retrieved on A Day. The teacher will indicate due to date on IOU based on your specific situation.

Library/Information center

This policy applies to E.J. King HS

All your library/information center needs (i.e., hardback books, eBooks, audiobooks, database access, renewals) can be accessed at: bit.ly/ejkingic

EJ King HS Parent Teacher Organization (PTO)

This policy applies to E.J. King HS

The Parent Teacher Organization is active at all schools within the Sasebo Complexes. Contact your school for specific information and ways to become involved or email:

School Liaison (SLO)

This policy applies to E.J. King HS

The School Liaison, Christy Johnson, is the military’s point of contact for facilitating the delivery of quality school transition and education support services and to help parents ease the impact of the mobile military lifestyle on the academic success of military children. Her contact information is:

Phone: DSN: 315- 252-2206
Commercial: 0956-50-2206

EJ King HS Detention Slip

This policy applies to E.J. King HS

Detention Slip

Principal's Corner

Welcome to E.J. King High School

For those of you who are new to Sasebo, the school is the only high school for our US Navy seafarers in Sasebo and all of their children attend our elementary, middle or high school. We are funded by the Department of Defense and sustained by all of you and our school personnel. Once you are a student of this school, you will have a special place in your heart for E.J. King Middle and High School. I hope that your time with us will be educationally meaningful for you. 

Middle School and High School is a time of change. The workload and social adjustments are greater here than at the elementary or middle school level. You are expected to attend school regularly, complete ALL assignments, and behave appropriately. Your years will be exciting and rewarding and filled with many new opportunities. 

The Parent/Student Handbook, the DoDDS School Calendar, and the Sasebo Complex Schools' calendar of events will be provided to you via e-mail. If you do not receive the information, please e-mail our secretary, Mrs. Corinne Ransberger, Corinne.Ransberger@pac.dodea.edu. It is very important to read all items in the Parent/Student Handbook carefully. Students are responsible for knowing the contents of their handbook. Please review it with your child(ren), sign the last page, and return to the school office. Each student is required to review and sign the handbook.

Our enrollment fluctuates from 250-280, from seventh through twelfth grades. We offer a comprehensive high school with courses in Advanced Placement (AP), Career and Technical Education, NROTC, Art, Drama, Chorus, Band, World Languages in addition to the core subjects in Language Arts, Social Studies, Mathematics, Science, Physical Science, and Health. 

Being a small school and wanting to provide a comprehensive course load to enable our students to transition smoothly back to a stateside school, the Master Schedule Committee has a daunting task in coming up with our class schedule and equalizing the class enrollment. Your child's course schedule may not be perfect. We will work through your concerns and try to come up with a compromise. Expect to have schedule changes made in the first week of school. Please communicate with our school counselors for program change requests. 

As a school, we will work together on our School Improvement Action Plan, which is inclusive of our literacy goals in critical thinking, reading, writing, and numeracy. We assess students twice a year in pre and post writing assignments and Scholastic Reading Inventor (SRI). We will work with intentionality and accountability with a laser focus on improving students' college and career readiness. 

I am looking forward to the coming year as we work together to improve student achievement and to provide a personalized learning experience. I commend our staff for their untiring dedication and commitment. 

Our goal is to provide all students with the opportunity to excel in academics, athletics, and fine arts so that they may become positive, contributing members of our school and community. Another goal is to increase our scholarship recipients and college acceptances without remediation. It will take the collective wisdom and effort to achieve our goal of EXCELLENCE. Commendations to our faculty, staff, parents, and students for providing guidance, support, and commitment in making E.J. King the best we can be.



About Our School

Welcome to E.J. King HS!

Literacy Goal

  • To read about our Literacy Goal, please download the Literacy Goal Plan.

Math Goal

  • To read about our Math Goal, Please download the Math Goal Plan.

School Profile

  • If you would like to learn more about EJ King High School, please download the King Profile.

History of Sasebo Schools

cfasA brand new, one-story wooden structure housing six classrooms, one auditorium, an office, a girl’s and boy's restroom was located in the center of the still devastated Sasebo City. It was October 1948, and the building was officially named Sasebo (American) Dependents School, APO 27. At the time, the U.S. Army ran most American schools in Japan and even Sasebo, with its naval base facilities, was no exception. Behind the main building was a Quonset Hut accommodating the seventh and eighth grades in the first half of the building and ninth through twelfth in the second half. The total enrollment for grades one through twelve started out with forty-eight students. Most were Army children.

In September 1945, the U.S. Marines landed on Sasebo and laid the foundation for the present U.S. Fleet Activities, Sasebo. The U.S. Army came and slowly the base and the American community were established in the heart of Sasebo City. The residential areas were named Dragon Gulch, Dragon Vale, and Dragon Heights. The school was named “Dragon School.” A sign with the picture of the Dragon and the name “Dragon School” was built by the Army Engineer Corps and placed on the front of the building. Out of over forty such schools in Japan, Kyushu alone had dependent’s schools in Kumamoto, Beppu, Ashiya, Kokura, Hakata, and Itazuke.

As the years went by, the enrollment increased. School Year 1953-1954 opened with an enrollment of 150 students, grades 1-12. The Dragon School’s enrollment kept growing and approximately fifty students in grades 7-12 moved to the third floor of the Command Post Building (now the location of Sogo Hospital). The U.S. Army left, and the Navy took control of most of the facilities. School administration came under the Chief of Naval Personnel in October 1955.

In 1956, schools located on the U.S. Naval Bases and Air Stations were given names of U.S. heroes of the past. The Sasebo Dependents School was named after the famed World War II Hero, Fleet Admiral Ernest J. King. Thus, the official name of Ernest J. King School, Navy 3912, FPO (San Francisco, California) became effective School Year 1956/57.

In February 1958, the entire elementary grades 1-6 abandoned the ten-year-old “Dragon School” and moved into the second floor of the “Command Post Building” (The children called it “Children’s Prison instead of Command Post). Later, the building was renamed “Community Building,” which was more appropriate since the tenants included Bank of America, The Base Library, Shore Patrol, Stars and Stripes Office, Civilian Personnel, a Beauty Shop, Pass Office, and the Telephone Exchange. The Sasebo District Court and the Prosecutor’s Office now stand at the Old Dragon School Site.

In 1966, the Department of Defense took over the dependent schools worldwide, and the Headquarters was located at Yokota Air Base. The Vietnam War increased the home ported ships for Sasebo. The population of the American Community was at its peak. There were over 870 students, kindergarten through twelfth grade in the “Community Building” with over forty-five classrooms and a faculty of over fifty, comprising the entire three-story building. After the Vietnam War was over, the school population dropped considerably.

In February 1979, the entire population of sixty-five students (K - 12) walked to the present site. Hario Housing Complex was completed in 1988. A school having kindergarten through sixth grade was named after Rear Admiral Jack N. Darby. The Darby School was inaugurated on 14 October 1988.

October 1998 marked the 50th Anniversary of E.J. King School and the 10th Anniversary of J. N. Darby School.

(As reported by Mr. Adolph Portaria, former teacher at Jack N. Darby School, August 1998) Note: Two schools were created in May 2003 by splitting the former E.J. King Unit School into Sasebo Elementary School (K-5) and EJ King Middle High School (6-12).


Pacific East District Map SY22-23


School Calendars


DoDEA Pacific : School Year  2022 - 2023 Calendar

Standard DoDEA Pacific 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 (15-19 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, with the exception of Andersen ES, Andersen MS and E. J. King HS which will start on Wednesday, August 24th.
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.

Mr. Lorenzo Brown - E.J. King HS Principal

Mr. Lorenzo Brown

For the past 21 years, Mr. Brown has served the Pacific East District as an administrator. His experience includes eight years as principal at M.C. Perry High School in Iwakuni, Japan; four years as principal at Nile C. Kinnick High School in Yokosuka, Japan; six years as assistant principal at Yokota High School in Yokota, Japan; and three years as assistant principal at Nile C. Kinnick High School in Yokosuka, Japan.

A South Carolina native, Lorenzo attended public schools in Loris. He graduated from high school as an academic scholar and well-rounded athlete in football, basketball, and track.

Upon graduation from high school, Lorenzo entered Coker College in Hartsville, SC with aspirations of becoming become a lawyer. He graduated in 1988 with a double major in history education and political science. During his collegiate career, Mr. Brown served the United States by being a member of the South Carolina National Guard for a span of eight years. Upon graduating, Lorenzo immediately began working for Greenwood District 50 as a history teacher and coach. He taught U.S. History, World History, World Regions, and African-American History. He founded the AFRAMHIS (African-American History) Club in 1990 at the school to help teach, equip, and instill a sense of pride in African-American students regarding their heritage.

In 1994, Mr. Brown accepted a job as a teacher with the Department of Defense Dependent Schools in Wiesbaden, Germany. In 1998, Lorenzo completed a master’s degree in curriculum and instruction through a field based program with National-Louis University after starting the initial administration and supervisory course of study through Clemson University’s program. During his tenure at Wiesbaden HS, Lorenzo coached and led the Wiesbaden men’s basketball team to consecutive European Championships in 1998 and 1999. A three-peat was not to be as later that year, he accepted a promotion to Assistant Principal in Yokosuka, Japan.

He is a man of very few words but speaks at length on topics such as education, history, family, and achievement. He believes passionately that all students can learn and that it does take a village to raise a child. He is a member of ASCD and the NASSP. He served as president of the Kanto Plain Association of Secondary Schools (KPASSP) from 2009-2012 which provided him the opportunity to work in collaboration with DoDEA principals and principals/head masters from international schools. This exchange in education knowledge yielded improvements in academics, activities, and athletics for high school students.

Mr. Brown is married to the former Linda Childs of Greenwood, SC. They have three intercontinental children; Lindaya (born in North America and a University of South Carolina graduate), LaKeyia (born in Europe and also a graduate of University of South Carolina), and Lorenzo II (born in Asia and currently a sophomore at the University of South Carolina). All three children attended and graduated from DoDEA schools.


Dr. Shanida Threatts - E.J. King HS Assistant Principal

Dr. Shanida Threatts

Dr. Threatts earned her bachelor’s degree in history and political science from Fayetteville State University in Fayetteville, North Carolina. She continued her education by obtaining her masters of elementary education and her doctorate in educational leadership with a specialization in educational technology from the University of Phoenix. She dedicated and focused her qualitative phenomenological research study on the service and commitment of military families and students. She promotes diversity and inclusions within our military communities by building relationships and providing open lines of communication.

Dr. Threatts started her educational career teaching intermediate grades 6-8 at Wheeler Middle School in Wahiawa, Hawaii. She taught Hawaiian history, ELA, creative writing, and physical education. She continued her educational journey in North Carolina, Georgia, and Germany where she taught grades K-8. Dr. Threatts joined DoDEA in 2014 and worked as a 1st grade teacher at Landstuhl Elementary Middle School in Germany before heading back to Hawaii. Once back in Hawaii, Dr. Threatts was a 5th grade teacher at Mililani Mauka Elementary Schools. In this position she served on the Retention and Recruitment, Data, and School Improvement Committees. Dr. Threatts also worked as an Educational Specialist on the Hawaii Social Studies Elementary (K-5) Standards Revision Writing Team.

Dr. Threatts reconnected with DoDEA in Fort Benning, GA at McBride Elementary as a 4th-grade teacher in 2017, and later at Faith Middle School as a 7th grade U.S. History teacher. Dr. Threatts also served as a basketball and cheerleading coach. Dr. Threatts continued her professional achievements at Faith Middle School by joining the leadership team as the PLC Chair and CSI member. These positions allowed her to gain valuable insight about the DoDEA Southeast District initiatives which promote collaboration and communication among all stakeholders. Dr. Threatts has worked tirelessly in all positions to create a positive climate and culture which fosters collaboration.

Dr. Threatts is proud of her military connections and her commitment to military families and students. She is especially proud of her husband’s service to the U.S. Army and that her children attended DoDEA schools. Her son attended Landstuhl Elementary Middle School, and her daughter is a graduate of Baumholder Middle High School in Germany. Dr. Threatts would like to thank all military members and families for their devotion and sacrifice, and she looks forward to working with the EJ King MHS Community in this new role. During her leisure time, she enjoys snorkeling, hiking, and spending time with her grandson.


Mrs. Sonya Gates - CFA Sasebo, Misawa AB, Yokota AB Community Superintendent

Mrs. Sonya Gates

Mrs. Gates began her career with DoDEA in 2006 as an Instructional System Specialist for Distance Learning/Blackboard. Mrs. Gates also served as an instructional designer and assisted in the development of the DoDEA Virtual High School. Mrs. Gates later became the Instructional System Specialist for Career Technical Education for DoDEA Americas. During that time Mrs. Gates provided leadership in developing the Science Technology Education Mathematics (STEM) DoDEA Americas Area Initiative. Mrs. Gates also established strategic partnerships with Georgia Institute of Technology/CESMIC/NASA program, the Gwinnett Science and Mathematics Academy, Gwinnett Heritage Center and other local educational agencies to extend educational opportunities for students and professional learning experiences for teachers. Mrs. Gates served as a team member on the DoDEA Headquarters Task Force for the DoDEA College and Career Ready Standards rollout and implementation; participated in the Chief Council of State School Officers (CCSSO) College and Career Ready Standards for Mathematics (CCRSM) Assessment in the Spring 2015; and co- developed and facilitated College and Career Ready Standards for Mathematics training for special education teachers throughout DoDEA Americas. Mrs. Gates also served as a team member on the 21st Century Teaching, Learning and Leading Education Task group and co-developed and facilitated the 21st Century Teaching and Learning professional development for DoDEA Americas administrators and teachers during the opening of the first DoDEA 21st Century School, Hampton Elementary School.

Mrs. Gates is an experienced educator with more than 28 years of instruction, curriculum development and management experience in both K-12 and post-secondary education. Mrs. Gates began her career teaching chemistry at Dekalb College in Clarkston, Georgia. She later became certified in secondary science education and was a high school science teacher for Atlanta Public Schools in Atlanta, Georgia. Mrs. Gates also served as the director of a satellite campus for Mercer University College for Adult Learners and later worked as the lead Instructional Technology Specialist at Spelman College for the Science, Mathematics and Technology departments, working to integrate technology and build virtual learning opportunities for faculty and students.

“Mrs. Gates brings a wealth of knowledge and experience to the Pacific East District,” Dr. Ferguson said. “As Community Superintendent, her collaborative leadership style and strong understanding of student learning, curriculum, and instruction will benefit students, staff, families, and the greater military communities we serve.”

During her career Mrs. Gates has focused on improving instruction for students and increasing the professional capacity of educators by designing and facilitating professional development both online and face to face for school administrators, teachers and educational staff. Mrs. Gates believes it is her responsibility that every child receives the best education with the most talented educators in a caring, accepting, and positive environment.

Mrs. Gates holds a bachelor's degree in Chemistry from Jackson State University and a master’s degree in Science Education from Clark Atlanta University. Mrs. Gates obtained her Specialist in Educational Leadership and Supervision from Lincoln Memorial University in 2010.

Mrs. Gates has been married for 25 years to her husband, Ralph, and they share three sons. As a family they enjoy traveling, bowling and meeting new people. They are strong advocates for students with special needs and participate in local and national advocacy organizations to show their support.


School Handbook

Dr. Jackie Ferguson - Pacific East District Superintendent

Dr. Jackie Ferguson

“Dr. Ferguson is a proven educational leader with a wealth of knowledge, skills, and experience,” Ms. Rapp said. “I am confident she will serve our military-connected students, families, and staff in the Pacific East District well.”

Dr. Ferguson has served as the Community Superintendent for the Pacific South District in Okinawa, Japan, since August 2020. She brings 27 years of educational experience to the Pacific East District, including serving as principal of Kaiserslautern High School in DoDEA Europe, where she was recognized as the Europe Regional Principal of the Year in 2020; principal of Wiesbaden Middle School, Nile C. Kinnick High School and Ikego Elementary School; assistant principal at The Sullivans School; and teacher at Yokosuka Middle School. As a military spouse, she also taught at Wetzel Elementary in Baumholder, Germany; and Randolph Field ISD, Waxahachie ISD and DeSoto ISD in Texas. 

“As a former military ‘brat’ who spent many years living overseas, it is an honor to continue to serve military families stationed within the Pacific East District,” Ferguson said. “I look forward to working with school leaders, military partners, parents, and community members to support the continued success of our military-connected students in Pacific East.” 

Dr. Ferguson holds a bachelor’s degree in Interdisciplinary Studies, a Master of Educational Administration, and a Doctorate in Curriculum, Supervision, and Instruction. Her research agenda focuses on models of co-teaching and collaboration to improve student achievement as evident in her publications such as: Wilson, J. C. & Ferguson, J. (2017). Chapter 7: Co-teaching in Undergraduate Education: Capacity building for multiple stakeholders. In D. Jarvis, & M. Kariuki (Eds). Co-Teaching in Higher Education: From Theory to Co-Practice. 

From 2005-2010, Dr. Ferguson was an assistant professor for Texas A&M University – San Antonio within the College of Education as the A&M system worked to establish the new, public institution of Higher Education within San Antonio.


Ms. Erin Grazak - Pacific East Chief of Staff

Ms. Erin Grazak

“I’m looking forward to serving our military-connected students, families, and staff in this role,” Grazak said, noting she is committed to partnering with stakeholders to support the Pacific East District.

Ms. Grazak is a career educator with more than 22 years of experience as a DoDEA teacher and instructional leader. She started her DoDEA career in 1999 at Baumholder High School, Germany, where she taught Social Studies before moving to Ramstein Middle School the following school year. In 2012, Ms. Grazak joined the Pacific West District (Korea), where she served as assistant principal at Seoul American Middle School from 2012-2014 and Seoul American High School from 2014-2017. Most recently, from 2017-2021, she served as principal of Humphreys High School, USAG Humphreys, Korea.

Ms. Grazak holds a Master of Arts in Education degree in Curriculum and Instruction from the University of Phoenix and a Bachelor of Arts degree in History from the University of Alaska Anchorage.


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: https://www.dodea.edu/Partnership/index.cfm

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

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

Related DoDEA Policies & Regulations

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

Access to School Facilities

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

Visitors and Volunteers

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

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 (dodea.edu/StudentServices/transcripts.cfm). You may also consult with the counseling department at your child’s school for issues regarding student records.

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

This policy is currently under review

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

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

Related DoDEA Policies & Regulations

2440.1: English as a Second Language Programs

Attendance Policy

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

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

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

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

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

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

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

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

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

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 2023
School Year 2019-20, Class of 2023

Entering 9th grade in school year 2019-20

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

Related DoDEA Policies & Regulations

1367.01: High School Graduation Requirements and Policy

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

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

Progress Reports/Report Cards

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

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

Related DoDEA Policies & Regulations

1377.01: Student Progress Reports

Parent-Teacher Conferences

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

System-wide Assessment Program

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

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

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

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

Related DoDEA Policies & Regulations

1301.01: DoDEA Comprehensive Assessment System


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

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

Students are responsible for ensuring that they:

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

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

This includes:

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

Special Education

Special Education Services

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

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

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

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

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

Related DoDEA Policies & Regulations

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

Disability Accommodations and Nondiscrimination

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

Related DoDEA Policies & Regulations

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

Reporting Abuse Neglect Suicide Risk and Threats

Child Abuse and Neglect

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

Related DoDEA Policies & Regulations

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

Suicide Risk and Threats Towards Others

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

Suicide Risk

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

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

Related DoDEA Policies & Regulations

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

Threats Towards Others

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

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

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

School Counseling Services

School Counseling Services

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

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

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

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

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

Related DoDEA Policies & Regulations

2946.1: School Counseling Services
2946.2: DoDEA School Counseling Services

School Psychology Services

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

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

Related DoDEA Policies & Regulations

2946.03: School Psychological Services

School Health Services

School Health Services

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

The school nurse’s responsibilities include:

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

Related DoDEA Policies & Regulations

2942.01: School Health Services

Student Illness

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

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

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

Parent Notification

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

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

Allergies and Chronic-Acute Conditions

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

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

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

Related DoDEA Policies & Regulations

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

Medication at School

health services medicationWhen medication must be administered during the school day, it must be delivered to the school nurse in the original container and properly labeled by the pharmacy or primary care manager/provider, stating the name of the student, the medication, dosage, route, time of administration, and current date of issue. Contact the school nurse for the required Medication Consent Form. This form must be filled out and signed by the prescribing 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

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

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

CFA Sasebo Schools Dress Code Policy

This policy applies to CFA Sasebo Schools

Student dress and personal grooming are the responsibility of the student and the parents. The school administration reserves the right to advise parents when students come to school dressed in a manner that is disruptive, in poor taste, or affects the health and well-being of the individual or classmates. It is the policy that all individuals will present a good public image, and maintain good order, discipline, and morale appropriate in the Japan AOR. Each individual, whether military or civilian, is an ambassador of the U.S. and the U.S. Armed Forces while in this AOR. As such, individual dress, attire, and conduct should reflect credit upon oneself, the U.S. Armed Forces and the United States.

Students are also expected to be neatly groomed and dressed in clothing that is appropriate for the activities which they will participate in during the school day. Certain clothing and apparel may be considered inappropriate; therefore, students may be sent home for clothing and/or apparel that:

A. is unsafe and unsanitary.

B. is vulgar, offensive, and that represent rude and disrespectful attitudes or actions.

C. contain slogans and /or pictures related to drugs, alcohol, tobacco, violence, weapons, death,

cults, profanity, vulgarity, or lewd and sexual references.

D. includes negative depictions of race, ethnicity, religion, national origin, and gender.

E. is symbolic of gangs or other questionable groups.

F. is perceived as questionable by school or base authorities.

A committee comprised of students, parents, teachers and administration have designated the following dress code:


  • Students will wear neat and clean clothing.
  • Both shoulders and armholes should be covered so as not to expose any undergarments.
  • Pants, shorts, or skirts should fit at the waist so as not to expose any undergarments.
  • The hems of shorts or skirts should extend below the ends of the fingertips when arms are at sides.

Not Acceptable:

  • Halter tops, tube tops, midriff tops, or tank tops that expose undergarments.
  • One-shouldered tops or shirts, or those that have an altered neck area that allow for one or both shoulders to be exposed.
  • Arm holes on all tops should not gap, extend, or open so that body parts or undergarments are exposed.
  • Hip-hugger pants exposing the waist or hips, yoga pants, leggings, and tights worn as pants or baggy pants worn excessively below the waist.
  • Sagging is strictly prohibited.
  • Skirts or shorts worn with tights shorter than the end of fingertips with arms at sides.
  • Long skirts with slits above fingertips are also not acceptable
  • Clothing, jewelry, or buttons that contain offensive language (such as profanity, sexual content or racial, ethnic, or religious slurs), or display illegal substances (such as tobacco, alcohol, marijuana, etc.).
  • Articles that can cause injury to other students, property or self, such as studded bracelets, studded necklaces, chains, etc.
  • Dark glasses or sunglasses inside the building, unless medically approved.
  • Headgear (males or females) such as bandannas, doo-rags, and sweat bands are not to be worn during the school day.
  • Hats and stocking caps may not be worn in any school building during the school day.


Sasebo fall and winters are not generally too cold and you can be sure that your child will most likely be outside each day for an extended period of time. Recess is cancelled only in extreme weather conditions and students must walk outside between buildings to lunch and ENCORE and other special classes. Students may also be waiting outside prior to the start of the school day for the entrance time. Please make sure your child is dressed appropriately for the weather. The following parameters are evidence-based and are used to determine if a child is ready for outdoor play:

  • At 50 degrees (F) and lower, all students must have a jacket.
  • At 40 degrees (F) and lower, all students must have a winter weight jacket or coat. A fleece and/or hoodie are not considered winter weight.
  • At 32 degrees (F) and lower, all students must have gloves, hats or hoods, and be wearing socks. Socks should be high enough so that there is no exposed skin. Shoes should adequately insulate the feet from the cold pavement or snow. Ballet style slippers are not recommended in snowy or wet weather.

Jackets and coats must have functioning zippers and/or buttons. Light weight, short-sleeved shirts can also be a problem during the day, as classroom temperatures vary. Dressing your child in layers is highly recommended.


Put your child(ren)’s name on everything that belongs to them (inside coats, jackets, hats, and everything else—even lunch boxes / bags and book bags). We want them to be able to identify their belongings. If they came to school with it in the morning, please check to see that they brought it home when they return at the end of the day.

School is our business and students are expected to dress accordingly. Consequences for infractions are:

1st Infraction: If a student is found to be in violation of the dress code, student will be given the opportunity to change or call parents to bring a change before being sent home.

2nd and or more: The above procedure will take place with an addition of assigned detention. School is our business and students are expected to dress accordingly. Administration will make the final determination on the appropriateness of the dress.

School Security

Search and Seizure

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

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

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

Related DoDEA Policies & Regulations

1353.01: Student Rights and Responsibilities

Standard Response Protocols

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

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


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


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


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


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

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
1353.01: Student Rights and Responsibilities

School Bus Behavior

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

Related DoDEA Policies & Regulations

1347.01: Student Disciplinary Rules and Procedures

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

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

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

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

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

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

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

Related DoDEA Policies & Regulations

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

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.

Prohibited Items Policy

This policy applies to DoDEA Pacific
This policy is currently under review

Some items prohibited at school include, but are not limited to the following:

  • Toys and electronic games
  • cell phones or other portable communication devices
  • iPods or MP3 players
  • skateboards, scooters, roller blades, roller skates, wheelies or skate shoes
  • stink bombs
  • chewing gum or betel nut
  • cigarette lighters and matches
  • tobacco products; e.g., cigarettes, cigars, pipes, chewing tobacco, smokeless tobacco, snuff
  • firecrackers
  • weapons and/or ammo (real or pretend)
  • laser light pointers


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

Cell Phones

This policy applies to DoDEA Pacific
This policy is currently under review


It is recognized that cell phones have become a parent's tool to help to monitor their children's whereabouts. During the school day student's cell phones should be in silent or manner mode. Interruption of classroom routines due to cell phone use could result in the phone being brought to the office for a parent to pick up. This includes students making outgoing calls, playing games, sending texts. Should a student need to contact a parent the school has phones for student use.

EJ King HS Dress Code Policy

This policy applies to E.J. King HS

In addition to E. J. King’s Dress Code, E.J. King recognizes the Commander Fleet Activities Sasebo (CFAS) current civilian dress code standards. Students enrolled at E.J. King Middle High School are on CFAS because they are accompanying either a military or civilian sponsor assigned to this area. Consistent with their status as guests in the host nation, students will refrain from wearing clothing that would offend our host country either by style or message. Additionally, dress in the school environment should contribute to the overall learning environment and should not detract from it.

The E. J. King Middle High School Dress Code is in effect at all school functions during and after. To be fashionably dressed is not necessary, but to be appropriately dressed is required. Students, as well as parents, should assume responsibility for acceptable appearance. Students not in dress code compliance will remain in the main office until a change of clothing is provided. Consistent with the aforementioned objectives, the following is the dress code for E.J. King Middle High School regardless of the weather:

  • Students will wear neat and clean clothing. Both shoulders and armholes should be covered so as not to expose any undergarments.
  • Pants, shorts, or skirts should fit at the waist so as not to expose any undergarments. Clothing must be fastened in a way that undergarments are not seen.
  • The hems of shorts or skirts should extend below the ends of the fingertips when arms are at sides.
  • No excessive skin or cleavage

Students are not to wear the following:

  • Any CFAS Sasebo inappropriate civilian base attire
  • Halter tops, tank tops/muscle shirts/shirts with sleeves removed, midriff tops, tank tops that expose undergarments, or any undershirt designed to be worn as an undergarment.
  • Tank tops that are not 2 inches in width
  • Sheer clothing-Tank tops worn under sheer garments must meet the acceptable width (2 inches) and not expose any undergarments
  • If an outer garment is removed, then all undergarments (t-shirts, tank tops, dresses, etc.) needs to follow the dress code
  • One-shouldered tops or shirts, or those that have an altered neck area that allows for one or both shoulders to be exposed.
  • Armholes on all tops should not gap, extend, or open so that body parts or undergarments are not exposed.
  • Hip-hugger pants exposing the waist or hips, or baggy pants worn excessively below the waist are not allowed. Sagging is strictly prohibited.
  • Skirts, shorts, dresses (including shirt and sweater dresses) shorter than the end of fingertips with arms at sides. Shorts and skirts must reach mid-thigh even those worn over leggings. Long skirts with slits above fingertips are also not acceptable.
  • Leggings, stretch pants, tights, yoga pants, or spandex pants are not permitted as standalone pants.
  • Leggings underneath shorts, skirts, and dresses and the shorts, skirts, or dress does not meet the fingertip length requirement (leggings do not take the place of the fingertip guideline).
  • Clothing with holes, rips, or tears in which skin is visible underneath is not permissible. Clothing with holes or other tears require the use of an undergarment which covers the skin. Jeans with holes must be manufactured with the holes in them to be permitted.
  • Frayed or worn garments with frays.
  • Pajama tops and bottoms unless on designated days, such as spirit week.
  • Clothing, jewelry, or buttons that contain offensive language (such as profanity, sexual content or racial, ethnic, or religious slurs), or display illegal substances (such as tobacco, alcohol, marijuana, etc.).
  • Articles that can cause injury to other students or property (studded bracelets, studded necklaces, or chains, including wallet chains).
  • Dark glasses or sunglasses inside the building, unless medically approved.
  • Pajamas, bedroom shoes, or other clothing clearly not designed to be worn outside of one’s home.
  • Headgear (males or females) such as hats, bandannas, scarves, doo- rags, stocking caps, sweat bands, hoods, etc. inside any building (specifically, this means the classrooms, gym, the local eateries which effectively serve as our cafeteria), during the school day or during any E. J. King events.
  • Headgear worn backwards or sideways.
  • Shower shoes, rubber/plastic flip flops with toe-thong, spiked heels higher than two 2 inches.
  • Headphones/earphones/earbuds on person must be put away unless at authorized times
  • PE attire must meet base/school dress code

NOTE: If natural everyday movement causes garments to become out of dress code (length of skirt or dress, sagging, rising of a shirt, etc.) then garments are most likely too small or tight and are not acceptable according to the above policy.

Consequences for Dress Code Violations:

  1. First Offense---AFTER SCHOOL DETENTION 60 mins
  2. Second Offense--- AFTER SCHOOL DETENTION 120 mins
  3. Third Offense--- SATURDAY SCHOOL

A committee comprised of students, parents, teachers, and administration has designated the following dress code:

  • No headgear or hats to be worn inside the buildings (unless medically sanctioned or approval based on religion).
  • No sunglasses inside buildings (unless medically sanctioned).
  • No spaghetti straps, halter tops, tube tops, one-shoulder tops/shirts, camisole tops, or muscle shirts (female tops must be at least 3 fingers width at the top of the shoulder).
  • No bare midriffs or torso showing.
  • No pajamas shall be worn unless with special permission, such as spirit week, and must be dress code appropriate.
  • No undergarments showing while sitting or standing, including sagging pants/shorts/skirts/joggers.
  • No obscene slogans or gestures on clothing.
  • Shorts and miniskirts may be worn provided they are no shorter than mid-thigh. Typically, mid-thigh is measured by arms resting naturally at your sides, palms lying flat against the thigh, and the hem no shorter than the tip of the middle finger.
  • Long skirts with slits above fingertips are not acceptable.
  • Safety requires no bedroom slippers, shower shoes, and no spiked heels higher than two (2) inches.

School is our business and students are expected to dress accordingly. Consequences for infractions are:

  • 1st Infraction: If a student is found to be in violation of the dress code, the student will be given the opportunity to change or call parents to bring a change before being sent home.
  • 2nd and or more: The above procedure will take place with an addition of assigned detention. School is our business and students are expected to dress accordingly. The administration will make the final determination on the appropriateness of the dress.

Related DoDEA Policies & Regulations

1353.01: Student Rights and Responsibilities

EJ King Home Lunch Program Policy

This policy applies to E.J. King HS

Students (Grade 6-12) who live in Dragon Vale or Fiddler’s Green are permitted to leave campus with parent permission to eat at your residence. Parents must complete the off-campus form and turn it into the main office. Students with the signed form will receive a permanent lunch pass to use instead of signing out at the student affairs office daily. Students who are a part of clubs that meet at School Age Care must also have parent permission to leave campus to attend meetings. Students in clubs will receive a pass from the club sponsor. The parent permission form is in the front office. This program is a privilege and can be taken away if misused. Students caught leaving campus without a pass will be reported to the office for disciplinary action. It is the expectation that lunch is consumed during lunch period (not in class) and students return to campus on time. Students who return to school tardy may have this privilege revoked if your students do not return to school. Parent/Guardian must physically sign student out at the front office, if not it is considered a student truancy.

Related DoDEA Policies & Regulations

1353.01: Student Rights and Responsibilities

EJ King Honor Roll Policy

This policy applies to E.J. King HS

Ceremonies and their dates with criteria for academic honors will be advertised via the school newsletter and Facebook page. Recipients and their parents will be notified via email from the school counselor.

Related DoDEA Policies & Regulations

1353.01: Student Rights and Responsibilities

EJ King HS Technology Plan

This policy applies to E.J. King HS

EJ King’s technology plan:

  • ENCOURAGE individuals to use technology more and to use it more effectively.
  • TRAIN individuals to use technology more and to use it more effectively.
  • INCREASE AVAILABILITY of tools for individuals to use technology more and to use it more effectively.

The following Bring Your Own Technology plan/guideline is in support or EJ King’s current technology plan of encouraging students and staff to use technology more frequently, effectively, and innovatively. The BYOT plan/guideline also supports DoDEA’s purpose of preparing students for college, career, and life by teaching the appropriate use of personal devices in learning/work situations.

BYOT Plan/Guidelines for EJKHS Students and Staff

1. Mobile technology devices include, but are not limited to laptops, netbooks, tablets, iPads, iPod Touches, smartphones and eReaders for the use in the classroom for educational purposes, such as reading.

2. Students are NOT required to bring a personally owned technology device to school.

  • Students will NOT be penalized (in grade or participation) for not bringing a mobile device to school either due to choose or lack of ownership.
  • DoDEA, EJKHS, and/or the Pacific East District will not be responsible for lost, damaged, or stolen items.

3. Students may use personally owned mobile technology devices at school for educational purposes only when permission is granted by the applicable teacher.

  • Devices may be used ONLY with EXPLICIT permission from the supervising teacher.

Students will NOT use headphones during transitions (passing periods while walking, walking on- campus) due to on-going construction and safety concerns.

  • Teachers will NOT be required to implement the BYOT in their classroom. BYOT is intended to open opportunities for increased innovative technology use.
  • Students will not be able to print from their devices at school.

4. Before bringing a personally owned mobile technology device to school, students should:

  • Record its model/serial number and maintain that information at home
  • Clearly label the device and peripherals (cables, headphones) with the student’s first and last names.
  • Return the signature form with all required checks and signatures indicating full understanding and acceptance of this plan/guideline agreement.

5. Since students are on their own personal devices and networks, DoDEA employees cannot be held responsible for all content which students have access. However, students are always still responsible for complying with the Student Code of Conduct, , Student Technology Acceptable Use Policies and Guidelines, and the conditions outlined in this document.

6. Students must obtain permission from a teacher (or administrator with teacher’s knowledge) before recording, taking pictures, or publishing images, information, or works of individuals or groups. Recordings and pictures may be taken for teacher approved projects only, and permission must be obtained for each instance ahead of time.

7. Personal technology devices must be kept on “silent” during class except when used for educational purposes with teacher permission.

8. Students must keep electronic comments and posts relevant to the course content and consistent with educational purposes.

  • Devices confiscated will not be afforded the presumption of privacy for any data stored on the device needed in investigating violations of applicable law and/or school policies.

9. As a recommendation, any mobile technology device that is brought to school should have a fully charged battery at the beginning of the day. There may not be opportunities to recharge the batteries during the day; however, students should take the device home on a daily basis to recharge the battery.

10. Students will not have access to the DoDEA computer network (wired or wireless).

  • EJKHS is not responsible for charges that may occur from accessing any connection that the student may choose to use.
  • Teachers may not require a student to use a network connection on a device.

11. It is not the responsibility of EJKHS staff to troubleshoot personal devices during the school day. Students should check the owner’s manual of the device for information about network connectivity or specific features.

  • DoDEA, the Pacific East District and/or EJKHS are not responsible for devices that lock, freeze up or don’t perform during/after the authorized/unauthorized use of the device at EKJHS.

12. School personnel may confiscate any technology device that is used for non-educational purposes during class or any device that is a disruption at any time.

13. Any technology device used to bully, threaten, or endanger the physical safety or emotional well- being of others will be confiscated, held for disciplinary action, and if necessary, provided to law enforcement authorities.

14. Personally owned technology devices not retrieved by students or parents by the end of the school year will be disposed of, and when feasible, recycled.

15. Campus leadership will determine if the use of student owned technology devices is for personal purposes or educationally authorized activities/use if there is a question of appropriate use.

EJ King HS Non-Sponsored Activities Policy

This policy applies to E.J. King HS

Overnight” class trips or overnight sleep-over on campus are not considered to be a school function. Such activities are not approved activities for DoDEA-Pacific schools. Parents or other community groups sponsoring such social trips must accept full responsibility for the event. School or class funds may not be expended for the activity, and therefore, such social activities as senior trips, “skip” days, and trips to the beach are NOT school-sponsored and are considered TRUANCY. Any school- sponsored activity involving seniors will always be clearly communicated to parents by school officials. If a parent has not received official notice of an activity from the school, please contact the school for verification purposes.

EJ King HS Study Trips Policy

This policy applies to E.J. King HS

Study trips are an important part of the educational program. Students are expected to participate in these activities in order to extend the DoDEA Curriculum and Standards outside of the classroom as well as to learn about our Host Nation and its people and to appreciate the diversity and difference of cultures. Participation should be accomplished in a manner which:

  • Demonstrates respect for the Host Nation and its people.
  • Promotes high-level thinking skills and application of existing knowledge.
  • Reflects credit on the American community and the school.
  • Ensures the child’s own safety.

Absences due to such activities are Excused and the students’ teachers will be notified ahead of time. The student is responsible for making up any work missed on the study trip day. Assignments are due the next class period unless teacher assign an extended due date. For example, a student attending a study trip on an “A” day should receive assignments for a scheduled field trip before the date of study trip and it is due the following “A” day. A student does not get an extra “A” day due to them not being present in class unless an extension is provided by the teacher.

Parental permission is required for a student to participate in study trips. Parents are often requested to assist by volunteering to accompany classes and help with supervision. Parents must have a background check on file with the office to manage small groups. Without a background check, you must stay in eyesight of DoDEA employee. Background Check forms are available in the main office or with Administrative Officer. Younger children and/or siblings cannot accompany parent chaperones on the trip for safety reasons.

Athletics Policy

This policy applies to DoDEA Pacific

Eligibility Rules for Interscholastic Athletic Competitions

School administrators, athletic directors, and coaches shall ensure that the eligibility rules are observed in all DoDEA interscholastic athletic competitions in accordance with in DoDEA Manual 2740.1 and the Far East Programs Procedural Guide (FEPPG) - 15 Oct 2021

Student Travel Eligibility

DoDEA Manual 2740.1 and the Pacific Area Interscholastic Athletics Program Manual provide a uniform interscholastic athletic program and guidance on student travel eligibility. This policy extends to both academic and athletic events.

Athletic Contests: Students must participate in ten days of practice prior to competing in any athletic contest. Athletes participating in consecutive athletic seasons are exempt from the 10-practice rule as long as 10 days have not passed between active participation in the preceding sports season. Students transferring from another school may begin participating in contests immediately if the 10-day practice requirement has been met.

Far East Tournaments: Students may participate in the Far East Tournament if they have been a member of the team/activity for at least one-half of the season. Before departure for any Far East event another parent/player meeting will occur to review the Code-of- Conduct and to discuss expectations while attending the event. Players whose parents do not attend this meeting will not travel to the Far East event and/or participate in any games at the event.

Attendance Prior to Events: Students who do not attend school will not be permitted to participate in or attend any school- sponsored event that same school day, which includes a practice or game. Principals are authorized to make exceptions to this policy. (DoDEA Administrators’ Manual – 1005.1).

Related DoDEA Policies & Regulations

2740.1: Interscholastic Athletic Program