Spangdahlem ES Mascot

School Address and Contact Information

Spangdahlem Elementary School
Unit 3641
APO, AE 09126-3641
Phone: 06565-61-6881
Fax: 06565-61-4024
DSN Phone: 314-452-6881
DSN Fax: 314-452-4024
From US: 011-49-6565-61-6881
From the US Fax: 011-49-6565-61-4024


Home of the Dragons!

Spangdahlem ES Mission

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

Spangdahlem ES Vision

SEEK Excellence, ATTACK Challenges, LEARN Together, Succeed!

Spangdahlem ES Belief Statements

Expectations for excellence of ALL

Everyone will encourage each other academically, socially and emotionally

Everyone will assist in operating and maintaining a safe school environment

Everyone will encourage quality communication

Everyone will support our 21st Century, technology rich learning environment

Spangdahlem ES School Hours

Grade Regular Hours Early Release Hours Office Hours
PreK - 5 8:00 a.m. - 2:15 p.m. 8:00 a.m. - 1:30 p.m. 7:30 a.m. - 3:30 p.m.
  (Monday - Friday) (Every Wednesday) (Monday - Friday)
It is the responsibility of the parents or guardians to notify the school every time a student is absent.

School Contacts

Name Staff Position Phone Contact Email
School Meals Program School Meals Program
School Counselor School Counselor
School Nurse/Health Aide
School Webmaster


Handbook Contents

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

Welcome to Spangdahlem Elementary School, 

Dear families,

We are excited to welcome you back to school for the 2021-22 school year!

Please know the health and safety of our students, staff, families, and the military community we serve is our highest priority. Our school will continue to have mitigation strategies in place as we begin the school year to support a safe and healthy learning environment. The complete DoDEA Return to School Parent Guide is attached to this letter. Mitigation strategies we will be enforcing include:

Health Home-Based Screening
A daily home-based screening will continue to be requirement for students and employees. This screening includes a temperature check and visual check for shortness of breath or cough, flushed cheeks, rapid breathing or difficulty breathing (without recent physical activity), fatigue, or extreme fussiness. To ensure the safety of our school community, do not send your child to school if he or she is not well. Should your child begin exhibiting symptoms of illness consistent with COVID-19 while at school, our school nurse will isolate him or her and you will be required to pick up your child within one hour. (Insert school-specific information on date acknowledgement form is due back to school and to whom)

Face Masks
Face masks will continue to be a requirement for all students, staff, and visitors to our school facility as well as while riding the school bus, regardless of vaccination status. Children will not be required to wear them outside while maintaining social distancing. Please ensure your child comes to school with a mask and has an extra mask on hand should their mask become soiled during the school day. ZKES will have morning mask breaks for at least 15 minutes and afternoon masks breaks too.

Healthy Hygiene Habits
Staff and students will continue to practice healthy hygiene habits, to include frequent use of hand sanitizer and opportunities to wash hands regularly.


Thank you,
Jenni Sears


About Our School

School Photo Spangdahlem Elementary School

Dedicated: August 1987

Spangdahlem Elementary School (SPES) is a part of the Department of Defense Educational Activity (DoDEA) and is located in the Europe West School District. SPES serves approximately 500 children in grades Sure Start to 5th. Our multicultural student population is made up of dependents of U.S. Military and Department of Defense Civilian Personnel assigned to Spangdahlem AB and Buechel Flugplatz. Our faculty members also represent varied multicultural backgrounds and are from many of the 50 states as well as some foreign countries. This diversity is a strength.

Spangdahlem Elementary School is located on Spangdahlem Air Base in the Eifel Region of Germany’s Rhineland-Palatinate State. Specifically, the school is located near the residential area of the air base. The school offers a wide range of academic programs including Physical Education, Music, Host Nation (known as German culture class), Art, as well as the basic curriculum of language arts, math, science, health, and social studies.

Our campus includes seven buildings, several outdoor playgrounds, an information center, and all classrooms are connected to a LAN with Internet access. Spangdahlem ES prides itself on and is committed to…..Making the World a better place one child at a time. So, Children ARE at the heart of ALL we do!



Europe West District SY21-22-v2


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
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

Dr. Jennifer Sears, PhD - Spangdahlem ES Principal

Dr. Jennifer Sears, PhD

Dr. Jennifer Sears, PhD

DoDEA- Principal- Spangdahlem Elementary School

Dr. Sears has almost 22 years of experience with DoDEA and 26 years in education overall. Before coming to DoDEA, she taught English, German, and Government at Copperas Cove High School in Copperas Cove, Texas. She then taught German and Reading Improvement at Central High School in San Angelo, Texas. Dr. Sears began with DoDEA as a Reading/ESL Specialist at Hohenfels Elementary School in Hohenfels, Germany, where she served military-connected students for over 16 years. Dr. Sears was then promoted to Assistant Principal at E.C. Killin Elementary School in Okinawa, Japan, which received the 2017 National Blue Ribbon School for Exemplary High Performing Schools during her tenure. In 2018, she became Assistant Principal at Amelia Earhart Intermediate School, also in Okinawa, Japan.

A Texas native, Dr. Sears is originally from San Angelo, Texas and proudly comes from a government/service-oriented family. Her father was US Air Force (retired). Her mother started as a Navy nurse, then worked for the Veteran’s Administration, and was also a University Professor for Nursing. Dr. Sears’ brother is retired from the Veteran’s Administration.
Dr. Sears holds a Bachelor’s degree in Political Science and German and a Master’s degree as a Reading Specialist from Angelo State University in San Angelo, Texas. In addition, she holds a Doctor of Philosophy (PhD) in Education with a specialization in Literacy and graduating with honors from Walden University, Minneapolis, Minnesota.

Dr. Sears is accompanied by her husband and third-grade daughter. They enjoy traveling and spending time with family and friends.

Dr. Sears is very passionate about working together with the students and families in our military-connected community. It is her honor to join the wonderful students, staff and community stakeholders of Spangdahlem Elementary School. She looks forward to supporting student excellence every day in every way.
Please feel free to stop by and visit.


Dr. T.J. Klein - Spangdahlem ES Assistant Principal

Dr. T.J. Klein

Dr. TJ Klein is a native of Flint, Michigan. He earned a Doctorate of Education in Educational Administration from Argosy University, a Master of Arts in Elementary Education from the University of Phoenix, a Bachelor of Science in Management from the University of Maryland Global Campus, an Associate of Applied Science in Meteorology from the Community College of the Air Force, an Associate of Arts in Liberal Arts from Elizabethtown Community College, and a Certificate in Gifted and Talented from the University of California San Diego.

As an educator, he has been certified since 2004 and taught in Michigan, Arizona, South Carolina (Ft. Jackson - DoDEA Americas), Korea (Daegu Elementary School - DoDEA PAC West), and Germany (Netzaberg Elementary School - DoDEA Europe East). Over the years, he has been blessed to teach Middle School Science, Physical Education, and self-contained grades 3-8. He worked in various roles throughout his career to include Continuous School Improvement Chairperson, Grade Level Chair, head basketball coach, head soccer coach, various committees and clubs, and has worked closely with the Parent-Teacher-Student Association (PTSA).

Dr. TJ Klein grew up in a military family, as he spent the first five years of his life in England. As a decorated Air Force veteran (including deployment), he and his family have lived extensively in Michigan, Arizona, South Carolina, and several other overseas locations. These varying experiences help him to understand the military child and the challenges that come with living in a military family. There is nothing he would rather do than serve military students and their families; as it is an honor and a privilege. He and his beautiful wife spend much of their time enjoying their five uniquely amazing children. All of their children, at some point, attended DoDEA schools (overseas) or schools on military installations (stateside). As a family, they have either lived in or visited 25 different countries and love to meet new people and experience new places.

Outside of school, the sport of soccer holds a special place in his heart, as he played college soccer and coached extensively over the years. In addition, much time is spent enjoying family activities, reading, and serving others.

Dr. TJ Klein is blessed, honored, and eager to serve the families of Spangdahlem Elementary School and others stationed at or near Spangdahlem Air Force Base!


Ms. Melissa Hayes - Brussels, AFNorth, Shape, Spangdahlem Community Superintendent

Ms. Melissa Hayes

Ms. Hayes is no stranger to the role of a Community Superintendent since she has served for the past four years as Community Superintendent in DoDEA Europe East at the Grafenwoehr Field Office.

Melissa Hayes’ career began as an early childhood teacher in 1981. She taught first grade and kindergarten for nine years in the Chambers County, AL School system before moving to Lanett, AL. Ms. Hayes taught third grade, first grade, and kindergarten during her nine year tenure in Lanett City Schools. Lanett City Schools named Ms. Hayes Teacher of the Year for 1997.

In 1997, Ms. Hayes was selected to attend the Georgia State University’s Reading Recovery training program. She graduated from that program in 1998 and became a Reading Recovery Teacher Leader for DeKalb County Schools, GA. While in DeKalb County, Ms. Hayes trained Reading Recovery Teachers, provided professional development, and worked with the District Superintendent’s office in providing Balanced Literacy training to teachers in 26 elementary schools. Ms. Hayes was a speaker for regional and national Reading Recovery conferences in 1998, 1999, 2000, and 2001.

Ms. Hayes joined the Department of Defense Education Activity (DoDEA) in June, 2000 as an Instructional Systems Specialist for Reading Recovery. Her work involved teaching students, training teachers, and providing on-going professional development for educators. While at Fort Benning, Ms. Hayes facilitated numerous workshops for teachers in the areas of balanced literacy, writing, teaching reading in the content areas, and teaching struggling readers. Ms. Hayes developed, organized, and implemented Fort Benning’s Parent Academy as well as very successful summer reading camps for students. Ms. Hayes was awarded the General’s Award for Excellent Service to the Fort Benning Community.

Ms. Hayes became principal of Dexter Elementary School (Fort Benning, GA) in 2005. While principal, the school received the Partnership of the Year Award from the Muscogee County Partners in Education program. The school also received an International Reading Association award for having the best reading program for the state of Georgia.

2006, Ms. Hayes became principal of Maxwell AFB Elementary School in Montgomery, AL. Since Maxwell AFB Elementary was her first school to attend as a child (her dad was a veteran of WWII, Korea, and Vietnam), Ms. Hayes felt particularly honored to be selected as principal. While principal at Maxwell, the school received numerous honors and awards. Students participated in Sports Stacking events and Lego Robotics. The robotics team won regional titles in 2010 and 2011 which allowed them to compete in the state First Lego League Competition. During the 2008-2009 School Year, Ms. Hayes was principal at two schools in the GA/AL DDESS District – Maxwell Elementary and Robins AFB Elementary in Warner Robins, GA. 2010, Ms. Hayes was tasked with implementing a middle school, which made Maxwell a DoDEA Unit School with grades PreK-8th.

In 2012, Ms. Hayes was named as principal of Aviano Elementary School in Aviano, Italy. Under her leadership, Aviano Elementary School fully embraced the merging of Continuous School Improvement with College Career Readiness Standards. Through professional development Ms. Hayes built capacity within the organization and assisted teachers in becoming facilitators in adult learning. The STEM program at Aviano Elementary was enhanced by developing a program and the space which students with hands-on science opportunities. Technology has been infused by teaching coding to all grade levels and student participation in robotics. The Lego Robotics team from Aviano Elementary placed second in the European competition.

She is excited to begin a new chapter in her career as Community Superintendent for DoDEA Europe West in Belgium.

Ms. Hayes grew up in Alabama and is a proud graduate of Auburn University with a Bachelor’s Degree in Early Childhood. She graduated from Troy University in 1987 with a Master’s of Science Degree in Early Childhood and again in 1999 with a Master’s Degree in Educational Leadership.


School Handbook

Mr. Kent Worford - Europe West District Superintendent

Mr. Kent Worford

Mr. Kent Worford, the Superintendent for the Europe West District, has served more than twenty years as an educator and coach with DoDEA.

Prior to being Superintendent of the Europe West District, Mr. Worford served Superintendent and Assistant Superintendents in Europe South District. Previously, he completed a four-year term as the Principal of Lakenheath High School (England), after serving a two-year term as Assistant Principal at the same school. Prior to that, he completed three years as Assistant Principal at SHAPE Elementary School (Belgium).

Mr. Worford's teaching career in DoDEA included assignments at Croughton HighSchool in England and SHAPE High School, where he taught AVID (Advancement Via Individual Determination), Social Studies, Business and Computer Science, and coached football, basketball, and track.

Mr. Worford holds a Master's Degree in Education and Educational Administration from the University Southern Mississippi, and a Bachelor's Degree of Science in Education from the University of Kansas.

One of his goals as Superintendent is to provide 21stCentury educational opportunities to all staff members to ensure the best possible educational opportunities for all children in all of our DoDEA schools.


Ms. Leigh Johnson - Europe West Chief of Staff

Ms. Leigh Johnson

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

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

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

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

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


School Handbook

General Information

Interstate Compact on Educational Opportunity for Military Children

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

We encourage all of our families preparing to transition, to, from or within a DoDEA and/or stateside school system to engage with the School Liaison 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:

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


Registration Process

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

The following documents are necessary to complete the registration process:

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

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

Related DoDEA Policies & Regulations

1342.13: Eligibility Requirements for Education of Elementary and Secondary School-Age Dependents in Overseas Areas, Change 3
1342.26: Eligibility Requirements for Minor Dependents to Attend Department of Defense Domestic Dependent Elementary and Secondary Schools (DDESS)

Immunization Requirements

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

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

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


Related DoDEA Policies & Regulations

2942.01: School Health Services

Immunization Exemptions

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

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

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

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

DoDEA Immunization Requirements

DoDEA Health Forms (

Grade-level Placement

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

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

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

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

Related DoDEA Policies & Regulations

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

Transcripts/Records Policy/Access to Student Records

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

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

This policy is currently under review

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

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

Related DoDEA Policies & Regulations

2440.1: English as a Second Language Programs

Attendance Policy

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

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

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

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

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

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

More about DoDEA Attendance Policy (

Related DoDEA Policies & Regulations

2095.01: School Attendance, Change 1

Accelerated Withdrawal

The Principal may authorize an accelerated withdrawal of a student who must withdraw from school 20 or less instructional days prior to the end of a semester, in accordance with Section 3.1.d, of DoDEA Administrative Instruction 1367.01, “High School Graduation Requirements and Policy,” [TBD]. Accelerated withdrawal will only be considered if the parent/sponsor presents PCS orders. The parent or sponsor must present verification of the date required for the student to depart from the school (e.g., PCS orders). All of the conditions of an accelerated study program outlined by the student’s teachers must be met prior to withdrawal in order for grades to be assigned and credit to be granted. Students who withdraw prior to the 20-day limitation of the accelerated withdrawal policy will receive “withdrawal” grades rather than final grades. In this case, the sponsor/parent should notify the school two weeks prior to the date of withdrawal.

Related DoDEA Policies & Regulations

1367.01: High School Graduation Requirements and Policy

Home-school Students

DoDEA recognizes that home schooling is a sponsor’s right and may be a legitimate alternative form of education for the sponsor’s dependent(s). Home-school students who are eligible to enroll in a DoDEA-Europe, DoDEA-Pacific and DoDEA-Americas school are eligible to utilize DoDEA auxiliary services without being required to either enroll in or register for a minimum number of courses offered by the school. Eligible DoD home-school students using or receiving auxiliary services must meet the same eligibility and standards of conduct requirements applicable to students enrolled in the DoDEA school who use or receive the same auxiliary services. Any student, including eligible DoD dependent home-school students, who has not met the graduation requirements to earn a DoDEA diploma may not receive DoDEA commencement regalia, the DoDEA diploma, nor participate (walk) in a DoDEA commencement ceremony.

Related DoDEA Policies & Regulations

1375.01: Home-School Students, Change 1

Report Card and Testing Information

Grading Information

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

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

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

Related DoDEA Policies & Regulations

1377.01: Student Progress Reports

Grading System (4-12)

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

Grade Numerical Range Description


90 – 100

Excellent: Outstanding level of performance


80 – 89

Good: High level of performance


70 – 79

Average: Acceptable level of performance


60 – 69

Poor: Minimal level of performance

F (failing)

0 – 59

Failing (No credit awarded)

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

Unweighted Standard Scale Weighted Advanced Placement (with AP exam)











Related DoDEA Policies & Regulations

1377.01: Student Progress Reports

Grading System (K-3) EUR/PAC

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

Code Description


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


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


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


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

Progress Reports/Report Cards

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

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

Related DoDEA Policies & Regulations

1377.01: Student Progress Reports

Parent-Teacher Conferences

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

System-wide Assessment Program

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

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

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

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

Related DoDEA Policies & Regulations

1301.01: DoDEA Comprehensive Assessment System


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
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


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 ( 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.

Europe South & West District Discipline Matrix

This policy applies to EU-South,EU-West

In order to progressively provide disciplinary responses, the Europe South & West District puts the following matrix in place to be followed by administrators:

Category I: Minor Infractions

Category I:  Minor Infractions Referral Possible sanctions for Category I infraction may include, but are not limited to, one or more of the following actions:
  • Tardiness (to class or to school)
  • General classroom misconduct
  • Failure to follow general instructions
  • Public display of affection /Improper show of affection
  • Eating/drinking in class (gum included)
  • Loitering in an unauthorized area
  • No hall pass
  • Running, playing, or horseplay (hall or grounds) that may en-danger self or others
  • Unauthorized sale of items (candy, etc,)
  • Dress code violations which the student refuses to correct
  • Minor disrespect (talking back, rolling eyes, etc.)
  • Other minor offenses
Referral 1: Warning and/or contact with the parent/guardian
Referrals 2-4: Warning, parent contact, and/or detention, Saturday School; 1 day InSchool Suspension
For Referrals 5 and each additional referral. Warning, parent contact, and/or detention, Saturday School; 1 day In or Out of- School Suspension. Once a student has accumulated a minimum of 5 referrals, a behavior plan may need to be created to address behavioral concerns.

An administrator may offer the following alternatives to Out-of-School Suspension:

  • A parent may opt to shadow his/her child for one day instead of any 1 day out of school suspension. A parent is not to be an active participant in the class and is to be an observer only.
  • The Principal at each school may limit the number of times that shadowing is allowed instead of Out of School Suspension (OSS).

NOTE: If the offense has taken place in the teacher’s classroom (with the exception of tardies), all teachers are generally expected to deal with Category I offenses in an appropriate manner prior to referring a student to an administrator (including parental contact and referral to guidance). The consequences listed above come into effect only after the student has been referred to an administrator

Category II: Serious Infractions

Category II:  Serious Infractions Referral Possible sanctions for Category II infraction may include, but are not limited to, one or more of the following actions:
  • Using portable communications devices contrary to school policy (e.g., beepers, cell phones, personal computers, Blackberry’s, iphones; other similar devices capable of receiving or transmitting audio, video, picture, or text message; portable electronic devices, including: cameras, electronic games, portable radios, compact disc players, iPods, portable DVD players, or similar devices). Such equipment and devices are subject to confiscation by school authorities. (Individual principals will determine the locale for keeping such devices during the school day.)
  • Minor Vandalism ($25 or less) (Restitution required)
  • Minor Theft ($25 or less) (Restitution required)
  • Leaving school grounds without administrative permission (also includes failure to sign out)
  • Falsifying, forging, cheating, or plagiarizing the work of others. (written or verbal)
  • Abusive, profane, or obscene language, gestures, or material (student to student): This includes, but is not limited to the following references: race, religion, gender, creed, national origin, personal or physical attributes, disability, intellectual ability, or matters pertaining to sexuality.
  • Failing to leave the school, the school grounds, the school bus, or otherwise failing to follow the instructions/directions of the principal or staff member in charge after being told to do so; or is otherwise not authorized to be present in such areas (e.g., expelled or removed).
  • Disrupting school activities or otherwise willfully defying the valid authority of supervisors, teachers, administrators, school officials, or other school personnel engaged in the performance of their duties. This provision includes not only horseplay and other forms of disorderly conduct, but also includes: lying to and/or making false statements to school personnel, and/or the violation of other rules and guidance established for an orderly educational atmosphere.
  • Possessing or using tobacco, or any product containing tobacco or nicotine products; including, but not limited to: cigarettes, cigars, miniature cigars, clove, smokeless tobacco, snuff, chew packets, and betel nut or related paraphernalia (lighters, matches, rolling paper, etc.)
  • Any activity that endangers self or others while at school
  • Violating attendance regulations or policies (i.e., truancy).
Referral 1: After School Detention
Referrals 2: Detention or Saturday School or Work Detail
Examples of work detail: working the booster tent, help setting up the football field; assisting at the track meet, etc.
Referrals 3: 1 day In or Out of School Suspension
  Referral 4: 2-3 Days of the combination of Saturday School, and/or In or Out of School Suspension
  Referral 5: 3-5 Days of the combination of Saturday School, and/or In or Out of School Suspension.

An administrator may offer the following alternatives to Out-of-School Suspension:

  • A parent may opt to shadow their child for one day instead of any 1 day out of school suspension. A parent is not to be an active participant in the class and is to be an observer only.
  • The Principal at each school may limit the number of times that shadowing is allowed instead of OSS.

Category III: Severe/Extreme Infractions

A student may be disciplined, to include removal from school (i.e., suspension, expulsion, or out of school placement) in appropriate circumstances; when a preponderance of the evidence demonstrates that the student has engaged in any of the following acts of misconduct:

  • Causing, attempting to cause, or threatening to cause, physical injury to another person; or has threatened to use or has used physical force against any person, including physical force that causes serious bodily injury to a person, as defined by section 1365(h) (3) of 18 U.S.C. (reference (k)).
  • Possessing, using, or transferring to another person any dangerous weapon (section 930(g)(2) (reference (j)), (e.g., any firearm, knife, explosive, incendiary device, or dangerous object) at the school or at a school-sponsored activity. A minimum 1-year expulsion is required for the possession of firearms.
  • Possessing, using, distributing, or the attempted possession; use; or distribution of alcoholic beverages.
  • Possessing, using, distributing, or the attempted possession; use or distribution of any illegal/controlled substance; as defined in enclosure 2. A mandatory expulsion recommendation is required for a second offense.
  • Offering, arranging, using, or negotiating to sell drug paraphernalia, or the unlawful possession of drug paraphernalia.
  • Robbing or extorting, or attempting robbery or extortion.
  • Damaging or vandalizing school, U.S. Government, contractor, or private property.
  • Stealing, wrongfully appropriating, or attempting to steal or wrongfully appropriate; or knowingly receiving stolen school, Government, contractor, or private property.
  • Gambling in any form.
  • Fighting or otherwise engaging in conduct that endangers the well-being of a student or others.
  • Bullying (including cyber bullying) another, or a group (e.g., engaging physical intimidation, taunting, hazing, name calling, insulting, cursing, gesturing, or verbally abusing any person; including, but not limited to: comments, abuse, or harassment based on that person's race, religion, gender, creed, national origin, personal or physical attributes, disability, intellectual ability; and matters pertaining to sexuality, or characteristics of another person or the associates of another person).
  • Engaging in, or attempting to engage in, acts of arson, making a threat to bomb, burn, or destroy in any manner a school building or school property, or intentionally making a false report of a bomb threat or fire (e.g., making a terrorist or bomb threat, pulling a fire alarm, etc.).
  • Possessing or using fireworks or other explosive devices.
  • Violating the terms and conditions of the DoDEA Student Computer and Internet Access Agreement, or by illegal or unauthorized means gain access to the computers, software telecommunications, and related technologies of others; engage in any willful act that causes physical or financial damage or otherwise disrupts information technology, or use a computer or communications device to communicate threatening, harassing, indecent messages; or download obscene or pornographic materials.
  • Violating any law, rule, regulation, or policy of the military installation or the school.
  • Failing to report or otherwise be complicit in the above-described acts.


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.

Disciplinary Matrix for Electronic/Internet Resource Use Actions

This policy applies to EU-West

SUBJECT: Computer Access and Internet Policy DoDEA AI 6600.01

POLICY: It is DoDEA policy that:

  1. The use of DoDEA IT resources shall be permitted for official and authorized purposes including communication, research, and educational or professional development in support of the DoDEA mission.
  2. Internet use for educational, administrative, and research purposes will be encouraged and supported in agreement with the terms and conditions contained in the DoDEA Technology user agreement policy
  3. All use of DoDEA IT resources will be accomplished through individual user accounts, except as specifically authorized by the Designated Approving Authority (DAA).

If a student violates the DoDEA Technology user agreement policy, the following actions will be imposed.

Category I: Minor Infractions Referral Possible sanctions for Category I infraction may include, but are not limited to, one or more of the following actions:
  • Misuse of email
  • Using inappropriate language
  • Being abusive or impolite
  • Contacting inappropriate persons
  • Using e-mail at inappropriate times
Referral 1: Warning, Parent contact, and/or Detention
Referral 2: Suspension of email for 10 Days
Referral 3: Termination of email for SY and Administrative Action
Referral 4: **Administrative Action
Category II: Serious Infraction Referral Possible sanctions for Category II infraction may include, but are not limited to, one or more of the following actions:
  • Sending or receiving offensive materials
  • Violating copy right
  • Using computer resources without permission
Referral 1: **Administrative Action
Referral 2: Suspension of LAN and email for 2 weeks
Referral 3: Termination of LAN & email accounts RESTRICTION of computer usage
Referral 4: **Administrative Action
Category III: Severe Infraction Referral Possible sanctions for Category III infraction may include, but are not limited to, one or more of the
following actions:
  • Damaging Hardware. Software, or network
  • Changing configurations
  • Accessing another users private Files (i.e. H:drive files)
  • Modifying using , deleting or misusing public files (K:or common drive, teacher files)
  • Using another user’s account or allowing him/her to use yours
  • Attempting to get around safety and security measures ( i.e. web filters, virus scan, etc.)
  • Sexually Offensive behavior
  • Insubordination with disrespect and profanity
Referral 1: *Suspension of LAN and email for 2 weeks
Referral 2: Termination of LAN & email accounts RESTRICTION of computer usage
Referral 3: Termination of ALL Computer privileges
Referral 4: **Administrative Action
Category IV: Extreme Infraction Referral Possible sanctions for Category IV infraction may
include, but are not limited to, one or more of the following actions:
  • Using electronic means to threatening, bullying, harassment and/or abuse others
  • Accessing restricted private data
Immediate termination of all computer privileges and suspension from school

Related DoDEA Policies & Regulations

6600.01: Computer Access and Internet Policy

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

Arrival and Dismissal Procedures

This policy applies to Spangdahlem ES

Arrival at School

Parents of students who walk to school are advised not to allow their children to leave home too early. Due to the lack of supervision, children should not arrive earlier than 7:50 AM. 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 0800. 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.

Student Conduct and Expectations

This policy applies to Spangdahlem ES

"It is the teacher's right to teach.....And the student's right to learn."

The SES staff and administration work diligently to encourage students to develop and demonstrate the behavior that will help them be successful citizens. The following five "I CARE" rules are emphasized throughout all classrooms at SES

  1. I will talk at the right times.
  2. I will listen and follow directions.
  3. I will be kind and respectful to everyone.
  4. I will complete my work and do my best
  5. I will be responsible for school materials and supplies

Related DoDEA Policies & Regulations

2051.02: Student Rights and Responsibilities (cancelled)

Classroom Changes

This policy applies to Spangdahlem ES

Please note, classroom changes will not be considered until after the first Friday in October. Requests can be submitted in writing or by email to Principal Scott Tefft. Changes will be reviewed by the Spangdahlem Elementary School Placement Committee; and only for legitimate educational reasons. The placement committee's decision is given to the principal for final review and approval. Outcomes are then delivered to the requesting family.


Continuing School Improvement (CSI)

This policy applies to Spangdahlem ES

The student performance goals/strategies listed below are from SY 18/19. Student performance goals are reviewed annually and are subject to change SY 21-22.

Objective: All SPES students will achieve mastery of these specific grade level standards:

Sure Start

By end of school year 2021-2022 in math performance, at least 80% of all Sure Start students will identify and quantify the numbers 0-10 as evidenced through Teaching Strategies Gold online assessment color bands.


NBT 1: Work with numbers 11-19 to gain foundations for place value

1. Compose and decompose numbers from 11 to 19 into ten ones and some further ones (by using objects or drawings) and record each composition/decomposition by a drawing or equation


1st Grade

NBT 2: Understand place value

a. 10 can be thought of as a bundle of ten ones-called a “ten”

2nd Grade

NBT 1: Understanding place value

Understand that the three digits of a three-digit number represent amounts of hundreds, tens and ones. Understand the following as special cases:

a. 100 can be thought of as a bundle of ten tens-called “hundred”

3rd Grade

NBT: Use place value understanding and properties of operations to perform multi-digit arithmetic.

1. Use place value understanding to round whole numbers to the nearest 10 or 100

4th Grade

NBT: Generalize place value understanding for multi-digit whole numbers.

1. Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right.

5th Grade

NBT: Understand the place value system

1. Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left.

Strategy 1: Use CCRSM and PSCD/Sure Start inquiry based activities to guide mathematics instruction.

Strategy 2: Analyze quarterly grade level data to guide intervention for targeted subgroups and ensure student progress toward goal.

Strategy 3: Utilize grade level collaboration time when warranted in order to guide instruction and student achievement.

Monitoring: See Grade Level Assessment Tables



SPES is dedicated to our Continuous School Improvement process…

West District & SPES Vision

Our vision statement is currently being developed in conjunction with our district move/reorganization.

West District Goals and Strategy

1.    Students in the DoDDS Europe West District will improve in mathematical proficiency.

All DoDDS Europe West District educators will regularly participate in collaborative activities and analyze student performance data which is

supported through professional development.

SPES Daily Bell Schedule School Year 2021-2022

This policy applies to Spangdahlem ES

Spangdahlem Elementary Bell Schedule

Spangdahlem ES Problem or Concern Resolution Flow Chart

This policy applies to Spangdahlem ES

Everyone benefits when the proper chain of command is followed. We request that you attempt to solve issues at the lowest level before requesting resolution at a higher level. It is requested that when a problem or a concern exists, you begin with your child’s teacher and speak with him/her first regarding a classroom issue. Please note our Department of Defense Education Activity (DoDEA) Chain of Command below:


Student School Supply Lists 2021-2022

This policy applies to Spangdahlem ES

SPES Supply List K-2 GradesSPES Supply List for Grades 3-5

Resource Programs/ Support Personnel

This policy applies to Spangdahlem ES

In addition to regular classroom instruction, Spangdahlem ES offers the following resource services:


ESOL is provided for students who are not proficient in speaking, reading, and writing English. Services are provided in age appropriate, individual, and small group settings. (

Policy Reference: DoDEA Regulation 2440.1, “English as a Second Language Programs,” March 16, 2007

An English Language Learner (ELL) is a student identified as one who is in the process of acquiring English as an additional language. In accordance with the policy stated in the DoDEA Regulation 2440.1, “English as a Second Language Programs,” March 16, 2007, DoDEA’s ESOL Program is an English language acquisition program focused on teaching language and content that is designed to teach ELLs social and academic skills, including cultural aspects, in order for the ELLs to succeed in an academic environment. The ESOL Program involves teaching listening, speaking, reading, writing, study skills, subject area content, and cultural orientation at appropriate developmental and English language proficiency levels, with little or no use of the native language. ESOL instruction is conducted in English and can be provided in a variety of settings and program configurations. The amount of instruction given will be differentiated according to the student’s age, grade level, academic needs and English language proficiency. ELLs may receive instruction both through the ESOL Program and in the main classroom setting.


The Advanced Academic Program & Services is designed to help those students with outstanding talent who perform or show the potential for performing at remarkably high levels of accomplishment when compared with others their age, experience, or environment. These children and youth exhibit high performance capability in intellectual, creative, and/or artistic areas, possess unusual leadership capacity, and/or excel in specific academic fields. Parents and/or staff members may refer student candidates to this resource program, whereby the AAPS Committee will then screen, assess, and determine student eligibility to participate in this program. (DoDEA Regulation 2590.1)


Students in grade K-5 receive regularly scheduled instruction from resource educators specifically trained in these areas. Fine Arts Programs provide an environment that encourages the development of student’s aesthetic awareness and skills. Provide opportunities in which students are challenged to develop and demonstrate the critical thinking and problem solving processes and proficiencies involved with creation, interpretation, communication, and learning, in and through visual arts, music and drama.


Quality physical education programs promote the physical growth and development of all children and youth while contributing to their general health and ability to learn. The DoDEA Physical Education curriculum is based on a planned sequence of experiences in a wide variety of developmentally appropriate learning activities beginning with basic movement concepts and skills and progressing toward more complex game, sport, dance, and other forms of movement and physical fitness activities.


Host nation education is a unique feature of the Department of Defense Dependent Schools (DoDDS) K-5 school program and is designed to provide elementary school students with an introduction to host nation languages, taught by host nation teachers, as an essential experience of the DoDEA curriculum. In addition, with host nation teachers as guides, students participate in activities which build appreciation and understanding of the culture of the country in which they are located. As DoDEA endeavors to provide opportunities for students to communicate in multilingual and multicultural societies, the host nation program offers students language skills and cross-cultural understanding that they need in the 21st century. The goals of the Host Nation Program are:

- Students will achieve personal, social, vocational competency and environmental adaptability in the host nation country. - Students will achieve functional proficiency in the second language.

- Students will have an opportunity to implement locally social studies selected themes.

- Classroom and host nation teachers will develop intercultural collegiality.

- Parents will have an opportunity to grow inter-culturally with their youngsters. (


The role of the DoDEA School Library Information Center program is to support the DoDEA mission of preparing military children for success in a global environment. This mission is achieved by:

- Providing access to print and non-print resource materials that are aligned to the DoDEA curriculum;

- Facilitating library services and literacy programming that fosters a love of reading;

- Defining the essential information literacy skills required for student achievement in the 21st century; and

- Collaborating with educators to design learning strategies and deliver instruction that meets the needs of the military child.

Information Literacy [IL] is the acquisition, interpretation, and dissemination of information. IL encompasses effective methods for locating, evaluating, using, and generating ideas and information. The focus of IL is to help DoDEA students become critical consumers of information enabling them to effectively evaluate information; then successfully apply their knowledge to decision-making, problem-solving, and creative pursuits. 


The Guidance Counselor provides a comprehensive guidance program to all students in grades K-5. The school guidance program helps build the foundation for life-long learning by assisting students in developing self-respect, awareness of others and positive learning attitudes. School counselors provide direct and indirect services and activities to students, families, and school staff for developing strategies that deal with education, personal and social challenges that may interfere with the educational process. In the elementary school, the Competency-Based Counseling Program promotes learning by assisting students in mastering skills and developing the attitudes necessary to be successful students. It emphasizes decision-making skill development and exploration of future educational and occupational possibilities. The program also stresses self-concept development and the acquisition of social skills needed for interpersonal relationships. (


AST provides supplemental instruction to identified struggling readers, writers, and mathematicians. AST is provided for 1st through 5th graders as needed, children continue to receive direct instruction in the regular classroom setting. The AST also co-plans units of study, co-teaches lessons, models lessons, encourages reflective practices, assists with small group instruction, helps with assessments, co-creates classroom management techniques to support effective, meaningful instruction.


The School Psychologist is available to provide short-term psychological counseling that supplements and extends the regular guidance-counseling program. The goal of such counseling is to improve the student’s ability to be successful in the school environment. The school psychologist is also available to consult with parents, teachers, and community agencies. (


Child Find is the ongoing process used by DoDEA and the military departments to seek and identify individuals (inclusive from birth to age 21) who are eligible to receive special education and related services.



Wellness Plan

This policy applies to Spangdahlem ES

Spangdahlem Elementary School values the health and well-being of every student and staff member and plans and implements activities and approaches that support healthy lifestyles. Per DoDEA requirements, Spangdahlem ES relies upon its School Advisory Committee, as well as all stakeholders, to be its “Wellness Committee.”

Arriving At School

This policy applies to Spangdahlem ES

Children should arrive no earlier than 0750. This is especially important during inclement weather. Both the health and safety of your children are involved, so we ask for your utmost cooperation in this matter. Car riders and bus riders enter the doors of the school beginning at 0750. Upon entering the building, students should sit or stand quietly in a line outside their classroom. Teachers will open their classroom doors for student entry at 0755 and instruction will begin at 0800. Students arriving after 0800 are considered tardy and must report to the main office for a tardy slip before proceeding to class.

Arriving Late

This policy applies to Spangdahlem ES

For the safety and security of our students, all students arriving after 0800 (Monday-Friday) must come into the main office for a tardy slip before proceeding to class. Parents must escort their student into the main office if arriving late.


This policy applies to Spangdahlem ES


Please advise your child at the beginning of the day which mode of transportation he/she will be using to go home. Clear, consistent, effective routines are in the best interest for your child's safety. SPES staff will try to accommodate your needs to the best of our abilities but plan ahead.

DO NOT email transportation changes after 1330 (M/T/TH/F) & 1245 (Wednesdays), phone calls only after that time.
Changes to transportation may not be made after 1345 (M/T/TH/F) & 1300(Wednesdays).

For your child’s safety, your student will only be released to authorized adult(s) as indicated on your emergency contact list.


This policy applies to Spangdahlem ES


All visitors, as well as parents, must register and obtain a visitor’s sticker at the main office before proceeding to contact students or staff members. Signs are posted in entry/exit points within the school as a reminder. If visiting a classroom, it is important to coordinate with the teacher or the main office prior to visitation. When at the school site, thank you for wearing your visitor’s sticker so that we know you’ve formally checked into the main office and so that all staff members know as such.

All visiting personnel are expected to participate in active school exercises and react to real world emergency events. These situations will be broadcasted via the school’s mass notification system. For your own safety, and the safety of the students/faculty, visitors will be required to follow the instructions of staff personnel following these notifications.


Parent/ Visitor Guidelines - Parking

This policy applies to Spangdahlem ES

For safety reasons, all visitors and volunteers must report to the school front office immediately upon entering the school. A visitor/volunteer is someone who is not a school employee or student and enters the school during operating hours. Visitors may go only to the area they indicated as their destination when signing in at the front office. All visitors will receive an appropriate visitor’s badge that is to be displayed conspicuously at all times while on school grounds. Visitors may be asked for an item of value in exchange for the visitor’s badge. Any change to the designated location must be cleared through the front office before visiting a different location. Upon finishing their visit, visitors must check out at the office, return the visitor badge, receive their item of value that may have been requested, and exit the school. Parents are welcome to visit the school and classrooms to observe our programs in action. In accordance with the policy stated in DoDEA Administrative Instruction 4700.3, “Application and Background Check for DoDEA School Volunteers and Student Teachers,” May 15, 2006 a visitor or volunteer should never be left alone with students unless proper background clearances have been obtained. Please consult your school administrator to begin this process.

Student Behavioral Expectations

This policy applies to Spangdahlem ES

At Spangdahlem ES, our school wide approach to managing student behavior consists primarily of teaching and reinforcing positive attitudes and behaviors. We view our students’ behavior as a responsibility shared by students, parents, school staff, and the community. Adults guide students from direct discipline to self-discipline through consistent positive examples, reinforcement of appropriate student actions, and conversations with them when they make inappropriate behavior choices.

Students are expected to behave in ways that demonstrate the following:

 The Three R’s

Stay SAFE!

Respect yourself.

Stay on task

Respect others.

Accept responsibility

Respect property

Follow directions of all staff


Encourage others


When a student repeatedly does not respond to the classroom rules and behavior plan, the teacher should consider the following steps in addressing the disruptive or inappropriate behaviors.

    STEP 1 Teacher attempts to modify student’s behavior by selecting a different strategy than those used for the remainder of the class.
    STEP 2 Teacher holds parent conference to modify student’s behavior.

(Teacher repeats Steps 1 and 2 as long as the strategies change the student’s behavior, even if each does so only for a limited period.)

    STEP 3 Teacher consults with resource staff for ideas on other strategies that could be tried. Teacher may also request an observation by the resource educator of the student in the setting in which most inappropriate behaviors take place. If the resource is the counselor, then alternative interventions become part of the counseling plan. Written documentation of behavior contracts, classroom discipline strategies and modifications, and results of consultations with school resource staff are set up and maintained. Parent conferences are held at intervals to share information on choices and progress.

    STEP 4    Teacher meets with supervisor to discuss the student’s behaviors and the steps taken thus far. A plan is developed cooperatively for conditions under which the student will be referred to the main office and for an appropriate expected response when such referrals take place.
(Steps 3 and 4 may occur close together in time, or even at the same time, particularly if a behavior contract is being developed or another strategy is put in place, which requires a consistent response from an administrator if the child is referred to him/her by any staff member.)

    STEP 5 Resource educators, teacher, student, parents, and administrators, work as a TEAM to modify student’s behavior.

    STEP 6 If the staff working with the child suspect’s issues of ADD or ADHD, a referral is generated to the school nurse and the point of contact for the Student Support Team (SST) that manages these medical referrals. A meeting of that group is held after the appropriate forms, documentation, and information is gathered.

    (If the student is identified as ADD or ADHD, the Student Support Team (SST), under the school nurse’s direction, will work with the teacher to monitor the student and his/her behavior.)

    STEP 7 If inappropriate behaviors persist over time, even when identified strategies are consistently applied, then the classroom teacher and the resource educators that have been working together consult with the Case Study Committee Chairperson. They determine what additional documentation (other than Step 3 materials) or actions will be needed to pursue a formal referral for possible identification for special services/referral to EDIS. The behavior management specialist becomes the case manager. During the period of the referral and assessment process, the classroom teacher and resource educator team continue to document the results of the strategies they are using with the student.

    STEP 8 If the student is determined eligible for special education; an Individualized Education Plan (IEP) is developed. Any further concerns about student behavior are addressed through CSC meetings in which IEP goals are reviewed and type and amount of services are modified to address needs.

    STEP 9 If the student is not determined eligible for special education, the classroom teacher and resource educator team continues to use Steps 1-5 to address concerns.
At this point, it would also be appropriate to discuss with the administrators what other community resources need to be involved in the problem, (e.g. sponsor’s command, civilian misconduct officer, social services, etc.).


1.    Upon first evidence the student is physically disruptive and has potentially unsafe losses of self- control, the teacher will consult with an administrator.

If the first incident occurs without any forewarning or time to prepare, common sense and good professional judgment will be exercised to get additional assistance and work through the incident until the child is safe and unable to disrupt. Following this, the teacher should proceed to address #2 and #3 swiftly and set up the conference as soon as possible for developing the plan outlined in #5.

2.    Review school records. If special education records are available, review these also and request a CSC meeting to discuss and resolve the remaining steps to be taken, including those issues discussed in #5 below.

a.    If special education records are active, modifications to the IEP should be carefully considered. Discuss how other staff members who work with the child will be informed of necessary information to manage his/her special needs.
b.    If special education records are inactive or the student was not eligible for services based on assessment results, CSC should discuss other appropriate eligibility criteria or additional information at hand that could re-open the eligibility decision to reconsideration.

3.    Have school psychologist and behavior management specialist observe. Be sure to inform them of whether or not special education records exist, and whether Student is on an IEP.

4.    Set up a conference with parent(s), administrator and resource educators (identified through #2 and #3 and discussion with administrator). If there are active special education records (2a above), a CSC meeting would usually take the place of a conference.

5.    Develop a crisis response plan with all of the above individuals which includes:

a.    A back-up plan with colleagues in the adjacent classrooms for signaling for assistance
b.    Plan for removing other students from harm’s way, if needed
c.    The clearly identified set of behaviors/circumstances for which this plan would be activated
d.    A clear understanding of the appropriate manner in which to exert physical restraint, if that is an issue with the Student, and the documentation for such incidents
e.    Clearly identified roles of the psychologist, behavior management specialist, counselor, or other staff who will provide support in such incidents
f.    Plan for briefing all staff members who work with the child on the above
g.    The parents’ full knowledge and consent for the above steps, and for their own identified role/response.

Teachers have class rules, which are based on these expectancies and which give students more specific information about the rules and what the teacher expects of them. Parents receive information on classroom discipline plans when their child enters the teacher’s program.


When students act in ways that do not reflect Spangdahlem ES’ expectations, such incidents become opportunities for teaching responsibility and how to make better choices.

In common areas of the building, all staff members share the responsibility for enforcing the school- wide rules and monitoring individual student behavior. Therefore, any staff member may and should take the opportunity to discuss observed inappropriate behavior with students, and if warranted, refer the student to the classroom teacher or an administrator.

When incidents occur on the playground or lunchroom or when a teacher makes a referral for a specific incident in the classroom, the principal will investigate the referral, to include talking to all students with relevant information. If it is determined that the student has behaved unacceptably, the administrator will apply a consequence.

First offenses generally result in a warning. For serious first offenses or for inappropriate behaviors after that initial event, consequences are matched to the student after consideration of his/her age, prior behavior history, and of course the circumstances surrounding the referral. Discipline infractions are recorded in the school’s student information system and kept on file.
Possible consequences include:

-    Student/parent conferences
-    Behavior contracts
-    Restriction from use or access to a place or activity for a specified time
-    Lunchtime or after school detention
-    Attending school on a non-school day (such as Saturday)
-    Suspension from school
-    Contact with sponsor’s chain of command

Level 1:

Low level annoying and mildly disruptive behaviors that impact the student

Level 2:

Low level behaviors that interfere with the learning of others


Element 3: Managing for Effective Learning 3A Effectively manages student behavior

  1. Create a courteous, respectful classroom climate
  2. Establish appropriate classroom rules, routines and expectations
  3. Reinforce positive student behavior in a consistent manner
  4. Demonstrate respect, empathy, fairness, consistency and firmness in handling student behavior
  5. Utilize appropriate intervention strategies in managing behavior

3B Organizes the classroom for effective learning

1)     Arranges the classroom and uses routines to support the designed learning activities


3A and 3B

Element 2: Presenting Organized Instruction 2C Engages all students in the learning process

  1. Provides for learner active involvement
  2. Structures pace to keep learners interested and involved
  3. Differentiates instruction as appropriate
  4. Adapts instruction based on student responses
  5. Provides opportunities for creative thinking and creative products
  6. Provides opportunities for students to make decisions regarding own learning or behavior

Student Behaviors:

--Not prepared; no pencil or materials

--Not completing homework

--Out of seat

--Breaking pencils

--Not following directions


--Playing in desk

--Not doing class work

--Not in line


--Not listening

--Leaning in chair

--Refusing to work

Student Behaviors:

--Blurting out


--Inappropriate noises

--Chronic tattling

--Touching, poking others

--Inappropriate use of furniture, such as standing on tables

--Mimicking behaviors of others; disrespectful

--Out of seat, bothering others

--Crawling on floor, bothering others

--Consistently not following directions

--Making negative remarks to others

--Constantly whining

--Chronic Level 1 behaviors

Positive Methods for managing behavior:

--Proactively manage students through eye contact, voice tone, proximity, removing distractions, non-verbal signaling…

--Maximize time-on-task. Re-teach routines to minimize disruptions when transitioning, lining up, sharpening pencils, etc.

--Involve students in problem solving and decision making via class meetings and solve-it tables

--Reward students for correct behavior and cooperation; role-play expectations.

--Redirect off-task behaviors; ignore minor behaviors while using specific praise to reinforce appropriate behaviors

--Consistently follow through on clear class rules and interventions

Additional Positive Methods for managing behavior:

--Practice and reinforce courtesy and respect

--Explicitly teach social skills, active listening, and “filling buckets.”

--Increase supervision

--Administer consequences privately, fairly, consistently, non- emotionally.

--Teach students to self-assess and problem solve their behavior

--Pair disruptive student with older student or adult mentor

--As a pre-SST referral, involve the grade level team

--Engage student in learning activities. Incorporate his/her interests and use multi-sensory instructional strategies and materials

--Provide appropriate structure, choice, challenge and pace

Consequence may include:

--Natural consequences; retribution

--Timeout in classroom

--Phone call or email to parents

--Child calls the parent (in teacher’s presence)

--Loss of privileges such as computer time or recess

--New seat assignment.

--After school detention (older child)



Input on Level 1 data chart

Consequences may include:

--Longer timeout in classroom

--Timeout in grade level colleague’s room

--Student finds solution via solve it table or classroom meeting

--Conference with parent, student, teacher, specialist, and/or administrator

--Detention or loss of privileges

--Natural consequences; restitution, apologies, seat assignment

--Behavior report card/contract

--Referral to the counselor or grade level team (pre-SST)

--Referral for additional services such as SPED, GE, ESL or Nurse


Input on Level 2 data chart

Level 3:

Behaviors that affect an orderly environment and that are chronic,

disruptive, hurtful, and/or conflict generating

Level 4:

Behaviors which are harmful, dangerous, disruptive and/or

unsolved. IMMEDIATE office referral.


3C Maximizes use of resources and materials

  1. Collaborates with colleagues, school-based specialists, resource personnel and community resource persons
  2. Provide a variety of appropriate instructional/program materials that reinforce and extend skills, accommodate learning styles, and match student and instructional objectives
  3. Incorporate multi-sensory materials to meet varied student learning styles



3A, 3B, 3C

Performance Element 4: Monitoring and Assessing Student Achievement

4A Uses a variety of assessment tools and strategies

  1. Communicates assessment criteria and standards to students
  2. Uses information from student assessment to guide instruction
  3. Communicates student progress to parents

Student Behaviors:

--Talking back to adult; disrespect to others

--Throwing things – objects not causing harm


--Lying or Cheating


--Inappropriate language; profane hand gestures


--Mischief in the bathroom or hallway

--Pushing, shoving

--Leaving room without permission

--Purposely try to stop instruction through misbehavior

--Pinching and scratching

--Vandalizing property

--Throwing food; spoiling others’ food by spitting, etc.


Student Behaviors:

--Actions that harm or are perceived to have caused harm




--Weapons and look-alike weapons including hand gestures that convey a threat




--Throwing things that are heavy and sharp and could hurt others

--Threatening to do injury to person or property

--Sexual harassment or sexual behaviors

--Chronic bullying

--Leaving campus without permission

--Malicious spitting

--Willful disobedience toward any school authority

Additional Positive Methods for Managing Behaviors:

--Intervene early. Re-teach school rules/expected behaviors

-Consistent application of rewards and consequences; link rewards to appropriate behaviors

--Consult with colleagues, resources (books, CD) and community specialists

--Involve students in solution via solve it table or class meeting

--SST referral

--FBA, Behavior Report Card and BIP

--Involve parents in problem solutions

--Differentiate curriculum and instruction according to readiness, interest and learning style; Adjust the pace or structure of instruction

--Involve student in developing a plan for being more responsible and respectful

Additional Positive Methods for Managing Behaviors:

--Progressively longer time-outs

--High levels of supervision: seat assignment, room arrangement, buddy

--Adjust BIP; link rewards to appropriate behavior

--Alternative classroom placement

--Mandatory individual or small group counseling for suspended student(s)

--Parent meeting

--Involve student in making a plan for being more responsible and respectful.

Consequences will include one or more:

--Timeout in colleague’s room, counselor’s office, administration office

--Detention or structured lunch/ recess areas

--Conference with parent, student, teacher, specialist, and/or administrator

--Behavioral report card/contract with adjustments

--Student Support Team (SST) referral

--Parent sits with child in classroom or time out room

--Sent home with parent

--Meeting with parent’s Commander or the School Liaison Officer

--Suspension (exclusion for first-time offense unless injuries resulted)


Input on Level 3 & 4 Referral Form

Consequences will include one or more:

--As per DODEA discipline policies (2051.1)

  • 1-4 days suspension (in-school or at-home)
  • 5 days suspension requires FBA
  • 10 days suspension leads to SES Disciplinary Bd. Board decides on expulsion or other option
  • Weapon –immediate suspension and review by the discipline


--Battalion Command contact (Commander or Sgt Major)

--Civilian Disciplinary Bd (minimum 10 years old) for Community Service

--Law enforcement

--School Liaison Officer

Input on Level 3 & 4 Referral Form—IMMEDIATELY!


Spangdahlem ES Playground Rules

This policy applies to Spangdahlem ES

All Spangdahlem Elementary students will be taught and are expected to follow the S.A.F.E.T.Y. rules while enjoying their recess time.
•    Safety first, walk to and from the playground
•    Anything on the ground, stays on the ground
•    Find friends, be a buddy
•    Everyone follows directions
•    Treat others the way you want to be treated
•    You must line up when called

    Student should always play safe and be considerate of others.
    If there is a problem with a peer, students will try to talk it out and ask a school adult for help.
    Students will follow playground rules and use all playground equipment safely.
    Students will ask a recess monitor if they need help or would like to see the school nurse. A student should never leave the playground area without permission from a monitor.
    Students will respect school grounds and property. Trees are for admiration, not climbing.
    Students will listen to and be respectful of recess monitors and school adults on the playground at all times. Monitors always have the final say.
    Students will only use school equipment. No equipment from home or class may be brought out to the playground (balls, toys, paper, pencils, etc.) as this causes arguments.
    Tackling, pushing, shoving or play fighting is not permitted at ANY time.
    If the monitor decides play is too rough or unsafe, play stops for the day and possibly longer.
    Once the recess bell sounds, students will walk to line up with their class and wait quietly for their teachers.


1.    Students will take one item at a time to play with and return the item when done using.
2.    Balls and other portable equipment must stay in the ball play area.
3.    SLIDES
a.    Students will climb up the latter only and slide down the slide only.
a.    Students will not climb over the top of the wall.
b.    Students will call a recess monitor for help if they are stuck.
5.    SWINGS
a.    Students will sit on their bottoms and swing front to back. Standing up in the swing seat is not permitted.
b.    Students will not jump off of the swing or twist the swing ropes/chains.
c.    Students will avoid running in front of back of swings for safety reasons.
d.    Students will count to 100 for their turn on the swing.
a.    Any student who wants to play in the game should be allowed to play.
b.    Tag will be played with two-hand touch only.
c.    Students will remain alert while running and keep their eyes open.
d.    If a ball leaves the field area, play must stop. Students should ask permission from a recess monitor to leave the area and retrieve the ball. Play may resume once the ball has been brought back into the play area.
e.    If there is tackling, tripping or wrestling on the playground, play stops for the day and possibly longer.
f.    Play is only allowed on the grass covered areas. The field area may not be used if it is excessively wet and/or muddy. The recess monitor decides if the field is in a condition to be played on.

Monitors always have the final say.

Cafeteria Expectations

This policy applies to Spangdahlem ES

In order to have an enjoyable lunch at Spangdahlem Elementary students will follow the L.U.N.C.H. rules.

  • Line up quietly until you are seated on your bottom
  • Use hand signals to get attention while sitting
  • Never share food brought from outside the MPR
  • Control your noise level
  • Help keep the MPR clean, by picking up and throwing away trash after eating


  • Students will be escorted into the cafeteria by their teacher.
  • Tables are assigned for each class and students must sit at their assigned table.
  • Students will always WALK in the cafeteria.
  • Students purchasing lunch will get in line.
  • Students may talk quietly while in line and at the lunch table.
  • Students should follow directions and be respectful of monitors and school adults in the cafeteria at all times.
  • Students will remember to bring a jacket to the cafeteria (per weather conditions) if needed.
  • Students will remain seated at their assigned tables and raise their hand if they need assistance.
  • Students will clean up after themselves and wait for a cafeteria monitor to dismiss them from the tables.

In the lunchroom and as a school as a whole, healthy eating habits are promoted, as per DoDEA Health Curriculum Standards. Hence, sugary temptations such as baked goods and junk food favorites should be kept to a minimum, while soda consumption should be avoided with water, milk, and natural juices being the mainstays to healthy eating.

Standardized Testing

This policy applies to Spangdahlem ES

Students will participate in separate system wide assessments:

The DCAS (DoDEA Comprehensive Assessment System) will be given to students in the 3rd, 4th, and 5th grades in May. The DCAS is computer-based and uses interactive questions to determine whether students have mastered the fundamentals, as well as higher-order skills such as critical thinking, problem-solving, and analyzing sources to write arguments and informational essays – skills not easily assessed by traditional multiple-choice tests.

Study Trips

This policy applies to Spangdahlem ES

Study Trips

Study/field trips are an important part of the educational program. Students are expected to participate in these activities in order to learn about our host nation and its people and to appreciate the diversity and difference of cultures. Participation should be accomplished in a manner which:

-    Demonstrates respect for the host nation and its people.
-    Reflects credit on the American community and the school.
-    Ensures the child’s own safety.

Parental permission is required for a student to participate in study trips. Parents are requested to assist by volunteering to accompany classes and help with supervision. Parents must have a background check on file with the main office. Background Check Forms are available in the main office. Younger children and/or siblings cannot accompany parent chaperones on the trip.


This policy applies to Spangdahlem ES

Homework includes all educational experiences occurring outside of school hours, but directed by the school. The kind and amount of homework depends on student needs. The most beneficial homework is that which strengthens understanding and provides enrichment. Homework is not assigned merely as “busy work” or as a disciplinary measure. It should be recognized that “homework” might not always be paper and pencil tasks. Some of the homework in primary grades will be students reading to parents and parents reading to students, or possibly host nation and creative art activities. It is good practice for parents or siblings to be as involved as possible with homework assignments. The emphasis is NOT on quantity; rather, homework assignments should serve the following purposes:

  • To provide students with opportunities to follow up on individual activities.
  • To allow exploration in greater depth of the material presented during class. Assigned homework will reinforce skills learned in class; it will not introduce new or unfamiliar concepts or skills.
  • To supplement classroom learning with related outside experience.
  • To provide opportunities for problem solving and research. Homework assignments are planned to help motivate students. Homework will be checked for completeness and mastery of concepts as appropriate to the nature of the assignment.
  • To the greatest extent possible, homework assignments will be coordinated with school events.

The following guidelines show the average range of minutes that may be assigned as a daily total. In addition, extra time may be required at the teacher’s discretion for special projects, such as science projects, journal writing and increased daily personalized independent reading.


Range of Daily Minutes


10-20 minutes


10-20 minutes


10-20 minutes


30-50 minutes


30-50 minutes


30-50 minutes

Homework support can also be found on-line at


Participation in All School Activities

This policy applies to Spangdahlem ES

Teachers need time before school, during recess and preparation periods to plan lessons and prepare instructional materials, so they should not be requested to supervise children during these times. A child who is well enough to come to school should be well enough to participate in all school activities, including physical education classes and all outdoor recess periods. Unless a written excuse by the doctor is presented to the school nurse excusing the student from participating in school activities for a specific time, the student will be expected to participate in all school activities.

Student Dress Code

This policy applies to Spangdahlem ES

Student Dress Code

Students are expected to present a clean, neat appearance. Every effort possible will be made to assist in maintaining this appearance throughout the school day.

Short shorts, spaghetti straps, halter tops, see-through shirts, T-shirts designed as underclothing, pants worn below the normal waistline, and shower shoes are examples of inappropriate classroom attire.

Clothing with offensive words, obscene pictures, and other inappropriate designs (e.g., replicas of weapons) are not permitted. Appropriateness of dress outside these parameters will be determined on a case-by-case basis by the administration.

Clothing appropriate for local weather conditions is important in a rainy, chilly climate. If an occasion should arise in which a staff member has concerns regarding the appropriateness of a student’s dress, mutual discussion with the student and parent will be held. Appropriate rain and winter clothing are important for health protection. Clothing should be appropriate for all school situations, including PE and recess (i.e., shoes such as flip-flops and open-toed shoes are inappropriate for school).

Parent Involvement

This policy applies to Spangdahlem ES


The PTSA is a school spirit and fund raising organization requiring the support of all parents to fully satisfy our objectives in supporting the school. Anyone interested in working with the PTSA should contact the President or Vice-President by emailing PTSA directly at: or their FB page: Spangdahlem Elementary School PTA.


There are many volunteer opportunities at Spangdahlem ES that include, but are not limited to reading to/with students; computer lab support/technology; library support; sharing a hobby/interest; creating artwork; typing students’ stories; co-teaching; extra-curricular activities; book binding; book orders; field trips; Xeroxing; upgrading bulletin boards; after-school homework tutoring; playground/cafeteria supervision; provide instructional support in the classroom (i.e., individual or group assistance); SAC and PTSA when available, etc.

To volunteer at Spangdahlem ES, DoDEA requires that volunteers fill out DD form 2793. This form is available in the front office. In certain cases additional forms may have to be filled out, depending on the type of volunteering. Info is available in the front office. Whether you can give a selected time per week or as your schedule allows, volunteers not only support the school’s collective efforts in all instructional and extra-curricular endeavors, but also tells all children they are important and valued.


For your child’s school year to be most profitable, students, parents, and teachers should work closely together. Good school-home relations are vital to the child’s attitude toward learning and feelings of personal acceptance. If your child appears to be disturbed about school activities or homework requirements, do make an appointment to talk with his/her teacher for clarification and possible solutions to the problem. Working together will ensure the best educational program for your child.

School-wide student led parent/teacher conferences are scheduled at the beginning of the second grading period (e.g., November). A conference day is also scheduled at the end of the second and/or third quarters for new families or staff members and families requesting to meet. Teachers or parents may also initiate a request for a conference during these dates. Individual conferences may be initiated at any time during the school year by parents and teachers. A written or telephone request is all that is necessary to schedule an appointment before or after school (class) hours.


The school makes every effort to communicate often with our parents and community members. Every week throughout the year, you will be advised of school happenings through the official school-parent newsletter. In addition, reminders will also periodically be published to advise you of important events and dates. The primary means of parents receiving copies of this newsletter is via their email accounts. Hard-copies are available upon request.

Lost and Found

This policy applies to Spangdahlem ES


Parents are urged to clearly and permanently mark belongings with your child’s name: jackets, boots, raincoats, sweaters, eyeglasses, watches and all other personal property in order that they may be returned if misplaced. The “Lost and Found” is located in the cafeteria. Unclaimed items are disposed of at the end of the school year if they cannot be successfully donated to a local charity.