Kinnick HS Mascot

School Address and Contact Information


PSC 473 Box 95
FPO, AP 96349-0095
Japan
Phone: 046-816-7392
Fax: 046-816-7278
DSN Phone: 315-243-7392
DSN Fax: 315-7278
From US: 011-81-46-816-7392
From the US Fax: 011-81-46-816-7278
PrincipalKinnickHS@dodea.edu
http://www.dodea.edu/KinnickHS/handbook.cfm

Local Address:
US Naval Base Yokosuka, Tomari-Cho Yokosuka-Shi, Kanagawa-Ken 238-001

 

Mission

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

Vision

Overall, it is our vision that Kinnick High School provides a collaborative, 21st century learning experience.


Kinnick HS School Hours

Tuesdays are Early Release days for teacher professional development.

  Regular Hours Tuesday Hours
Office Hours 0700 - 1530 0700 - 1530
School Hours 0740 - 1420 0740 - 1320

Handbook Contents

School Calendars
Admin Bios
General Information
Enrollment
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
Technology
Student Transportation
School Policies

School Handbook

Director's Message: Mr. Thomas M. Brady

Thomas M. BradySchools play an integral role in protecting the health and safety of their staff, students, and families.

The importance of that role is heightened as we plan and prepare for a return to school after months of closure due to the pandemic. While we responded to the closures quickly in providing continuity through digital learning, we have always believed that instruction in the classroom is the optimal learning environment for most of our military-connected students. Restoring teaching and learning to the familiar environments of our classrooms, provides students with stability and continuity. Face-to-face instruction and the routines of school add significantly to success and growth for all students.

The Importance of Education

Education is a critical quality of life component for military families and communities. We recognize that DoDEA school operations impact on the readiness of our military partners to complete their mission. As a support function, it is imperative that we get students back to school as soon as soon it is safe to do so. We are currently engaged in comprehensive research and in-depth planning toward that end. We are approaching this work thoughtfully. I have provided the following parameters to our planners and the commands we serve.

The Way Forward

  • Our preferred goal will be to return to school on a regular full-time schedule for both students and staff. Alternating days, half-days, or staggered schedules do not allow us to fully support the military mission.
  • We understand that some families may have circumstances where they do not wish to or are unable to send their child back to the school setting. We will also provide a virtual platform for those students to continue learning remotely.
  • DoDEA will align our health and safety practices for returning to school with CDC and DOD COVID-19 guidelines/health protection conditions in order to earn the trust and confidence of parents in our ability to protect students and staff.
  • Social distancing, face coverings, and other mitigations will be in place to ensure a safe and healthy return to school.
  • We will remain flexible and prepared for any contingency.

Additional Steps

We are looking at a number of additional topics, including: daily screening and protocols should a student or employee present as sick; social distancing and sanitation; addressing the learning gaps of students; transportation; school lunches; student services; staffing, scheduling and vulnerable populations; student activities and athletics; and protocols if a resurgence were to occur in any of our communities. Additional details are still in development and I will provide details on our opening plans by mid-July 2020.

Your Feedback is Welcome

We expect you will have questions and our local school administrators: Principals, Community Superintendents and Superintendents will be prepared to receive your input and provide detailed answers to any concerns you may have on this year's opening. We welcome your feedback and suggestions.

Parent Support will be Critical

As we return to school, the support and involvement of parents will be critical to our success. We recognize that parents are the first teachers of students. Their help in establishing routines and expectations at home that reinforce and extend learning are valued and appreciated. Families also play a vital role in maintaining safety in our schools and classrooms. Good hygiene practices learned at home make our schools healthier and safer. As we return in the fall, ensuring that students are healthy enough to come to school will be an important and daily consideration. Every parent needs to ensure that students who are ill must stay home and, when necessary, seek medical attention. Students and adults have an obligation to respect and comply with the heath protection provisions in place for our classrooms, cafeterias, school buses and athletic fields. We will also need your understanding as we limit visitors to school while social distancing is in effect.

When we return, we must also address the emotional and psychological needs of those who may have been adversely affected. We can’t underestimate the impact of that anxiety and fear have had on the part of some students and adults. We will offer appropriate support and intervention to meet those needs. Teachers, with the support of our counselors, psychologists, and school nurses, are valuable resources positioned to provide early and ongoing assistance for students.

A New Normal

It is natural for all of us to yearn for a return “to the way it was” before the coronavirus and before the closure of our schools to students. Unfortunately, all of us face a “new normal” in the wake of a continuing global health crisis. I am confident that the advanced planning, preparation, cooperation and collaboration between our school and community leaders will facilitate the safe return to school, and to a new sense of normalcy in the days and weeks ahead. Any decisions will reflect our mission, priorities and the core values of our school system. Any actions will be guided by a strong focus on hygiene and prevention. We will strive to earn your trust and confidence. I welcome your support as we work together to safely insure academic achievement for your children.


KHS Bell Schedules for SY 2020-2021

This policy applies to Kinnick HS
Regular Daily Schedule A Lunch
A-Day Periods Times B-Day Periods
A1 0740 - 0905 B1 (Seminar)
A2 0910 - 1035 B2
Lunch 1025 - 1120 Lunch
A3 1120 - 1250 B3
A4 1255 - 1420 B4
Regular Daily Schedule B Lunch
A-Day Periods Times B-Day Periods
A1 0740 - 0905 B1 (Seminar)
A2 0910 - 1035 B2
A3 1040 - 1125 B3
Lunch 1125 - 1210 Lunch
A3 1210 - 1250 B3
A4 1255 - 1420 B4
Regular Daily Schedule C Lunch
A-Day Periods Times B-Day Periods
A1 0740 - 0905 B1 (Seminar)
A2 0910 - 1035 B2
A3 1040 - 1210 B3
Lunch 1210 - 1255 Lunch
A4 1255 - 1420 B4
Tuesday Early Release Schedule A Lunch
A-Day Periods Times B-Day Periods
A1 0740 - 0850 B1 (Seminar)
A2 0855 - 1005 B2
Lunch 1005 - 1050 Lunch
A3 1050 - 1205 B3
A4 1210 - 1320 B4
Tuesday Early Release Schedule B Lunch
A-Day Periods Times B-Day Periods
A1 0740 - 0850 B1 (Seminar)
A2 0855 - 1005 B2
A3 1010 - 1050 B3
Lunch 1050 - 1135 Lunch
A3 1135 - 1205 B3
A4 1210 - 1320 B4
Tuesday Early Release Schedule C Lunch
A-Day Periods Times B-Day Periods
A1 0740 - 0850 B1 (Seminar)
A2 0855 - 1005 B2
A3 1010 - 1125 B3
Lunch 1125 - 1210 Lunch
A4 1210 - 1320 B4
8 Period Day Schedule
Period A Lunch
A1 0740 - 0820
A2 0825 - 0905
A3 0910 - 0950
A4 0955 - 1035
Lunch 1035 - 1105
B1 1110 - 1205
B2 1210 - 1250
B3 1255 - 1335
B4 1340 - 1420
 
Period B Lunch
A1 0740 - 0820
A2 0825 - 0905
A3 0910 - 0950
A4 0955 - 1035
B1 1040 - 1110
Lunch 1110 - 1140
B1 1145 - 1205
B2 1210 - 1250
B3 1255 - 1335
B4 1340 - 1420
 
Period C Lunch
A1 0740 - 0820
A2 0825 - 0905
A3 0910 - 0950
A4 0955 - 1035
B1 1040 - 1135
Lunch 1135 - 1205
B2 1210 - 1250
B3 1255 - 1335
B4 1340 - 1420
2 - Hour Delay Schedule
A-Day Periods Times B-Day Periods
A1 0940 - 1040 B1 (Seminar)
A2 1045 - 1140 B2
Lunch 1140 - 1225 Lunch
A3 1225 - 1320 B3
A4 1325 - 1420 B4
2 - Hour Delay Seminar Schedule
Times B-Day Periods
0940 - 0950 Attendance
0950 - 0955 Passing
0955 - 1040 Only one seminar period
B - Day Seminar Schedule
Times B-Day Periods
0740 - 0750 Attendance
0750 - 0755 Passing
0755 - 0830 First Seminar
0830 - 0835 Passing
0835 - 0905 Second Seminar

Principal's Corner

Nile C. Kinnick HS Principal's Message

Welcome to School Year 2020-21!

Dr. Obeng and I are excited about this new school year as we Educate, Engage and Empower our students to succeed in a dynamic world. At Nile C. Kinnick High School, we focus on our four guiding principles: developing Fortitude, instilling Integrity, cultivating Responsibility and kindling an Enterprising spirit.  You will hear a lot about these traits throughout the year.

To support our teachers with the implementation of the College and Career Readiness Standards, our school will release every Tuesday at 1320. This weekly, one hour release provides time for teachers to collaboratively plan, review student work and determine instructional adjustments needed to assist with student success.

To learn more about DoDEA's College and Career Readiness Initiative, you can review the standards at: https://www.dodea.edu/collegeCareerReady/index.cfm

Overall, it is our vision that Kinnick High School provides a collaborative, 21st century learning experience. KHS remains focused on each student's individual success. Our school improvement goals provide a holistic approach to education including a focus on academic success, community building, post-secondary planning and social/emotional health. KHS's school improvement goals are:

  • Kinnick High School will improve student performance in mathematics in relation to DoDEA College and Career Ready Standards.

  • Kinnick High School will improve student performance in literacy in relation to DoDEA College and Career Ready Standards.

  • Kinnick High School will ensure the 21st Century Critical Skills of Collaboration Across Networks and Learning By Influence, Creativity and Innovation, Communication and Critical Thinking and Problem Solving  are embedded to educate, engage, and empower students to succeed in a dynamic world.

I'm very excited about having your young men and women join our community. We look forward to working with you to make this a successful, productive, and rewarding school year for all students.

Very Respectfully,

Principal, Nile C. Kinnick High School

 

About Our School

Welcome to Nile C. Kinnick HS!

Nile C. Kinnick High School, "Home of the Red Devils." Nile C. Kinnick High is a school filled with tradition, pride, and a sense of history. We are located on the scenic Miura Peninsula at Yokosuka Naval Base, Yokosuka, Japan, about a one-hour train ride south of Tokyo. We are situated along Tokyo Bay, and the waters of the bay provide fantastic views from most of the classrooms.

Nile C. Kinnick High School is a great place to be. It is small enough that students all know each other allowing for a real sense of community and fellowship. Students are provided with ample opportunities participate in all phases of school life - the performing arts, athletics, school government, clubs, and a variety of other school activities. We look forward to having you at Kinnick, and we think you will enjoy the small, homey atmosphere. Please make sure to let us know what we can do to make your transition to Japan and Kinnick High School smooth.

Guiding Principles

Fortitude, 

Integrity, 

Responsibility, and an 

Enterprising Spirit
 


History

Nile C. Kinnick High School originally opened in Yokohama in 1946 during the occupation after World War II. The school later moved to Yokosuka Navy Base in 1971 into a renovated Marine Barracks, but kept the Yo-Hi Red Devils mascot to remember their beginnings. The current school was officially named after Nile C. Kinnick in 1990, an outstanding scholar and athlete; he was the winner of the Heisman Trophy and a graduate of the University of Iowa pursuing a law degree. Nile C. Kinnick was killed during a training mission off the USS Lexington in the Caribbean during WWII. Our hope is that our student body emulates his commitment to service, academics and personal growth.

Kinnick High School usually has around 600 students and is about 45 km from Tokyo. To learn more about our school, browse our Yearbook archive at https://sites.google.com/student.dodea.edu/kinnick-krimson-k/home
 


Our Community

Yokosuka City is located about 30 miles southwest of Japan's capital city, Tokyo, on the east coast of the main island, Honshu. It is an industrial and residential community, with an area of about 39 square miles. 

This 579 acre naval base occupies a small peninsula jutting into Tokyo Bay. As the home of the U.S. Navy's Seventh Fleet, and winner of the 2009 Commander in Chief's Annual Award for Installation Excellence, the Base, often referred to as CFAY (Commander Fleet Activities Yokosuka), hosts 13 afloat commands and more than 50 other shore commands and tenant activities.

CFAY's primary mission is to provide support services to forward deployed naval forces in Yokosuka, and other units assigned in the Western Pacific. CFAY homepage. View our "Duty in Japan" video.
 


Alma Mater

(Tune: “Far above Cayuga’s Waters”)
In the shadows of Mt. Fuji,
Stands our school so dear.
Nile C. Kinnick High forever,
Sing we loud and clear.
Far and wide though we may wander,
As the years go by,
Our love for thee will never falter,
Nile C. Kinnick High.
 

Fight Song

(Tune: “Our Director”)
We’re the kids from YO-HI
Our team will fight.
We’ve got the best teams,
Here’s to the red and white.
We’ll stand up for our school,
Finest in the land.
We’ve got the best team in all Japan.

 

Pacific East District SY20-21

 

School Calendars

 

DoDEA Pacific : School Year  2020 - 2021 Calendar


Standard DoDEA Pacific School Calendar

Note: Calendar based on 190 day teacher workdays including:

5 Teacher Orientation/Pre-service/CCR Days

4 CCR Days

4 Teacher Work Days

2 District Professional Development Days (+1 for districts going through accreditation)

Reporting date for non-administrative educator personnel

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

School Year 2020-2021 (175 Instructional Days and 190 Teacher Work Days)

First Semester (86 Instructional Days)
Monday, August 24, 2020 Begin First Quarter and First Semester
Monday, September 7 Labor Day: Federal Holiday
Monday, October 12 Columbus Day: Federal Holiday
Thursday, October 22 End of First Quarter (41 days of classroom instruction)
Friday, October 23 No school for students -- teacher work day
Monday October 26 Begin second quarter
Wednesday, November 11 Veterans Day: Federal Holiday observed
Thursday, November 26 Thanksgiving Day: Federal Holiday
Friday, November 27 Friday: Recess Day
Monday, December 21 Begin Winter Recess (21 December - 1 January 2021)
Friday, December 25 Christmas Day: Federal Holiday
2021
Friday, January 1, 2021 New Year's Day: Federal Holiday
Monday, January 4 Instruction Resumes
Thursday, January 14 End of Second Quarter and First Semester (45 days of classroom instruction)
Friday, January 15 No school for students -- teacher work day
Monday, January 18 Birthday of Martin Luther King, Jr.: Federal Holiday
Second Semester (89 Instructional Days)
Tuesday, January 19 Begin Third Quarter and Second Semester
Monday, February 15 Presidents' Day (Washington's Birthday): Federal Holiday
Wednesday, March 24 End of Third Quarter (45 days of classroom instruction)
Thursday, March 25 No school for students -- teacher work day
Friday, March 26 Begin Spring Recess (26 March -2 April)
Monday, April 5 Instruction Resumes - Begin Fourth Quarter
Friday, May 28 Friday: Recess Day
Monday, May 31 Memorial Day: Federal Holiday
Thursday, June 10 End of Fourth Quarter and Second Semester (45 Days of classroom instruction)
Friday, June 11 No school for students -- teacher work day. Last day for non-administrative educator personnel
 

 

Admin Bios

Ms. Kira Hurst - Kinnick HS Principal

Ms. Kira Hurst

Ms. Hurst was born in Southern California but raised in a variety of countries as her parents pursued their careers with the Department of Defense Education Activity, formerly known as Department of Defense Dependent Schools. Ms. Hurst returned to the U.S. to attend the University of California, Irvine and earned a bachelor’s degree in History with a minor in Spanish. She later earned a master’s degree in Educational Administration from California State University, Long Beach. She began her teaching career in 1990 outside of Bakersfield, California. In 1991, she joined DoDEA as a teacher in Seoul, Korea. Ms. Hurst taught Social Studies and Spanish for many years at both the middle and high school levels. She was also extensively involved in extra-curricular activities both in coaching and student government in Korea, Guam and the United Kingdom.

Ms. Hurst returned to California in 2002 and moved into administration in 2006, serving as an Assistant Principal in Activities, Supervision, Guidance and Special Education in the Huntington Beach Union High School District for eight years. In 2013, Ms. Hurst accepted a position as Principal at TeWinkle Middle School in the Newport-Mesa Unified School District. While Principal, she worked with staff to implement a series of academic and behavior interventions that earned the school a Gold Ribbon Award, and Title I Achievement Award for Academic Excellence, the first recognition from the State of California in almost 30 years.

In 2017, Ms. Hurst accepted the position of Principal of the Sullivans Elementary School. Moving into an elementary school was a new experience for her, and she enjoyed learning all about primary education. She feels blessed to have had the opportunity to work with such a kind and professional staff.

Ms. Hurst accepted the Principal position at Kinnick High School in March of 2021.  She is excited to join the Red Devil team of respected educators at KHS.

 

Dr. Quiana Obeng - Kinnick HS Assistant Principal

Dr. Quiana Obeng

Dr. Quiana Obeng affectionately known as “Dr. Q”, received her Bachelor of Science degree in Accounting from Fordham University and worked as an internal auditor for two years at Price Water House Coopers, LLC.  Dr. Q decided that she wanted to marry her true passions: empowering youth, acting and numbers.  As a result, she became a secondary math teacher by earning her Master’s in Math Education from Herbert Lehman College and her Educational Specialist and Doctoral degrees from Argosy University, Atlanta.

Dr. Obeng was one of the founding teachers of a premier single gender middle/high school.  Coretta Scott King Young Women’s Leadership Academy (CSKWYLA) in the Atlanta Public Schools district.  While at CSKYWLA, she served as a Math Data Team Leader, Chair of the School Leadership Team, a mentor teacher and was the recipient of the 2010-2011 Teacher of the Year.  She continued her work as an Instructional Coach at Paul Laurence Dunbar Elementary where she worked coached teachers, created and facilitated professional development to support student achievement on the school level, complex, region and district. 

In 2015, Dr. Quiana Obeng relocated to the Pacific East District Superintendent’s office where she served as the Secondary Math Instructional Systems Specialist.  In this position, Dr. Q was honored to support all 20 schools by working directly with building leaders and teachers in the Pacific East District in varying capacities.  In 2018, Dr. Obeng proudly accepted the call to serve as the Assistant Principal of Nile C. Kinnick High School and a member of the Commander Fleet Activities, Yokosuka community.  It is in this role that Dr. Q is afforded the opportunity to assist students in reaching their full academic, social and emotional potential.

Dr. Quiana Obeng is a devoted wife and mother of 3 intelligent and talented children.  In her spare time, you can find Dr. Q working in the community while representing her beloved organization, Zeta Phi Beta Sorority, Incorporated.

 

Dr. Ronald J. Knight - CFA Yokosuka Schools Community Superintendent

Dr. Ronald J. Knight

Dr. Ronald J. Knight Jr. obtained a Bachelor of Science degree in Liberal Studies from Excelsior College. He received a Master of Science degree in 2006 from Tarleton State University. In 2012, he received a Doctorate of Education degree in educational leadership from the University of Mary Hardin-Baylor.

Dr. Ronald J. Knight Jr. is an Army veteran who has been stationed overseas as a soldier and military dependent. After a successful career with the Army, he decided to follow his passion for teaching and become an educator. Dr. Knight has served children at many levels in the education structure. He has been an aide, teacher, curriculum instructional specialist, assistant principal, principal (elementary and middle school), education operations manager; and, most recently, principal at Sollars Elementary School at Misawa AB, Japan.

Dr. Knight believes that all children can learn at levels perhaps unimaginable to them. Working with parents, teachers, and community members to close achievement gaps is important to him. It is his earnest intent to instill educational excellence at Edgren High School and elevate student achievement while ensuring all students are College and Career Ready upon graduation.

 

School Handbook

Dr. Judith Allen - Pacific East District Superintendent

Dr. Judith Allen

Dr. Judith “Judy” Allen was selected to be the Superintendent of Schools for the DoDEA Korea District and assumed her duties on September 15, 2014. Dr. Allen is a career educator with extensive teaching and administrative experience.  She joined DoDEA more than 30 years ago as a classroom teacher in Europe and went on to hold a number of positions of progressive responsibility before being selected as the assistant superintendent in 2006 while in the Isles District. She transferred to the Korea District in 2011.

Dr. Allen earned her bachelor’s degree in elementary education from the University of Nevada – Las Vegas and a master’s in public administration from Troy State University, European Division. She received her doctorate in educational leadership from the University of Nevada – Reno.

With a portfolio of 11 schools and more than 4,000 students, the DoDEA Pacific West District’s approximately 700 professional educators and support personnel are responsible for delivering high-quality pre-K through 12th grade educational programs to military communities across the Korean peninsula. Dr. Allen inherited a rapidly-changing school district already working with military planners to relocate and consolidate several schools as part of a strategic multi-year re- stationing of U.S. military personnel south of Seoul.

Dr. Allen is very familiar with the unique challenges and opportunities associated with military life. She was married to an Air Force veteran, and spent more than two decades transitioning with her family between military installations in Europe, the Pacific, and the U.S. She is the mother of three children, Laura, Ted, Jr. and Marc and five grandchildren. Her son, Marc is retired from the U.S. Air Force.

 

Ms. Missy Gingrich - Pacific East Chief of Staff

Ms. Missy Gingrich

Missy Gingrich is an educator who began her career teaching in Louisville, Tennessee working with special needs students in an institutional setting providing instruction in all areas of secondary English, language arts, and fine arts. This teaching experience provided her with her personal educational philosophy ~ All students can learn.

Ms. Gingrich left her first teaching position to become a full-time parent as she supported her husband’s military career, relocated frequently, and raised two children.  As a military spouse, Ms. Gingrich had the opportunity to be a local hire educator in DoDEA schools on three different occasions.  She has taught all English Language Arts (ELA) courses from 7-12th grades, Drama I and II, Elementary Literacy Support, English-as-a-Second Language (ESL), ES Reading Support, and READ 180. 

In 2004, Ms. Gingrich received her first DoDEA assignment to Edgren High School in Misawa, Japan where she taught 7-12th grade ELA, ESL and READ 180. She next transitioned to the Pacific Area Office to serve as an Instructional Systems Specialist (ISS) for ESOL and World Languages providing professional development and the implementation of the DoDEA WL Standards, the ESL Program Guide, and the adoption of curricula materials to support both WL and ESOL students in grades K-12.  Her next DoDEA role was in Arlington, Virginia as the DoDEA Coordinator for Secondary English and Language Arts where she was able to support the finalization and rollout of the DoDEA ELA Standards for grades 6-12, development of the ELA courses for the DoDEA Virtual School, and the facilitation and written findings from the DoDEA Literacy Task Group. 

In 2009, she was selected to serve at McCool Elementary and Middle School in DDESS-Guam as the Assistant Principal of the largest Pre-K through 8th grade school in DoDEA.  Following Guam, she accepted the school principal leadership role at Arnn Elementary School in DoDEA-Japan.  Ms. Gingrich next served as the Far East Academics Coordinator where she monitored and supported rigorous co-curricular programs and international travel for approximately 1,000 students each school year.

Ms. Gingrich joined the DoDEA Center for Instructional Leadership in 2017 as a Professional Practice and Improvement Specialist to support administrators and above-school level specialists with professional development, the implementation of the Learning Walkthrough and Focused Collaboration, as well as instructional best practices in the Europe West District. She continued the work of the DoDEA CIL in the Pacific East District at Yokota, Japan to develop high-impact educational leaders to ensure academic achievement for all DoDEA students.

Ms. Gingrich is honored to have the opportunity to serve as the Chief of Staff for the Pacific East District and is dedicated to the successful partnerships with families and communities.

 

School Handbook

General Information

Interstate Compact on Educational Opportunity for Military Children

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

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

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

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

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

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

Related DoDEA Policies & Regulations

1325.01: DoD Impact Aid Program for Local Educational Agencies, Change 1
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

Enrollment

Registration Process

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

The following documents are necessary to complete the registration process:

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

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

Related DoDEA Policies & Regulations

1342.13: Eligibility Requirements for Education of Elementary and Secondary School-Age Dependents in Overseas Areas, Change 2
1342.26: Eligibility Requirements for Minor Dependents to Attend Department of Defense Domestic Dependent Elementary and Secondary Schools (DDESS)

Immunization Requirements

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

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

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

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

Related DoDEA Policies & Regulations

2942.01: School Health Services

Immunization Exemptions

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

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

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

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

DoDEA Immunization Requirements

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


Grade-level Placement

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

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

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

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

Related DoDEA Policies & Regulations

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

Transcripts/Records Policy/Access to Student Records

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


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

This policy is currently under review

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

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

Related DoDEA Policies & Regulations

2440.1: English as a Second Language Programs

Attendance Policy

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

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

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

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

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

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

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

Related DoDEA Policies & Regulations

2095.01: School Attendance, Change 1

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

A standard diploma is awarded upon completion of the following requirements, as stated in Sections 3.3, of DoDEA Administrative Instruction 1367.01, “High School Graduation Requirements and Policy,” [TBD]:

  1. Minimum 2.0 GPA;
  2. Completion of 26.0 units of credit; and
  3. Completion of specific course requirements.

An honors diploma is awarded upon completion of the following additional requirements:

  1. Completion of all requirements for a standard diploma and 0.5 credit in economic history
  2. Minimum 3.8 GPA at the end of the second semester of the graduating year
  3. Earning a passing grade and taking the requisite exams in a minimum of four Advanced Placement (AP) exams and/or International Baccalaureate diploma (IB) in advanced-level courses.

Related DoDEA Policies & Regulations

1367.01: High School Graduation Requirements and Policy

High School Graduation Course Requirements

Minimum Requirements

Content Area Course Requirements Standard Diploma Honors Diploma
English Language Arts
  • 1.0 credit (ELA 9)
  • 1.0 credit (ELA 10)
  • 1.0 credit (ELA 11)
  • 1.0 credit (ELA 12)

*High school ELLs in ESOL for ELA courses (Levels I-V) may receive up to 2 ELA credits towards graduation requirements.

4.0 credits 4.0 credits
Social Studies
  • 1.0 credit (World History 9 or 10; Honors Integrated World History 9 or 10; or AP World History-Modern)
  • 1.0 credit (U. S. History)
  • 0.5 credit (U. S. Government)
  • 0.5 credit (Social Studies elective)
3.0 credits 3.0 credits
Mathematics
  • 1.0 credit (Algebra)
  • 1.0 (Geometry)
  • 1.0 credit (Math course code 400 or above)
  • 1.0 credit (Algebra II
4.0 credits 4.0 credits
Science
  • 1.0 credit (Biology)
  • 1.0 credit (Chemistry
  • 1.0 credit (Physics)
3.0 credits 3.0 credits
World Language
  • 2.0 credits (World Language [WL] course)

Note: Sequential courses in the same language.

2.0 credits 2.0 credits
Career Technical Education (CTE)
  • 1.5 credits (CTE course offering)
  • 0.5 credit (Computer Technology CTE course)
2.0 credits 2.0 credits
Physical Education
  • 0.5 credit (Lifetime Sports)
  • 0.5 credit (Personal Fitness)
  • 0.5 credit (Activity & Nutrition or equivalent PE)

Note: Two years of JROTC taken in a DoDEA school fulfills the 0.5 credit requirement for Lifetime Sports.

1.5 credits 1.5 credits
Fine Arts
  • 1.0 credit (course in visual arts, music, theater, and/or humanities)
1.0 credit 1.0 credit
Health Education
  • 0.5 credit (Health Education course offering)
0.5 credit 0.5 credit
Honors Diploma
  • 0.5 credit in Economic Literacy in CTE, Social Studies, Science & Mathematics
        – 0.5 credit
Economic Literacy: Courses that meet this requirement Business and Personal Finances, Management Foundations, Marketing Entrepreneurship, Financial Literacy, Financial Algebra, Business and Personal Finances, Management and International Business, Environmental Science (including AP), AP Human Geography, Economics (including AP), IB Economics, AP Macroeconomics and Microeconomics, AP Comparative Government and Politics

Summary

Minimum Total Credits 26.0 credits 26.0 credits
Required Courses 21.0 credits 21.5 credits
Elective Courses 5.0 credits 4.5 credits
AP and/or IB Courses and Requisite Exams          – 4 courses
Minimum GPA 2.0 GPA 3.8 GPA
*AP and/or IB courses may be used to meet DoDEA requirements.

In Bahrain only, an IB diploma is awarded upon completion of the established requirements for the IB diploma. Students unable to successfully meet requirements for receipt of the IB diploma must meet all requirements for the standard or honors diploma to receive a DoDEA diploma.

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.

Policy Reference:  DoDI 1342.29, “Interstate Compact on Educational Opportunity for Military Children,” January 31, 2017

Policy Reference:  DoDEA Procedural Guide 15-PGED-002, Graduation Requirements and Policy – Interstate Compact on Educational Opportunities for Military Children,” February 4, 2016

Related DoDEA Policies & Regulations

1367.01: High School Graduation Requirements and Policy

Report Card and Testing Information

Grading Information

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

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

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

Related DoDEA Policies & Regulations

1377.01: Student Progress Reports

Grading System (4-12)

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

Grade Numerical Range Description

A

90 – 100

Excellent: Outstanding level of performance

B

80 – 89

Good: High level of performance

C

70 – 79

Average: Acceptable level of performance

D

60 – 69

Poor: Minimal level of performance

F (failing)

0 – 59

Failing (No credit awarded)

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

Unweighted Standard Scale Weighted Advanced Placement (with AP exam)

4.0

5.0

3.0

4.0

2.0

3.0

1.0

2.0

0

0

Related DoDEA Policies & Regulations

1377.01: Student Progress Reports

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

GradeSpeed

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

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

Click here for Student, Parent, or Teacher access.


Homework

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

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

Students are responsible for ensuring that they:

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

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

This includes:

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

Special Education

Special Education Services

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

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

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

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

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

Related DoDEA Policies & Regulations

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

Disability Accommodations and Nondiscrimination

Apart from special education, a student with a disability, or who has a record of a disability, or is regarded as having a disability, shall not be excluded from participating in, or be denied the benefits of, any DoDEA education program or activity or be subjected to discrimination based solely on a disability. In accordance with DoDEA Administrative iInstruction 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, in accordance with DoDEA Regulation 2946.03, “School Psychological Services,” May 21, 2010. 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
2946.1: School Counseling Services

School Health Services

School Health Services

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

The school nurse’s responsibilities include:

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

Related DoDEA Policies & Regulations

2942.01: School Health Services

Student Illness

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

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

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


Parent Notification

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

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

Allergies and Chronic-Acute Conditions

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

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

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

Related DoDEA Policies & Regulations

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

Medication at School

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

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


First Aid and Emergency Care

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

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

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

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

Related DoDEA Policies & Regulations

2720.1: First Aid and Emergency Care

Student Rights and Responsibilities

Student Rights and Responsibilities

This policy is currently under review

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; and
  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.

Related DoDEA Policies & Regulations

2051.02: Student Rights and Responsibilities

Discrimination-Free Education Programs and Activities

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

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

Related DoDEA Policies & Regulations

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

Scholastic Integrity

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


Freedom of Religious Expression

According to Enclosure 3 of DoDEA Administrative Instruction 2051.02, “Student Rights and Responsibilities,” April 17, 2012, 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.


Interscholastic Athletics

This policy is currently under review

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

Related DoDEA Policies & Regulations

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

Student Dress Code

Students are expected to dress in a manner that complies with the school’s dress code policy as directed in DoDEA Administrative Instruction 2051.02, “Students Rights and Responsibilities,” April 17, 2012.  Please refer to your school’s Web site or school handbook for specific dress code policy.


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 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.


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

Discipline

This policy is currently under review

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 Enclosure 2 of DoDEA Administrative Instruction 2051.02, “Student Rights and Responsibilities,” April 17, 2012.  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 Regulation 2051.1, “Disciplinary Rules and Procedures,” March 23, 2012, as amended, 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 Regulation 2051.1.


School Bus Behavior

Riding school buses is a privilege that may be suspended or revoked if a student does not behave in a safe and proper manner in accordance with DoDEA behavior expectations, which is in accordance with Enclosure 8 of DoDEA Regulation 2051.1,”Disciplinary Rules and Procedures,” March 23, 2012, as amended.


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 Regulation 2051.1, “Disciplinary Rules and Procedures,” March 23, 2012, as amended.

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.

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

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.

DoDEA's Bullying Awareness and Prevention Program (dodea.edu/StopBullying)


Prohibited Items Policy

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

Technology

Computer Access/Internet Policy/Electronic Devices

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

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

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

Related DoDEA Policies & Regulations

6600.01: Computer Access and Internet Policy

Role of Social Media

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


Student Transportation

Student Transportation Services

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

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

Related DoDEA Policies & Regulations

4500.02: Student Transportation Services

School Policies

Cell Phones

This policy applies to DoDEA Pacific

CELL PHONES

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.


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 DoDDS interscholastic athletic competitions in accordance with in DoDEA Manual 2740.1 and the Far East Programs Procedural Guide (FEPPG) - 1 Dec 2020

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

2051.02: Student Rights and Responsibilities
2740.1: Interscholastic Athletic Program

KHS Discipline Policy

This policy applies to Kinnick HS

Expectations of Kinnick Students

All Kinnick students are expected to behave in a manner that will enhance the safety and welfare of the entire Kinnick community. This is best accomplished when students

  • Follow Directions
  • Show Respect
  • Demonstrate Honesty
  • Show Consideration for Others

Appropriate school behavior is both a DoDEA and a military responsibility for ensuring proper conduct of dependents in the command. Appropriate behavior enhances learning in the classroom and promotes positive relationships with the Japanese community. School administrators have an obligation to keep military or civilian authorities informed of serious or repeated misbehavior when it is apparent that such actions contribute adversely to the American reputation overseas.

Search and Seizure

Kinnick HS administration maintains the authority to conduct random and periodic searches of school property and to seize contraband items belonging to students. Students may be subjected to general searches/inspections of school property to include desks, lockers, and storage spaces provided to students by the school.

The administration may perform unannounced inspections of school spaces in conjunction with or without the military police or host nation law enforcement officials. Military working dogs trained to sniff and detect drugs, explosives, or weapons may be used in these instances. Students are responsible for cooperating with law enforcement agencies in accordance with DoD and DoDEA policies, installation regulations, and host nation laws.

When there is reasonable suspicion to believe that an individual is storing or is allowing another individual to store illegal drugs, contraband, weapons, stolen property, or other similarly prohibited items, the administration may conduct targeted searches of students and lockers. When reasonable suspicion exists for the targeted search of personal property, the administration will open and search the item in the presence of a witness and examine the contents. The administration may confiscate any stolen items or items that are prohibited by law or by DoDEA Regulation 2051.1.

The complete DoDEA Discipline Regulation 2051.1 may be found here.

Related DoDEA Policies & Regulations

2051.1: Disciplinary Rules and Procedures, Change 2

Arrival and Dismissal Procedures

This policy applies to Kinnick HS

Procedures for Students in 1st - 6th Grades

Arrival

  1. Children in grades 1-6 should not arrive on school grounds before 0745. Children will be unsupervised if they arrive earlier than the established time.
  2. Students meet their class in the ES Gym and will remain there until dismissed by staff to their classes. Due to the anticipated start of construction we will be lining up inside this year.
  3. Students who arrive after 0800 are considered tardy and must obtain an entry pass from the main office. Parents must accompany tardy students.

Dismissal

  1. Students in grades 1-6 are released directly from their classroom at 1445.
  2. Elementary students must leave the school grounds as soon as they are dismissed. Students who walk are not allowed in the area where the buses are being loaded nor are they allowed to remain on campus.
  3. Parents who pick students up at school are asked to avoid the areas where the buses load. Please arrange with your students to pick them up in the designated area.
  4. Bus riders are expected to immediately report to their bus. School buses are scheduled to depart at 1500.
  5. Children who participate in School-Age-Care programs with the MWR youth center will report to the ES gym.

Parents please make sure your child knows their afterschool routine. It should be a routine, with very few changes.

Kindergarten

Arrival

1. Kindergarten students who ride the busses will be picked up at the drop-off zone by school staff and escorted to classes.

2. Kindergarten students who reside on base or within the commuting zone will line up in the designated area. Parents or authorized siblings are required to remain to provide additional supervision until the students will enter the classes.

Dismissal

1. Kindergarten students who reside on base or within the commuting zone must be picked up in the room by parents or authorized family members or caregivers.

2. Kindergarten students who ride the bus are escorted to the busses by school staff.

3. Kindergarten students who participate in School-Age-Care programs with MWR youth center will remain in the classroom until released directly to MWR staff.

Parents, please make sure your child knows their afterschool routine. It should be a routine, with very few changes.

Tardiness/Late Arrivals to School

When a student is late for school, his/her parents are required to sign the student in at the main office and fill out a tardy slip. Students cannot be dropped off without any notification by the parents or guardians.

Early Student Arrivals

Students are not permitted in the school before or after school hours unless under the supervision of a teacher. There is no supervision for children before 0835.

Cancellation and Unscheduled Dismissal of School

It may be necessary at some point during the year to cancel/close the school due to political emergencies, strikes, facility breakdowns, weather, etc. If it is not possible to get written notice out to parents in advance, the U.S. Forces radio and TV will be used to broadcast changes. Parents should make arrangements for an alternative place for their children to go whenever there is no one at home to meet them. The decision to cancel school is made by the Base Commander. When school is canceled, all available communication systems will be used to notify parents as far in advance as possible.

For detailed information of Tropical Cyclone/Typhoon conditions and how they impact school operations, access this link:  Tropical Cyclone/Typhoon Guide

Departure During The School Day

  1. Students cannot be released to non-family members without written verification from the sponsor. If a parent intends to
  2. pick up a student before regular dismissal time, a note should be sent to the teacher and the office as soon as this need is known. Please do not contact the office unless it is an emergency. We make every effort not to disrupt classes.
  3. A parent who wishes to take a student out of school during the school day (for a medical appointment for example), should send a note indicating the specific time the child should be released from class. The teacher will be contacted to send the student to the office, or if the note from the parent indicates a specific
  4. "pick up" time, the teacher may wish to send the student to the office to wait for the parent. Please do not go to your student's classroom without checking with the office first.

Picking Up Students After School

  1. Parents are not permitted to drive cars or park in the "Staff Only" parking lots or bus loading area. When picking up children, park in designated areas. Double parking is illegal and cars may be ticketed.
  2. Parents are required to sign children out in the office when picking up children during the school day.
  3. If older siblings pick up children, establish a meeting place outside the building.

End of document.