A nurse is reinforcing teaching with the guardian of a school-age child who has hearing loss

Admin Bios

Parents are encouraged to follow the chain of command when issues/concerns arise: please speak with your child’s teacher first, then administration.

Mr. Shawn Knudsen - Patch MS Principal

Mr. Shawn Knudsen has been in education for 26 years, teaching mathematics and science at the secondary level for his first 18 years in education and working as an administrator for the last 8 years.  Mr. Knudsen began working for DoDEA in the fall of 2000, at MC Perry MS/HS, located in Iwakuni, Japan.  In 2003, Mr. Knudsen moved to Osan, Korea where he taught at Osan American MS/HS.  Mr. Knudsen served as the assistant principal at Kubasaki High School in Okinawa, Japan from 2014 - 2018.  Mr. Knudsen has been fortunate enough to serve as the principal of Patch Middle School since August of 2018.  Prior to joining DoDEA, Mr. Knudsen taught at a high school in Utah for five years.

Mr. Knudsen holds a Bachelor of Science Degree in Mathematics Teaching and a Master’s Degree in Educational Leadership.  Mr. Knudsen and his wife, Jihyun Knudsen, have enjoyed raising their children in various military communities as they have worked for DoDEA.  Mr. Knudsen has one daughter who is attending Stuttgart High School and two sons who are attending college in Utah.  Mr. Knudsen enjoys working with the educators, students, parents and all community members associated with Patch Middle School, to provide an excellent education to the future leaders of America. 

Ms. Evelyn Norwood - Patch MS Assistant Principal

Vacant - Stuttgart, Ansbach Community Superintendent

School Handbook

Mr. Steven Sanchez - Europe East District Superintendent

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 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 (SLO) from the sending and receiving locations.  The SLO is the local contact for schools and has valuable information about school calendars, hybrid learning, early enrollment, student services, how to manage quarantine requirements and more. 

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

 A directory of School Liaisons is updated annually and can be found at: https://www.dodea.edu/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

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

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/StudentServices/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

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.

Related DoDEA Policies & Regulations

1342.29: Interstate Compact on Educational Opportunity for Military Children
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 the DoDEA SIS Gradebook 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.

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

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

Special Education

Special Education Services

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

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

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

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

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

Related DoDEA Policies & Regulations

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

Disability Accommodations and Nondiscrimination

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

Related DoDEA Policies & Regulations

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

Reporting Abuse Neglect Suicide Risk and Threats

Child Abuse and Neglect

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

Related DoDEA Policies & Regulations

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

Suicide Risk and Threats Towards Others

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

Suicide Risk

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

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

Related DoDEA Policies & Regulations

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

Threats Towards Others

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

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

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

School Counseling Services

School Counseling Services

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

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

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

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

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

Related DoDEA Policies & Regulations

2946.1: School Counseling Services
2946.2: DoDEA School Counseling Services

School Psychology Services

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

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

Related DoDEA Policies & Regulations

2946.03: School Psychological Services

School Health Services

School Health Services

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

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

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

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

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

School Meals Program

The DoDEA School Meals Program (SMP) supports academic achievement by providing nutritious meals to your students through the National School Lunch Program and School Breakfast Program.  

• The School Meals Program is a budget friendly and convenient program for parents that can save time, energy, money and reduce stress.  
• Households must reapply every school year for free and reduced-price meals, beginning no earlier than July 1st.
• All meals must be paid for in advance or at the point of sale.
• A best practice is to fund your child’s account every pay day through the next pay day.

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

Related DoDEA Policies & Regulations

1015.5: DoD Student Meal Program

Student Rights and Responsibilities

Student Rights and Responsibilities

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

Students shall:

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

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.

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

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

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.

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.

Student Rights and Responsibilities

This policy applies to DoDEA Europe

DODEA students have the Right to a discrimination-free learning environment in which no individual, on the basis of race, sex, color, national origin, disability, religion, age, sexual orientation, or status as a parent, shall be excluded from participation in, be denied the benefits of, or be subjected to, discrimination in a DoDEA-conducted or -sponsored education or training program or activity, pursuant to Executive Order 13160, DoD and DoDEA policy, and Federal law.

Students shall treat teachers, administrators, and other school staff as expected within the code of conduct, to include courtesy, fairness, and respect; and teachers, administrators, and other school staff shall treat students as expected within the code of conduct in this Issuance, to include courtesy, fairness, and respect. 

Related DoDEA Policies & Regulations

1353.01: Student Rights and Responsibilities

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 Bus Safety & Behavior

This policy applies to Patch MS

School Bus Safety

• In Europe, TRAFFIC IS NOT REQUIRED TO STOP for loading and unloading school buses. American children must follow this life-saving rule!
• Some Patch Middle School buses are assigned a Safety Monitor. The primary function of this adult is to assist the driver in monitoring safety issues occurring “outside of the bus” they are not responsible for monitoring student behavior.

Parents must ensure that their children understand and follow the 10 School Bus rules listed below:

1. Obey the driver or adult.
2. Enter and exit the bus safely, and always show your bus pass.
3. Students should remain properly seated and use seatbelts when available.
4. Keep your hands, feet and other body parts to yourself.
5. Do not throw things.
6. Put nothing out of the window.
7. Remain quiet, and do not disturb the driver or others.
8. No profanity, indecency, smoking, prohibited items, or vandalism.
9. Do not eat, drink, or chew gum.
10. Be responsible, be safe.

The school has established expectations for students’ behavior while riding school provided transportation. Students are expected to follow the bus driver's and DoDEA personnel’s instructions when boarding, riding or leaving the bus. They are to take a seat immediately and remain seated until the bus arrives at school or the scheduled bus stop. These expectations extend to behaviors at the bus stop prior to pick up and departure. Students who violate the school's transportation code of conduct or do anything that diverts the driver’s ability concentrate on driving risk having their bus riding privileges suspended or revoked. In the event of a school bus suspension, the student and their sponsor must schedule a meeting with the USAG Garrison Commander and school administration to discuss the circumstances of the suspension and a plan for improved behavior. Students may not resume riding privileges until this meeting is complete. The Garrison Commander has the authority to extend any suspension at his/her discretion.

Bus Behavior - See the Patch Middle School Discipline Matrix

School Procedures

Student Discipline

This policy applies to DoDEA Europe

Management of DoDEA student behavior is a responsibility shared by DoDEA students, sponsors/parents/legal guardians, teachers, and the military and school communities and consists of teaching and reinforcing positive DoDEA student attitudes and behaviors. Discipline should be progressively, equitably and fairly administered, is sequential and preplanned, and normally occurs in a hierarchy of consequences for repeated offenses of the same behavior. 

Related DoDEA Policies & Regulations

1353.01: Student Rights and Responsibilities

Closed Campus

This policy applies to Patch MS

In the interest of safety, school administration has established a “Closed Campus Policy”. Students are not permitted to leave the school grounds on their own during the school day. The school cannot be responsible for students who violate school rules and leave school grounds. Only in special cases, and with approval from parents and administration, are students allowed to leave school grounds during the school day. In ALL cases, sponsors or their delegated representative must sign out students leaving school with a valid ID. A student’s school day begins at 0800 and ends at 1430.

Theft

This policy applies to Patch MS

Each student is responsible for protection of his/her property. Students are advised not to carry large amounts of money or valuables. Students are encouraged to immediately report acts of theft and/or missing items. The school will not be held responsible for lost, stolen, or damaged personal property i.e. cell phones, IPods, all electronic devices, collectible cards, etc.

Visitors and Volunteers

This policy applies to Patch MS

For safety reasons, all visitors and volunteers must report to the school front office immediately upon entering the school. A visitor/volunteer is someone who is not a school employee or student and enters the school during operating hours. The school administration has the final determination on visitors/volunteers authorized to be at the school. When visiting, volunteers/visitors 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 visiting a different location within the school. Upon finishing their visit, visitors 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; prior arranges with the school and teachers are required.

Guest Visitors

Students must plan ahead if they desire to bring a guest to school. A visitor’s guest pass form must be picked up at the attendance office prior to the guest’s appearance at school. No DODEA student is permitted to visit our school while his/her DODEA school is in session. This guest pass form must be signed by the student’s teachers and then presented to the attendance office for approval by an administrator no later than one day prior to the guest visit. There should be a valid educational purpose for the visit, such as a visit by a German school. Siblings will not be brought to school as guest visitors.

After School Activities

This policy applies to Patch MS

A variety of after school clubs and activities may be offered dependent upon volunteers and student interest. Some typical middle school activities may include: chess, math counts, book clubs, drama, art, newspaper, and robotics. Participation may be limited. Some special-activity clubs may require a fee. The after-school activity information sheet must be completed before any student may remain after-hours. The club or activity sponsor may provide a copy of this information sheet to students. It is the student’s and parent’s responsibility to complete this information sheet and return it to the sponsor or main office.

Dress Code

This policy applies to Patch MS

Students are expected to dress in a manner that complies with the school’s dress code policy as directed in the DoDEA Administrative Instruction 2051.02, “Students Rights and Responsibilities,”  Enclosure 2 (3,c,1) and Enclosure 2 (5,l)  (DoDEA Administrative Instruction 2051.02, Student Rights and Responsibilities,” April 17, 2012).

Students should come dressed for success, and all clothing should be appropriate for an educational setting focusing on comfort, safety, and education. Inclement weather may be more common than not during the winter months. Appropriate attire is essential and safety must be taken into high consideration. Standards for dress are designed to promote health, safety, contribute to the teaching and learning climate, and to promote a positive image while at school and within our communities.

Changes in dress code, deemed appropriate and necessary by the school principal, may be announced, implemented and enforced during the course of the academic school year. Final determination of acceptable dress code and grooming rests with the principal or his/her designee.

Students who cannot immediately conform to the requirements of the dress code standards will be required to change into acceptable clothing.  If a student does not have clothing readily available to meet these standards while at school, parents will be called to bring appropriate clothing. Everyone’s attention in maintaining these standards is mandatory: students, faculty, staff, parents, all stakeholders. Repeat violations of the dress code will result in disciplinary actions.

Restorative Justice

This policy applies to Patch MS

Patch Middle School utilizes a restorative discipline approach which is a proactive strategy used to create a culture of connectivity and care where all members of the school community thrive. The process of restorative justice offers a more sustainable, equitable, and respectful alternative to dealing with misbehavior. 

Restorative practices help make schools safer and more caring places, creating pathways to opportunity and success by focusing on the following areas we hope to make Patch Middle School a campus where compassion and understanding are central to all decisions and practices. In order to ensure that these practices continue to grow on our campus, we would like to share with parents and students some key points of the process:

Immediate/ Direct Reporting:  It is essential that any and all incidents are reported immediately. This provides the school with an opportunity to begin addressing the issue and helps to quicken the restorative process. Incidents can be reported to any adult staff member and will be directed to administration for the implementation of next steps. 

Empowerment and support:  Students who have been wronged work with the grade level counselor or school psychologist to clearly articulate their feelings, establishing boundaries and developing a plan for addressing any future situations where they feel that their rights and or personal space is not being respected. 

Behavior/Action Ownership:  Students who have been identified as having stepped outside of the school’s behavioral expectations will provide a statement of their understanding of the events and will work through the process of accepting personal responsibility for their actions, developing an understanding that poor choices do not define us, only provide an opportunity for growth. 

Mediation:  Peer mediation is a process that helps students work towards positive resolutions for both students in order to avoid further trouble. This conflict resolution process helps students develop the skills to advocate for themselves and establish clear boundaries for what they feel are appropriate ways to interact. Because this process is new to most middle school students, sessions are facilitated by an impartial adult. This person ensures that students respond to one another appropriately and that all parties have a stake in the resolution and development of a process for moving forward. 

Consequences
Though Patch Middle School is committed to using restorative alternatives for disciplinary infractions, we fundamentally believe that all actions must be addressed. Part of the process is accepting the consequences for individual actions. The following disciplinary/consequence range from administrative counseling to long term suspension depending on the severity and circumstances surrounding the infraction. The following chart is a referenced matrix for disciplinary action that may be applied. Please remember that all consequences are at the discretion of administration. 

Student Conduct and Discipline

This policy applies to Patch MS

"Do the right thing, even when nobody is watching."

The Patch MS staff and administration work diligently to encourage students to develop and demonstrate the behavior that will help them be successful citizens.

These are our expectations for students:

P articipate respectfully
A ccept responsibility
T reat each other kindly
C ome prepared
H elp each other

Based on the previously mentioned policy we only use the rubric as a guide because we believe that each incident is specific to the situation. As a team our counselors, team deans and assistant principal work diligently to investigate every incident and ensure that students are supported but held accountable for their actions. This rubric should provide you with an idea of the disciplinary actions that may be taken based on the severity of the incident.  The listed infractions are only a sample of the type of incidents that may occur in each category. Administration reserves the right to apply disciplinary consequences as they deem appropriate.

School Arrival

This policy applies to Patch MS

School hours are 0800 - 1435. Students should not arrive earlier than 7:50 AM.  Your cooperation in this matter will greatly enhance the safety and security of our students. Students arriving late will need to stop by the Main Office to get a tardy slip.

Communication

This policy applies to Patch MS

Good communication is essential to a positive and productive school year. Patch Middle School communicates with parents and sponsors through newsletters, the school website and e-mail notifications. The administrative team works with community leaders to ensure a level of transparency between organizations to support student success.

Lost and Found

This policy applies to Patch MS

Books, keys, coats, and other personal items that are found in the building or on the campus should be turned in to the attendance office. Lost and found is located in the Forum (lunch room.) Items of value will be kept in the main office. Unclaimed items will be given to charity organizations during winter, spring, and summer recesses.

Lunch

This policy applies to Patch MS

Students may bring a sack lunch to school, purchase lunch in the lunch room with cash or with a lunch account that parents can set up through the customer service desk at the PX. The lunch menu is available at http://odin.aafes.com/nutrition/.

Pack Pride should be followed at all times, especially in the cafeteria. Keeping the cafeteria clean is everyone’s individual responsibility. It is an expectation of the school that student’s clean up their eating area before leaving the cafeteria. Being responsible and respectful applies to each student. Your good behavior and manners reflect highly upon you, your family, our community and all of Patch MS.

Cafeteria Expectations:

1. No running, shoving or horseplay
2. Stay seated while eating
3. Eat your own food
4. Clean up your mess
5. Use inside voices

Recess Expectations:

1. Follow directions the first time they are given
2. No shoving or horseplay
3. Use equipment properly
4. No fighting, name calling, teasing or cursing
5. Stay within the playground boundaries
6. Stop playing and head back to the gathering area when the whistle blows

School Cancellation

This policy applies to Patch MS

School Cancellation and Unscheduled Dismissals
On occasion it may be necessary to cancel school because of inclement weather. Fog, snow, and ice may make it impossible for school buses to make their normal runs. Road conditions may be so hazardous that even the safety of the students who normally walk to school could be endangered. At such times, school will be canceled for the entire day, including for "walkers.” The decision to delay or cancel bus transportation is made by the USAG Commander.  Late opening or cancellation is typically announced on AFN (FM 102.3) before 0600, at least twice between 0600 – 0700, and after the 0700 news.  Information concerning weather/ road conditions and school closures is available on the Garrison web-site at www.stuttgart.army.mil.  Information can also be obtained by calling 475-ROAD (475-7623).  There should be no need to call the school for this information.  If there is no announcement on AFN, school will begin and will be dismissed as usual. If you do not receive AFN, plan with a friend or someone in your unit to call you and inform you of any changes in the school day.

Book Bags

This policy applies to Patch MS

Book bags must be carefully stored and safely secured in a locked locker prior to the beginning of first period. Book bags are not allowed in the classrooms, hallways, study-areas or cafeteria at any time. Book bags must not be left unattended at any time. Do not bring unnecessary or valuable items to school that can be lost, stolen, or damaged. No book bags or large bag of any kind are allowed in classrooms.

Locker Use

This policy applies to Patch MS

Each student will be assigned a locker. Students are permitted to open their lockers before and after school and during passing periods. Students are also allowed to access their lockers with permission from their teachers during class. Sharing lockers is a violation of school policy.

Each student is responsible for maintaining his/her locker. Students are responsible for the locker assigned to them. Responsibility includes:

• Keeping their lockers clean and free of debris and graffiti
• Reporting needed repairs to the Attendance Office
• Preventing and reporting vandalism to a locker
• Keeping combinations confidential. 

USAG Stuttgart and Stuttgart Schools Anti-Bullying Policy

This policy applies to Stuttgart Community Schools

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

Attendance

This policy applies to Patch MS

If your student will be absent or late, please email or call the Attendance Office before 1000. The Attendance Office will begin contacting parents regarding unreported absences at 1000.

• All students being checked in or out MUST come to the Attendance Office first.
• If you will be picking up your student during school hours, please notify the Attendance Office before your arrival and we can have your student waiting for you in the front office. This is important as students may not be in their classroom (student may be eating lunch, at the field during recess, etc) so it may take some time to locate your student.
• Students can sign themselves in upon ARRIVAL regardless of reason for their tardy. However, an authorized contact with proper identification will be needed to DISMISS a student during school hours.
• If your student will be absent for more than 3 consecutive school days for any reason, please have him/her stop by the Attendance Office for a PRE-ARRANGED ABSENCE FORM.

Telephone Messages

This policy applies to Patch MS

Telephone Messages
Because students are not permitted to carry or access their cell phones or other electronic devices during the school day, all messages from parents to students will be conducted through the attendance office. Though it will be challenging to relay last minute messages we will do our best to ensure your student is notified as soon as possible. No messages will be delivered after 1400.
 

Planner/Agenda

This policy applies to Patch MS

Every student is expected to maintain a school binder and planner/agenda to record and organize all their assignments. Parents are encouraged to check the agenda and binder on a regular basis, as they contain standards being taught, expectations, classroom assignments, homework, and hall passes to include use of Advisory time. Planners will be issued by the school.

Advisory

This policy applies to Patch MS

Advisory meets each B-Day for a total of 80 minutes. Students are to use this time daily to work on class assignments, visit other teachers in the buildings for assistance in making up work, completing assignments, and seeking out help as necessary.  Students must request from their receiving teacher(s) permission prior to attending another Advisory other than the regularly assigned Advisory teacher.  Students are to report first to their assigned Advisory teacher, follow all instructions, and provide the Advisory teacher with their class planner as evidence of prior scheduled appointments with others to include other teachers, nurse, administration, counselor, etc.  

Other Discipline Policies

This policy applies to Patch MS

Electronic/ multimedia devices (e.g. cell phones, smart phones, tablets, gaming devices)
No electronic device (e.g. headphones, cell phones, handheld gaming devices, iPods, iPads, Kindles and cameras) will be seen, used or heard in the school buildings from 0750-1435 to include lunch. Teachers have discretion over the curricular use of such devices in their classroom but must obtain administrative approval for such items to be used during the school day. These items are to be turned off and put away before entering the building each morning. The school assumes no responsibility for electronic devices brought to school. Students are not permitted to send or receive text messages during the school day. 

• 1st Offense: Warning: Student is instructed to store device appropriately
• 2nd Offense: Device is confiscated and can be retrieved from main office after school.
• 3rd Offense: Device is confiscated, and student is given one (1) day after school detention. Parent must meet with administrator or designee to retrieve the device and discuss progressive consequences

Tools Used to Assist with ADHD
Any tools, gadgets or devices which are meant to assist students with ADD/ADHD deal with fidgeting and concentration concerns need to be approved by administration prior to their use.

Internet Use
Patch MS has a great deal of technology available to students.  Each student will have a computer account that will allow him or her to access the internet, school resources, online databases, virtual libraries, Google Apps, cloud storage, teacher e-mails, links to online textbooks, as well as a connection to up to date assignments and grades.  

Students are encouraged to appropriately use the technology provided by the school.  Inappropriate use or violations of the DoDEA Internet Agreement will results in consequences ranging from individual counseling to termination of all computer privileges as well as other disciplinary consequences.  DoDEA form 6600.01 details the policies and responsibilities of appropriate computer and internet use.

Tardiness

• Students must be seated when the tardy bell sounds or as directed by the teacher.  

• If student receives four (4) unexcused tardies during a quarter the must serve one hour of after school detention. 

• Students who arrive late to school must go to the attendance office to collect a pass.

• Students who arrive late to class (between instructional periods) will be subject to teacher consequences.

Off-Limits Areas
Patch Middle School is a closed campus. Any student found in off-limits areas will be subject to suspension from school. The Sponsor and parent will be called for immediate pick-up, along with Military Command notification to the Sponsor’s Commander. The elementary school, teen-center, food court, Child Development Center, Shoppette, Commissary and all other surrounding facilities, are off-limits to all middle school students during school hours.  Stairwells and any other areas that are not specific to a student’s daily schedule are considered off-limits. If you have any questions about an area, please see an administrator. 

Prohibited Items and Activities

• Students are not permitted to sell items on campus without the express permission of campus administration. 
• Community members, parents, teachers and students are not permitted to post flyers or posters of any kind without the express permission of campus administration.

Students are not allowed to be in possession of the following items while at school or while attending a school function:

• Knives or weapons of any kind (real or replications.) This includes pocket knives of any size, laser pointers and Swiss Army Knives.
• Tobacco products (including vapes, e-cigarettes), Alcohol, drugs or paraphernalia that would promote the use of these items. 
• Aerosol sprays of any type.

Items permitted on a limited basis:

• Skateboards, scooters, and bikes and other wheeled transportation devices are permitted
  • They may not be used on school premises during school hours. 
  •  These items must be safely stored during school hours and the owner retains full responsibility for security of these items.
  • If items are found abandoned in hallways or classrooms they will be confiscated and only returned to the sponsor or guardian of record.

Administration reserves the right to modify the list at their discretion.

Other School Procedures

This policy applies to Patch MS

Locker Use
Each student will be assigned a locker. Students are permitted to open their lockers before and after school and during passing periods.  Students are also allowed to access their lockers with permission from their teachers during class. Sharing lockers is a violation of school policy.  

Each student is responsible for maintaining his/her locker. Students are responsible for the locker assigned to them. Responsibility includes: 
•    Keeping their lockers clean and free of debris and graffiti 
•    Reporting needed repairs to the Attendance Office 
•    Preventing and reporting vandalism to a locker 
•    Keeping combinations confidential. 

Planner/Agenda
Every student is expected to maintain a school binder and planner/agenda to record and organize all their assignments.  Parents are encouraged to check the agenda and binder on a regular basis, as they contain standards being taught, expectations, classroom assignments, homework, and hall passes to include use of Advisory time.  Planners will be issued by the school.

School Supplies
Textbooks, workbooks, and other instructional supplies are provided by DoDEA on loan. The proper care and use of these items should be stressed to help students develop and maintain a feeling of personal responsibility for books or supplies furnished for their use. It is recommended that parents replace textbooks and library books that are lost or damaged beyond normal wear and tear. Other supplies such as pens, pencils, rulers, crayons, writing paper, etc., are to be purchased by parents. The student’s teacher and subject requirements will determine the types of specific supplies.

To ensure clarity in communication with parents, the basic guidelines regarding provision of school supplies are listed below.

Parents are expected to provide the following for their children as needed.  The local PX will have a more specific grade level list.

• Rubber eraser 
• Colored pencils 
• Glue (sticks, bottled) 
• Pocket folders 
• Highlighters 
• Pens and pencils 
• Composition Books
• Crayons/color pencils
• Book bag or backpack 
• Spiral notebooks 
• Plastic supply box 
• Notebook dividers 
• Gym shoes     Notebook - 3-ring binder 
• Paints (watercolor) 
• Colored markers 
• Tissues (1 box, max.) 
• Paper - loose leaf
• Scissors