Department of Defense Education Activity

General Information

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

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

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

DoDEA school administrators, in partnership with sponsors/family members, students, and military leaders, promote communication through the establishment of advisory committees to address issues (school initiatives, procedures and policies) locally. This is a system-wide way for parents to get involved in their child’s local school. Consult your child’s school to learn more about school advisory committees.

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


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

The following documents are necessary to complete the registration process:

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

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

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

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

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

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

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

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

More about DoDEA Attendance Policy (

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.

Report Card and Testing Information

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

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

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

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

Grade Numerical Range Description


90 – 100

Excellent: Outstanding level of performance


80 – 89

Good: High level of performance


70 – 79

Average: Acceptable level of performance


60 – 69

Poor: Minimal level of performance

F (failing)

0 – 59

Failing (No credit awarded)

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

Unweighted Standard Scale Weighted Advanced Placement (with AP exam)











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

Code Description


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


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


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


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

School Health Services

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.

Visit your school's School Meals Program page for more information and the latest school menus.

Student Rights and Responsibilities

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

Students shall:

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

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

Student Conduct and Discipline

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.

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. 

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

Stop Bullying now

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

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


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

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

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

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

Student Transportation

Student transportation 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.

School Procedures

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. 

Arrival at School

Parents of students who walk to school are advised not to allow their children to leave home too early. Due to the lack of supervision, children should not arrive earlier than 7:50 AM. Your cooperation in this matter will greatly enhance the safety and security of our students. Parents must come to the front office to sign their child in if he/she arrives after 0800. It should be noted that Base policy has determined that it is the responsibility of our students' parents as to whether their children are supervised by an adult or older sibling while walking to and from school or bus stop.

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

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

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

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, Dr. Jennifer Sears. 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.


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

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

Sure Start

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


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

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


1st Grade

NBT 2: Understand place value

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

2nd Grade

NBT 1: Understanding place value

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

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

3rd Grade

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

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

4th Grade

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

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

5th Grade

NBT: Understand the place value system

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

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

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

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

Monitoring: See Grade Level Assessment Tables



SPES is dedicated to our Continuous School Improvement process…

West District & SPES Vision

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

West District Goals and Strategy

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

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

supported through professional development.

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.


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.”

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

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


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

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

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


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.



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.

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

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

The Three R’s Stay SAFE!
Respect yourself. Stay on task
Respect others. Accept responsibility
Respect property Follow directions of all staff
  Encourage others


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

  • STEP 1 Teacher attempts to modify student’s behavior by selecting a different strategy than those used for the remainder of the class.
  • STEP 2 Teacher holds parent conference to modify student’s behavior.
    (Teacher repeats Steps 1 and 2 as long as the strategies change the student’s behavior, even if each does so only for a limited period.)
  • STEP 3 Teacher consults with resource staff for ideas on other strategies that could be tried. Teacher may also request an observation by the resource educator of the student in the setting in which most inappropriate behaviors take place. If the resource is the counselor, then alternative interventions become part of the counseling plan. Written documentation of behavior contracts, classroom discipline strategies and modifications, and results of consultations with school resource staff are set up and maintained. Parent conferences are held at intervals to share information on choices and progress.
  • STEP 4   Teacher meets with supervisor to discuss the student’s behaviors and the steps taken thus far. A plan is developed cooperatively for conditions under which the student will be referred to the main office and for an appropriate expected response when such referrals take place.
    (Steps 3 and 4 may occur close together in time, or even at the same time, particularly if a behavior contract is being developed or another strategy is put in place, which requires a consistent response from an administrator if the child is referred to him/her by any staff member.)
  • STEP 5 Resource educators, teacher, student, parents, and administrators, work as a TEAM to modify student’s behavior.
  • STEP 6 If the staff working with the child suspect’s issues of ADD or ADHD, a referral is generated to the school nurse and the point of contact for the Student Support Team (SST) that manages these medical referrals. A meeting of that group is held after the appropriate forms, documentation, and information is gathered.
    (If the student is identified as ADD or ADHD, the Student Support Team (SST), under the school nurse’s direction, will work with the teacher to monitor the student and his/her behavior.)
  • STEP 7 If inappropriate behaviors persist over time, even when identified strategies are consistently applied, then the classroom teacher and the resource educators that have been working together consult with the Case Study Committee Chairperson. They determine what additional documentation (other than Step 3 materials) or actions will be needed to pursue a formal referral for possible identification for special services/referral to EDIS. The behavior management specialist becomes the case manager. During the period of the referral and assessment process, the classroom teacher and resource educator team continue to document the results of the strategies they are using with the student.
  • STEP 8 If the student is determined eligible for special education; an Individualized Education Plan (IEP) is developed. Any further concerns about student behavior are addressed through CSC meetings in which IEP goals are reviewed and type and amount of services are modified to address needs.
  • STEP 9 If the student is not determined eligible for special education, the classroom teacher and resource educator team continues to use Steps 1-5 to address concerns.

At this point, it would also be appropriate to discuss with the administrators what other community resources need to be involved in the problem, (e.g. sponsor’s command, civilian misconduct officer, social services, etc.).


  1. Upon first evidence the student is physically disruptive and has potentially unsafe losses of self- control, the teacher will consult with an administrator.
    If the first incident occurs without any forewarning or time to prepare, common sense and good professional judgment will be exercised to get additional assistance and work through the incident until the child is safe and unable to disrupt. Following this, the teacher should proceed to address #2 and #3 swiftly and set up the conference as soon as possible for developing the plan outlined in #5.
  2. Review school records. If special education records are available, review these also and request a CSC meeting to discuss and resolve the remaining steps to be taken, including those issues discussed in #5 below.
    1. 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.
    2. If special education records are inactive or the student was not eligible for services based on assessment results, CSC should discuss other appropriate eligibility criteria or additional information at hand that could re-open the eligibility decision to reconsideration.
  3. Have school psychologist and behavior management specialist observe. Be sure to inform them of whether or not special education records exist, and whether Student is on an IEP.
  4. Set up a conference with parent(s), administrator and resource educators (identified through #2 and #3 and discussion with administrator). If there are active special education records (2a above), a CSC meeting would usually take the place of a conference.
  5. Develop a crisis response plan with all of the above individuals which includes:
    1. A back-up plan with colleagues in the adjacent classrooms for signaling for assistance
    2. Plan for removing other students from harm’s way, if needed
    3. The clearly identified set of behaviors/circumstances for which this plan would be activated
    4. 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
    5. Clearly identified roles of the psychologist, behavior management specialist, counselor, or other staff who will provide support in such incidents
    6. Plan for briefing all staff members who work with the child on the above
    7. The parents’ full knowledge and consent for the above steps, and for their own identified role/response.

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


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

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

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

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

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

Level 1:

Low level annoying and mildly disruptive behaviors that impact the student

Level 2:

Low level behaviors that interfere with the learning of others


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

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

3B Organizes the classroom for effective learning

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


3A and 3B

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

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

Student Behaviors:

--Not prepared; no pencil or materials

--Not completing homework

--Out of seat

--Breaking pencils

--Not following directions


--Playing in desk

--Not doing class work

--Not in line


--Not listening

--Leaning in chair

--Refusing to work

Student Behaviors:

--Blurting out


--Inappropriate noises

--Chronic tattling

--Touching, poking others

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

--Mimicking behaviors of others; disrespectful

--Out of seat, bothering others

--Crawling on floor, bothering others

--Consistently not following directions

--Making negative remarks to others

--Constantly whining

--Chronic Level 1 behaviors

Positive Methods for managing behavior:

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

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

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

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

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

--Consistently follow through on clear class rules and interventions

Additional Positive Methods for managing behavior:

--Practice and reinforce courtesy and respect

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

--Increase supervision

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

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

--Pair disruptive student with older student or adult mentor

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

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

--Provide appropriate structure, choice, challenge and pace

Consequence may include:

--Natural consequences; retribution

--Timeout in classroom

--Phone call or email to parents

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

--Loss of privileges such as computer time or recess

--New seat assignment.

--After school detention (older child)



Input on Level 1 data chart

Consequences may include:

--Longer timeout in classroom

--Timeout in grade level colleague’s room

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

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

--Detention or loss of privileges

--Natural consequences; restitution, apologies, seat assignment

--Behavior report card/contract

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

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


Input on Level 2 data chart

Level 3:

Behaviors that affect an orderly environment and that are chronic,

disruptive, hurtful, and/or conflict generating

Level 4:

Behaviors which are harmful, dangerous, disruptive and/or

unsolved. IMMEDIATE office referral.


3C Maximizes use of resources and materials

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



3A, 3B, 3C

Performance Element 4: Monitoring and Assessing Student Achievement

4A Uses a variety of assessment tools and strategies

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

Student Behaviors:

--Talking back to adult; disrespect to others

--Throwing things – objects not causing harm


--Lying or Cheating


--Inappropriate language; profane hand gestures


--Mischief in the bathroom or hallway

--Pushing, shoving

--Leaving room without permission

--Purposely try to stop instruction through misbehavior

--Pinching and scratching

--Vandalizing property

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


Student Behaviors:

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




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




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

--Threatening to do injury to person or property

--Sexual harassment or sexual behaviors

--Chronic bullying

--Leaving campus without permission

--Malicious spitting

--Willful disobedience toward any school authority

Additional Positive Methods for Managing Behaviors:

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

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

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

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

--SST referral

--FBA, Behavior Report Card and BIP

--Involve parents in problem solutions

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

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

Additional Positive Methods for Managing Behaviors:

--Progressively longer time-outs

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

--Adjust BIP; link rewards to appropriate behavior

--Alternative classroom placement

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

--Parent meeting

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

Consequences will include one or more:

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

--Detention or structured lunch/ recess areas

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

--Behavioral report card/contract with adjustments

--Student Support Team (SST) referral

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

--Sent home with parent

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

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


Input on Level 3 & 4 Referral Form

Consequences will include one or more:

--As per DoDEA discipline policies (2051.1)

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


--Battalion Command contact (Commander or Sgt Major)

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

--Law enforcement

--School Liaison 

Input on Level 3 & 4 Referral Form—Immediately!


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

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


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

Monitors always have the final say.

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

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


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

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

Students will participate in separate system wide assessments:

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

Study Trips

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

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

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

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

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

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


Range of Daily Minutes


10-20 minutes


10-20 minutes


10-20 minutes


30-50 minutes


30-50 minutes


30-50 minutes

Homework support can also be found on-line at



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

Student Dress Code

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

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

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

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


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.

MEMORANDOM FOR Guardians of Department of Defense Education Activity (DoDEA) School Bus Riders

SUBJECT: Use of Video Surveillance on DoDEA Spangdahlem School Buses

  1. 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.
  2. 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

Office of DoDEA Policy

The Policy Team of OPLP administers and operates the DoDEA Issuance Program, the Issuance Focal Point Working Group, and facilitates DoD-level issuance coordination for DoDEA.

Policy and Legislation