Ramstein HS Mascot

School Address and Contact Information


Unit 3243
APO, AE 09094-3243
Germany
Phone: 0637-147-6951/6952
Fax: 0637-144-776
DSN Phone: 314-480-6951
Principal.RamsteinHS@dodea.edu
http://www.dodea.edu/RamsteinHS

 

Ramstein HS Mission

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

Ramstein HS Vision

Excellence in Education for Every Student, Every Day, Everywhere

Ramstein HS Goals:

Ramstein High School will increase student achievement for all students by supporting the implementation of College and Career Ready Standards.


Ramstein HS School Hours

Grade School Hours Summer Hours
9th - 12th 8:00 a.m. - 4:00 p.m. 8:30 a.m. - 4:00 p.m.
  (Monday - Friday) (Monday - Friday)

School Contacts

Name Staff Position Phone Contact Email
Information Specialist Information Specialist
0637-147-6951/6952
 
School Nurse School Nurse
0637-147-6951/6952
 
School Counselor School Counselor
0637-147-6951/6952
 
Attendance
06371-47-6951/2
Registrar
06371-47-6951/2
School Webmaster
06371-47-6951
School Psychologist
06371-47-6951
School Meals Program
06371-953813
 

 

Handbook Contents

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

School Handbook

Director's Message: Mr. Thomas M. Brady

Thomas M. 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. 


School Operations in COVID-19

This policy applies to DoDEA Europe

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


Principal's Corner

A Welcome Message from the Principal

Dear Parents and Students,

On behalf of the faculty and staff I would like to welcome you to Ramstein High School, Home of the Royals. Our school's fully qualified educators and combined with high expectations have enabled us to prepare programs for the students that compare favorably with stateside schools of similar size.

This parent/student handbook has been assembled to provide you with information to assist you to better familiarize yourself with our educational programs and daily operational procedures. If you have questions or concerns you are invited to call, e-mail or come in to talk with me or one of the assistant principals.

We expect you to be active participants in your education. We encourage you to become involved in our school's programs and special activities while living in the unique overseas environment. We want you to experience a successful, productive and rewarding school year.

Get Involved in Your School!!!!

We look forward to working with you and hope that you share our excitement and enthusiasm as we begin school year.

It's going to be a great year!

 

A Welcome Message from the Principal

Dear Parents and Students,

On behalf of the faculty and staff I would like to welcome you to Ramstein High School, Home of the Royals. Our school's fully qualified educators and combined with high expectations have enabled us to prepare programs for the students that compare favorably with stateside schools of similar size.

This parent/student handbook has been assembled to provide you with information to assist you to better familiarize yourself with our educational programs and daily operational procedures. If you have questions or concerns you are invited to call, e-mail or come in to talk with me or one of the assistant principals.

We expect you to be active participants in your education. We encourage you to become involved in our school's programs and special activities while living in the unique overseas environment. We want you to experience a successful, productive and rewarding school year.

Get Involved in Your School!!!!

We look forward to working with you and hope that you share our excitement and enthusiasm as we begin school year.

It's going to be a great year!

 

About Our School

Panorama R5 Cole Chris Charles

Ramstein American High School is a modern facility that was completed in 1982; its first graduating class was the class of 1983. A several million-dollar MilCom project at that time added a football field and stadium, track, tennis courts, soccer fields, baseball fields, practice fields, and an auto lab. The new library extension was completed in September 2003. In August 2004, the new high school addition of 12 classrooms, a music room, and a weight room extension were ready for student and faculty use. Four modular science rooms were added during the summer of 2010.

 

Europe East District SY21-22

 

School Calendars

 

DoDEA Europe : School Year  2021 - 2022 Calendar


Non-Standard DoDEA Europe School Calendars

Standard DoDEA Europe School Calendar

Note: Calendar based on 190 day teacher workdays including:

5 Teacher Orientation/Pre-service/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)
Friday, December 24, 2021 Christmas (Observed): Federal Holiday
2022
Friday, December 31, 2021 New Year’s Day (Observed): 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

Mr. Fredo Ontiveros - Ramstein HS Principal

Mr. Fredo Ontiveros

Mr. Ontiveros brings eighteen years of administrative and teaching experience at elementary, middle, and high schools throughout DoDEA Europe. Mr. Ontiveros most recently served as the principal at Naples Middle High School (NMHS).
As the principal at NMHS, Mr. Ontiveros’ focus was on ensuring success for all students through a tiered intervention program and an emphasis on equity and access to Advanced Placement classes.
As a teacher, Mr. Ontiveros taught science to both middle and high school students. His experience also includes coaching varsity sports and sponsoring numerous DoDEA academic extracurricular activities. Prior to teaching, Mr. Ontiveros had a successful career in Computer Information Technology, Marketing, and Human Resources. Mr. Ontiveros earned a Bachelor of Science degree in Biology and a Post Bachelor Certificate in Middle School and Secondary Teaching from Arizona State University. In 2009, Mr. Ontiveros completed a Master of Arts degree in Educational Leadership from Framingham State University.
Mr. Ontiveros’ family hails from Chandler, Arizona. They enjoy playing golf, watching Sci-Fi Movies/TV, and are European Futbol fans with allegiances spanning Europe. Mr. Ontiveros is joined by his wife, Faith, and two daughters, Marisol, a Class of 2021 Naples MHS graduate, and Ariana, a 5th grader. Mr. Ontiveros’ eldest daughter Alex is a graduate from Aviano’s Class of 2011. Mr. Ontiveros and his family are excited to join the Royals’ community and he looks forward to working with the staff, students and families to ensure a positive environment to both learn and work.

 

Mr. Andrew Short - Ramstein HS Assistant Principal

Mr. Andrew Short

Andrew Short has been selected as the new assistant principal of Ramstein High School in Ramstein, Germany. Mr. Short is extremely excited for this new opportunity to serve the students, staff, and Ramstein community within the Europe East District.
Mr. Short was born and raised in Southern California. While serving in the Air Force for 10 years as an aerospace propulsion specialist, Mr. Short attended and graduated from Weber State University in Utah with a Bachelor’s Degree in Health Science/Physical Education. In 2011, Mr. Short earned his Master’s Degree in Education from Utah State University. In 2015, Andrew earned his Master’s Degree in Education Administration at Grand Canyon University.
Mr. Short’s career in education began in the Ogden City Public Schools in Northern Utah. Mr. Short taught Medical Anatomy and Health Science while coaching football and basketball for five years. During the summer of 2013, Mr. Short was offered a teaching position with DoDEA at Schweinfurt, Germany where he served as the P.E./Health teacher while coaching football, basketball and track. After Schweinfurt closed, he received orders to Ramstein Middle School to teach P.E. while coaching football and basketball at Ramstein High School. It was during his experience at Ramstein Middle School where he was given the opportunity to move into an acting assistant principal position on a full-time basis. More recently, Mr. Short served as the acting assistant principal during the 2020-2021 school year at Ramstein High School. Throughout his career in education, Mr. Short has worked to continuously improve student achievement, build strong relationships with students, staff and the community.
Mr. Short believes that every student can succeed. Working in collaborative teams, teachers and administrators can help students to obtain the education necessary for them to be successful, not just in their preferred career path, but to give them the tools they need to adapt and grow in the face of any obstacle they may meet. Mr. Short believes that for students to succeed in a dynamic world they must receive a well-rounded education, be engaged in their learning, and empowered to choose their own path.
Supporting and accompanying Mr. Short is Marisela, his wife of 23 years. Mr. and Mrs. Short have two kids (Andy 22 and Megan 19) who both graduated from Ramstein High School. They are both overjoyed to continue to be a part of the Ramstein family and are excited to work with the Ramstein faculty and staff as part of an established and respected team who have made Ramstein High School the best place to learn and work in DODEA. Go Royals!

 

Dr. Jason Ter Horst - Ramstein, Kaiserslautern, Wiesbaden, Sembach, Baumholder - MS/HS Community Superintendent

Dr. Jason Ter Horst

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

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


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

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

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

 

Mr. Joseph Lovett - Ramstein, Kaiserslautern, Wiesbaden, Sembach, Baumholder ES/IS Community Superintendent

Mr. Joseph Lovett

Mr. Joseph Lovett joined the Europe East District Office as Community Superintendent in August 2020. He is originally from Minneapolis, Minnesota, and has worked in education for 45 years. He has had the honor to work for DoDEA since 1983.

Mr. Lovett attended the University of St. Thomas, Minneapolis Community College, and Mankato State University. He received his undergraduate degree in Elementary Education and his graduate degree in Educational Administration from Mankato State University (now University of Minnesota-Mankato).

Prior assignments have been as Community Superintendent for Europe West at RAF Feltwell in the UK, principal at Vogelweh ES, Ramstein ES, and Bitburg ES, assistant principal at Mannheim ES, business officer for the Hessen District Superintendent’s Office, teacher at Darmstadt ES and elementary classroom teacher in Minnesota 1976-1983. Mr. Lovett was named DoDEA Europe Elementary Principal of the Year in 2017.

In addition to his professional activities, Mr. Lovett has supported his community through serving as a volunteer with Community Theatres, Deutsche Basketball Bund, School PTAs, and Booster Clubs.

His three adult children graduated from General H.H. Arnold High School in Wiesbaden. Mr. Lovett’s family lives in the KMC where his wife Kimberly Lovett, a teacher of students with visual impairments, works at Ramstein Intermediate School.

 

School Handbook

Mr. Steven Sanchez - Europe East District Superintendent

Mr. Steven Sanchez

Mr. Steven L. Sanchez has more than 30 years of experience as an educator and 25-plus years with DODEA. Mr. Sanchez previously served as the Community Superintendent of the Europe South District and former Heidelberg District Assistant Superintendent. He has also served on the European Athletic Council, the Transcript Review Team, Senior Advisory Leadership Group and co-chair of the SAT Committee for DODEA.

Mr. Sanchez was the Kubasaki High School principal in Okinawa, Japan from 2006-2010. During his tenure as principal, he added Advanced Placement courses and Career and Technical Education courses to the Kubasaki curriculum while graduating 99% of its seniors from 2007-2010. Mr. Sanchez served on the Far East Activities Council and the Okinawa Activities Council as well as serving on the DODEA Guidance Counseling Task Force from 2007-2009.

In 2002 Mr. Sanchez was promoted to principal of Yokota Middle School in mainland Japan. Also in 2002, Mr. Sanchez received the Commander's Award for Civilian Service from the Department of the Army. While in Yokota, Mr. Sanchez was the coordinating principal of the Yokota schools, assisted in coordinating athletics and served as chairperson for the Kanto Plains Association of Middle School Principals.

In 1997 Mr. Sanchez was selected as the Assistant Principal of Vicenza American High School. In 1990 he joined DODEA and moved with his family to Italy where he began teaching Spanish and Social Studies at Vicenza American High School. In addition to Spanish, Mr. Sanchez is also fluent in Italian.

Mr. Sanchez earned his Master's Degree in Education from Framingham State College of Framingham, Massachusetts in 1996. That same year he entered the Aspiring Leader's Academy in DODEA, which he completed the following year. Mr. Sanchez began his high school teaching career in 1984 teaching Spanish and Physical Education in Vallejo, California. A native of Loomis, California, Mr. Sanchez graduated with Honors from the University of California at Santa Barbara in 1984 with a Bachelor's of Arts degree in Spanish. As an undergraduate he studied during the 1982-1983 school year at the University of Madrid.

 

Dr. Louis D'Angelo - Europe East Chief of Staff

Dr. Louis D'Angelo

Dr. Louis D'Angelo is very happy to start his 9th year with DoDEA. He started in his current role of the Europe East Chief of Staff in 2018. Prior to joining the Europe East district, Dr. D'Angelo was with DoDEA Japan as the principal of Zama Middle-High School. He started his career with DoDEA in Misawa, Japan as an Assistant Principal of Edgren Middle-High School. Before joining DoDEA, he was an Assistant Principal at two high schools in Norfolk, Virginia. He taught high school English in Chesapeake, Virginia prior to moving into school administration. Dr. D'Angelo is retired from the Virginia Air National Guard, 203rd REDHORSE Squadron.

 

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

Appearance/Dress Code

This policy applies to Ramstein HS

The standards for dress are left to the discretion of administration. Boys and girls are expected to be neat and clean in appearance and wear clothing that follows the Ramstein HS Dress Code. The weather here can be cold, damp, rainy, and often windy as well. It is imperative that parents send their children to school dressed in clothing that is appropriate for these weather conditions. For Physical Education classes, all students are required to wear athletic shoes and the prescribed physical education uniform.


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

High School Graduation

Graduation Requirements

Modified on August 10, 2021

A DoDEA standard diploma is awarded upon completion of the following requirements at the end of the second semester of the graduating year.

  1. A minimum 2.0 GPA.
  2. Completion of 26.0 units of credit.
  3. Completion of specific course requirements published annually in the graduation requirements DTM corresponding with their 9th grade entrance year.

A DoDEA honors diploma is awarded upon completion of the following additional requirements at the end of the second semester of the graduating year:

  1. Completion of all requirements for a standard diploma and additional course requirements published annually in the graduation requirements DTM.
  2. Have a minimum cumulative GPA of 3.8 at the end of the eighth semester or at the end of the semester in which they graduate early in accordance with Section 3.1.c.
  3. Earn a passing grade in a minimum of four (4) AP courses and/or IB Diploma Program in advanced level courses. To meet this requirement through the IB Diploma Program, it is required that students successfully complete the full two (2) years of IB Diploma Program course work.

Related DoDEA Policies & Regulations

1367.01: High School Graduation Requirements and Policy

High School Graduation Course Requirements

Modified on August 10, 2021

Students entering 9th grade during SY 2018-19

Class of 2022
Minimum Requirements
Content Area Course Requirements Standard Diploma Honors Diploma
English Language Arts
  • 1.0 credit (ELA 9)
  • 1.0 credit (ELA 10)
  • 1.0 credit (ELA 11)
  • 1.0 credit (ELA 12)
*High school ELLs in ESOL for ELA courses (Levels I-V) may receive up to 2 ELA credits towards graduation requirements.
4.0 credits 4.0 credits
Social Studies
  • 1.0 credit (World History 9 or 10; Honors Integrated
World History 9 or 10; or AP World History-Modern)
  • 1.0 credit (U. S. History)
  • 0.5 credit (U. S. Government)
  • 0.5 credit (Social Studies elective)
3.0 credits 3.0 credits
Mathematics
  • 1.0 credit (Algebra)
  • 1.0 (Geometry)
  • 1.0 credit (Math course code 400 or above)
  • 1.0 credit (Algebra II)
4.0 credits 4.0 credits
Science
  • 1.0 credit (Biology)
  • 1.0 credit (Chemistry or Physics)
  • 1.0 credit (Science elective)
Note: Physics Applications and Chemistry Applications in the Community meet requirements.
3.0 credits 3.0 credits
World Language
  • 2.0 credits (World Language course)
Note: Sequential courses in the same language.
2.0 credits 2.0 credits
Career Technical Education (CTE)
  • 1.5 credits (CTE course offering)
  • 0.5 credit (Computer Technology CTE course)
2.0 credits 2.0 credits
Physical Education
  • 0.5 credit (Lifetime Sports)
  • 0.5 credit (Personal Fitness)
  • 0.5 credit (Activity & Nutrition or equivalent PE)
Note: Two years of JROTC taken in a DoDEA school fulfills the 0.5 credit requirement for Lifetime Sports.
1.5 credits 1.5 credits
Fine Arts
  • 1.0 credit (course in visual arts, music, theater, and/or humanities)
1.0 credit 1.0 credit
Health Education
  • 0.5 credit (Health Education course offering)
0.5 credit 0.5 credit
Honors Diploma
  • 0.5 credit in Economic Literacy in CTE, Social Studies, Science & Mathematics
0.5 credit
Economic Literacy: Courses that meet this requirement The following courses meet this requirement: Economics, AP Human Geography, Financial Literacy, Environmental Science, AP Macro or AP Micro Economics, AP Environmental Science, Business Personal Finance, Management & International Business, and Marketing and Entrepreneurship.
Summary
Minimum Total Credits 26.0 credits 26.0 credits
Required Courses 21.0 credits 21.5 credits
Elective Courses 5.0 credits 4.5 credits
AP and/or IB Courses 4 courses
Minimum GPA 2.0 GPA 3.8 GPA
*AP and/or IB courses may be used to meet DoDEA requirements.

 

Students entering 9th grade during SY 2019-20

Class of 2023
Minimum Requirements
Content Area Course Requirements Standard Diploma Honors Diploma
English Language Arts
  • 1.0 credit (ELA 9)
  • 1.0 credit (ELA 10)
  • 1.0 credit (ELA 11)
  • 1.0 credit (ELA 12)
*High school ELLs in ESOL for ELA courses (Levels I-V) may receive up to 2 ELA credits towards graduation requirements.
4.0 credits 4.0 credits
Social Studies
  • 1.0 credit (World History 9 or 10; Honors Integrated
World History 9 or 10; or AP World History-Modern)
  • 1.0 credit (U. S. History)
  • 0.5 credit (U. S. Government)
  • 0.5 credit (Social Studies elective)
3.0 credits 3.0 credits
Mathematics
  • 1.0 credit (Algebra)
  • 1.0 (Geometry)
  • 1.0 credit (Math course code 400 or above)
  • 1.0 credit (Algebra II)
4.0 credits 4.0 credits
Science
  • 1.0 credit (Biology)
  • 1.0 credit (Chemistry)
  • 1.0 credit (Physics)
3.0 credits 3.0 credits
World Language
  • 2.0 credits (World Language course)
Note: Sequential courses in the same language.
2.0 credits 2.0 credits
Career Technical Education (CTE)
  • 1.5 credits (CTE course offering)
  • 0.5 credit (Computer Technology CTE course)
2.0 credits 2.0 credits
Physical Education
  • 0.5 credit (Lifetime Sports)
  • 0.5 credit (Personal Fitness)
  • 0.5 credit (Activity & Nutrition or equivalent PE)
Note: Two years of JROTC taken in a DoDEA school fulfills the 0.5 credit requirement for Lifetime Sports.
1.5 credits 1.5 credits
Fine Arts
  • 1.0 credit (course in visual arts, music, theater, and/or humanities)
1.0 credit 1.0 credit
Health Education
  • 0.5 credit (Health Education course offering)
0.5 credit 0.5 credit
Honors Diploma
  • 0.5 credit in Economic Literacy in CTE, Social Studies, Science & Mathematics
0.5 credit
Economic Literacy: Courses that meet this requirement Business and Personal Finances, Management Foundations, Marketing Entrepreneurship, Financial Literacy, Financial Algebra, Business and Personal Finances, Management and International Business, Environmental Science (including AP), AP Human Geography, Economics (including AP), IB Economics, AP Macroeconomics and Microeconomics, AP Comparative Government and Politics
Summary
Minimum Total Credits 26.0 credits 26.0 credits
Required Courses 21.0 credits 21.5 credits
Elective Courses 5.0 credits 4.5 credits
AP and/or IB Courses 4 courses
Minimum GPA 2.0 GPA 3.8 GPA
*AP and/or IB courses may be used to meet DoDEA requirements.

Related DoDEA Policies & Regulations

1367.01: High School Graduation Requirements and Policy

Transferring Course Credits to a DoDEA School

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

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

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

Related DoDEA Policies & Regulations

1367.01: High School Graduation Requirements and Policy

Report Card and Testing Information

Grading Information

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

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

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

Related DoDEA Policies & Regulations

1377.01: Student Progress Reports

Grading System (4-12)

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

Grade Numerical Range Description

A

90 – 100

Excellent: Outstanding level of performance

B

80 – 89

Good: High level of performance

C

70 – 79

Average: Acceptable level of performance

D

60 – 69

Poor: Minimal level of performance

F (failing)

0 – 59

Failing (No credit awarded)

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

Unweighted Standard Scale Weighted Advanced Placement (with AP exam)

4.0

5.0

3.0

4.0

2.0

3.0

1.0

2.0

0

0

Related DoDEA Policies & Regulations

1377.01: Student Progress Reports

Progress Reports/Report Cards

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

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

Related DoDEA Policies & Regulations

1377.01: Student Progress Reports

Parent-Teacher Conferences

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


System-wide Assessment Program

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

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

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

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

Related DoDEA Policies & Regulations

1301.01: DoDEA Comprehensive Assessment System

GradeSpeed

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

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

Click here for Student, Parent, or Teacher access.


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 (cancelled)
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

Expected Student Behavior

This policy applies to DoDEA Europe

It is DoDEA policy that discipline be maintained consistently and appropriately. We encourage students to grow in self-control, develop a sense of regard for fellow students, and have pride in their school community. Students have the responsibility for conducting themselves in a manner that does not violate the rights of other people. Along with staff, students share the responsibility of developing a caring climate within the school that is conducive to productive learning.

  • Show respect for the learning of others by not displaying disruptive behavior.
  • Protect others and self from danger and injury.
  • Demonstrate respect for school property.
  • Obey all school adults promptly.
  • Use appropriate language.
  • Wear appropriate attire to school.
  • Take responsibility for own actions.
  • Bring no items that could cause physical harm to oneself or others.
  • Toys and other entertainment items (electronic or otherwise) brought from home are prohibited in classrooms,common areas or on the bus or playground.

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.


No Weapons

This policy applies to DoDEA Europe

DoDEA enforces a no weapons policy. Students and parents are hereby notified that possession of weapons (see 'Weapons' section below) or replicas of weapons can result in expulsion from school.

In addition to weapons, students are not allowed to bring knives, matches, lighters or other dangerous objects to school. Toys, electronic devices, trading cards, chains, (even on wallets or keys) CD's and water guns should not be brought, as they tend to distract children from their learning tasks. Possession of tobacco in any form and alcohol will not be tolerated. Gum is not allowed in school. This list is not all-inclusive. If you have any doubt about bringing an article to school, consult the school office. Nuisance items, which are dangerous to the safety of others or have the potential to cause damage to personal or school property such as fireworks, smoke & stink bombs, eggs and shaving cream will be confiscated and not returned. When appropriate these items will be given to the Security Police. Prohibited items will be confiscated and released only to the sponsor.

It should be noted that possession or use of a weapon or prohibited items on DoD property is a crime and will be reported to security officials. Disciplinary action may include suspension or expulsion. DoDEA supports a no tolerance policy for weapon possession.


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

School Arrival

This policy applies to Ramstein HS

Parents of students who walk to school or give students a ride to school are advised not to arrive too early. Supervision is not available until 7:30 a.m. Your cooperation in this matter will greatly enhance the safety and security of our students. Parents must come to the front office to sign their child in if he/she arrives after 8:10 a.m. It should be noted that Base policy has determined that it is the responsibility of our students' parents as to whether their children are supervised by an adult or older sibling while walking to and from school or bus stop.


Core Values

This policy applies to Ramstein HS

Our Core values at Ramstein High School are:

  1. Students are at the heart of all we do.
  2. Each student can realize his or her fullest potential.
  3. Educating the whole child fosters academic, social and emotional well-being.
  4. Learning environments are student-centered, stimulating and relevant.
  5. High-performing educators and leaders make a difference in student success.
  6. Parental engagement and support are vital to student success
  7. Engaged partnerships enrich the lives of our students.
  8. Our diversity inspires excellence and innovation.