Stuttgart HS Mascot

School Address and Contact Information


Unit 30401
APO, AE 09154
Germany
Phone: 49-7031-15-4000
DSN Phone: 314-431-4000
Principal.StuttgartHS@dodea.edu
http://www.dodea.edu/StuttgartHS

 

School Profile

Our Mission

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

Our Vision

Provide a rigorous, student-centered, world class education by empowering all stakeholders through open communication, collaboration, and a safe and respectful environment.

Our Priorities

Strengthening DoDEA's standards-based educational system by transitioning to: college- and career ready standards that are infused with rigor and relevancy; and a common standards-aligned curriculum, instructional framework and assessment system.

Establishing the organizational capacity to uniformly improve student achievement and school operations.

Our Goals

Increase student achievement for all students and support the implementation of CCRS through a focus on the delivery of highly rigorous, engaging instruction

Refine and strengthen weekly Focused Collaboration for all educators.


Stuttgart HS School Hours

Grade Regular Hours Office Hours Summer Hours
9 - 12 8:00 a.m. - 2:40 p.m. 7:30 a.m. - 4:00 p.m. 9:00 a.m. - 3:00 p.m.
  (Monday - Friday) (Monday - Friday) (Monday - Friday)

School Contacts

Name sort ascending Staff Position Phone Contact Email
Attendance
 
9-12 Grade Teacher: Math
 
School Counselor: ASACS Counselor
 
9-12 Grade Teacher: LIMS
 
School Counselor: Grades 10-12, Last names Mud-Z
 
9-12 Grade Teacher: World Languages
 
9-12 Grade Teacher: ELA
 
9-12 Grade Teacher: Health/PE
 
School Counselor: Grade 9
 
Transportation: Lead Operations Specialist
07031-154000 #4
School Nurse/Health Aide
+49-7031-15-4000 Option #3
9-12 Grade Teacher: Long-term Substitute
 
School Counselor: Grades 10-12, Last names Ham-Muc
 
9-12 Grade Support Staff: DVHS Lab
 
SLO
+49 (0)9641.70596.9009
Registrar
 
Teacher
 
Transportation: Program Specialist
07031-154000 #4
School Meals Program School Meals Program
49-7031-15-4000
 
School Webmaster
 
9-12 Grade Teacher: ELA
 
Educational Technologist
 
Information Specialist (Librarian)
 
School Psychologist
 
 

 

Handbook Contents

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

School Handbook

Director's Message: Mr. Thomas M. Brady

Thomas M. Brady

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

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

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

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

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

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

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

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

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

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


Continuous School Improvement Goals

This policy applies to Stuttgart HS

Stuttgart High School provides a rigorous, student-centered, world class education by empowering all stakeholders through open communication, collaboration and a safe and respectful environment.

Continuous School Improvement Goals

DoDEA Priority 1: Strengthening DoDEA's standards-based educational system by transitioning to:

  • College and career-ready standards that are infused with rigor and relevancy.
  • A common standards-aligned curriculum.
  • A common instructional framework.
  • A common assessment system.

DoDEA Priority 2: Establishing the organizational capacity to uniformly improve student achievement
and school operations.

DoDEA Europe East Strategic Goals:

  1. Student Excellence: Challenge and prepare each student to maximize their academic growth and well-being for college, career, and live.
  2. School Excellence: Develop and sustain each school to be high-performing within a culture of innovation, collaboration, continuous improvement and caring relationships.
  3. Talent Excellence: Recruit, develop, empower and retain a high-performing work force that reflects the diversity of our students.
  4. Organizational Excellence: Build an enduring, accountable, and responsive organization that provides appropriate resources, direction and support to accomplish the mission.
  5. Outreach Excellence: Partner with families, schools and communities to better serve students. 

Stuttgart High School Improvement Goals

  • School Objective #1: Stuttgart High School will strengthen implementation of College and Career readiness for all students by ensuring all classrooms teaching literacy reflect standards-based instruction as measured by performance on the DoDEA CCR Summative Assessment by a 10% increase of students “meeting or exceeding expectations” over 2 years (5% increase SY 20-21 and an additional 5% SY 21-22).
  • School Objective #2: Stuttgart High School will strengthen implementation of College and Career readiness for all students by ensuring all classrooms teaching mathematics reflect standards-based instruction as measured by performance on the DoDEA CCR Summative Assessment by a 10% increase of students “meeting or exceeding expectations” over 2 years (5% increase SY 20-21 and an additional 5% SY 21-22).

School Operations in COVID-19

This policy applies to DoDEA Europe

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


Principal's Corner

Dear Students, Families and Community Members

On behalf of the faculty and staff at Stuttgart High School, it is my pleasure to welcome you to a new year. In my fourth year in the Panther Community, I look forward to continue to meet and work with the students and the parents of this wonderful school.

Stuttgart High School has a long tradition of being committed to academic excellence as well as the social and emotional development of each student. These commitments will continue to ensure that all students achieve their potential. In my 20+ years as an educator, I have never seen a school that offers a more diverse curriculum or a greater variety of extracurricular activities. There is truly something for everyone at Stuttgart High School.

My experience has shown me that it takes a team to help students reach their full potential. One goal I have for this school year is to help build and support the strongest possible partnership with parents and community members. I encourage you to join the PTA, make contact with your child's teachers, frequently, check GradeSpeed and talk to your child about their school day. Also, know that my door is always open and that you are more than welcome to come to the school to discuss successes and challenges.

Welcome to a new school year.

Go Panthers!

Rick Renninger
Principal

 

About Our School

Stuttgart High School, 2015

Stuttgart High School, formerly Patch High School, opened its doors in a brand new facility in August 2015. SHS is a Department of Defense Education Activity (DoDEA) school. Our community consists of armed forces personnel, DOD civilians and contractors assigned to the Stuttgart Garrison, United States European Command, United States Africa Command and various support groups. 

Patch High School, 1979-2015

Patch High School, 1979-2015Patch High School (PHS) is a Department of Defense Education Activity (DoDEA) school located on a military post on the southern edge of Patch High School Stuttgart, Germany, a one-hour drive from the French border and a two-hour drive from the Austrian and Swiss borders. Patch is in the center of many historical and recreational areas. The Patch Community members consist of armed forces personnel and Department of Defense civilians assigned to the Stuttgart Garrison, United States European Command, Africa Command, and its various support groups.

PHS opened in 1979 with seventh to twelfth grade students. In 2006, two middle schools were established making PHS a ninth through twelfth grade high school. PHS offers a college preparatory program, to include a 9th and 10th grade integrated honors literature and world history program; fourteen Advanced Placement (AP) courses; three world languages - French, German and Spanish; an Advancement via Individual Determination (AVID) program; and Junior Reserve Officer Training Command (JROTC). As a result of rigorous academics and hard-working students, PHS has some of the highest TerraNova and AP scores in DoDEA Europe East.

Enrollment at PHS has greatly varied over the past ten years, from 407 students in 2006 to 815 students in 2013. To accommodate these students, the physical school is composed of four separate buildings: the main building, the annex, the gym and four portable classrooms. The main building is situated on several levels and has a unique architectural style, complete with green space courtyards, fish pond and waterfall.

PHS has outstanding extra-curricular programs, offering 15 sports over three seasons and nearly 40 student clubs. Based on a student participation survey in 2013, over 80 percent of PHS students are involved in extra-curricular activities. Athletics are important at Patch with over 67 percent of students participating in athletic programs. Historically, PHS has been a division II school, but in 2006 joined division I and has rapidly become competitive, winning numerous Division I European Championships.

Parents and volunteers are involved at PHS and actively participate in the success of our sport programs and numerous student clubs, in addition to Music Boosters, Parent Teacher Organization (PTO), School Advisory Committee (SAC) and Student Activity Fund Council (SAF). Support from the parents and Garrison community comes in the form of money, time, equipment and resources.

Patch High School officially closed June 30, 2015, with the opening of the new Stuttgart High School for the 2015-16 school year.

Patch High School History

The following text was published in the 1980 Andenken, which was the title of the Patch American High School yearbook.

Beginning as a dream in 1976, Alexander M. Patch High School laid its foundations after a ground breaking ceremony in June of 1978. Through a generous donation from the German government, the High School and its neighbor, the Elementary School, were granted 9.25 acres of terrain. On this land now sits a 6.5 million dollar High School complex with the latest and most interesting of architectural achievements. Most of these funds came from Congressional Appropriation. School directors hoped more money would be bestowed from the same source.

The design and construction was a joint German-American project, as the land will eventually go back to the German government. Also, for this reason, there are several special features included. Some examples that make this edifice unique are its insulation and gas heating systems, the Vivarium, the Zoo, the Forum, modern labs, outdoor classes, carpeting and Patch High School in 1979liquid blackboards. The High School is equipped with more than 400 rooms; numbered among those: an LRC, a music center, a gymnasium, the "Fish Bowl", special labs for business, cosmetology, art, drafting, industrial arts, home economics, science, typing and 21 all-purpose classrooms.

A sum of 400,000 DM [Deutsche Marks] was spent on total landscaping. This includes the many trees surrounding the building, the spectacular "Victoria Falls", and the equally impressive "Sahara Dessert". As a result of last year's particularly harsh winter and a few select acts of sabotage, the school was not quite ready to open on September 4th. Although the opening seemed a little hectic and unorganized, Patch High School officially opened its doors on the 10th of September [1979].

 

Europe East District SY21-22

 

School Calendars

 

DoDEA Europe : School Year  2021 - 2022 Calendar


Non-Standard DoDEA Europe School Calendars

Standard DoDEA Europe School Calendar

Note: Calendar based on 190 day teacher workdays including:

5 Teacher Orientation/Pre-service/CCR Days

4 CCR Days

4 Teacher Work Days

2 District Professional Development Days (+1 for districts going through accreditation)

Reporting date for non-administrative educator personnel

Monday, August 16, 2021 Reporting date for non-administrative educator personnel for CCR training, orientation and classroom preparation (16-20 August)

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

First Semester (85 Instructional Days)
Monday, August 23, 2021 First Day of School
Monday, September 6, 2021 Labor Day: Federal Holiday
Monday, October 11, 2021 Columbus Day: Federal Holiday
Thursday, October 21, 2021 End of First Quarter (41 Instructional Days)
Friday, October 22, 2021 No School for Students - Teacher Work Day
Thursday, November 11, 2021 Veterans Day: Federal Holiday
Thursday, November 25, 2021 Thanksgiving Day: Federal Holiday
Friday, November 26, 2021 Friday: Recess Day
Monday, December 20, 2021 Begin Winter Recess (20 December – 1 January)
Friday, December 24, 2021 Christmas (Observed): Federal Holiday
2022
Friday, December 31, 2021 New Year’s Day (Observed): Federal Holiday
Monday, January 3, 2022 Instruction Resumes
Thursday, January 13, 2022 End of Second Quarter and First Semester (45 Instructional Days)
Friday, January 14, 2022 No School for Students – Teacher Work Day
Monday, January 17, 2022 Martin Luther King Day: Federal Holiday
Second Semester (90 Instructional Days)
Tuesday, January 18, 2022 Begin Second semester and Third Quarter
Monday, February 21, 2022 Presidents’ Day: Federal Holiday
Thursday, March 24, 2022 End of Third Quarter (47 Instructional Days)
Friday, March 25, 2022 No School for Students – Teacher Work Day
Monday, March 28, 2022 Begin Spring Recess (28 March – 1 April)
Monday, May 30, 2022 Memorial Day: Federal Holiday
Tuesday, June 7, 2022 End of Fourth Quarter and Second Semester (43 Instructional Days)
Wednesday, June 8, 2022 No School for Students – Teacher Work Day
 

 

Admin Bios

Mr. Rick Renninger - Stuttgart HS Principal

Mr. Rick Renninger

Mr. Renninger has been Principal of Stuttgart HS since 2018and considers it a great honor to serve with the amazing teachers within the Stuttgart community. Mr. Renninger received his Bachelor of Science degree in Mathematics Education from Indiana-Purdue University in Indianapolis, IN. He holds a Master of Education degree from Spalding University in Louisville, KY. He began his teaching career as an adjunct instructor at Indiana-Purdue University, taught mathematics and computer science in two high schools in Indianapolis and worked as a technology director, database administrator, and mathematics teacher in two private high schools in Louisville.

Mr. Rick Renninger began his DoDEA career in 2004 as an Educational Technologist and as a mathematics teacher at SHAPE Middle/High School. In 2007 he joined the administration at Heidelberg High School as an Assistant Principal and transitioned to Wiesbaden with many students and teachers in 2012 when USAREUR changed headquarters. In 2015 Mr. Renninger moved to Stuttgart to become the Principal of the newly formed Patch Middle School and served in that role for three school years.

Mr. Renninger was married to Janis Renninger in 1997. Janis is a teacher at Robinson Barracks ES. They have two children, Sam and Henry, who both attended Stuttgart High School.

Mr. Renninger believes that relationships are the cornerstones of education and that creativity, critical thinking, communication and collaboration are essential to preparing students to be college and career ready. He is excited about the opportunity to continue to work with the best students, parents and teachers in DoDEA in his new position as principal of Stuttgart High School.

 

Mr. Vincent "Vince" Power III - Stuttgart HS Assistant Principal

Mr. Vincent

 

Mrs. Miata Coleman - Stuttgart HS Assistant Principal

Mrs. Miata Coleman

Mrs. Coleman has been selected as the new Assistant Principal of Stuttgart High School in Stuttgart, Germany. She is currently serving as the Preschool for Children with Disabilities Teacher (PSCD) in Ansbach, Germany. Mrs. Coleman understands the value of building relationships and partnerships and is excited for this new opportunity to serve the students, staff, and the U.S. Army Garrison Stuttgart community.

Mrs. Coleman was born and raised in San Francisco, California. She attended and graduated from Pacific Lutheran University with a Bachelor’s Degree in Elementary and Special Education. In 2017, Mrs. Coleman earned a Master’s in Education Administration and Supervision from Liberty University. Mrs. Coleman is a lifelong learner and believes learning doesn’t have to stop at a certain age, degree or accomplishment.

Miata is a 5-year US Army veteran and former military spouse of 19 years. Miata’s career in education began in Clover Park School District in Lakewood, Washington. For the past 11 years, Mrs. Coleman has worked at the elementary, middle and high school level in various capacities as a general education long term substitute for DoDEA, Special Education Severe Needs Teacher, Self- Contained Teacher and Preschool Teacher in the following locations:  Colorado, North Carolina, Washington and Netzaberg, Germany. Miata joined the DoDEA family in 2018 as the PSCD Teacher in Ansbach, Germany. During this time, Mrs. Coleman served as PTSA Teacher Representative, Social Committee Team Member, School Improvement Leadership Team Member, Grade Level/Team Facilitator, Student Placement Team Member and Union Faculty Representative. Mrs. Coleman is a team player and enjoys working and learning from others while building strong relationships with faculty, staff, parents and students, and foster a caring and safe environment for all students where they feel respected and valued.

Mrs. Coleman is a firm believer all students have the capability to learn and grow and compelled to support educators and leaders to create an environment conducive to their learning, growth and development. Mrs. Coleman believes for students to succeed in a dynamic world they must receive a well-rounded education, be an active participant in their learning and development and have the ability to choose their own path. Therefore, Mrs. Coleman is committed to cultivating a culture of integrity and trust that breeds unity and fosters perseverance.

Supporting and accompanying Mrs. Coleman is her husband, Retired Major Sterling Coleman of 19 years and their three children, Silas (12), Solomon (9) and Savannah (6). Sterling Coleman served in the United States Army for 21 years and now spends his time investing in real estate and personal health and wellness. Mrs. Coleman is excited to join the Panther nation and work with Mr. Renninger and Mr. Power as well as the Stuttgart faculty and staff and serve military connected students, staff and the community.

 

Mr. Joseph Malloy - Stuttgart, Ansbach Community Superintendent

Mr. Joseph Malloy

Joseph Malloy accepted the position of Community Superintendent at the Stuttgart Field Office starting school year 2017-2018.

Mr. Malloy is a former DoDEA, formerly known as DoDDS, student who graduated from Hahn American High School, Germany, in 1979. Mr. Malloy received his Bachelor’s degree from the University of California, Irvine. He later received his Master’s degree in Education Administration from Azusa Pacific University. He received his Administration Certificate from California State University, Bakersfield, in June 2000.

Mr. Joseph Malloy served 10 years with the Lancaster School District as a Biology and General Science teacher primarily as a middle school teacher. He served as an Assistant Principal for five years in an intermediate school of 1400 students. In August 2002, Mr. Malloy accepted a Biology teaching assignment with Mannheim High School. He was promoted to Assistant Principal in August of 2003. In August 2007, Mr. Malloy was promoted to Principal of Darmstadt ES/MS, which closed in June 2008. In August 2008 Mr. Malloy was reassigned to Spangdahlem Middle School, Germany. Four years later Mr. Malloy served as the Principal of Baumholder Middle High School from August 2012 until June 2017.

Mr. Malloy believes that all students can learn and be successful. Mr. Malloy works closely with all stakeholders to ensure that there is a strong partnership focused on improving student achievement. Mr. Malloy’s personal philosophy is to love people in general especially parents and teachers, and to love students in particular.

Mr. Malloy is married to Angela Malloy and together they have three grown children, two daughters Nancy and Jessica, and a son Ray. He has a strong desire to give back to the system that gave so richly to him. He is the son of Rosa Malloy, a retired first grade teacher who served in DoDEA for 33 years, and Joseph Malloy Jr., a retired Senior Master Sergeant in the Air force.

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School Handbook

Mr. Steven Sanchez - Europe East District Superintendent

Mr. Steven Sanchez

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

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

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

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

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

 

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

Dr. Louis D'Angelo

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

 

School Handbook

General Information

Interstate Compact on Educational Opportunity for Military Children

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

We encourage all of our families preparing to transition, to, from or within a DoDEA and/or stateside school system to engage with the School Liaison Officers (SLO) from the sending and receiving locations.  The SLO is the local contact for schools and has valuable information about school calendars, hybrid learning, early enrollment, student services, how to manage quarantine requirements and more. 

“Call your SLO before you go”
In order to prepare records for your students school transition.

 A directory of School Liaison Officers is updated annually and can be found at: https://www.dodea.edu/Partnership/index.cfm

The Compact ensures that mobile children of military families are afforded the same opportunities for educational success as other children.  States participating in the Compact work to coordinate graduation requirements, transfer of records, course placement, unique learning needs, assessments and other administrative policies.

For additional information or transition support, please contact or call the Partnership office at 571-372-6026.

Related DoDEA Policies & Regulations

1325.01: DoD Impact Aid Program for Local Educational Agencies, Change 2
1342.29: Interstate Compact on Educational Opportunity for Military Children

Access to School Facilities

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


Visitors and Volunteers

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

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

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

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


School Advisory Committees

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

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

Related DoDEA Policies & Regulations

1342.15: Educational Advisory Committees and Councils
1358.01: School Boards, Advisory Committees, and Dependents Education Council

Enrollment

Registration Process

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

The following documents are necessary to complete the registration process:

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

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

Related DoDEA Policies & Regulations

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

Immunization Requirements

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

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

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

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

Related DoDEA Policies & Regulations

2942.01: School Health Services

Immunization Exemptions

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

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

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

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

DoDEA Immunization Requirements

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


Grade-level Placement

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

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

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

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

Related DoDEA Policies & Regulations

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

Transcripts/Records Policy/Access to Student Records

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


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

This policy is currently under review

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

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

Related DoDEA Policies & Regulations

2440.1: English as a Second Language Programs

Attendance Policy

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

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

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

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

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

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

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

Related DoDEA Policies & Regulations

2095.01: School Attendance, Change 1

Accelerated Withdrawal

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

Related DoDEA Policies & Regulations

1367.01: High School Graduation Requirements and Policy

Home-school Students

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

Related DoDEA Policies & Regulations

1375.01: Home-School Students, Change 1

High School Graduation

Graduation Requirements

Modified on August 10, 2021

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

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

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

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

Related DoDEA Policies & Regulations

1367.01: High School Graduation Requirements and Policy

High School Graduation Course Requirements

Modified on August 10, 2021

Students entering 9th grade during SY 2018-19

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

 

Students entering 9th grade during SY 2019-20

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

Related DoDEA Policies & Regulations

1367.01: High School Graduation Requirements and Policy

Transferring Course Credits to a DoDEA School

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

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

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

Related DoDEA Policies & Regulations

1367.01: High School Graduation Requirements and Policy

Report Card and Testing Information

Grading Information

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

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

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

Related DoDEA Policies & Regulations

1377.01: Student Progress Reports

Grading System (4-12)

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

Grade Numerical Range Description

A

90 – 100

Excellent: Outstanding level of performance

B

80 – 89

Good: High level of performance

C

70 – 79

Average: Acceptable level of performance

D

60 – 69

Poor: Minimal level of performance

F (failing)

0 – 59

Failing (No credit awarded)

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

Unweighted Standard Scale Weighted Advanced Placement (with AP exam)

4.0

5.0

3.0

4.0

2.0

3.0

1.0

2.0

0

0

Related DoDEA Policies & Regulations

1377.01: Student Progress Reports

Progress Reports/Report Cards

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

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

Related DoDEA Policies & Regulations

1377.01: Student Progress Reports

Parent-Teacher Conferences

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


System-wide Assessment Program

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

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

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

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

Related DoDEA Policies & Regulations

1301.01: DoDEA Comprehensive Assessment System

GradeSpeed

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

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

Click here for Student, Parent, or Teacher access.


Special Education

Special Education Services

The purpose of special education is to enable students to successfully develop to their fullest potential by providing a free appropriate public education (FAPE) in compliance with the Individuals with Disabilities Education Act (IDEA).Special education is specially designed instruction, support and services provided to students with an identified disability who require an instructional program that meets their unique learning needs.  The purpose of special education is to enable these students to successfully develop to their fullest potential by providing FAPE in compliance with the Individuals with Disabilities Education Act (IDEA), as implemented by DoD Manual (DoDM) 1342.12, “Implementation of Early Intervention and Special Education Services to Eligible DoD Dependents,” June 17, 2015.

In DoDEA, special education and related services are available to eligible students, ages 3 through 21 years of age.  To be eligible for special education:

  1. The child must have an identified disability;
  2. The disability must adversely (negatively) affect the child's educational performance; and
  3. The child must require a specially designed instructional program.

If found eligible for special education and related services, DoDEA students are provided FAPE in accordance with an IEP, with services delivered in the least restrictive environment and with procedural safeguards, in accordance with the requirements of DoDM 1342.12.

Please contact your child’s school to discuss your concerns if you suspect your child may have a disability and be in need of special education services.  The Case Study Committee chairperson will provide you with specific details relating to the evaluation process and can explain eligibility requirements further. 

Related DoDEA Policies & Regulations

1342.12: Implementation of Early Intervention and Special Education Services to Eligible DoD Dependents

Disability Accommodations and Nondiscrimination

Apart from special education, a student with a disability, or who has a record of a disability, or is regarded as having a disability, shall not be excluded from participating in, or be denied the benefits of, any DoDEA education program or activity or be subjected to discrimination based solely on a disability. In accordance with DoDEA Administrative instruction 2500.14, “Nondiscrimination and 504 Accommodation on the Basis of Disability in DoDEA Conducted Education Programs and Activities,” April 29, 2009, as amended, students with disabilities shall be provided a FAPE and shall participate with students without disabilities to the maximum extent appropriate to ensure equal access to educational opportunities. This means that a student with a disability that does not require specialized instruction may be eligible for accommodations to ensure participation in school programs and activities. Please contact your child’s school for specific details.

Related DoDEA Policies & Regulations

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

Reporting Abuse Neglect Suicide Risk and Threats

Child Abuse and Neglect

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

Related DoDEA Policies & Regulations

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

Suicide Risk and Threats Towards Others

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


Suicide Risk

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

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

Related DoDEA Policies & Regulations

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

Threats Towards Others

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

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

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


School Counseling Services

School Counseling Services

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

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

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

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

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

Related DoDEA Policies & Regulations

2946.1: School Counseling Services
2946.2: DoDEA School Counseling Services

School Psychology Services

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

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

Related DoDEA Policies & Regulations

2946.03: School Psychological Services

School Health Services

School Health Services

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

The school nurse’s responsibilities include:

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

Related DoDEA Policies & Regulations

2942.01: School Health Services

Student Illness

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

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

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


Parent Notification

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

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

Allergies and Chronic-Acute Conditions

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

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

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

Related DoDEA Policies & Regulations

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

Medication at School

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

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


First Aid and Emergency Care

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

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

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

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

Related DoDEA Policies & Regulations

2720.1: First Aid and Emergency Care

Student Rights and Responsibilities

Student Rights and Responsibilities

Modified on July 1, 2021

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

Students shall:

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

Related DoDEA Policies & Regulations

1353.01: Student Rights and Responsibilities

Discrimination-Free Education Programs and Activities

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

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

Related DoDEA Policies & Regulations

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

Scholastic Integrity

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


Freedom of Religious Expression

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

Related DoDEA Policies & Regulations

1353.01: Student Rights and Responsibilities

Interscholastic Athletics

This policy is currently under review

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

Related DoDEA Policies & Regulations

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

Student Dress Code

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

Related DoDEA Policies & Regulations

1353.01: Student Rights and Responsibilities

School Security

Search and Seizure

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

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

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

Related DoDEA Policies & Regulations

1353.01: Student Rights and Responsibilities

Standard Response Protocols

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

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

 

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

 

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

 

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

 

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


Student Conduct and Discipline

Discipline

Modified on July 1, 2021

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

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

Related DoDEA Policies & Regulations

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

Expected Student Behavior

This policy applies to DoDEA Europe

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

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

School Bus Behavior

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

Related DoDEA Policies & Regulations

1347.01: Student Disciplinary Rules and Procedures

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

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

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

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

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

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

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

Related DoDEA Policies & Regulations

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

Bully Prevention

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

Stop Bullying now

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

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


No Weapons

This policy applies to DoDEA Europe

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

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

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


Technology

Computer Access/Internet Policy/Electronic Devices

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

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

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

Related DoDEA Policies & Regulations

6600.01: Computer Access and Internet Policy

Role of Social Media

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


Student Transportation

Student Transportation Services

Student transportation is defined as the transportation of students from their assigned bus stop to school at the beginning of their school day, during the mid-day and for return to their assigned bus stop at the end of the normal scheduled school day.  DoDEA principals are responsible for monitoring student loading/unloading zones when students are coming and going from school sites, including administering discipline.  A school bus or any device operating to provide student transportation will function as an extension of the school.  The walking distance for students in grade 6 and below should not exceed one mile from the student’s primary residence to the school or designated bus stop.  Students in grades 7–12 may walk up to 1.5 miles from their primary residence to the school or designated bus stop.  These distances may be slightly expanded or contracted to conform to natural boundaries such as housing areas or neighborhoods.  In locations having middle schools, which include grade 6 (i.e., grades 6–8), the walking distance criteria shall be the same as the criteria for grades 7–12.  

Transportation is not authorized to take students to their homes or to eating facilities for their mid-day meal.  No other transportation between the assigned bus stop and the school will be charged to commuting transportation unless stated in a special education student’s IEP and/or required by Section 504 guidelines.  “Curb-to-curb” only applies to students with disabilities who require such service as documented in the student’s IEP.  DoDEA District Superintendents, in coordination with the District Logistics Chief and the supporting military installation commanders, will establish a commuting area to determine eligibility for transportation of dependent students.

Related DoDEA Policies & Regulations

4500.02: Student Transportation Services

School Policies

Appearance/Dress Code

This policy applies to Stuttgart HS

Exemptions to dress code may be requested by a parent for religious or medical reason. Although not all-inclusive, the following are examples of unacceptable dress for Stuttgart High School:

Dress Code: Inappropriate Clothing


Music Booster Club

This policy applies to Stuttgart HS

The SHS Music Booster Club is a volunteer organization dedicated to supporting students involved with the music program.  The support provides supplementary assistance to activities for which other fund sources are insufficient or non-existent.


Parent Teacher Organization (PTO)

This policy applies to Stuttgart HS

The SHS PTO is dedicated to improving the school environment for parents, teachers, and students by providing various kinds of support and activities.


Dismissal/Delayed Opening for Inclement Weather

This policy applies to Stuttgart HS

The decision to close or delay the opening of school is made by the Stuttgart military commander and based on road safety conditions. Announcements will be made over the Armed Forces Radio Station (Stuttgart AFN-AM/FM) beginning about 0630 hours on days when the opening of school is affected. Should conditions warrant closing school early, announcements will be made over AFN. Parents are urged to listen to AFN for announcements about school closings, delayed openings, or early dismissals. Alternatively, parents and students can also watch the Stuttgart High School Facebook page and the USAG Stuttgart website for closings.

 


Transcripts

This policy applies to Stuttgart HS

GRADUATES & FORMER STUDENTS

Graduates and former students of DoDEA high schools must request transcripts by contacting the DoDEA Records Center which currently maintains high school transcripts and master class lists dependent upon the student's graduation date or last date of attendance. Please read DODEA Transcript and Records Request Procedures for details.

CURRENT STUDENTS

To request an official or unofficial transcript, current students may e-mail their guidance counselor with the U.S. mailing address where the transcript is to be sent. It will be sent via Official Mail. Delivery will take between 7-14 days. If a transcript is needed sooner, current students may e-mail their guidance counselor and choose to pick up the transcript in the Guidance Office. The transcript holder can then put it in a new envelope and send it via Priority or Express U.S. Mail.

DIGITAL TRANSCRIPTS (CURRENT STUDENTS ONLY)

DoDEA HQ has approved the use of Parchment Send [Parchment.com] for distribution of official transcripts for current students only. Transcripts requested through Parchment Send will be sent digitally to the requested college or university, usually within 48 hours. Parchment Send provides electronic confirmation that the transcript was received and opened at the destination. For institutions not in the Parchment Send network, transcripts will be sent via U.S. Mail. Parchment charges $3.50 to use their service.

SENDedu [sendedu.org] is also an approved transcript delivery service. Current students should e-mail their guidance counselor with the necessary information to have a transcript sent via SENDedu.

For colleges and universities accepting the CommonApp, please contact a guidance counselor.

DoDEA requires written authorization to release transcripts by official mail and digital services. Please complete the SHS Transcript Request Form and contact Stuttgart High School Guidance Office at +49 (0) 7031-15-4000 ext. 431-5592 or DSN be (314) 431-4000 ext. 431-5592.


Dropping and Adding Courses

This policy applies to Stuttgart HS

If a student withdraws from a course on or before the 10th school day (or its equivalent), no notation is made on the transcript. The following notations on the transcript will be made for withdrawals made between the 11th and 19th school day of the semester: Grade of "WP" (Withdrew Passing) or "WF" (Withdrew Failing), respective to the grade earned at the time of withdrawal. Courses may not be dropped after 20 days into the school semester. Grades of "WP" or "WF" are not used in GPA calculation and credit is not awarded.


Incomplete Grades

This policy applies to Stuttgart HS

Incomplete grades are granted only in the case of a medical emergency or emergency leave. Incomplete grades must be approved by the administrators. Incomplete work must be made up within ten (10) instructional days following the marking period, provided that the student absence is not extended beyond 10 days. Students will be given a reasonable amount of time to make-up work if the absence is extended into the next quarter. It is the student's responsibility to initiate the action to complete the course requirements within the specified time frame. If work is not completed, all incomplete grades may automatically be changed to an "F" grade within two weeks. It is the student’s responsibility to ensure their grade has been changed.


Honor Roll

This policy applies to Stuttgart HS

Honor roll is based on semester grades and quarter grades. To be considered for the honor roll, you must be a full time SHS student and earn only A's, B's and C's on your report card. Honor roll is posted at the beginning of each new quarter or semester for the previous quarter or semester.

Principal’s Honor Roll: 4.0 or higher GPA
High Honor Roll: 3.5 - 3.99
Honor Roll: 3.0 - 3.49


Student Attendance

This policy applies to Stuttgart HS

Unexcused absences include:

• Oversleeping

• Missing the bus or ride

• Seeing friends or relatives off at the terminal

• Non-school sponsored functions

• Family trips not tied do deployment

• Not attending school on EUCOM training days

• Leaving school to attend tournaments when the student is not part of the team

• Moving/Packing out

• Babysitting

• Class “Skip Day”

NOTE: The above list is not all-inclusive.

Student Responsibilities for Absences

• Adhere to the school attendance policies and procedures identified in this handbook and in DoDEA Regulation 2095.01, August 26, 2011.

• Inform the Main Office in the event of an absence, arriving late, or departing early from school.

• Identify and make up all classroom activities, or assignments which were missed as a result of an absence.

• Understand the differences between excused and unexcused absences, to include possible consequences for excessive unexcused absences or tardies.

Scheduled Appointments

When a student has a scheduled appointment, parents must check their student out of school in the office. If parents are unable to come to school, the student must have a valid note from a parent, or alternatively, parents may call the office before the student will be permitted to leave. Students sign in/out at the office before departing or upon return. Leaving school grounds without such permission is considered truancy.

Early Dismissal

There will be no early dismissals within the last thirty minutes of school, unless you have previously notified the front office of a scheduled appointment and arranged the early dismissal.
Students with Partial Schedules

Students with partial schedules due to home schooling or other reasons may only be on campus during their scheduled classes. A student may make prior arrangements to meet with a teacher if they require assistance.

For accountability, safety and security, and good order and discipline, part-time students are only to be in the school during the times they are enrolled in a class. For special occasions such as testing, meeting with a teacher, or using the library, students must be signed in as a visitor and wear a visitor badge.


Attendance Procedures

This policy applies to Stuttgart HS

On a day that a student misses school, it is the parents’ responsibility to either call commercial 07031 15 4000 option 1 or DSN 431 4000 option 1, or email the Stuttgart High School Attendance Clerk (StuttgartHS.Attendance@dodea.edu) between 0730 and 0900 to inform the school of the student's absence and the reason for the absence.

When the student returns to school, he/she should bring a medical note, a note signed by the sponsor or a parent, to verify the reason for the absence. This note should be given to the attendance clerk within three days of return.

Excused Prearranged Absences

Within one week of travel, students must submit the Prearranged Absence Form with teacher signatures to the office for final approval. Students MUST contact teachers PRIOR to their absence to collect work. All work is due the first class meeting after students return to school. Teachers have the right to request that the work is turned in ahead of time or that tests are taken prior to departure. Students must take scheduled tests upon their return. Examples of travel that can be pre-approved and excused:

  • College Visit
  • Funeral
  • Medical/Dental/Ortho Appointment
  • Court
  • Planned School Trips
  • Pre/Post Deployment Travel

Planned Family Trips

Students will not be excused for travel with their families on family trips that do not coincide with DoDEA recesses, except for travel that precedes or follows periods of deployment. If your child will be absent for an extended period of time, please fill out the Prearranged Absence Form. This form informs teachers of the absence and allows for students to get assignments prior to the absence. Work is due the day students return to class. These unexcused days will count toward the total unexcused absences for your child. Please plan accordingly. Teachers have the right to request that the work is turned in ahead of time or that tests are taken prior to departure. .
Procedures for all periods of absence:

  • Parents notify the school in writing and or per email at least one week prior to the first day of the absence.
  • Students pick up the proper form from the front office
  • Students have teachers complete the pre-approval form
  • Administration or designee signs the form.
  • A copy is given to the student and a copy is filed in the Main Office

Planned School Trips

Students involved in sports and other activities, MUST contact teachers PRIOR to their absence to collect work. All work is due the first class meeting after students return to school. Teachers have the right to request that the work is turned in ahead of time or that tests are taken prior to departure. Students must take scheduled tests upon their return.

Unplanned Excused Absences

When students return to school after an unplanned absence, they must bring in a note if the parents have not called the school. The student has three school days to bring in verification from the parents. In the case of unplanned excused absences, students are allowed to make up the class work. It is the student’s responsibility to obtain the required assignments. Upon student’s return to school they will have the opportunity to make up tests, quizzes, or class work and get clarification from teachers. The teacher has the right to refuse to grant credit for make-up work if it is not completed within the time limit established. Students have one class color day for each absence to do make up work. For example, a student misses school on gold Monday; they return to school on black Tuesday, they request work from the teacher on gold Wednesday and are expected to return completed work on gold Friday. An exception to this policy is when a teacher has a published syllabus of assignments and due dates that the student is in possession of, then students are expected to turn the work in upon their return. Additionally, students must take scheduled tests upon their return.

Semester and End of Year Attendance

All students must be in attendance through the end of the semester (January 13, 2022) or school year (June 7, 2022) to receive credit. Attendance will not be excused for students taken out of school at the end of the school year for family travel, visits or other discretionary reasons.

Absences Due to a Pandemic

Students who are quarantined due to positive test result or are quarantined for family contact will still be required to participate in classwork and assignments remotely. As soon as a quarantine is required, as outlined by Garrison policy, the student must contact the attendance line to inform the school of their quarantine start date. They should then reach out to their teachers to secure assignments while they are at home. Assignments are due the same day as the rest of the class. If the student is suffering symptoms of the pandemic and is unable to work, please communicate this with their teachers and request extra time as necessary.


Excessive Absences and Truancy

This policy applies to Stuttgart HS

Being absent more than 10% of school days during a semester (9 days or more) is considered excessive, unless there is a documented medical reason. In this case, the school needs to be informed in order to assist in continuing the student’s education. If there is not a documented medical reason for excessive absences, then administrative action will be taken to include possible referral to Social Work Services (SWS) for educational neglect.

Students cannot learn effectively if they do not attend class. Students who skip school, fail to bring a note, or fail to have parents contact the school after three days beyond an absence will be considered truant. Incidents of truancy are considered for the entire year. For each truancy incident, a one and one-half hour (1.5) detention will be assigned. Students who habitually skip class may also be suspended. The command will be notified if disciplinary consequences do not correct behavior. Students who are truant may not participate in extra-curricular, athletic or special events scheduled for the same day or the following day. Truancies will be cumulative for the year.


Tardiness by Quarter

This policy applies to Stuttgart HS

Passing time between classes during the school day is four minutes. Students must be in the classroom ready to work when the starting bell chimes or they will be counted tardy. Students who are detained by school officials and consequently late to class will be given a hall pass. Students who arrive late to school for the day will report to the office where they will sign in and be given an admit slip to class. It is the teacher’s responsibility to establish and enforce classroom procedures to ensure their students are in class on time. Effective classroom management is dependent upon a teacher’s ability to set and enforce learning norms. The integrity of this system lies in consistency and the strength of discipline in the classroom. If, after contacting parents and instituting strong classroom discipline procedures, tardiness persists, administration should be contacted.

Lunch Tardies

Students have the option to purchase their lunch from the numerous lunch options on base. This requires a high degree of personal responsibility. Students must be able to get to the food court, bowling alley, commissary, express or food trucks and return on time for class. To be considered on time, your student must be in class prior to the tardy bell. If they are late to class, they will be sent to the office to get a late pass. Tardies count as follows:

  • 1st Tardy = Verbal Warning
  • 2nd Tardy = Phone call home
  • 3rd Tardy = Phone Call Home and Off Campus Lunch Privileges suspended for one week
  • 4th Tardy = Phone Call Home and Lunch Detention for one week
  • 5th Tardy = Phone Call Home and Lunch Privileges REVOKED for the rest of the semester

If a student is found to be off campus when privileges are suspended or revoked, they risk a more severe punishment, to include the possibility of out-of-school suspension. Students have many options on campus for lunch, not to include the option to pack a lunch. The ability to go off campus is a privilege.


ACT and SAT Testing

This policy applies to Stuttgart HS

System-wide tests include the Scholastic Reading Inventory (SRI) for 9-12 grade students, PSAT 8/9, PSAT/NMSQT, PARCC End of Course Assessments in Algebra 1, Geometry, and Algebra 2, PARCC Summative Assessment for Literacy in grade 10, SAT, ACT, World Language Assessments for Levels II and IV foreign language courses, and Advanced Placement (AP) tests for students enrolled in AP courses. (See calendar for CCRS testing dates)

SAT

The SAT is given four times during the school year at SHS. Students must register at CollegeBoard.com

  • SHS School Code: 576325
  • SHS Test Center Code: 57633

SAT Test Dates

  • August 28, 2021, register by July 30, 2021
  • October 2, 2021, register by September 3, 2021
  • December 4, 2021, register by November 4, 2021
  • March 12, 2022, register by February 11, 2022
  • May 7, 2022, register by April 8, 2022
  • June 4, 2022, register by May 5, 2022

ACT

The ACT is given three times per year at SHS. Students must register at ACTstudent.com

  • SHS School Code: 576325
  • SHS Test Center Code: 866390

ACT Test Dates

  • October 9, 2021, register by September 3, 2021
  • April 2, 2022, register by February 25, 2022
  • June 11, 2022, register by May 6, 2022

Students may come to the Guidance Office for the ACT International Surcharge Waiver Code.


Athletic & Extra-Curricular Activity Code

This policy applies to Stuttgart HS

An athletic and extra-curricular code has been established for the members of all athletic teams, organizations, and clubs at SHS. This code will be explained to every candidate and his/her parent(s) will be required to sign a verification statement. In addition, students and parents must sign the DoDEA Europe, Student Behavior Expectations memorandum. Anyone having any questions concerning athletics and extra-curricular at our school, should contact the Athletic Director or Principal prior to signing these important documents.

Staff, administration, and parent representatives established the SHS Athletic and Extra-Curricular Code. It consists of rules all participants in interscholastic athletics and extra-curricular activities are expected to adhere to during the season and/or school year. The season begins with the first day of practice or first meeting and ends with the sports banquet or final meeting. Each coach or sponsor may establish additional requirements for group membership.

SHS offers a wide range of curricular and extra-curricular activities for students. Some of these are Chorus, Drama, German Honor Society, National Honor Society, Poet’s Corner, Model United Nations, Yearbook, Journalism, JROTC Drill Team, and various other clubs depending on student interest and sponsor availability. The policies, eligibility criteria, and code of conduct developed for the interscholastic athletic program apply to any regularly occurring school activity. Involved students must meet the same academic eligibility as athletes. The final determination of eligibility for students in all curricular or extra-curricular trips rests with the principal.

All students shall abide by a code of ethics. Any conduct that results in dishonor to the student, team, or school will not be tolerated. Acts of unacceptable conduct, such as, but not limited to theft, vandalism, disrespect, and/or violations of the law, tarnish the reputation of everyone associated with the athletic and extra-curricular programs and will result in immediate dismissal from the team and/or suspension from school. Negative behavior reports may be grounds for suspension from practice and/or competition.

Athletic & Extra-Curricular Activity Code Violations

  • Falsifying Official Forms: Falsifying official forms required for participation will result in dismissal from the athletic team for the season.
  • Use of Alcohol, Tobacco, or Drugs: The student/athlete will neither use nor possess alcohol, tobacco, or non-prescribed drugs. Violations will result in the removal for at least one contest and could result in the removal for the season.
  • Hazing: Students engaged in hazing of any kind face suspension from school and the team or4 club. Students at SHS should not take part in any kind of hazing activity in order to be accepted onto a team. Hazing can be described as “any activity expected of someone that humiliates, degrades, abuses, or endangers, regardless of the person’s willingness to participate.” Alfred University Study, 1999.
  • Illegal Activities While Away: Should a student be involved in an illegal activity while traveling to or from a DoDEA sponsored event which results in arrest or detainment by police authorities, parents will be required to travel to the site to assume responsibility for the student. Should this situation arise, procedures will be coordinated with parents, administration, command, and police officials. At no time will a team be delayed at a site to accommodate a student who has been apprehended by police authorities for a violation of law or military regulation. Students involved in gross violation of school and team rules could also be sent home at the expense of the student. These violations include: fighting, possession of alcohol or tobacco, vandalism, theft, failure to follow requests by the sponsors or chaperones.
  • Suspension: A student who is suspended from school is ineligible for one week from the date of the suspension commencing on the date the suspension begins. This includes in-school suspension.

Due Process for Students

A student who wishes to have the Athletic/Extra-Curricular Council review an action taken against him/her by the coach or sponsor may request a review of the actions when extenuating circumstances appear to have occurred. The student must submit the request, in writing, to the Athletic Director within 24 hours of the action. The council will usually be comprised of the following individuals: Athletic Director, Assistant Principal, Additional Coach or Sponsor, Faculty Representatives, and Parent Representatives. The council will make its recommendation to the Principal, whose decision is final.

Athletic Eligibility

To be eligible to participate in SHS athletics, a student must not have reached or passed his/her 19th birthday as of September 1 of the current school year. Students beyond the eighth semester of high school are ineligible to participate in interscholastic athletics.
The athletic program at Stuttgart High School includes interscholastic competition for men and women during three seasons. All athletes must abide by the SHS Athletic Code. A physical examination each year is required to try out, practice, or play. Sports available to our students include:

Requirement: Students must maintain a 2.0 GPA and no more than one F

Those meeting the requirements are eligible, and those not meeting the requirement are ineligible. A student declared ineligible can practice but is not authorized to participate, be in school uniform at a scheduled event, or travel with the team to any away event until regaining eligibility. Principals do not have the right to waive academic eligibility requirements except in the case of students on an individual educational plan (IEP).

Incoming 9th Grade students  (and MS students as applicable)

  • No previous semester GPA/F check
  • Weekly monitoring by 4 p.m. every Tuesday of each week
  • Students with more than one F during the weekly monitoring period will be ineligible from Wednesday 8 a.m. through the following Wednesday 8 a.m.

Eligible 10th, 11th, 12th Grade Students

  • GPA/F check from prior year Spring Semester for Fall; current year 1st Quarter for Winter Sports; and Fall Semester for Spring sports (Student met requirement)
  • Weekly monitoring by 4 p.m. every Tuesday of each week
  • Students with more than one F during the weekly monitoring period will be ineligible from Wednesday 8 a.m. through the following Wednesday 8 a.m.

Ineligible 10th, 11th, 12th Grade Students (These are the only students whose GPAs need to be checked after the initial semester checks)

  • GPA/F check same as above (Student did not meet requirement)
  • Student is ineligible for the first 3 weeks of fall semester. At the end of the 3 weeks, student must have a 2.0 GPA and/or no more than one F for that first week period
  • If found eligible, the student is eligible for the next 3 weeks, provided he/she has no more than one F in the weekly monitoring
  • *If a student is ineligible, the principal may grant another 3-week period of ineligibility. If the principal does not grant another 3 weeks, the student is ineligible for the remainder of the semester
  • Student must have GPA/F checked every 3 weeks
  • Any time after a student has regained his/her eligibility and he/she falls below a 2.0GPA/more than one F, the student is ineligible for the remainder of the semester.

Transfer Students (No Transcript)

  • Weekly monitoring by 4 p.m. every Tuesday of each week
  • If transcript has not arrived by the end of the first 3-week period, the student must meet the GPA/F requirement for these first 3 weeks
  • If student meets the requirement, continue weekly monitoring until transcript arrives. At 6 weeks, if transcript has not arrived, repeat GPA check
  • If the student does not meet the requirement at the end of the first 3-week period, the Principal may grant an additional 3 weeks of ineligibility. If not granted, the student is ineligible for the remainder of the semester
  • Upon arrival of transcript student can be placed in the eligible/ineligible category

General Athletic Rules and Regulations

This policy applies to Stuttgart HS

National Federation Rules & DoDEA Regulations: National Federation Rules govern all athletic play. All participants at an athletic event are expected to fully adhere to these expectations. Sanctions by the coach will result for violations. Students must meet the requirements and expectations of the coaches or sponsors during the season. DoDEA Regulations and Maual 2740.3 will govern all interscholastic competition and participation (Athletic Policies and Guidelines, available at: www.dodea.edu). SHS policies compliment or extend these requirements.

Injury: If a student is injured in a game or practice where more than minor medical attention is required, medical personnel must give written notice that the student can participate in further practices and/or games. This is not up to discretion of parents or coaches.

Dropping or Transferring Sports: Athletes may not change team membership following the opening contest of each sports season. A student does not have to participate in a contest for this to be in effect, only be listed as a member on the team roster.

Physical Examination: Athletes must submit a completed physical examination, parent consent, and Power of Attorney for the current year prior to the first practice. Students may not attend practice until the physical is complete. A physical is valid for one school year. Whenever possible, exams should be scheduled during the summer for returning athletes. It is the athlete’s responsibility to plan ahead for this requirement.

Uniforms and Equipment: All uniforms and equipment must be returned at the end of the season or departure from the team or the athletic letter or certificate of participation will not be awarded. No athlete will be eligible for another sport if they have not cleared a previous sport.

Financial Obligations & Insurance: Students are financially responsible for all equipment issued to them. All equipment is to be returned within five days of the last contest or meeting, clean and in good condition. School furnished equipment/uniforms are to be worn only for contests and practice. All equipment not returned in good condition at the end of the season will be subject to a financial penalty.

Students who are not I.D. card holders must show proof of private insurance. Medical care resulting from student’s participation in any aspect of interscholastic or extra-curricular activities is the sole responsibility of the parents.

Participation on Non-DoDEA Europe Teams: Students participating on Non-DoDEA Europe teams and SHS teams must participate in all DoDEA Europe practices and scheduled games to maintain eligibility for a SHS team.

School Attendance and Participation: Students may not participate in an athletic contest or extra-curricular event if they are absent from school on the day of that activity due to illness. If a student is absent from school or practice on Friday due to illness, he/she may not play on Friday, but could play on Saturday with a doctor’s clearance.

  • Students must attend school the full day prior to (or the day of) any scheduled contest or event in which he/she is to participate unless the absence is due to a scheduled medical appointment, which may not exceed three hours of absence from school. Approval for the student to participate in the scheduled event will be determined by the administrator.
  • Students are expected to be in class the day following a contest or on Mondays following away events. Students with numerous absences (more than 10% of a time period) may be dropped from a team or activity. In this case, the student, sponsor or coach, administrator, and the student’s parents will meet to review the matter.
  • Taking vacations or attending non-DoDEA Europe sponsored activities during a sport season is not permitted. Parents/athletes wishing to do so should reassess their commitment to being a team member. In the event an absence due to a vacation/trip is unavoidable, an athlete must contact the head coach no later than two weeks before the scheduled trip and be willing to assume the consequences related to his/her team status and lettering. Multiple absences from contests or practice could result in removal for the season.

Release from Class and Travel: It is the responsibility of all students to see their teacher the day before the classes they will miss because of an athletic contest or away event. All work will be made up promptly. All students are encouraged to travel with schoolwork of some kind. All students must travel to and from all out of town events in transportation provided by the school unless prior written permission has been granted by the coach/sponsor and parent.

Lettering: An athlete must complete the season in good standing and have met all requirements set forth by the coach at the beginning of the season. A season begins with the first practice and ends at the awards ceremony. Coaches will set lettering criteria after approval from the principal.

Parental Acknowledgement of Athletic and Extra-Curricular Policies: Each parent or guardian shall read these policies and verify they have received a copy of the athletic eligibility rules and extra-curricular policies of SHS. The signed document will be kept on file. Parents are expected to adhere to appropriate spectator behavior to include no harassment of officials, coaches, or players. Any parent who has a concern during a competition should bring it to the attention of an administrator or athletic director.


Graduation Dress Code Expectations

This policy applies to Stuttgart HS

It is the policy of DoDEA that graduation ceremonies and school-sponsored celebrations at each high school be an occasion which will be conducted with dignity and decorum. Our school will adhere to the following guidelines:

  • The Caps and Gowns should be selected by the Senior Class and approved by administration.
  • The only changes to the gown would be the addition of a US Flag patch if the graduate's parent(s) are down range and a unit pin for the deployed parent.
  • No additions are permitted to the caps other than the tassel. Writing on the cap is forbidden.
  • The only cords permitted for academic recognition are those authorized by National Honor Societies such as the Thespian Society, World Language Honor Societies (German, French, Spanish, etc.), and National Honor Society. A distinguishing chord or ribbon for the Valedictorian and the Salutatorian are acceptable.
  • The clothing under the gowns should follow the school's dress code.

Information Center

This policy applies to Stuttgart HS

The Library Information Center (IC) provides assistance and resources for everyone at SHS. Resources include class-related and recreational books, DVDs, nationally recognized research databases, magazines and newspapers.

The center is open from 0730 until 1600 daily. A limited number of IC passes are available for seminar. These passes must be requested the day prior to seminar. Checkout policies vary according to the type of material being circulated. Most books are checked out for three weeks, while DVDs are loaned for only three days. All items must be returned, paid for, or replaced before PCSing or leaving for the summer months.

Students receive a school network account and a DoDEA e-mail account when they register. School-wide policies and procedures for computer use also apply in the IC (see computer use policy under discipline). The e-mail account makes it possible to send messages to parents at all times, to access documents from home and school, and to communicate with colleges and fellow students when necessary.


Seminar

This policy applies to Stuttgart HS

Stuttgart High School seminar period uses a combination of appointment sheets and eSeminar in order for students to make appointments with teachers. eSeminar is a computer-based program that monitors the progress of students and helps to more efficiently manage student and teacher time. It eliminates the need for much of the paperwork done for student movement during the seminar period and allows for more teacher contact time. The benefits of using eSeminar are:

  • Fewer tardies to the seminar room.
  • Students can select which teachers they need to schedule appointments with in order to complete assignments or get additional assistance.
  • Students can be requested by a teacher for assistance or for a group meeting during the seminar period.
  • Teachers and administrators can more quickly find where students are located at any time during the seminar.
  • Increased use of seminar time for contact with a teacher.

Students will be able to sign up for teachers each seminar period in the seminar room. The seminar teacher will check student appointment sheets for teacher signatures, check and respond to eSeminar requests, monitor and keep track of where students are supposed to be during seminar, enter the locations for the student and announce before the beginning of the sessions to which students should report, actively monitor seminar students’ grades and progress in classes, and monitor computers being used in the classroom. Those students not traveling will remain in their assigned seminar. Students will be able to move between two sessions during each seminar period with a 3 min passing period. Those students that simply need to drop off something with a teacher will be able to do so during these passing periods. There will be continued improvement in grades across the school as a whole with this more structured seminar time.


USAG Stuttgart and Stuttgart Schools Anti-Bullying Policy

This policy applies to Stuttgart HS

The U.S. Army Garrison and DoDEA Schools are committed to making our community and school safe, caring, and welcoming places for all our children and youth. We will treat each other with respect, and we will refuse to tolerate bullying in any form in our community or at our school.

Our community and school define respect as follows: Treat others with the dignity and regard with which you would want to be treated.

Our community and school define bullying as follows: Bullying is a mean and one-sided activity intended to harm where those doing the bullying get pleasure from a targeted child’s pain and/or misery. Bullying can be verbal, physical, and/or relational; have as its overlay race, ethnicity, religion, gender (including sexual orientation), physical, or mental ability; includes all forms of hazing and cyberbullying. It can be and often is continuous and repeated over time, however, once is enough to constitute bullying.

Bullying that happens off of school grounds, including all forms of cyberbullying can impact the feeling of safety the targeted child has upon returning to school with the perpetrator(s) and can create an intimidating, hostile or offensive environment for all students. The school and the Civilian Misconduct Action Authority (CMAA) will address these actions when necessary for the well-being and safety of the community and all students involved. All suspension and expulsion documents, if forwarded to the CMAA, may be used as aggravating factors when considering administrative action in juvenile civilian misconduct under Army Europe Regulation 27-9.

Examples of bullying include but are not limited to:

  • Taunting
  • Using put-downs, such as insulting or making fun of someone’s race, religion, physical ability or disability, mental ability or disability, gender—including perceived or actual sexual orientation
  • Threatening or ganging up on someone
  • Stealing or damaging another person’s things (stealing or damaging can also be considered a criminal offense)
  • Spreading rumors about someone
  • Physically hurting a targeted child, including, but not limited to hitting, kicking, tripping, pushing, shoving
  • Unwanted touching, patting, grabbing, hugging, kissing, cornering, blocking passage, bumping (can be considered a form of assault which is a criminal offense)
  • Shunning or purposefully excluding a targeted student or trying to get other students not to play with targeted child
  • Using a cell phone, gaming device, the Internet, or other social media to threaten, stalk, ridicule, humiliate, taunt, spread rumors, lock out of a game, or hack into a targeted child’s account
  • Hazing, i.e. “any intentional, knowing, or reckless act by one person alone or acting with others, directed against a student, that endangers the mental or physical health or safety of a student for the purpose of pledging, being initiated into, affiliating with, or holding office in an organization”

Adults in our community and staff at our school will do the following to prevent bullying and help children feel safe:

  • Closely supervise children and youth in all areas of the Child, Youth and School (CYS) Services and school (to include the school and playground)
  • Watch for signs of bullying behavior and stop it when it happens 
  • Teach the Steps to Respect program and/or other supplemental Social Skills lessons to increase awareness and empowerment in all children and youth in our school and CYS Services (It is the school culture and social environment that these policies, procedures, and programs create as well as reflect)
  • Provide training opportunities for students and families regarding awareness and prevention of bullying
  • Take seriously families’ concerns about bullying and create a procedure for reporting
  • Look into all reported bullying incidents and respond quickly and appropriately
  • Assign consequences for bullying based on the school discipline code.
  • Maintain open communication between CYS Services staff and school staff for optimal support of all children involved in a bullying incident
  • Provide immediate consequences for retaliation against students who report bullying

Children and Youth in our Community will do the following to prevent bullying:

  • Treat each other respectfully
  • Refuse to bully others
  • Refuse to let others be bullied
  • Refuse to watch, laugh, or join in when someone is being bullied
  • Report bullying to an adult
  • Try to include everyone in play and social interaction, especially those who are often left out

Discipline Procedures for Bullying in School

Consequences for bullying will always include a procedure for holding accountable for their actions the perpetrator(s) and any bystanders who played an active supporting role in the bullying. Other procedures can range from positive behavioral interventions to expulsion from school. These consequences are dependent on the nature and severity of the behavior, the age of the student and the student’s past behavior. The purpose of these procedures is for holding student(s) accountable for the bullying, preventing another occurrence, and protecting the targeted child.

Consequences for bullying may include, but are not limited to the following:

  • Notify parents/guardian of the incident and consequences
  • Assisting the perpetrator(s) to find more appropriate ways to relate to peers
  • Conference with teacher, principal, and/or parent
  • Referral to school counselor
  • Corrective instruction
  • Behavior management plan
  • Temporary removal from the classroom
  • Loss of school privileges
  • Classroom or administration detention
  • In-school suspension
  • Out of school suspension
  • Legal action
  • Expulsion

Note: If the school can handle the behavior problem internally, it is within their right to do so. Should the behavior escalate, or present a danger to the order, discipline, and safety of the Garrison, the individual should be referred to the Assistant Civilian Misconduct Action Authority (ACMAA). Any behavior that constitutes a criminal act or breaks the law must be reported to the military Police with a notification to the ACMAA.

Discipline Procedure for Bullying in CYS Services

Consequences for bullying will always include a procedure for holding accountable for their actions the perpetrator(s) and any bystanders who played an active supporting role in the bullying. Other procedures can range from positive behavioral interventions to removal from the program. These consequences are dependent on the nature and severity of the behavior, the age of the youth and the youth’s past behavior. The purpose of these procedures is for holding perpetrator(s) accountable for the bullying, preventing another occurrence, and protecting the targeted youth.

Consequences for bullying may include, but are not limited to the following:

  • Notify parents/guardian of the incident and consequences
  • Assisting the perpetrator(s) to find more appropriate ways to relate to peers.
  • Conference with youth and/or parent
  • Referral to Social Work Services, such as Social Work Services, Garrison Chaplain and Military Family Life Counselors
  • Corrective instruction
  • Behavior management plan
  • Community Service—as determined by the CMAA
  • Temporary loss of CYS Services program privileges as determined by Program Director and CYS Services Coordinator
  • Loss of logistical support as determined by the CMAA
  • Legal action
  • Removal from all CYS Services programs

Note: If CYS Services can handle the behavior problem internally, it is within their right to do so. Should the behavior escalate, or present a danger to the order, discipline, and safety of the Garrison, the individual should be referred to the ACMAA. Any behavior that constitutes a criminal act or breaks the law must be reported to the Military Police with a notification to the ACMAA.

Support for a Target of Bullying

The effects of bullying on the targeted youth cannot be over emphasized. Isolation, lack of friends and/or support, and a feeling of helplessness that targets of bullying experience can be devastating. The Garrison and School will ensure that targeted youth receive all support necessary. Actions may include but are not limited to:

  • Notify parents/guardians immediately of the incident. Give them the method to use to report any further targeting of their child.
  • Take effective measures to keep the targeted youth safe at school and at CYS Services; give him/her tools to stand up to the perpetrator(s), and support to keep the targeted youth from succumbing to the bullying.
  • Identify a person or persons to whom the targeted youth can safely report any further bullying incidents.
  • Should the targeted youth appear to be in immediate danger of hurting himself/herself; parents will be notified without delay. If parents are not available, the Military Police will be contacted and asked for an immediate and emergency referral to Social Work Services.
  • Should the behavior be a concern to the well-being and safety of the community, the ACMAA will be contacted.
  • Provide referrals to counseling services, such as Social Work Services, Garrison Chaplain and Military Family Life Counselors.
  • Maintain open communication between CYSS staff and school staff for optimal support of the targeted youth.

Important note on Discipline vs. Punishment:

Punishment is adult oriented, imposes power from without, arouses anger and resentment, invites more conflict, exacerbates wounds rather than heals them; is preoccupied with blame and pain; does not consider reasons or look for solutions; does something to a student; involves a strong element of judgment; and demonstrates a teacher’s ability to control a student.

Discipline is not judgmental, arbitrary, confusing, or coercive. It is not something we do to students. It is working with them. It is a process that gives life to a student’s learning. It is restorative, and invites reconciliation. Its goal is to instruct, guide, and help students develop self-discipline—an ordering of the self from the inside, not an imposition from the outside.

The process of discipline does four things the act of punishment cannot do:

  1. Shows students what they have done.
  2. Gives them as much ownership of the problem that they can handle.
  3. Gives them options for solving the problem.
  4. Leaves their dignity intact.

For mistakes, mischief, and mayhem that unintentionally or intentionally create serious problems of great consequence, the Three R’s—restitution, resolution, and reconciliation—are incorporated into the four steps of discipline.

R.S.V.P.--Consequences need to be Reasonable, Simple, Valuable, and Practical.

Matt Ziglar Suzanne V. King
COL, LG CYS Services Coordinator
Commanding USAG Stuttgart

Sonja Rodriguez
Principal
Patch Elementary School

Lisa Bell
Principal
Robinson Barracks Elementary School

Tessa Moss-Beaman
Principal
Stuttgart Elementary School

Shawn Knudsen
Principal
Patch Middle School

Rick Renninger
Principal
Stuttgart High School

Note of explanation:
Civilian Misconduct Action Authority = Garrison Commander
Assistant Civilian Misconduct Action Advisor = staff member that serves as action advisor to the Garrison