Mendel ES Mascot

School Address and Contact Information


Unit 5072 (YEES)
Yokota AB
APO, AP 96328-5072
Japan
Phone: 042-552-2510-5-5503/5504
DSN Phone: 315-225-5503/5504
From US: 011-81-3117-55-5503/5504
Principal.MendelES@dodea.edu
http://www.dodea.edu/MendelES

 

Our Mission

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

Our Vision

Excellence in Education for Every Student, Every Day, Everywhere.

Joan K. Mendel Purpose

Empowering students to succeed as life-long learners.

Joan K. Mendel Values

  • M - Manners
  • E - Excellence in all we do
  • N - Never Give Up
  • D - Disciplined
  • E - Express Creativity
  • L - Life-Long Learners

Mendel ES School Hours

BREAKFAST 7:30am - 7:50am
Kindergarten - 5th Grade 8:00am - 2:10pm (T 8:00am - 1:10pm)
Sure Start 8:05am - 1:45pm (T 8:05am - 12:45pm)
PSCD (Flexible Sessions) 8:00am - 2:10pm
Tuesday Early Release 8:00am - 1:10pm
Half Day Ends at 10:45am
Office Hours 7:30am - 4:00pm

LUNCH and RECESS SCHEDULE

Grade Lunch Recess Tues Lunch Tues Recess
Kinder (1, 2) 10:20 - 10:45 10:00 - 10:20 10:00 - 10:25 10:25 - 10:45
Kinder (3, 4, 5) 10:20 - 10:45 10:45 - 11:05 10:00 - 10:25 9:40 - 10:00
1st Grade 11:00 - 11:25 11:30 - 11:50 11:00 - 11:25 10:35 - 10:55
2nd Grade 10:45 - 11:10 11:15 -11:35 10:45 - 11:10 11:15 - 11:35
3rd Grade 11:25 - 11:50 11:00 - 11:20 11:25 - 11:50 11:00 - 11:20
4th Grade 11:45 - 12:10 12:15 - 12:35 11:45 - 12:10 12:15 - 12:35
5th Grade 12:15 - 12:40 11:50 - 12:10 12:15 - 12:40 11:50 - 12:10

SPECIALS SCHEDULE

Grade M, W, TH, F Tuesday (ER)
Kindergarten 11:35 - 12:20 11:00 - 11:40
1st Grade 12:30 - 1:15 11:45 - 12:25
2nd Grade 1:25 - 2:10 12:30 - 1:10
3rd Grade 9:45 - 10:30 9:35 - 10:15
4th Grade 8:55 - 9:40 8:50 - 9:30
5th Grade 8:05 - 8:50 8:05 - 8:45

School Contacts

Name Staff Position Phone Contact Email
Registrar
042-552-2510 Ext 5-6939
Administrative Secretary
315-225-5503
School Nurse/Health Aide
042-552-2510 ext 5-7417
School Counselor
315-225-2021
School Psychologist
252-3059
Webmaster
315-225-5503
 

 

Handbook Contents

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

School Handbook

Director's Message: Mr. Thomas M. Brady

Thomas M. Brady

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

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

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

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

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

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

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

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

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

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


Principal's Corner

Principal's Message

Welcome to Joan K. Mendel Elementary School! Our Mendel ES Team proudly serves the children of our armed service members and civilian support families on Yokota Air Base. We are committed to working collaboratively with our parents, the base command, and community stakeholders in order to provide a safe and nurturing educational environment, which is aligned with the DoDEA College and Career Readiness Standards (CCRS).

We are excited to embark on another meaningful, enjoyable, valuable, and challenging school year. Mrs. Winder and I wholeheartedly believe learning can, and should, be fun! We also believe all students need to feel safe, valued, and respected unconditionally every day.

I am absolutely elated to serve as the Principal of Mendel Elementary School. I consider myself to be a highly energetic, visible, and student-centered leader. I am also extremely grateful to have the opportunity to work alongside Ms. Winder, the Mendel ES Assistant Principal. Ms. Winder and I are a highly energetic team and are committed to serving all our students, staff members, families, and stakeholders.

We are hopeful you will have the opportunity to become actively involved within our school community. We always welcome volunteers, when permitted, in our building. We also welcome and encourage families, the base command, and community stakeholders to actively participate in our Continuous School Improvement (CSI) process, School Advisory Council (SAC) Meetings, and attending school-wide activities and events.

The staff and administration at Mendel ES are committed to differentiating the learning opportunities and experiences for all students, while also providing all students with technology-rich, 21st Century educational learning opportunities and experiences.

We truly believe that we, our students, staff, families, and stakeholders, are one big team. Therefore, we want to ensure we do our part as members of the Mendel ES team to make this school year as memorable and enjoyable as possible for all members of our team.

As the Principal of Mendel Elementary School, I will remain steadfast in ensuring we, the Mendel ES Team, continue doing everything we can to maximize the learning experiences and opportunities for all students. Mrs. Winder and I have an open-door policy and will always find time to address any questions, comments, or concerns you may have throughout the school year.

You are always welcome. Once a Panda, always a Panda!

DoDEA/Mendel ES Mission - Educate, Engage, and Empower military-connected students to succeed in a dynamic world.

DoDEA/Mendel ES Vision - Excellence in Education for Every Student, Every Day, Everywhere.

With Panda Pride,     

Principal
Joan K. Mendel Elementary School

 

About Our School

Welcome to Mendel Elementary School

Joan K. Mendel Elementary School has students in grades Sure Start, PSCD (Preschool Services for Children with Disabilities) to Grade 5 with an enrollment of approximately 500 students.

The staff includes over sixty well-trained professionals teaching academics, special education and such specialties as art, music, physical education, ESL (English as a Second Language), Gifted education and Japanese culture.

A school nurse, two counselors, a trained school psychologist, and two speech pathologists are also available to attend to student needs. Joan K. Mendel Elementary School has developed a learning environment that rivals and exceeds the standards set by most U.S. schools.

To ensure these high standards, the school maintains accreditation with the North Central Association Commission on School Improvement (NCA CASI) and its parent organization, AdvancED.

 


About Joan K Mendel

Joan K Mendel

Joan K Mendel (1931-2006) was an exceptional presence in the Yokota educational community for 34 years. When she wasn’t teaching she could be found rescuing stray animals and surrounding herself with the loving faces of the children of Aiji-no-Ie Orphanage.

In 1973 when Yokota East Elementary school opened, Ms. Mendel was one of the first teachers on staff at the school.

Although she never had children of her own, she served as a parent, mentor, and friend to hundreds of children here in Japan. Ms. Mendel volunteered her time at the Aiji-no-Ie Orphanage in Tokyo. She handled collections of clothing, food, and supplies. Ms. Mendel also started a sponsorship program between Yokota East Elementary and the orphanage which continues today.

She was a compassionate person, an exceptional teacher, and a wonderful friend. Ms. Mendel made such an impact on her fellow colleagues and community that it only seemed right to dedicate the school in her name and honor her legacy. When you visit Mendel elementary school, take a look around and you are sure to see Ms. Mendel and the dreams she left behind becoming a reality.

 


Connect with our School's Team:

  School Contacts and Hours   

 


Off Base Dialing Instructions

  • DSN: 225-5503
  • Off Base in Japan: 042-552-2511 ext. 5-5503
  • From USA: 011-81-3117-55-5503

Email

FAX

  • DSN: 225-5502
  • From USA: 011-81-3117-55-5502
  • Off base in Japan: 042-552-2511-5-5502
     

 

Pacific East District SY21-22

 

School Calendars

 

DoDEA Pacific : School Year  2021 - 2022 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 16, 2021 Reporting date for non-administrative educator personnel for CCR training, orientation and classroom preparation (16-20 August)

School Year 2021-2022 (175 Instructional Days and 190 Teacher Work Days)

First Semester (85 Instructional Days)
Monday, August 23, 2021 First Day of School
Monday, September 6, 2021 Labor Day: Federal Holiday
Monday, October 11, 2021 Columbus Day: Federal Holiday
Thursday, October 21, 2021 End of First Quarter (41 Instructional Days)
Friday, October 22, 2021 No School for Students - Teacher Work Day
Thursday, November 11, 2021 Veterans Day: Federal Holiday
Thursday, November 25, 2021 Thanksgiving Day: Federal Holiday
Friday, November 26, 2021 Friday: Recess Day
Monday, December 20, 2021 Begin Winter Recess (20 December – 1 January)
Saturday, December 25, 2021 Christmas: Federal Holiday
2022
Saturday, January 1, 2022 New Year’s Day: Federal Holiday
Monday, January 3, 2022 Instruction Resumes
Thursday, January 13, 2022 End of Second Quarter and First Semester (45 Instructional Days)
Friday, January 14, 2022 No School for Students – Teacher Work Day
Monday, January 17, 2022 Martin Luther King Day: Federal Holiday
Second Semester (90 Instructional Days)
Tuesday, January 18, 2022 Begin Second semester and Third Quarter
Monday, February 21, 2022 Presidents’ Day: Federal Holiday
Thursday, March 24, 2022 End of Third Quarter (47 Instructional Days)
Friday, March 25, 2022 No School for Students – Teacher Work Day
Monday, March 28, 2022 Begin Spring Recess (28 March – 1 April)
Monday, May 30, 2022 Memorial Day: Federal Holiday
Tuesday, June 7, 2022 End of Fourth Quarter and Second Semester (43 Instructional Days)
Wednesday, June 8, 2022 No School for Students – Teacher Work Day
 

 

Admin Bios

Mrs. Jenaya Parris - Mendel ES Principal

Mrs. Jenaya Parris

Mrs. Parris began formally working with children in various childcare settings in 1996. In 2001, she accepted a position with Catholic Charities Head Start in Baltimore City while she attended Coppin State University in her home state of Maryland. After earning her Bachelor of Science degree in Early Childhood Education, Mrs. Parris joined the Montgomery County Public School system (MCPS). During her tenure in MCPS, she taught 5th, 1st, and 2nd grades. As a classroom teacher, she took on several school leadership roles to include grade level team leader, Mentor Teacher for University of Maryland student teachers, and Teacher in Charge. She completed a Master of Education in Administration and Supervision (PK-12) from Loyola University in 2009. After leaving the classroom in 2012, Mrs. Parris held other positions that allowed her to advocate for children, families, and teachers in Maryland.

In 2015, her curriculum work led to a position at DoDEA Headquarters as the PK-5 Social Studies ISS. This position allowed her to coordinate Social Studies and support schools throughout DoDEA. She missed working directly with children, their families, and teachers and decided to head back into a school-based position. In August of 2017, she joined the team at Patch Elementary School in Stuttgart, Germany as the Assistant Principal. In 2018, Patch Elementary was selected as a National Blue Ribbon School as a result of the collaborative efforts of Mrs. Parris, her Principal, and a group of teacher leaders. In June of 2020, she returned to the states to join the team at Barkley Elementary school as Principal. As a member of Team Barkley, Mrs. Parris has spent her time engaging the school community in the work of aligning its practices and school culture with its vision… “Caring, Believing, Achieving Beyond Expectations”.

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

Mrs. Parris is currently pursuing a graduate certificate in Restorative Practices from the International Institute of Restorative Practices (IIRP) as well as an Ed. S in Curriculum and Instruction from Middle Tennessee State University.

Joining Mrs. Parris will be her husband, Norberto; her two children, Nathan and Elaine; and her mother, Daphne. Mrs. Parris is excited about starting this new chapter as Principal of Mendel Elementary. She is honored to have the opportunity to lead, learn from, and grow with the staff, students, and families of the Mendel community.

 

Ms. Holly Vance - Mendel ES Assistant Principal

Ms. Holly Vance

Ms. Vance is thrilled to be joining the Yokota community and comes to us with 16 years of educational experience, 12 of which have been with DoDEA. Ms. Vance has a Bachelor of Social Work from the University of Wyoming, a Master of Arts in Teaching in Elementary Education from Sierra Nevada College, a Master of Education in Guidance and Counseling from Angelo State University, and a Master of Arts in Educational Leadership from Framingham State University.

Ms. Vance began her teaching career as a middle school special education teacher in Sparks, Nevada. She then moved to Charleston, SC, where she taught middle school social studies. Her DoDEA career began stateside at Fort Bragg, NC, and Camp Lejeune, NC, where she taught elementary special education and was CSC co-chair. She then got the opportunity to teach second grade overseas at Ankara Elementary High School in Ankara, Turkey. While stationed in Turkey, Ms. Vance attained her Masters in School Counseling and became the Ankara Elementary High School counselor. Ms. Vance is coming to Yokota from Netzaberg Middle School, in Grafenwoehr, Germany, where she was currently serving as the school counselor.

Ms. Vance believes in a holistic approach to education. She wants to promote a school culture where academic, physical, social, and emotional needs are the emphasis. She aspires to create a safe and secure school atmosphere for optimal student and teacher achievement. Ms. Vance prides herself on working collaboratively with students, teachers, and stakeholders. She emphasizes using data driven discussions to communicate and determine not only individual needs, but also the needs of the whole school. As an instructional leader, Ms. Vance prioritizes instructional quality as well as encouraging a meaningful learning environment for both students and teachers. She feels developing a common, transparent, and collective analysis of learning is the catalyst for improved teaching practices. Ms. Vance considers life-long learning a passion of hers and hopes to encourage this throughout the school environment.

Ms. Vance’s leadership philosophy is to inspire a school of educational leaders who empower tomorrow’s leaders. She strives to work collaboratively with students, teachers, parents, and community members to ensure the success of each student. Ms. Vance believes that with creativity and critical thinking, every child can learn, achieve, and thrive.

Ms. Vance is coming to Yokota with her husband, daughter, and cat. During her free time, she enjoys spending time with family and friends, reading, cooking, traveling, sunshine, and watching Discovery+.

 

Mr. Donald T. Williams - Yokota AB Schools Community Superintendent

Mr. Donald T. Williams

Mr. Williams is dedicated to listening, inspiring, motivating, and modeling best practices, while working together with all stakeholders to advance the Superintendent’s vision, purpose, and goals. Mr. Williams believes working together makes it possible to create an environment that promotes excellence in education for every student, every day!

Mr. Williams is a staunch advocate for student success and believes in student-focused, standards-based, and data-driven instruction to ensure ALL students have the ability to be successful. He is a team builder and enjoys working closely with faculty, school staff, students, parents, the community, the command, and other partners to build a common language, trust, and understanding in the school and the community.

A South Carolina native, he began his DoDEA career as a career and technical education (CTE) teacher at Matthew C. Perry Middle High School in Iwakuni, Japan in 2003. He then taught at both Mannheim and Ramstein High Schools in Germany before serving as the District Educational Technology Instructional Systems Specialist at the Kaiserslautern District Office in Germany. Mr. Williams has served principalships at Osan Middle High School, Seoul American High Middle High School, and Seoul American High School in South Korea, as well as held assistant principal positions at Aviano and Sigonella Middle High Schools.

Throughout his tenure, Mr. Williams has successfully leveraged educational technology as a tool to support 21st century teaching and learning and is an uncompromising advocate for standards-based mastery by ALL students.

Mr. Williams earned his Bachelor of Science degree in Technology and Human Resource Development from Clemson University in 2002 and his Master of Arts in Education/Curriculum and Instruction from the University of Phoenix in 2009.

Mr. Williams is married to the former Jamie Godber and they have two children.

Outside of school, Mr. Williams enjoys spending time with family and friends and is an accomplished musician and avid photographer.

 

School Handbook

Dr. Judith Allen - Pacific East District Superintendent

Dr. Judith Allen

Dr. Judith “Judy” Allen was selected to be the District Superintendent of Schools for the DoDEA Pacific East (mainland Japan) District and assumed her duties on August 11, 2019. 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 several positions of progressive responsibility in both Europe and the Pacific. She was selected as superintendent for the Pacific West District in 2014.

Dr. Allen earned her Bachelor of Science Degree in Elementary Education from the University of Nevada, Las Vegas and a Master Degree 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 20 schools and more than 8,200 students, the DoDEA Pacific East District’s approximately 1,000 professional educators and support personnel are responsible for delivering high-quality pre-K through 12th grade educational programs to students in seven military communities across mainland Japan.

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. In so doing, she has had the opportunity to call Texas, Ohio, Arkansas, Japan, Massachusetts, South Carolina, Hawaii, Nevada, Spain, Turkey, Okinawa, Germany, England, Korea and Japan (for a second time) “home.” 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 2
1342.29: Interstate Compact on Educational Opportunity for Military Children

Access to School Facilities

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


Visitors and Volunteers

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

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

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

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


School 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 3
1342.26: Eligibility Requirements for Minor Dependents to Attend Department of Defense Domestic Dependent Elementary and Secondary Schools (DDESS)

Immunization Requirements

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

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

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

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

Related DoDEA Policies & Regulations

2942.01: School Health Services

Immunization Exemptions

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

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

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

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

DoDEA Immunization Requirements

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


Grade-level Placement

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

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

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

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

Related DoDEA Policies & Regulations

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

Transcripts/Records Policy/Access to Student Records

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


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

This policy is currently under review

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

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

Related DoDEA Policies & Regulations

2440.1: English as a Second Language Programs

Attendance Policy

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

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

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

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

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

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

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

Related DoDEA Policies & Regulations

2095.01: School Attendance, Change 1

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

Report Card and Testing Information

Grading Information

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

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

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

Related DoDEA Policies & Regulations

1377.01: Student Progress Reports

Grading System (4-12)

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

Grade Numerical Range Description

A

90 – 100

Excellent: Outstanding level of performance

B

80 – 89

Good: High level of performance

C

70 – 79

Average: Acceptable level of performance

D

60 – 69

Poor: Minimal level of performance

F (failing)

0 – 59

Failing (No credit awarded)

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

Unweighted Standard Scale Weighted Advanced Placement (with AP exam)

4.0

5.0

3.0

4.0

2.0

3.0

1.0

2.0

0

0

Related DoDEA Policies & Regulations

1377.01: Student Progress Reports

Grading System (K-3) EUR/PAC

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

Code Description

CD

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

P

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

N

Not Yet Evident: Student exhibits the skills/behaviors in isolated or rare instances, or with a great deal of support.  The performance is inconsistent and below the normal range of expectancy for a student at this grade level.

X

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


Progress Reports/Report Cards

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

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

Related DoDEA Policies & Regulations

1377.01: Student Progress Reports

Parent-Teacher Conferences

All DoDEA schools should encourage parents to meet with their child’s teacher for parent-teacher conferences.  Parent-Teacher Conferences (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 instruction 2500.14, “Nondiscrimination and 504 Accommodation on the Basis of Disability in DoDEA Conducted Education Programs and Activities,” April 29, 2009, as amended, students with disabilities shall be provided a FAPE and shall participate with students without disabilities to the maximum extent appropriate to ensure equal access to educational opportunities. This means that a student with a disability that does not require specialized instruction may be eligible for accommodations to ensure participation in school programs and activities. Please contact your child’s school for specific details.

Related DoDEA Policies & Regulations

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

Reporting Abuse Neglect Suicide Risk and Threats

Child Abuse and Neglect

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

Related DoDEA Policies & Regulations

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

Suicide Risk and Threats Towards Others

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


Suicide Risk

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

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

Related DoDEA Policies & Regulations

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

Threats Towards Others

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

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

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


School Counseling Services

School Counseling Services

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

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

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

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

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

Related DoDEA Policies & Regulations

2946.1: School Counseling Services
2946.2: DoDEA School Counseling Services

School Psychology Services

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

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

Related DoDEA Policies & Regulations

2946.03: School Psychological Services

School Health Services

School Health Services

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

The school nurse’s responsibilities include:

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

Related DoDEA Policies & Regulations

2942.01: School Health Services

Student Illness

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

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

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


Parent Notification

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

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

Allergies and Chronic-Acute Conditions

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

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

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

Related DoDEA Policies & Regulations

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

Medication at School

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

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


First Aid and Emergency Care

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

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

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

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

Related DoDEA Policies & Regulations

2720.1: First Aid and Emergency Care

Student Rights and Responsibilities

Student Rights and Responsibilities

Modified on July 1, 2021

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

Students shall:

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

Related DoDEA Policies & Regulations

1353.01: Student Rights and Responsibilities

Discrimination-Free Education Programs and Activities

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

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

Related DoDEA Policies & Regulations

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

Scholastic Integrity

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


Freedom of Religious Expression

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

Related DoDEA Policies & Regulations

1353.01: Student Rights and Responsibilities

Interscholastic Athletics

This policy is currently under review

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

Related DoDEA Policies & Regulations

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

Student Dress Code

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

Related DoDEA Policies & Regulations

1353.01: Student Rights and Responsibilities

School Security

Search and Seizure

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

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

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

Related DoDEA Policies & Regulations

1353.01: Student Rights and Responsibilities

Standard Response Protocols

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

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

 

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

 

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

 

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

 

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


Student Conduct and Discipline

Discipline

Modified on July 1, 2021

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

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

Related DoDEA Policies & Regulations

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

School Bus Behavior

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

Related DoDEA Policies & Regulations

1347.01: Student Disciplinary Rules and Procedures

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

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

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

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

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

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

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

Related DoDEA Policies & Regulations

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

Bully Prevention

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

Stop Bullying now

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

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


Prohibited Items Policy

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

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

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

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
This policy is currently under review

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 (cancelled)
2740.1: Interscholastic Athletic Program

Arrival and Dismissal Procedures

This policy applies to Yokota AB Schools

Arriving and Departing YAB Schools

Student safety is the primary concern and as such we strive for full compliance with DODEA and installation best practices and regulations. At YAB the supervision of minors is governed by Yokota Air Base Instruction 31-118 (copies are available at the school office). In summary: any students enrolled in Kindergarten or Sure Start must be escorted to and from school by: parents, guardians, designated adults, authorized babysitters (age 12+), or authorized school age care.

Regular arrival
In general, students are welcome to be on campus during school hours, or to attend a school sponsored afternoon or evening functions. To avoid being late for the start of the school day, parents should plan for their students to arrive at school between 0750 and 0800. Students up to 5-years old must be accompanied to school by an adult or older child when walking. Students 6-years old and up may walk to school unaccompanied as long as the child is at least in first grade.

  • Students will always listen to the directions of and be respectful to school staff before and after school.
  • Use sidewalks and crosswalks at all times; never in the middle of the block or between parked cars.
  • Helmets must be worn at all times on military installations and both adults and students need to follow the directions of the Safety Patrol at all times
  • Dismount and walk bicycles across the crosswalks and do not delay in crossing or play in the street.
  • Bicycling, roller-blading, riding scooters, and skateboarding on school grounds are not allowed at any time.
  • Students are not to play on the playground before school.
  • Students will remain outside in the courtyards until the first bell rings. Individual teachers may allow students to enter their rooms earlier.
  • Once the first bell rings, students will go directly to their classrooms and follow the directions of their teacher, substitute instructor and/or aide.

Late/tardy arrival
If a child is late for school (after 0800) the parent must sign the child in at the office. A late slip will be issued to the child to give to the teacher. Please do not escort your child directly to the classroom without signing them in at the office when they arrive late (please also refer to school Attendance).

Regular dismissal
Students are expected to go home at the conclusion of the school day. All students should be picked up within 10 minutes after dismissal.

  • Students are not to play on the playground after school without parent/sponsor supervision.

Early dismissal
Parents who wish to remove their child from school before the end of the day (for appointment, etc.) should send a note to the teacher and the office as soon as this need is known. Also, if there is a change in a student's regular transportation routine for a particular day, parents are asked to send a note to the classroom teacher or notify the office prior to 1330. Due to the busy office routine at the end of the day, we cannot ensure a student will receive a message if the call is received after 1330. For safety purposes, no child will be released for any kind of appointment without the parent or other authorized adult coming to the school in person to check the student out at the main office by completing an early dismissal slip. Students cannot be released to non-family members without written verification from the sponsor and please note that a Government issued photo ID is required. The student will be called down to the office; parents or authorized adults are welcome to wait in the office lobby. We make every effort not to disrupt classes so please do not go to a classroom without checking with the office first.

Related DoDEA Policies & Regulations

2095.01: School Attendance, Change 1

Emergency Procedures

This policy applies to Mendel ES

JKMES runs multiple emergency drills per school year to ensure that our students and staff are prepared in the event of a serious incident or evacuation. The drills will include: Fire, Lockout, Lockdown, Bomb threat, Earthquake, and Evacuation (Safe Haven).

  • Any person present at the school during a drill is expected to participate. It is essential that when the signal is given, everyone obeys orders promptly and if necessary, clears the building by the prescribed route, as quickly as possible.
  • These procedures required by DoDEA Regulations are in place for Force Protection Condition (FPCON) and other safety/security emergencies. Please become familiar with the base and/or communities procedures for notifications and the emergency procedures.

Related DoDEA Policies & Regulations

3001.01: Personnel Accountability in Conjunction with Emergency Events

School Closures

This policy applies to Mendel ES

There are times when weather situations could result in school being closed. Please contact your child’s school for details regarding notification procedures.

Yokota Airbase schools will follow procedures specific to the base command. The decision to close the school is made by the community commander in coordination with the Pacific East District Superintendent, School principals, and military police. In case of severe weather (snow, ice or other emergency conditions), please listen to EAGLE 810, consult Facebook, and/or watch the Commanders Channel (Channel 20) for school closure announcements.

Tropical Cyclone Conditions of Readiness (TCCOR) levels

TCCOR 4 - Destructive winds 50 knots or greater are possible within 72 hours normal activities unaffected. Check typhoon supply kit, inspect first aid kit, and make sure your radio is working.

TCCOR 3 - Destructive winds 50 knots or greater are possible within 48 hours. Bring loose objects around your home inside. If items are too large to bring inside, tie them to trees or objects that cannot be blown down. Double check typhoon supplies. Fill up your car’s gas tank. Keep your radio tuned to EAGLE 810, Channel 20, and/or Facebook for typhoon information.

TCCOR 2 - Destructive winds 50 knots or greater are possible within 24 hours. Secure your quarters. Finish all preparations for the storm. Sandbag doors, store water, recheck outside areas, stuff rags in openings, tape door jams, etc. Do not tape across windows, but try to cover all windows to prevent flying, shattered glass. Set your freezer to the coldest temperature to keep food from spoiling, disinfect your bathtub; fill it and other containers with water, keep radio tuned to EAGLE 810, Channel 20, and/or Facebook for more information.

TCCOR 1 - Destructive winds 50 knots or greater are possible within 12 hours. DOD schools are closed. Departments may begin securing nonessential personnel. Stay indoors, away from windows; keep your radio tuned to EAGLE 810, Channel 20, and/or Facebook for typhoon information.

TCCOR CAUTION – Destructive winds of 50 knots or greater are anticipated within 12 hours; actual winds, including gusts, are 34-49 knots. All outside activities except those in direct support of critical military or civil missions will be discontinued. All personnel except those standing typhoon watches will be secured to quarters.

TCCOR EMERGENCY – Destructive winds of 50 knots or greater are occurring now. All outside activities are prohibited. All personnel will remain indoors. Monitor AFN TV or radio for weather updates and changes in conditions of readiness. PLEASE DO NOT BE CONFUSED BY NICE/CLEAR WEATHER; YOU MAY BE IN THE EYE OF THE STORM!

TCCOR All Clear – All tropical cyclone threat has passed and recovery efforts are complete.


Student Meals

This policy applies to Mendel ES

Please contact your local school for information and an application for the Free and Reduced Lunch Program.

The DoDEA lunch program is operated by the Military Exchange at each installation. Questions about free and reduced lunch eligibility should be addressed to the School Liaison Officer at each installation. The school lunch program at JKMES is managed by AAFES and serves hot lunches on a daily basis for all grade levels. The cost for a student lunch for SY 2020-21 is $3.25, and for adults is $6.00. Breakfast is similar with $1.75 for students and $3.50 for adults. Free and reduced price lunches are available to qualified families. More information can be found at: http://www.yokota.af.mil/AboutUs/YokotaSchools.aspx

Related DoDEA Policies & Regulations

1015.5: DoD Student Meal Program

Dress Code

This policy applies to Mendel ES

Examples of Clothing that are/are not appropriate for school.JKMES: Student dress and personal grooming are the responsibility of the student and the parents. The JKMES administration reserves the right to advise parents when students come to school dressed in a manner that is disruptive, in poor taste or affects the health and well-being of the individual or classmates. Students may be sent home for more appropriate attire. Students are expected to comply with school specific dress codes and be neatly groomed and dressed in clothing that is appropriate for the activities which they will participate in during the school day. Certain clothing and/or apparel items are deemed inappropriate. Specifically apparel that:

  • Is unsafe and unsanitary.
  • Is vulgar, offensive, and that represent rude and disrespectful attitudes or actions.
  • Contain slogans and /or pictures related to drugs, alcohol, tobacco, violence, weapons, death, cults, profanity, vulgarity, or lewd/sexual references.
  • Includes negative depictions of race, ethnicity, religion, national origin, and gender.
  • Is symbolic of gangs or other questionable groups.
  • Is perceived as questionable by school or base authorities.

Education is our business and students are expected to dress accordingly. A student who is “dressed to come to work” generally has the attitude that school is a place of important business. In addition to the general guidelines mentioned above:

  • Hats/caps, sunglasses and gloves are to be removed upon entering the school building. Except on designated Spirit days, or unless medically sanctioned.
  • Clothing should be of the proper size/fit for the student. Very short and/or tight-fitting shorts and tops/shirts/blouses that leave the midriff exposed are not considered appropriate for school. Similarly, while buying a size larger to allow room for growth is understandable and acceptable, the “baggy” appearance is unacceptable. Jeans/pants/skirts should fit comfortably around the waist or hips. No undergarments should be showing.
  • For the physical education classes, students are expected to wear athletic shoes, and clothing that is supportive, but does not restrict movement.
  • Walking shorts, skorts, and skirts are to be an acceptable length. A typical standard is: while standing with hands at the side; fingertips should reach the bottom of the hem.
  • Spaghetti Strap shirts, dresses and camisoles tops with straps smaller than 1 inch wide should not be worn. Tank top or muscle shirts should not be worn.
  • Safety requires no flip-flop shoes, no bedroom slippers, heels longer than two (2) inches, and no shoes with embedded rollers/wheels (e.g. Heelys).

Label Student Belongings: Please put your child’s name on everything that belongs to them (inside coats, jackets, hats, and everything else—even lunch boxes / bags and book bags). Sometimes identical items are brought to school and we want them to be able to easily identify their belongings. If they came to school with it in the morning, please check to see that they brought it home when they return at the end of the day.

Weather Guidelines: Japan has four seasons (including lots of rain) and the weather can change at a moment’s notice. It can be warm and sunny one minute and wet and cold the next. Yokota Air Base autumn and winter seasons are not generally too cold and you can be sure that your child will most likely be outside each day for an extended period of time.

Recess is cancelled only for safety issues. Students must walk outside between buildings to lunch and in other special classes. Students may also be waiting outside prior to the start of the school day for the entrance time. Please make sure your child is dressed appropriately for the weather. The following suggested temperature parameters are evidence-based and help determine if a child is ready for outdoor play:

  • At 50 (F) or 10 (C) and lower, no shorts and all students should have a jacket.
  • At 40 (F) or 4.44(C) and lower, all students should have a winter weight jacket or coat. (Note: A light fleece jacket and/or hoodie are not considered winter weight.)
  • At 32 (F) or 0 (C) and lower, all students should have gloves, hats or hoods, and be wearing socks. Socks should be high enough so that there is no exposed skin. Shoes should adequately insulate the feet from the cold pavement or snow.

Jackets and coats should have functioning zippers and/or buttons. Dressing your child in layers is highly recommended.

Related DoDEA Policies & Regulations

1353.01: Student Rights and Responsibilities

School Facilities

This policy applies to Mendel ES

VANDALISM/DAMAGED SCHOOL PROPERTY

Parents/sponsors may be held financially responsible if their students intentionally destroy, damage, or deface government property or commit acts that require a labor force to correct. They may be held liable for the cost of repair by military authorities. All acts of vandalism must be reported to the military law enforcement. Consequences for this behavior will be imposed based on the actions. Students who engage in these behaviors may be subject to disciplinary action as determined by the administration and could range from a reprimand to possible suspension/expulsion from school.

Related DoDEA Policies & Regulations

1347.01: Student Disciplinary Rules and Procedures

Study Trips

This policy applies to Mendel ES

Study trips are meant to enhance the educational program, furnish first-hand experience with unique social/cultural situations in Japan, provide factual information, and contribute to learning in general. As an extension of the classroom, students are therefore expected to participate in these activities in order to extend the DoDEA Curriculum and Standards and learn about our Host Nation, its people, and appreciate the diversity and difference of cultures. Participation should be accomplished in a manner which:

  • Demonstrates respect for the Host Nation and its people.
  • Promotes high-level thinking skills and application of existing knowledge.
  • Reflects credit on the American community and the school.
  • Ensures the child’s own safety.
  • Study trips should be explicitly correlated with the grade level standards and should augment the instructional program.

The responsibilities of a teacher on a study trip is the same as the classroom. Teachers must exercise reasonable and prudent care in supervising children under their care and should afford the student a safe place in which to effectively learn. Discipline standards must continue to be enforced during study trips. School policies for student behavior apply to all school sponsored trips. Parental permission needs to be obtained by sending home a permission form. Parents at the same time can be solicited for accompanying the trip and assisting in supervision. All chaperones must have an approved IRC (Background Check).

Attendance on Study Trips

Because study trips possess a rich storehouse of instructional experiences and are considered a part of the curriculum for the day, all students are expected go on the study trips. Arrangements should be made before hand for students who do not have permission to attend field trips and not be handled at the last minute. Individual parental permission must be obtained only for students whose parents checked individual trips on their registration forms.

  • Chaperones are expected to devote their full attention to supervision of the students on the trip.
  • Parents of JKMES students who may need special supervision will be asked to accompany their student on field trips by school administration (only).
  • No child may be excluded from a study trip without explicit school administration approval.

Transportation costs are only authorized for DoDEA students, teachers and chaperones. Costs to students are generally limited to entrance fees, food, personal requirements, etc. Should a parent not grant permission or elect not to have their child participate in the study trip, the parent can either keep the child at home or the classroom teacher will make arrangements for an alternate program during the time the class is on the trip. The student must obtain written permission (Field Trip Permission Form) prior to the study trip. Parents who wish to chaperone a study trip must have an approved volunteer packet on file with one of the schools. Contact the main office for more information.

NOTE: Parents/sponsors are NOT allowed to check their students out during a study trip. To be clear, the school is responsible for the student from the beginning of the study trip to its conclusion. For safety and accountability therefore, the checkout of students will occur at the school upon return.

Procedures

  • Parents’ can sign blanket permission slips for all trips at the time of registration.
  • Teachers receive a first aid kit, medications, and study trip forms that contain all student emergency contacts, medical information, and medical power of attorney. These forms are kept with the teacher at all times.

Walking Study Trips

School Administration must approve all walking study trips. On the day of the study trip, teachers should submit to the Office a class roster, time and date, and their destination. Parents must be notified at least five (5) working days prior to any trip away from school.

Related DoDEA Policies & Regulations

2942.01: School Health Services

Parent Advocacy

This policy applies to Mendel ES

School excellence is a shared responsibility. The roles of parents, teachers, students, administrators, support staff, military commanders and community volunteers to ensure enduring student success cannot be understated. Participation in advisory councils and boards enhances and improves educational programs and services, as well as the overall quality of life for the U.S. Department of Defense (DoD) overseas communities we serve. The DoDEA Advisory Councils include:

  • School Advisory Council (SAC)
  • Installation Advisory Council (IAC)
  • Pacific East District Advisory Council (PEDAC)
  • Area Advisory Council (AAC)
  • Pacific Theater Education Council (PTEC)
  • Advisory Council on Dependents Education (ACDE)
  • Dependents Education Council (DEC)

SAC - The School Advisory Council (SAC) was created under DoD Instruction 1342.15 and its membership consists of a cross section of the local community leadership including five parents and five teachers. The committee serves as an advisory board to the school administration on pertinent matters for improvements to the school rather than a policy-making body. The major goals of the JKMES SAC are to establish, expand, and maintain effective communications between the school, the military command, and the Yokota community. Meetings are announced in the school newsletter and are noted on the school calendar and are open to all parents.

Related DoDEA Policies & Regulations

1356.01: DoDEA Family Advocacy Program Process for Reporting Incidents of Suspected Child Abuse and Neglect
1358.01: School Boards, Advisory Committees, and Dependents Education Council

Teacher Organization (PTO)

This policy applies to Mendel ES

The PTO at JKMES brings together parents, staff, and students in order to promote good community relations, engage in worthwhile and charitable projects, and to provide recreation and entertainment! The board and members are always happy to help in any way we can. Meetings are monthly in the school library to discuss budget, upcoming activities, etc. You can also join our Joan K Mendel Facebook group at: https://www.facebook.com/groups/1491572524473868/ .

One way you can support our school is by collecting Box Tops for Education. Our PTO collects the Box Tops and submits them to earn money for our school. Send in box tops to your child’s class regularly.

Related DoDEA Policies & Regulations

1358.01: School Boards, Advisory Committees, and Dependents Education Council

Roles of Staff

This policy applies to Mendel ES

At JKMES we highly encourage members of our community to participate in our school events, meet our staff members, and learn about them and their school duties, roles and functions.


Town Halls

This policy applies to Mendel ES

The Principals’ coffee is held monthly at JKMES and the information discussed will be shared on the PANDA Post as well as various social media pages.


School Sponsored Nights

This policy applies to Mendel ES

Participation in school sponsored activities is limited to those students that are currently enrolled at the school. Students are to maintain school dress code. Student conduct is expected to conform to the established school rules and code of conduct. Loitering in the parking lot or other areas of the school is not allowed. Parents are responsible for a student’s transportation to and from school activities. School sponsors and chaperones enforce the following rules:

  • Students must be in attendance for all classes the day of the activity. If a student is too ill to attend classes, s/he should refrain from attending school activities later in the day.
  • Each activity has specific guidelines stipulating who may attend. These guidelines apply to all attendees.
  • Signed administration approval is required for all visitors prior to attending a school activity.
  • Each student attending the activity must be ready to produce an ID card if it is requested.

Related DoDEA Policies & Regulations

1347.01: Student Disciplinary Rules and Procedures

Surveillance

This policy applies to Mendel ES

Joan K. Mendel Elementary School is equipped with surveillance cameras. Data from these cameras is collected for the safety and security of our students, teachers, parents, and visitors. The information may be used in issues related to student discipline and/or for reports to the installation security services. In addition, all DoDEA School buses have video surveillance equipment installed.

  • To help reduce the incidence of theft, vandalism, and maintain confidential information:
  • Classrooms are secured (i.e. windows and doors) when empty and after student dismissal.
  • Students are not allowed to access teacher's mailboxes.
  • Teachers and students should direct all visitors to the main office to obtain a visitor's pass.
  • The military police are responsible for non-duty hour exterior building security checks.

Academic Awards and Attendance ceremony

This policy applies to Mendel ES

At the end of the school year JKMES holds an academic awards ceremony for our Intermediate Grades (4th-5th). There are two levels of awards that are presented by the teachers and each has specific criteria.

  • PANDA Award: For students who have demonstrated consistent improvement and resilience throughout the year. This is not linked to any GPA, but rather based on individual effort to improve through continuous effort and improvement in core subjects.
  • Scholar Award: For students must have maintained between a 3.5 and 4.0 GPA in core subjects for the entire year.
  • Attendance Ceremony: For students who have maintained perfect attendance or for the year.

Fifth grade students are also eligible for the President’s Education Awards Program (PEAP). The PEAP is sponsored by the U.S. Department of Education, in partnership with NAESP and NASSP. It was developed to help principals recognize and honor students who have achieved high academic goals through hard work and dedication to learning. The school principal has the final authority to determine which students receive these awards:

  • President’s Award for Educational Excellence: Students must have a GPA above 3.5, demonstrate high levels of achievement on standardized nationally normed assessments and the recommendation of a teacher and one other staff member.
  • President’s Award for Educational Achievement: Students must have demonstrated outstanding educational growth, improvement, commitment or intellectual development in academic subjects, but they do not meet the criteria for the President’s Award for Educational Excellence.

After School Clubs/Activities

This policy applies to Mendel ES

Anytime a JKMES student could be involved in activities after school, permission forms will be sent home prior to the activity. Parents must sign the form and have the student return it to the sponsoring teacher before the student will be permitted to participate. Students are to report to school at the time for the activity to begin. Students are allowed in the school buildings only in the area where the club is meeting and upon the arrival of the sponsoring staff member. Please note that there is no additional bus service to provide transportation if your child participates in an on campus after school club.


Animals and Pets

This policy applies to Mendel ES

Per DoDEA Regulation 4800.1, before an animal or pet can be brought into the school for any reason (including bringing in pets when there are no classes is session), the pet owner must first have written approval from the principal. Animals that could cause injury or harm to any person WILL NOT be brought to school. The pet owner will provide a copy of the veterinarian certificate for the principal and school nurse prior to bringing the animal or pet into the school. A copy of this certificate must be kept in the classroom at all times and a copy retained by the school nurse in an animal/pet veterinary clearance file. In addition, a copy will also be kept on file in the school office. Animals are visitors at our school, not residents. If your child has any animal allergies, please notify the teacher and school nurse. JKMES staff is responsible for alerting visitors to this policy and contacting school administration. Working animals (e.g. service dogs) that provide support individuals with Americans with Disabilities Act (ADA) identified disabilities or security services, are understood to have undergone extensive behavioral training and are allowed under federal law. In accordance with those same standards, working animals must be properly identified (e.g. service dog harnesses and warning placards) and remain under the full control of their owners/handlers at all times. To be clear, no animals of any kind (including emotional support animals) are allowed on the JKMES campus without: 1) Clear notification to school administration by their owners (prior to arrival on campus) and 2) Explicit approval from the school administration.


Arriving and Departing JKMES

This policy applies to Mendel ES

Student safety is the primary concern at JKMES and as such we strive for full compliance with DODEA and installation best practices and regulations. Parents will be notified if their child habitually arrives at school too early or tardy. In general, students are welcome to be on campus during school hours, or to attend a school sponsored afternoon or evening functions. To avoid being late for the start of the school day, parents should plan for their students to arrive at school between 0750 and 0800. Students eating Breakfast at school may arrive no earlier than 0730.

Should the problem persist, the school liaison officer and/or sponsor’s chain of command may be notified.

YABI 31-118: At Yokota Air Base the supervision of minors is governed by YAB Instruction 31-118. In summary:

  • Students enrolled in Kindergarten or Sure Start must be escorted to and from school by: parents, guardians, designated adults, authorized babysitters (age 12+), or authorized school age care.
  • The hand-to-hand transfer is complete once the student is checked off the receiving Kindergarten aide’s daily arrival checklist.
  • Students 6-years old and up may walk to school unaccompanied as long as the child is at least in first grade.

Related DoDEA Policies & Regulations

2095.01: School Attendance, Change 1