Handbook
School Mission: SEEK excellence, ATTACK challenges, LEARN together to SUCCEED
DoDEA Mission: To Educate, Engage, and Empower military-connected students to succeed in a dynamic world.
DoDEA Vision: Excellence in Education for Every Student, Every Day, Everywhere.
Goal 1: Student Excellence
Challenge and prepare each student to maximize his or her academic growth and well-being for college, career, and life.
Goal 2: School Excellence
Develop and sustain each school to be high-performing within a culture of innovation, collaboration, continuous improvement and caring relationships.
Goal 3: Talent Excellence
Recruit, develop, empower, and retain a high performing workforce that reflects our students.
Goal 4: Organizational Excellence
Build an enduring, accountable, and responsive organization that provides appropriate resources, direction, and support to accomplish the Mission.
| Grade | Regular Hours | Early Release Hours | Office Hours |
|---|---|---|---|
| Grade PK - 5 | Regular Hours 8:10 a.m. - 2:25 p.m. | Early Release Hours 8:10 a.m. - 1:30 p.m. | Office Hours 7:30 a.m. - 3:30 p.m. |
| Grade PK - 5 | Regular Hours (M, T, Th, F ) | Early Release Hours (Every Wednesday) | Office Hours (Monday - Friday) |
| It is the responsibility of the parents or guardians to notify the school every time a student is absent. |
|---|
| Name | Position | Phone |
|---|---|---|
| Name Attendance | Position Attendance | Phone +49 (0)6317-106-6600 |
| Name Andrea Fleetwood | Position School Nurse/Health Aide | Phone +49 (0)6317-106-6600 |
| Name Ms. Donni Harris | Position School Counselor | Phone +49 (0)6317-106-6600 |
| Name Ms. Gwendolen Landers | Position Webmaster | Phone +49 (0)6317-106-6600 |
| Name Ms. Alexandria Willis | Position Registrar | Phone +49 (0)6317-106-6600 |
| Name Mr. Keith Russell | Position Information Specialist | Phone +49 (0)6317-106-6600 |
| Name School Meals Program | Position School Meals Program | Phone +49 (0)6561-948-7629 |
| Name Ms. Davis Shaver | Position School Counselor | Phone +49 (0)6317-106-6600 |
| Name Keela Stoneking | Position School Psychologist | Phone +49 (0)6317-106-6600 |
Director's Message: Dr. Beth Schiavino-Narvaez
This applies to:
Modification date
This policy is under review
Dear Parents, Students, Staff, and Members of our Community,
I am delighted to welcome you to the 2024/2025 DoDEA School Year. As the new Director I am committed to continuous improvement to elevate excellence across our system. There is so much to look forward to!
This year we are thrilled that 80 of our elementary schools around the world will now be offering Universal Prekindergarten. We know that attending prekindergarten is such an important step in a student’s academic career and social development. This is a transformational change for DoDEA, and we are so excited to welcome our youngest learners to our schools.
An ongoing priority for DoDEA is the vital task of ensuring that every classroom across our 161 schools is staffed with a highly qualified teacher starting on the first day of school. We have continued to refine our hiring procedures to make that happen and recently adopted 100% reciprocity for teacher certification from every state, resulting in substantial growth for our pool of highly qualified applicants.
And finally, we are continuing to build upon DoDEA’s Multi-Tiered System of Supports, a proactive and comprehensive approach to develop the potential of every student by providing high-quality instruction and increasingly intensive support based on students’ needs.
Thank you for everything you do as a valued partner in your child’s education and for helping us to ensure that we continue to deliver on our promise of Excellence in Education for Every Student, Every Day, Everywhere.
Related regulations
Parents are encouraged to follow the chain of command when issues/concerns arise: please speak with your child’s teacher first, then administration.
Monika Kerner
Spangdahlem ES Principal
Ms. Kerner joined the DoDEA Mid-Atlantic District in 2016 and served as assistant principal of Devers and Gordon Elementary Schools on Fort Bragg.
Prior to coming to DoDEA, Ms. Kerner served in the Public Schools of North Carolina as both a classroom teacher and school administrator at the elementary and middle school levels.
Ms. Kerner earned her Bachelor of Science degree in Elementary Education and English from the University of North Carolina at Greensboro in 1993 and her Master of School Administration degree from Fayetteville State University in 2010. She is a US Army veteran. Ms. Kerner considers herself a life-long learner and loves to inspire and support that drive in others. She strives daily to build strong, effective partnerships between the school and the families it serves. In her leisure time, Ms. Kerner enjoys reading and movies, being out of doors, traveling, and spending quality time with family and friends.
Ms. Leigh DeFazio
Spangdahlem ES Assistant Principal
Ms. Leigh DeFazio will be joining Spangdahlem Elementary School as the Assistant Principal.
Ms. DeFazio began her DoDEA journey as a paraeducator working one-on-one with students with special needs. Her varied career includes teaching elementary, middle, and high school, as well as special education and AVID. Her additional duties have included Installation and School Advisory Vice President, AVID Site Coordinator, Continuous School Improvement Leader, DoDEA Athletic Council, Junior Leadership Symposium, STEMposium Dean of Students, Cheerleading Coach, and Athletic Director.
Ms. DeFazio believes in the power of creating a positive school environment for students and staff through genuine and compassionate connections. She is devoted to supporting the teachers of Spangdahlem Elementary as they provide engaging, differentiated, and meaningful educational opportunities to meet the needs of all students.
The United States Air Force has played an important role in Ms. DeFazio’s life as a child, spouse, and parent. As an “AF Brat,” she had the amazing opportunity to attend DoDDS schools all over the world. As an early member of the AF Key Spouse Program, Ms. DeFazio planned and implemented deployment readiness programs to support mission demands, increase morale, unit cohesion, and family readiness across the Air Force. She also served as initial cadre for the Military Child Education Coalition, an organization that partners with state leaders to establish strategic goals for military-connected children to support their academic, social, and emotional needs.
Ms. DeFazio holds undergraduate degrees in Elementary Education and History, Master’s Degrees in Special Education and English, and a Specialist Degree in Educational Leadership. Her greatest pride is her own Air Force family. She is married to Colonel (Retired) Alex DeFazio, a former F-15E Weapons System Officer who, when not supporting her career, is an aerospace capabilities expert on the NATO Secretary General’s Staff. Together they have three amazing adult children and DoDEA graduates; their daughter, Ali, who is a communications strategist for the American Civil Liberties Union and their sons, Capt. Michael DeFazio and Lt. Dominick DeFazio, both of whom are Air Force pilots
Teresa Moon
Kleine Brogel, AFNORTH, SHAPE, Spangdahlem, Brussels Community Superintendent
Ms. Moon is a native of Hiram, Ohio. She earned her bachelor’s degree in Secondary Mathematics Education from Kent State University in 1993. Ms. Moon received her master’s degree in Curriculum and Instruction from Kent State University in 2008 and her Education Specialist Degree in Educational Leadership from Liberty University in 2016. She is currently working on her capstone project to complete her doctorate in Educational Leadership from Liberty University.
Ms. Moon began her career teaching high school mathematics and science in Florida. While there she coached softball and basketball and was the National Honor Society director. Ms. Moon was the Teacher of the Year in Pinellas County, Florida. She then relocated to Ohio to serve as a mathematics teacher at Crestwood High School and was the department chair for both mathematics and technology. Ms. Moon received the Ohio State Finalist: Presidential Award for Mathematics and Science Teaching. She also served as an instructor for Middle Childhood Education at Kent State University. The Ohio Department of Education employed Ms. Moon as a facilitator for 21st Century Teaching and Learning where she coached teams of principals and teachers across the state on project-based learning.
Ms. Moon joined the DoDEA team as an Instructional System Specialist for secondary mathematics and science and as the district STEM coordinator. During that time, she implemented full STEM programs at schools in Fort Benning, Fort Rucker, and Maxwell Air Force Base. She then became the assistant principal at Joan K. Mendel Elementary School and the Principal of Yokota High School in Japan. Ms. Moon worked at DoDEA Headquarters in the Education Directorate as the Specialized Content Program Manager where she served as the lead for twelve of DoDEA’s curriculum programs. Ms. Moon then served as a Professional Practice and Improvement Specialist for the Center of Instructional Leadership in Europe. She designed professional learning and coached principals throughout Europe. Most recently, she served as the principal of Lakenheath High School in England.
Ms. Moon has a strong passion for students and is honored to have the opportunity to support the community at Europe West District Office. She is the proud mother of four children: Darren, Randy, Rebecca and Jessica. She says that she couldn’t have achieved this amazing opportunity without the incredible support of her husband, Greg.
General Information
General Information
Interstate Compact on Educational Opportunity for Military Children
This applies to:
Modification date
This policy is under review
The Department of Defense (DoD), in collaboration with the National Center for Interstate Compacts and the Council of State Governments, has developed an interstate compact that addresses the educational transition issues of children of active duty military-connected families. Currently, all 50 states, DoDEA and the District of Columbia participate in this interstate compact, which provides uniform policy for resolving the educational challenges experienced by military-connected children as they transition between school systems.
We encourage all of our families preparing to transition, to, from or within a DoDEA and/or stateside school system to engage with the School Liaison (SLO) from the sending and receiving locations. The SLO is the local contact for schools and has valuable information about school calendars, hybrid learning, early enrollment, student services, how to manage quarantine requirements and more.
“Call your SLO before you go”
In order to prepare records for your students school transition.
A directory of School Liaisons is updated annually and can be found at: https://www.dodea.edu/education/partnership-and-resources
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 hq.partnership@dodea.edu or call the Partnership office at 571-372-6026.
Access to School Facilities
This applies to:
Modification date
This policy is under review
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.
Related regulations
Bus Safety Update
This applies to:
Modification date
This policy is under review
MEMORANDOM FOR Guardians of Department of Defense Education Activity (DoDEA) School Bus Riders
SUBJECT: Use of Video Surveillance on DoDEA Spangdahlem School Buses
- To promote the welfare and safety of all school bus riders, DoDEA’s Spangdahlem student transportation contractor, Faber Bus & Taxi, will implement the use of a passive onboard video surveillance system on select buses commencing on Wednesday, 9 March 2022.
- Faber Bus & Taxi shall comply with all Federal and Host Nation surveillance regulations and laws in its video monitoring operations.
Please feel free to see attached Memorandum
Related regulations
Visitors and Volunteers
This applies to:
Modification date
This policy is under review
For the protection of students and staff, all visitors must report to the school’s front office immediately upon arriving at the school. A visitor is any person (to include parents, sponsors, and legal guardians) not enrolled or assigned to the school requesting entry to the building.
Visitors must provide authorized identification to gain access to the DoDEA school. The visitor will be issued a visitor badge that must be displayed above the waist while on DoDEA school property. The school administrator has the final determination on visitors authorized to be at the school. While on DoDEA school property, visitors may go only to the approved area indicated as their destination when signing in at the school’s front office. Any change to the designated location must be approved by the school’s front office before the visitor can access a different location within the school. When leaving the school, visitors must sign out and return the visitor's badge to the school’s front office.
Classroom Observations
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 the school administrator is required for this type of visitation.
Related regulations
DoD School Liaison Program
This applies to:
Modification date
This policy is under review
School Liaisons serve as the primary point of contact for PK-12th grade school-related matters. The School Liaison Program offers an array of services and resources to support students, parents, installation leadership, schools and the surrounding community. They inform parents about local schools, graduation requirements, afterschool programs, homeschooling and much more. By working together with these stakeholders, the School Liaison Program builds a support network to provide the best possible education experience for military-connected children and youth worldwide.
The School Liaisons Program goals are to:
- Identify barriers to academic success and develop solutions
- Promote parental involvement and educate local communities and schools regarding the needs of military children
- Develop and coordinate partnerships in education
- Provide students, parents, and school personnel with the tools they need to overcome obstacles to education that stem from the military lifestyle
The School Liaison:
- Serves as the primary point of contact for school-related matters
- Represents, informs, and assists Command
- Assists military families with educational issues
- Coordinates with local school systems
- Forges partnerships between the military, community and schools
School Liaisons are located at each installation to provide information as well as build partnerships with the civilian and military community to help address common education challenges of military families. School Liaisons are also an initial contact for participation in the Youth Sponsorship Program which builds resilience in youth and eases transition. School Liaison support is free of charge and open to all Department of Defense identification card holders, educators who serve military students and community partners involved with PK-12 education. For more information on the School Liaison Program visit School Liaisons & Military Youth | Military OneSource
To find a School Liaison in your community use this link School Liaison Contacts MILITARY INSTALLATIONS
Whether you're planning a move to your next installation or want to know more about your current duty station, MilitaryINSTALLATIONS, one of many free resources from Military OneSource, is the place to get answers. Use it to find installation overviews, contacts for programs and services, check-in procedures, and community information for installations worldwide.
Related regulations
Student Discipline
This applies to:
Modification date
This policy is under review
Management of DoDEA student behavior is a responsibility shared by DoDEA students, sponsors/parents/legal guardians, teachers, and the military and school communities and consists of teaching and reinforcing positive DoDEA student attitudes and behaviors. Discipline should be progressively, equitably and fairly administered, is sequential and preplanned, and normally occurs in a hierarchy of consequences for repeated offenses of the same behavior.
Related regulations
Enrollment
Enrollment
Student Eligibility
This applies to:
Modification date
This policy is under review
Eligibility categories to enroll in a DoDEA school include space required, space available, tuition-free and tuition-paying with requirements differing by geographic location in accordance with public law and DoDEA policy. Sponsors must meet eligibility requirements as outlined in DoDEA Administrative Instruction 1344.01, “Eligibility and Enrollment Requirements for DoDEA Schools.”
Eligibility requirements by geographic location:
Section 3: DoDEA Schools in Europe, Pacific (Excluding Guam), and Guantanamo Bay, Cuba
Section 4: DoDEA Americas Schools in the Contiguous United States
Section 5: DoDEA Americas Schools in Guam and Puerto Rico
Additional information about student eligibility and registration can be found on the DoDEA website: Registration Process – Eligibility and Enrollment
Grade-Level Placement
This applies to:
Modification date
This policy is under review
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.
Transcripts/Records Policy/Access to Student Records
This applies to:
Modification date
This policy is under review
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 Transcripts. You may also consult with the counseling department at your child’s school for issues regarding student records.
Related regulations
English for Speakers of Other Languages (ESOL)/Language Services
This applies to:
Modification date
This policy is 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 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 regulations
Attendance Policy
This applies to:
Modification date
This policy is under review
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:
- Absent up to 25% of the school day = absent one-quarter of the school day
- Absent between 26%–50% of the school day = absent one-half of the school day
- Absent 51%–75% of the school day = absent three-quarters of the school day
- 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:
- Personal illness;
- Medical, dental, or mental health appointment;
- Serious illness in the student’s immediate family;
- A death in the student’s immediate family or of a relative;
- Religious holiday;
- Emergency conditions such as fire, flood, or storm;
- Unique family circumstances warranting absence and coordinated with school administration;
- College visits that cannot be scheduled on non-school days; and
- 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.
Related regulations
Accelerated Withdrawal
This applies to:
Modification date
This policy is under review
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.
Home-school Students
This applies to:
Modification date
This policy is under review
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 regulations
Immunization Requirements
This applies to:
Modification date
This policy is under review
Students 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:
- Yellow international immunization records;
- State agency-generated immunization certificates;
- School-generated immunization certificates; and
- 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.
DoDEA Immunization Requirements SY 24-25
STUDENTS IN NON-COMPLIANCE AFTER 10 DAYS MAY BE DISENROLLED UNTIL PROOF OF COMPLIANCE OR APPROVED EXEMPTION IS PROVIDED.
Related regulations
Immunization Exemptions
This applies to:
Modification date
This policy is under review
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.
Related regulations
Report Card and Testing Information
Report Card and Testing Information
Grading Information
This applies to:
Modification date
This policy is under review
At the beginning of each course or grade level, every DoDEA teacher shall make available information regarding grading policy and course requirements to parents and students. This information will be provided to parents and students by the end of the first month of the school year or by the end of the first month of the semester in the case of a semester course.
If any student demonstrates unsatisfactory progress or achievement, teachers must notify parents with enough time to correct the deficiency. Notification must occur as soon as unsatisfactory achievement is evident, and not later than the midpoint of the nine-week grading period.
Timely and accurate reporting of student progress shall be accomplished for students in grades 4–12, using the approved DoDEA Electronic Gradebook (EGB) System. All assignments (e.g., quizzes, tests, examinations, homework, speeches, etc.) that are used to assess and report student progress shall be promptly evaluated and/or graded, posted in the EGB, and returned to the student. The normal period of evaluation and posting should be no longer than ten calendar days from the day the assignment is collected, with reasonable exceptions for large projects. At a minimum, one assignment or grade should be recorded per week in the EGB System. To create an account and access the EGB System, please visit the DoDEA SIS Gradebook for instructions.
Related regulations
Grading System (4-12)
This applies to:
Modification date
This policy is under review
A traditional letter grading system will be used for grades 4–12 report marks.
| Grade | Numerical Range | Description |
|---|---|---|
|
A |
90 – 100 |
Excellent: Outstanding level of performance |
|
B |
80 – 89 |
Good: High level of performance |
|
C |
70 – 79 |
Average: Acceptable level of performance |
|
D |
60 – 69 |
Poor: Minimal level of performance |
|
F (failing) |
0 – 59 |
Failing (No credit awarded) |
For purposes of calculating a student’s high school GPA, the following scales shall be used:
| Unweighted Standard Scale | Weighted Advanced Placement (with AP exam) |
|---|---|
|
4.0 |
5.0 |
|
3.0 |
4.0 |
|
2.0 |
3.0 |
|
1.0 |
2.0 |
|
0 |
0 |
Related regulations
Progress Reports/Report Cards
This applies to:
Modification date
This policy is under review
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 regulations
Parent-Teacher Conferences
This applies to:
Modification date
This policy is under review
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.
Related regulations
System-wide Assessment Program
This applies to:
Modification date
This policy is under review
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:
- Align to clearly defined standards and objectives within the content domain being tested
- Be valid and reliable and controlled for bias
- Be one of several criteria used for making major decisions about student performance/achievement.
The results of each assessment shall be used as one component of the DoDEA-CAS for major decisions concerning a student’s future learning activities within the classroom setting.
For more information about the DoDEA-CAS, including the testing administration matrix, test descriptions, and testing calendar, please refer to: dodea.edu/assessments.
Related regulations
Grading System (K-3) EUR/PAC
This applies to:
Modification date
This policy is under review
For grades K–3, achievement codes rather than letter grades will be used.
| Code | Description |
|---|---|
|
CD |
Consistently Displayed: Student exhibits the skills/behaviors independently with minimal teacher support. |
|
P |
Developing/Progressing: Student exhibits the skills/behaviors with teacher guidance and support. |
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N |
Not Yet Evident: Student exhibits the skills/behaviors in isolated or rare instances, or with a great deal of support. The performance is inconsistent and below the normal range of expectancy for a student at this grade level. |
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X |
Not addressed: The knowledge, skills, and practices embodied in the grade-level standards were neither taught nor evaluated this marking period. |
Related regulations
Special Education
Special Education
Special Education Services
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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:
- The child must have an identified disability;
- The disability must adversely (negatively) affect the child's educational performance; and
- 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.
Disability Accommodations and Nondiscrimination
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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 regulations
Reporting Abuse Neglect Suicide Risk and Threats
Reporting Abuse Neglect Suicide Risk and Threats
Child Abuse and Neglect
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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.
Suicide Risk and Threats Towards Others
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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.
Related regulations
Suicide Risk
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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.
Threats Towards Others
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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:
- A threat that involves stalking of any person on a school bus, on school property or at a school-sponsored activity;
- Threats to bomb, burn, kill, or harm school personnel; and
- 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.
Related regulations
School Counseling Services
School Counseling Services
School Counseling Services
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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’ academics 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 and physically for life, college, and career readiness.
Elementary school counseling programs are crucial in supporting students’ attitudes and personal views toward school, self, and peers groups. In elementary grades, school counseling programs support and provide education on prevention and intervention services, promoting positive academic skills and career awareness — 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, 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 SchooLinks 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 regulations
School Psychology Services
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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, 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 regulations
School Health Services
School Health Services
School Health Services
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DoDEA 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:
- 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;
- 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;
- 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
- 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 regulations
Parent Notification
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As a general rule, the parent or sponsor will be notified by the school administrator or school nurse if a child has:
- Any illness or injury that causes concern or inability to participate in school activities;
- Eye, ear, or teeth injuries;
- Head injury;
- Second- or third-degree burns;
- Severe pain;
- Sprains or possible fractures;
- Temperature greater than or equal to 100 degrees Fahrenheit;
- Vomiting or diarrhea; and
- Wounds that may require stitches.
Related regulations
Student Illness
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Do 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:
- 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.
- Actively vomiting or has diarrhea.
- An illness which presents with contagious symptoms.
- 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.
- Severe uncontrolled coughing or wheezing, rapid or difficult breathing, and coughing lasting longer than five to seven days.
- Episodes of vomiting in the past 24 hours. A student must remain home until vomiting resolves (no further vomiting for 24 hours).
- 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.
- 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.
- Ringworm lesions must be covered for school attendance.
- 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.
- 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.
Related regulations
Medication at School
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When medication must be administered during the school day, it must be delivered to the school nurse in the original container and properly labeled by the pharmacy or primary care manager/provider, stating the name of the student, the medication, dosage, route, time of administration, and current date of issue. Contact the school nurse for the required Medication Consent Form. This form must be filled out and signed by the prescribing state licensed medical provider and also signed by the sponsor/parent/guardian. The sponsor/parent/guardian needs to bring the signed form and the medication to the school nurse. If the school nurse is not present, the signed form and medication must be presented to the school principal, acting principal, or health aide for safekeeping. It is acceptable for parents to bring in self-purchased over-the-counter medication to be kept in the health office for their child's use at school, but the medication must be accompanied by a physician's prescription and signed parental consent form.
In some rare situations, students are allowed to keep their rescue or emergency medicine with them while in school or at school-related activities. The prescribing primary care manager must provide a written statement that the student must be in control of his or her medication due to a life-threatening medical condition. The parent must provide written consent for the medication to stay with the student. See the school nurse to obtain the appropriate form for medications to be administered during school hours or for a student to self-carry emergency medication.
Supplement A - DoDEA Form 6000.01: Medication During School Day and School-Sponsored Activities
Supplement D - DoDEA Form 6000.01: Student Retention of Medication
Related regulations
Allergies and Chronic-Acute Conditions
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Please 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:
- Notify the school nurse of ANY allergy to food, drug, insects, etc., that your child may have;
- Provide the school nurse with medication/doctor's orders/emergency care plan/parent permission form;
- Teach children at home about their food allergies and the importance of not sharing any food with others in school or elsewhere; and
- 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 regulations
First Aid and Emergency Care
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School 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 regulations
School Meals Program
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The DoDEA School Meals Program (SMP) supports academic achievement by providing nutritious meals to your students through the National School Lunch Program and School Breakfast Program.
- The School Meals Program is a budget friendly and convenient program for parents that can save time, energy, money and reduce stress.
- Households must reapply every school year for free and reduced-price meals, beginning no earlier than July 1st.
- All meals must be paid for in advance or at the point of sale.
- A best practice is to fund your child’s account every pay day through the next pay day.
Related regulations
Student Rights and Responsibilities
Student Rights and Responsibilities
Student Rights and Responsibilities
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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:
- Comply with policies, procedures and standards for student behavior;
- Refrain from conduct or behavior that is disruptive;
- Respect the rights and human dignity of other students and all school employees;
- Attend school and classes regularly, and punctually and make a conscious effort in all classes;
- Participate in and take advantage of educational opportunities provided by DoDEA schools;
- 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;
- Properly maintain school property and use school property and equipment for educationally authorized purposes;
- 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
- 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 regulations
Discrimination-Free Education Programs and Activities
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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, “Civil Rights Program and Compliance,” November 16, 2022.
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 regulations
Scholastic Integrity
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Students are responsible for their own scholastic integrity. Any suspicion or evidence of forging, cheating, or plagiarizing the work of others may result in a school discipline, to include exclusion in accordance with DoDEA AI 1347.01, Student Disciplinary Rules and Procedures.
Related regulations
Freedom of Religious Expression
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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 regulations
Interscholastic Athletics
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In accordance with DoDEA Administrative Instruction 1443.01: "Civil Rights Program and Compliance,” November 16, 2022, 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 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 regulations
DoDEA School Dress Code
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Students MUST wear:
- Tops with sleeves (sleeveless tops/dresses are permitted for school sponsored formal events such as prom)
- Solid clothing (not transparent or translucent) that fully covers the top and bottom from armpit to mid-thigh
- Shoes (shoes must be safe for the school environment)
- Bedroom slippers shall not be worn, except for school activities approved by the principal
- Open toe shoes with a strap across the heel are allowed
Students CANNOT wear clothing with:
- Language or images promoting violence
- Language or images that depict, promote, or advocate the illegal use or sale of drugs, alcohol or tobacco products; violent conduct; curse words; pornography; that contain threats or expressions which are violent, discriminatory, lewd or obscene; or that advocate or promote any other illegal item or activity or the use of same
- Derogatory speech and/or imagery that targets groups based on race/color, ethnicity/national origin, sex, sexual orientation, disability, religion, or any other characteristic protected by law.
- Headgear that obscures the face (except as a religious observance or health purpose); clothing items with hoods attached can be worn but must not cover the head
* Teachers/courses can require certain attire as part of the curriculum (for example: physical education, culinary) that may include specific dress
* DoDEA issued athletic uniforms and athletic practice attire outside of the DoDEA school dress code is permitted when worn by participants during athletic practices and sports events
Related regulations
School Security
School Security
Search and Seizure
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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 regulations
Standard Response Protocols
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DoDEA has implemented action-based standard response protocols (i.e., hold, secure, lockdown, evacuate, and shelter) that can be performed during any emergency incident.
Hold Used when there is a need to remain in a classroom or area, even during class transitioning. Can be used for such events as a medical emergency, unruly students in the hallway, or whenever an incident requires all students and staff to remain in their current positions.
- Students will clear the hallways and remain in a room or area until the “All Clear” is announced.
- Teachers will close and lock the doors to rooms or areas (if possible).
- Teachers will account for students and adults.
- Classroom activities will continue uninterrupted.
Secure (lockout) Directed when there is a threat or hazard outside the school. Whether it is due to violence or criminal activity or a dangerous animal on the playground, a lockout uses the security of the physical facility as a protective measure.
- No students allowed outside of buildings and/or portable classrooms (no P.E., recess, etc.).
- All building exterior doors are closed and locked.
- Where possible, classroom activities will continue uninterrupted. place.
Lockdown Directed when there is a threat or hazard inside the school building. From serious altercations to intruders to active shooter situations, lockdown uses classroom security to protect students and staff from the threat.
- All students stay in place with a teacher or staff member.
- Students and teachers remain in locked classrooms, locating “safe zones” within each classroom.
- No one enters or exits the school, except law enforcement or incident response personnel.
Evacuation Implemented when there is a need to move students from one facility to another.
- Officials conducting or supervising evacuation will vary based on the school and incident taking place.
- Students will proceed to designated evacuation area. If separated from their class, students should join any evacuation line and identify themselves to the teacher in their group after arriving at the evacuation site.
Shelter Shelter is called when the need for personal protection is necessary. This may include events such as a tornado, earthquake or hazardous material spill.
- Shelter strategies may include evacuate to a shelter area, seal the room or drop and cover.
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Schools will identify potential shelter situations and designate specific responses, as appropriate.
The Standard Response Protocols are incorporated into the school’s Emergency Action 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,” 27 June 2023.-
Student Conduct and Discipline
Student Conduct and Discipline
Student Rights and Responsibilities
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DODEA students have the Right to a discrimination-free learning environment in which no individual, on the basis of race, sex, color, national origin, disability, religion, age, sexual orientation, or status as a parent, shall be excluded from participation in, be denied the benefits of, or be subjected to, discrimination in a DoDEA-conducted or -sponsored education or training program or activity, pursuant to Executive Order 13160, DoD and DoDEA policy, and Federal law.
Students shall treat teachers, administrators, and other school staff as expected within the code of conduct, to include courtesy, fairness, and respect; and teachers, administrators, and other school staff shall treat students as expected within the code of conduct in this Issuance, to include courtesy, fairness, and respect.
Related regulations
Discipline
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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.
Prohibited Sexual, Sex-Based, and Other Related Abusive Misconduct
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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 to learn more.
Bully Prevention
This applies to:
Modification date
This policy is under review
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.
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.
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Technology
Technology
Role of Social Media
This applies to:
Modification date
This policy is under review
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.
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Computer Access/Internet Policy/Electronic Devices
This applies to:
Modification date
This policy is under review
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:
- 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;
- Students shall respect and adhere to all of the rules governing access to, and use of, DoDEA’s IT resources;
- Students shall be polite in all electronic communication;
- Students shall use courteous and respectful language and/or images in their messages to others;
- Students shall not swear, use vulgarities, or use harsh, abusive, sexual, or disrespectful language and/or images;
- Students who misuse DoDEA IT resources are subject to disciplinary measures; and
- 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.
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Student Transportation
Student Transportation
Student Transportation Services
This applies to:
Modification date
This policy is under review
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 regulations
School Bus Behavior & Discipline
This applies to:
Modification date
This policy is under review
Per DoDEA AI 1347.01 and 4500.02:
Riding school buses is a PRIVILEGE that may be suspended or revoked if a student does not behave in a safe and proper manner. The time students spend going to and from school is an extension of their school day. School buses are an extension of the school campus. As such, principals are equally as responsible for discipline on school buses as they are on school campuses. Principals may take disciplinary action for school bus misconduct consistent with Attachment 2 or may process them in accordance with procedures available for other school discipline. Nothing in this handbook precludes the principal from exercising appropriate discipline, including suspending the student from school or from school related activities, for misconduct on school buses.
All students are expected to adhere to the bus rider rules outlined on the Student Transportation page.
School Procedures
School Procedures
Cafeteria Expectations
This applies to:
Modification date
This policy is under review
In order to have an enjoyable lunch at Spangdahlem Elementary students will follow the RISE up expectations.
Respect
- Voice level 1
- Use table manners
- Follow Directions
Integrity
- Clean up after yourself
- Help others
- Have school appropriate conversations
Safety
- Use walking feet
- Hold trays with both hands
- Keep your body to yourself
Effort
- Use your time wisely
- Follow lunchroom entry and exit procedures
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.
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Classroom Changes
This applies to:
Modification date
This policy is under review
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 the School Principal. 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.
Related regulations
Homework
This applies to:
Modification date
This policy is under review
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.
| Grade | Range of Daily Minutes |
| Kindergarten | 10-20 minutes |
| 1st | 10-20 minutes |
| 2nd | 10-20 minutes |
| 3rd | 30-50 minutes |
| 4th | 30-50 minutes |
| 5th | 30-50 minutes |
Homework support can also be found on-line at Tutor.com: https://lhh.tutor.com/default.aspx
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Lost and Found
This applies to:
Modification date
This policy is under review
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
Related regulations
Parent/Visitor Guidelines - Parking
This applies to:
Modification date
This policy is under review
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.
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Participation in All School Activities
This applies to:
Modification date
This policy is under review
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.
Related regulations
Spangdahlem ES Playground Rules
This applies to:
Modification date
This policy is under review
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
Expectations
- 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.
Playground Equipment Usage Rules
- Students will take one item at a time to play with and return the item when done using.
- Balls and other portable equipment must stay in the ball play area.
- SLIDES
a. Students will climb up the latter only and slide down the slide only. - CLIMBING WALL
a. Students will not climb over the top of the wall.
b. Students will call a recess monitor for help if they are stuck. - 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. - TAG/GAMES
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.
Related regulations
Spangdahlem ES Problem or Concern Resolution Flow Chart
This applies to:
Modification date
This policy is under review
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.
Related regulations
Standardized Testing
This applies to:
Modification date
This policy is under review
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.
Related regulations
Student Behavioral Expectations
This applies to:
Modification date
This policy is under review
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 RISE up expectations.
MANAGING STUDENT BEHAVIOR
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.).
MANAGING SEVERELY DISRUPTIVE STUDENTS
- 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. - 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.
- 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.
- 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.
- 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.
- 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.
- Develop a crisis response plan with all of the above individuals which includes:
- A back-up plan with colleagues in the adjacent classrooms for signaling for assistance
- Plan for removing other students from harm’s way, if needed
- The clearly identified set of behaviors/circumstances for which this plan would be activated
- 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
- Clearly identified roles of the psychologist, behavior management specialist, counselor, or other staff who will provide support in such incidents
- Plan for briefing all staff members who work with the child on the above
- 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.
INAPPROPRIATE BEHAVIORS
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
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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 |
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DoDEA TEACHER PERFORMANCE ELEMENTS * Element 3: Managing for Effective Learning 3A Effectively manages student behavior
3B Organizes the classroom for effective learning 1) Arranges the classroom and uses routines to support the designed learning activities |
DoDEA TEACHER PERFORMANCE ELEMENTS * 3A and 3B Element 2: Presenting Organized Instruction 2C Engages all students in the learning process
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Student Behaviors: --Not prepared; no pencil or materials --Not completing homework --Out of seat --Breaking pencils --Not following directions --Whining --Playing in desk --Not doing class work --Not in line --Sleeping --Not listening --Leaning in chair --Refusing to work |
Student Behaviors: --Blurting out --Visiting/talking/socializing --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 |
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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 |
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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 |
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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. |
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DoDEA TEACHER PERFORMANCE ELEMENTS * 3A, 3B, 2C 3C Maximizes use of resources and materials
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DoDEA TEACHER PERFORMANCE ELEMENTS * 2C 3A, 3B, 3C Performance Element 4: Monitoring and Assessing Student Achievement 4A Uses a variety of assessment tools and strategies
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Student Behaviors: --Talking back to adult; disrespect to others --Throwing things – objects not causing harm --Teasing --Lying or Cheating --Forgery --Inappropriate language; profane hand gestures --Tantrums --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. --Bullying |
Student Behaviors: --Actions that harm or are perceived to have caused harm --Stealing --Fighting --Drugs --Weapons and look-alike weapons including hand gestures that convey a threat --Kicking --Punching --Biting --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 |
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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. |
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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 --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)
board |
Related regulations
Student Conduct and Expectations
This applies to:
Modification date
This policy is under review
"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. RISE up expectations are emphasized throughout all classrooms at SpES.
Respect
Integrity
Safety
Effort
Related regulations
Study Trips
This applies to:
Modification date
This policy is under review
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 multiple 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.
Related regulations
Visitors
This applies to:
Modification date
This policy is under review
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.
Related regulations
Wellness Plan
This applies to:
Modification date
This policy is under review
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.”
Related regulations
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 0810. 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.
Arriving Late
For the safety and security of our students, all students arriving after 0810 (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.
Dismissal
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.
TRANSPORTATION CHANGES SHOULD BE INITIATED FOR EMERGENCIES OR ON RARE OCCASIONS ONLY.
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.
