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Main Office DSN:318-742-3100 Main Office CIV: +973 1771-9829 Main Office Fax: +973 1772-8583
PTSO Email: [email protected]
Nurse DSN: 318-742-3317 Nurse CIV: +973 1771-9815
Bahrain Elementary School PSC 851 Box 690 FPO, AE 09834
Bus Office DSN: 318-742-3320 Bus Office CIV: +973 1771-9808
Office Hours Daily: 7:30 to 4:00 PM
Website: https://www.dodea.edu/BahrainEHS/ Newsletter:
https://sites.google.com/student.dodea.edu/bahrainelementary/home
Facebook: Bahrain Community Schools
Principal: Mrs. Penelope A. Miller-Smith [email protected]
School Handbook 2019-2020
Serving the Military, Diplomatic, and International Communities in the Kingdom of Bahrain
Bahrain Elementary is part of DoDEA (Department of Defense Education Activity) Europe South district, accredited by AdvanceEd. Bahrain School follows a US curriculum, with all classes taught in English and has a highly diverse, international student body. Bahrain Community School Complex is located on a 28-acre campus in Juffair, Bahrain and is sponsored in part by the Bahrain International School Association.
Bahrain is a small but important island nation in the Arabian Gulf. Over the past two decades, the country has evolved from a bustling gulf state to an international banking and business center. The population of approximately 1.4 million is one of the most cosmopolitan in the Middle East, including people from the Far and Near East, Europe, North and South America, and other parts of the Arab world. The capital city of Manama contains modern shopping centers and hotels from major international chains. The parents of Bahrain School students have originated from over forty nations, are well educated and hold positions of high responsibility in local, American and international firms, government and organizations.
Bahrain Elementary meets College and Career Ready Standards (CCRS) and evaluates student achievement using The Partnership for Assessment of Readiness for College and Careers (PARCC) testing. In addition, Bahrain Elementary offers a range of special programs and enrichment courses each year, tailoring to the needs of each individual student.
Our Mission: Educate, engage, and empower each student to succeed in a dynamic world. Our Vision: Excellence in education for every student, every day, everywhere.
Quick Stats: • All teachers hold U.S. (DoDEA) teaching credential • Majority of teachers have a Master’s degree or higher • 70% of teachers have 20 years (or more) of professional teaching experience • Average student-to-teacher ratio is 18:1 Kindergarten through 3rd grade and 25:1 in 4th and 5th grade • 330+ students enrolled • 28 countries represented in student body
Why Bahrain Elementary? • International community with respect for all: every race, gender, belief, and nationality welcome • Safe location and secure learning environment • Individual learning opportunities and tailored instruction • Curriculum geared to College and Career Ready Standards (CCRS) • Online grade and assignment tracking for students in 4th and 5th Grade • Strong sense of community and parent involvement • Arabic Instruction for all GCC students • Hot breakfast and lunch available • Bus transportation available
Full-time Specialists on Staff: • ESL (English as a Second Language) • Reading Specialist and Math Coach • Informational Specialist for ES in Library • Registered Nurse • Guidance Counselor and Psychologist • Special Education Teacher
• Educational Technologist and Gifted Teacher
Weekly Enrichment Courses: • Arabic Instruction for all GCC Students • Host nation /Bahraini and Arabic Culture Class • Counseling Class • Art, Music and Physical Education • Gifted Education and Enrichment Classes • Educational Technology (STEM)
Special and After School Programming: • Bahrain Island National Spelling Bee
• Geography Bee
• Swim Club • International Day sponsored by PTSO • Spooktacular sponsored by PTSO • Celebrations US and Bahraini Holidays • Crazy 8 Math Club • Algebra Club • Homework Club • Student Council • STEM and Engineering Clubs • Game Club • Art Club • Book and Writing Clubs • Young & Published Authors Club • Math Olympiad • Science Fair • Anchored for Life (Student 2 Student) • First Lego League • Spanish Club • Safety Patrol • Drama and Theater Club • Local Field Trips • Yearbook Club and Photography Club • School Advisory Council (parents and teachers) • Parent Teacher Student Organization (PTSO)
Click the links below for more information:
Website Newsletter
School Address PSC 851 Box 690 FPO, AE 09834-0007 Bahrain Phone: (+973) 1771-9829 Fax: (+973) 1772-8583 DSN Phone: 318-742-3100 [email protected]
Schedule of Events
Time Activity Location Thursday, Aug. 22nd Class Assignments Emailed to each parent for individual student class
assignment 10:00-2:00 School-wide Community
Fair Gill Hall, Great Hall and Main Gymnasium Optional School Tours Classrooms are NOT open at this time while teachers are preparing for Open House
2:00-2:45 Session 1: Open House
Teacher Classroom
2:45-3:00 Passing Period 3:00-3:45 Session 2: Open House
Teacher Classroom
3:45 End of Open House Event School Supplies Parents you are encouraged to bring your child’s school supplies to our Open House on Thursday. Conclusion of Open House on Thursday All Bahrain staff have a mandatory meeting at 3:45. We kindly ask that you conclude your visit to enable us to make our final preparations for our first day of school. Transportation Please make sure your child’s teacher is aware of how your child will come and go to school on the first day. It is important we help your child get home the right way at the conclusion of the first day of school. First Day of School and Beyond Our teachers will be establishing the routines and patterns for their class immediately when the school day begins at 8:00. You can assist us by preparing your child. If you are accompanying your child to school on the first day and beyond we ask that you stay with your child only until they are picked up by the teacher. Please do not accompany your child to the classroom unless you have made arrangements with the teacher in advance.
Bahrain Community Schools 2019-2020 School Calendar
First Semester Thursday, August 1st. Administration staff return Monday to Thursday August 5 - 8th. Administration Conference in Germany Sunday 11th August NO SCHOOL: Arafat Day Monday to Wednesday, August 12th - 14th. NO SCHOOL: Eid Al Adha holiday Thursday to Friday 15th - 16th August. Teachers early return (FRIDAY is Optional) Sunday 18th August. First day teachers return Monday to Tuesday 19th – 20th August NO SCHOOL: CCRS Training Wednesday 21st August Staff meeting Thursday 22nd August Teacher work day (Open House K-5 from 2:00 to 4:00). Thursday 22nd August Community Fair (10:00 to 2:00). Thursday 22nd August Class Lists posted at 1:00 pm Sunday 25th August. Begin 1st Quarter & 1st Semester (1st – 12th) / Kindergarten home visits. Sunday to Thursday 25th – 29th August Kindergarten home visits Sunday 1st September NO SCHOOL: Islamic New Year Monday 2nd September Kindergarten 1st day to school / Labor day Sunday 8th September Ashoora Eve Monday to Tuesday 9th – 10th September NO SCHOOL: Ashoora Wednesday 18th September PTSO general meeting – 3:00 PM Monday 23rd September MS/HS Open house – from 5:00 to 7:00 PM Thursday 3rd October Half Day - NO SCHOOL: DODEA teacher mandated trainings (K-12) Sunday 13th October NO SCHOOL: (K-12) / CCRS Professional Development training Monday 14th October Columbus day Wednesday 23rd October PTSO general meeting – 3:00 PM Friday to Saturday 24th -25th October PTSO Spooktacular Wednesday 30th October End of 1st Quarter Thursday 31st October NO SCHOOL: (K-12) Teacher work day Sunday 3rd November Begin 2nd Quarter Sunday 10th November NO SCHOOL: (K-12) The Prophet’s Birthday Monday 11th November K – 5 NO SCHOOL, 6 – 12 Half Day : Conferences /Veteran’s Day Tuesday 12th November K – 5 ONLY NO SCHOOL, Parent Conferences; 6 -12 in school Wednesday 20th November PTSO general meeting – 3:00 PM Thursday 28th November NO SCHOOL (K-12): Thanksgiving / CSI DAY Sunday to Thursday 1st – 5th December PTSO - Santa’s Workshop Thursday 12th December Acceleration date / Last Student Day Sunday 15th December NO SCHOOL: Quarter 2 - CCRS professional Development Training Monday to Tuesday 16th – 17th December NO SCHOOL: National Day holidays Wednesday 18th December Winter Recess begins Wednesday 1st January NO SCHOOL: New Year Thursday 2nd January NO SCHOOL Sunday 5th January Instruction Resumes Monday 20th January Dr. Martin Luther King Day Wednesday 22nd January PTSO general meeting – 3:00 PM Wednesday 29th January End of 2nd Quarter / 1st Semester Thursday 30th January NO SCHOOL: Teacher work day
Bahrain Community Schools 2019-2020 School Calendar
Second Semester Sunday 2nd February Begin 2nd Semester / 3rd Quarter Tuesday 11th February Sports Day (Tentative) Sunday 16th February NO SCHOOL: CCRS Quarter 3 Professional Development Monday 17th February Presidents Day Wednesday 19th February PTSO general meeting – 3:00 PM Wednesday 18th March PTSO general meeting – 3:00 PM Thursday 19th March NO SCHOOL (K-12): CSI Day Wednesday 1st April End of 3rd Quarter Thursday 2nd April NO SCHOOL: Teacher work day Sunday to Thursday 5th – 9th April NO SCHOOL: Spring Break Sunday 12th April NO SCHOOL: Easter Sunday Monday 13th April Instruction resumes / Begin 4th Quarter Wednesday 22nd April PTSO general meeting – 3:00 PM Thursday 23rd April NO SCHOOL: Ramadan Begins / CCRS Quarter 4 Professional Development Thursday 30th April 6 – 12 Only – Half Day PM: Parent Teacher Conferences Thursday 1st May May Day Sunday 3rd May NO SCHOOL: May Day (Observed) Wednesday 20th May PTSO general meeting & Board Elections – 3:00 PM Saturday 23rd May Ramadan Ends Sunday to Tuesday 24th – 26th May NO SCHOOL (K-12): Eid Al Fitr holiday + US Memorial Day Wednesday – Thursday 27th-28th May Sunday 7th June High School Graduation Tuesday 16th June Last Student Day / Half Day AM (K-12) Wednesday 17th June NO SCHOOL: Teacher work day
In 2015, Miller-Smith spearheaded the rollout of the College and Career Ready Standards for Mathematics (CCRSM)
curriculum. Administration began classroom visits to model teaching with the new curriculum, and instructors
attended one-on-one follow-up meetings with Miller-Smith to ensure they felt supported and confident in introducing
the CCRSM materials. Miller-Smith and her staff continue working collaboratively to strengthen the vertical and
horizontal articulation of CCRSM throughout grade levels. Miller-Smith's focus on educating the whole child is
reflected in the introduction of a school-wide abuse prevention education program, Speak Up Be Safe, in partnership
with her school's psychologist. Students are also encouraged to take the lead in conservation efforts, and
Kaiserslautern Elementary has been honored with the Army Green Boot program recognizing organizations that have
taken significant steps to reducing waste.
Mrs. Miller-Smith holds a B.A. in Political Science and post-graduate degrees in Elementary Education, Special
Education and English as a Second Language from California State University Long Beach, and M.A.s in Evaluation,
Measurement, and Research and Educational Leadership from Western Michigan University. She is currently
completing an Educational Specialist degree leading to a doctorate in Educational Leadership.
Mrs. Miller-Smith has taught in California, Florida, Iowa and Michigan gaining a variety of teaching experience in general education, special education, English as a Second Language, and gifted and talented. Miller-Smith has taught and been an administrator both at the elementary and secondary school level. In the fall of 2001, she transitioned out of the classroom to work for a charter school management company as an assistant director, where she gained valuable experience working with fifty-seven schools in four different states. Two years later she accepted a director's position with Mona Shores Public Schools in Muskegon, Michigan. There she oversaw the district's student services and special education programs. Mrs. Miller-Smith joined the DoDEA team in 2010 as principal of Hainerberg Elementary in Wiesbaden, Germany and later moved to Kaiserslautern Elementary in Kaiserslautern, Germany.
The Bahrain community can expect high expectations, visibility, positive communication and active involvement from Miller-Smith. She is passionate about inspiring and motivating others to make a difference in the lives of students and staff. She is a dedicated educator who listens and supports all stakeholders in the community. You will see her actively engaged at the school and visible in classrooms and throughout the community. She believes strongly in clear communication and wants everyone to be welcome at the school. Mrs. Miller-Smith is very excited to be joining the team at Bahrain Community Schools as the elementary Principal.
Mrs. Miller-Smith personally understands the challenges faced by military families living over-seas. As a military wife, she has experienced multiple deployments and prolonged periods of separation from her husband. Miller-Smith is married to Chaplain Donald Smith who is stationed in Kaiserslautern, Germany. Mrs. Miller-Smith is looking forward to the transition to Bahrain with her husband and their dog, Chappy. She enjoys traveling, sea kayaking and ballroom dancing.
Listening…Learning…Leading
Mrs. Penelope A. Miller-Smith Elementary Principal
A recipient of the 2018 DoDEA and DoDEA Europe Principal of
the Year Award with a "roll up your sleeves" leadership style,
Penelope A. Miller-Smith is described by colleagues as a highly
encouraging and supportive mentor dedicated to developing
teacher leaders. Over eighteen years as a school administrator,
eight of which have been with DoDEA, Miller-Smith has stayed
true to a philosophy of whole-child education developed over 10
years as both a general and special education teacher.
Chain of Command
Parents are asked to resolve student matters (questions, complaints, or concerns) directly with teachers. When it is impossible for matters to be resolved at the teacher level, please refer your concern to the school administrator, and/or counselor. If resolution is not possible at the school level, such matters may be raised higher through the following Chain of Command. Prompt action frequently prevents complications and more serious problems in the future.
Classroom Teacher Contact the school or use their school email
Counselor Contact the school or use their school email
Principal: Penelope Miller-Smith Email: [email protected]
Community Superintendent: Mr. Carl Albrecht DSN: 314-637-8705 / Commercial +39 346-793-2389
Email: [email protected]
Community Superintendent: Mr. David O. Rudy Chief of Staff: Mr. Paul Salatto
Superintendent: Dr. Michelle Howard-Brahaney Superintendent of Schools/DoDEA Europe South
Unit 31401 Box 11 APO, AE 09630
DSN: 314-637-8512 / Commercial: +39 340-980-5954 Email: [email protected] Website: https://www.dodea.edu/Europe/south/
Director DoDDS- Europe: Dr. Dell McMullen
Office of the Director DoDDS - Europe CMR 443 Box 7000
APO AE 09096 DSN 338-7614 / Commercial: +49-611-143-545-1503
Email: [email protected] Website: www.eu.dodea.edu/
Director DoDEA: Mr. Tom Brady Department of Defense Education Activity
4040 North Fairfax Drive Arlington, VA 22203-1635
DSN: 226-4462 / Commercial: 001-703-696-4462 Email: [email protected]
Website: www.dodea.edu/
School Liaison Office (SLO) The School Liaison Office is the military’s point of contact for facilitating the delivery of quality school transition and education support services and to help parents ease the impact of the mobile military lifestyle on the academic success of military children.. The SLO networks, educates and works in partnership with local schools to enhance the education experience. Mr. Geoffrey Rhinehart, NSA Bahrain Email: [email protected] DSN: 318-439-4898/4901 / Commercial: +973-1785-4898/4901
School Arrival and Dismissal Procedures Arrival Students arriving by bus may arrive between 7:00-8:00 due to traffic. Children walking or being dropped off at school may arrive between 7:30 and 7:55 AM and go directly to the playground. Supervision is not provided prior to 7:20 AM. Parents will be notified if a child is dropped off at school prior to 7:30 AM. All students report to the playground and remain there until dismissed by the monitors. Students are not to be in the building except to use the bathroom or in Gill Hall when there is inclement weather. Parents may elect to stay with their children on the playground but are asked not to accompany them to the classroom. Students are expected to be in class ready to learn when the bell rings at 8:00 AM. Drop-Off Zone A parent drop-off zone is available in the visitor parking lot adjunct to the school security gate – parents need to remain in their vehicle in this zone. Cars left unattended are subject to be reported to NSA Bahrain. Arriving Late For the safety and security of our students, all students arriving after 8:00 must be signed in by a parent/sponsor. Early Release Thursday Every Thursday, school ends 1 hour early at 1:40 PM. Tardiness Students are considered late/tardy when they arrive to school after the tardy bell rings at 8:00. Parents are then required to sign the student in at the main office. Students cannot be dropped off without any notification by the parents or guardians. Early Dismissal Occasionally, our school will have half-day early dismissals for students. On these days, dismissal will be at 11:00. Lunch will not be served. Leaving Early If you pick your child up during the day for an appointment, please notify your child’s teacher in advance. Children will not be taken out of class until you arrive. Please report to the office to sign your child out. Children cannot be released to non-family members or friends without express written authorization in advance that has been confirmed by the office.
Dismissal Students are dismissed at 2:40 PM and are expected to leave school grounds immediately unless involved in an official after school activity. If the mode of transportation changes for a student, please notify the school. Teachers walk the primary students to the buses. Intermediate students walk independently to the buses.
Morning Drop-Off All Elementary and Middle/High School students may be dropped off in the PURPLE Parking Lot (front of the school) during morning drop-off.
Afternoon Pick-Up
Elementary School students – PURPLE Parking Lot (front of school)
Middle/High School students – GOLD Parking Lot (back of school)
o Families with students in BOTH schools default to the PURPLE parking lot. o The GOLD parking lot opens at 12:30pm Sunday – Wednesday and 11:30am
Thursday. o The GOLD parking lot pedestrian gate is EXIT only. Entrance is at the discretion
of security personnel. o To ensure the safety of ALL of our students, please use the appropriate lot.
CAUTION - One way street
PURPLE – ES parking lot
GOLD - MHS parking lot
Main school entrance
2019-2020 BES School Day Schedules
Regular School Day 50 Minute Schedule
Early Release Thursday 40 Minute Schedule
1/2 Day Schedule No LUNCH
25 Minute Schedule 7:55 Morning First Bell 7:55 Morning First Bell 7:55 Morning First Bell 8:00 Tardy Bell 8:00 Tardy Bell 8:00 Tardy Bell 8:05-8:55 2nd Grade Specials
8:05-8:45 2nd Grade Specials
8:05-8:30 2nd Grade Specials
9:05-9:55 4th Grade Specials
8:55-9:35 4th Grade Specials
8:35-9:00 4th Grade Specials
10:10-11:00 5th Grade Specials
9:50-10:30 5th Grade Specials
9:05-9:30 5th Grade Specials
11:00-12:00 Lunch
10:30-11:30 Lunch
12:00-12:50 3rd Grade Specials
11:30-12:10 3rd Grade Specials
9:35-10:00 3rd Grade Specials
12:55-1:45 1st Grade Specials
12:15-12:55 1st Grade Specials
10:05-10:30 1st Grade Specials
1:50-2:40 Kindergarten Specials
1:00-1:40 Kindergarten Specials
10:35-11:00 Kindergarten Specials
2:40 Student Dismissal 1:40 Student Dismissal 11:00 Student Dismissal
3:00 Buses Depart 2:00 Buses Depart
Sunday-Wednesday Thursday
GL Recess Lunch Recess Lunch Monitors
5th 11:00-11:30 11:30-12:00 10:30-11:00 11:00-11:30 LN #3 & SPED Para
3rd 11:00-11:30 11:30-12:00 10:30-11:00 11:00-11:30 Counselor & LN #6 $ MFLC Counselor 11:30-12:30 Cafeteria MFLC 11:00-11:55 Recess then Cafe
K 11:15-11:45 11:45-12:15 10:45-11:15 11:15-11:45 K Para #1, #2 #3
1st 11:10-11:40 11:40-12:10 10:40-11:10 11:10-11:40 LN #4 and #5
4th 11:20-11:50 11:50-12:20 10:50-11:20 11:20-11:50 LN #2 & CLAS Clerk
2nd 11:25-11:55 11:55-12:25 10:55-11:25 11:25-11:55 LN #1 & SIS Para
6/30/2019 Bahrain Elementary Specialist Schedule 2019-2020
P Time Subject Day 1 Day 2 Day 3 Day 4 GL Recess Lunch MonitorsP1 8:05-8:55 2nd 11:25-11:55 11:55-12:25 LN #1 & Counselor
Art PREP Perkins Preston Garrison 4th 11:20-11:50 11:50-12:20 LN #2 & CLAS ClerkHost
Nation Garrison PREP Perkins Preston 5th 11:00-11:30 11:30-12:00 LN #3 & SPED Para
Music Preston Garrison PREP Perkins 3rd 11:00-11:30 11:30-12:00 SIS Para & LN #6
PE Perkins Preston Garrison PREP 1st 11:10-11:40 11:40-12:10 LN #4 and #5
P2 9:05-9:55 K 11:15-11:45 11:45-12:15 K Para #1, #2 #3
Art Snyder Carter Zermeno PREP
Host Nation PREP Snyder Carter Zermeno
Music Zermeno PREP Snyder Carter GL Recess Lunch MonitorsPE Carter Zermeno PREP Snyder 2nd 10:55-11:25 11:25-11:55 LN #1 & Counselor
P3 10:10-11:00 4th 10:50-11:20 11:20-11:50 LN #2 & CLAS Clerk
Art Heffernan C PREP Gibbons 5th 10:30-11:00 11:00-11:30 LN #3 & SPED ParaHost
Nation Gibbons Heffernan Gibbons PREP 3rd 10:30-11:00 11:00-11:30 SIS Para & LN #6
Music PREP Gibbons C C 1st 10:40-11:10 11:10-11:40 LN #4 and #5
PE C PREP Heffernan Heffernan K 10:45-11:15 11:15-11:45 K Para #1, #2 #3
LUNCH 11:00-12:00
P4 12:00-12:50
Art Gioia PREP Adusei Perez
Host Nation Perez Gioia PREP Adusei
Music Adusei Perez Gioia PREP
PE PREP Adusei Perez Gioia
P5 12:55-1:45
Art BarnesSUB
Hillis Moten
Host Nation Moten
Barnes SUBHillis
Music Hillis Moten BarnexSUB
PESUB
Hillis Moten Barnes
P6 1:50-2:40
Art BillsSUB
Janvier Foster-Ellis
Host Nation Foster-Ellis Bills
SUBJanvier
Music Janvier Foster-Ellis BillsSUB
PESUB
Janvier Foster-Ellis Bills
2nd Grade
4th Grade
3rd Grade
Kindergarten
1st Grade
5th Grade
Sunday‐Wednesday
Thursday
TIME 2nd Grade 4th Grade 5th Grade 3rd Grade 1st Grade Kindergarten
0800-0805 Opening Opening Opening0805-0810 Specials Math0810-0815 90 minutes0815-08200820-0825 Science/SS/H Science/SS/H0825-0830 60 minutes 60 minutes0830-0835 ELA0835-0840 ELA 120 minutes0840-0845 130 minutes0845-08500850-08550855-0900 Math0900-0905 90 minutes0905-0910 specials0910-09150915-0920 ELA0920-0925 120 minutes 0925-09300930-0935 ELA0935-0940 100 minutes0940-09450945-09500950-09550955-10001000-1005 Snack/Recess1005-1010 15 minutes1010-1015 Specials1015-10201020-10251025-1030 MATH1030-1035 Science/SS/H 85 min1035-1040 60 minutes Science/SS/H1040-1045 60 minutes1045-10501050-10551055-11001100-1105 Recess/Lunch Recess/Lunch1105-11101110-1115 Recess/Lunch1115-1120 Recess/Lunch1120-1125 Recess/Lunch1125-1130 Recess/Lunch1130-11351135-11401140-11451145-11501150-11551155-12001200-1205 Specials1205-12101210-1215 ELA/writing1215-1220 45 minutes1220-12251225-1230 ELA1230-1235 140 minutes Math1235-1240 90 minutes1240-12451245-12501250-1255 Math math1255-1300 105 minutes Specials 95 minutes1300-13051305-1310 ELA1310-1315 140 minutes1315-13201320-13251325-13301330-13351335-13401340-13451345-13501350-1355 Specials1355-1400 Science/SS/H1400-1405 60 minutes1405-1410 Science/SS/H1410-1415 55 minutes1415-14201420-14251425-14301330-14351435-1440 End of Day End of Day End of Day End of Day
Sunday‐Wednesday Master ScheduleBahrain Elementary School
DoDEA School Rules, Regulations, & Procedures
This section of the handbook provides information that applies throughout DoDEA. It notifies parents/ students and stakeholders of specific rules, regulations and procedures governing DoDEA schools. The authorities pertaining to these rules, regulations, and procedures may be found on the DoDEA Web site at http://www.dodea.edu/Offices/Regulations/index.cfm.
DoDEA School Rules, Regulations and Procedures
This section of the handbook provides information that applies throughout DoDEA. It notifies parents/students and stakeholders of specific rules, regulations and procedures governing DoDEA schools. The authorities pertaining to these rules, regulations, and procedures are available on the DoDEA Web site. The most current policies can be found at https://www.dodea.edu/Offices/PolicyAndLegislation/Offices.cfm.
General Information Interstate Compact on Educational Opportunity for Military Children
Policy Reference: DoD Instruction 1342.29, “Interstate Compact on Educational Opportunity for Military Children,” January 31, 2017 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 military families. Currently, all 50 states and the District of Columbia participate in this interstate compact, which provides a uniform policy platform for resolving the challenges experienced by military children.
It is estimated that the average military family moves three times more often than the average non-military family. These frequent moves can cause children to miss out on extracurricular activities and face challenges in meeting graduation requirements. In accordance with Enclosure 4 of DoD Instruction 1342.29, “Interstate Compact on Educational Opportunity for Military Children,” January 31, 2017, the Compact will ensure that the children of military families are afforded the same opportunities for educational success as other children and are not penalized or delayed in achieving their educational goals by inflexible administrative and bureaucratic practices. States participating in the Compact work to coordinate graduation requirements, transfer of records, course placement, and other administrative policies.
Access to School Facilities Policy Reference: DoDEA Administrative Instruction 2051.02, “Student Rights and Responsibilities,” April 17, 2012 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 non-curriculum related 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 or policy.
Visitors and Volunteers 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.
School Advisory Committees (DoDEA-Europe & DoDEA-Pacific) and School Boards (DoDEA-Americas)
Policy Reference: DoD Instruction 1342.15, “Educational Advisory Committees and Councils,” December 7, 2012 Policy Reference: DoD Instruction 1342.25, “School Boards for Department of Defense Domestic Dependent Elementary and Secondary Schools (DDESS),” October 30, 1996 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) at the local level. This is one way for parents to get involved in their child’s education. Consult your child’s school to learn more about school advisory committees (DoDEA-Europe and DoDEA-Pacific) or school boards (DoDEA-Americas).
School Advisory Council (SAC) at The Bahrain School Parents, teachers, students, administrators, and military commanders share the responsibility to support the schools through advisory councils and boards. Participation in advisory councils and boards enhances and improves educational programs and services, as well as the overall quality of life shared by all Department of Defense (DoD) American overseas communities. The SAC is composed of an equal number of locally-elected parents and full-time professional school employees and may include a senior high school student enrolled in the school. The SAC advises the school principal on local school-related, non-personnel matters such as educational programs, resources, services, and policies. Issues unresolved at the school level may be elevated to the District Advisory Council (DAC). Parents are welcome and encouraged to contact their local school principal to learn more. What does this mean at The Bahrain School? In simple terms, your SAC wants to ensure that communication is open to and from parents, administration and base. SAC includes representation from each of these categories. All of us want to see The Bahrain School be the best it can be to serve the students best interests. We are all very fortunate that our administrators at The Bahrain School are always willing to hear concerns directly from anyone that has them. SAC will act in a couple of different ways. If a parent or group of parents would like to bring forward an idea or issue to a larger forum, they can always contact a member of SAC, use the SAC email directly or attend a meeting. Additionally, the principals may have an issue they would like to discuss in a larger forum and will bring that issue to SAC. The bottom line will always be doing what is best for students and The Bahrain School community. The main goals of the School Advisory Council are to participate in and encourage strategic planning, develop and define policy, and serve as a public relations source. The SAC operates in the policy-making process by formulating and adopting, but never enacting, policy. As the title states, the Council is advisory in nature Beginning in the 2019-2020 school year The Bahrain School will have two SAC committees – an Elementary SAC and a Middle School/High School SAC. Additionally, there will be an Installation Advisory Council (IAC) where the individual SACs will have representation along with the base commander. If you have questions or concerns, please reach out to [email protected]
Keep the community aware of plansand programs initiated at the school.
Hold forums on particular topicsand invite community members to present views.
Hold open houses.
Invite qualified speakers to addressspecific subjects.
Participate in briefings on schoolaccreditation and school task groups.
Participate on the School Improve-ment Leadership Team.
A SAC meeting should not: Engage in political campaigns or
issues.
Become a pressure group.
Decide on curriculum or schoolstextbooks.
Be a forum to air employee griev-ances.
Report independently to the public.
Function as a school board.
Participate in negotiations betweenDoDDS and it’s employees.
Engage in fund-raising activities, orassume functions of other activities, like the PTSA, etc..
What is a School Advisory Committee (SAC)? A SAC is a forum for communicating recommendations, concerns or ad-vice to the principal on educational matters.
Is the SAC a school board? Even though the SAC does have a significant impact on improving school programs, it is not a school board. It is an advisory committee.
Who is on the SAC? Depending on the size of the school, a SAC is composed of an equal num-ber of elected parents and profes-sional educators in the school.
When are the elections? Elections are normally held at the end of the school year; however, elections may also be held at the be-ginning of the school year.
What issues can be delt with by a SAC? Review school policy and advise
principals on curricula and budget issues.
Recommend solutions to a prob-lem.
Determine feasibility of imple-menting new programs.
Use opinion polls to help developproposals.
If issues cannot be acted on by the local school, can they be elevated to higher levels in the system?
Yes. If a principal is not able to im-plement a recommendation submit-ted by the SAC, it can be forwarded to the Superintendent and the Area Director through the DAC and AAC (District and Area Advisory Commit-tees). The AAC can forward items to the Director DoDEA and the Advi-sory Committee for Dependents Education (ACDE) for action.
Should community support is-sues be discussed by the SAC?
No. An installation Advisory Com-mittee (IAC) is formed from mem-bers of each SAC for each commu-nity. The IAC meets and gives rec-ommendations and advice to the commander on the community sup-port given to the schools.
References: DoD Instruction 1342.15, dated
27 March 87; Subject: Educa-tional Advisory Committees and Counsels
Department of Defense Depend-ents Schools Pamphlet, dated Au-gust 1993; Subject: Educational Advisory Committees and Coun-cils
Enrollment Student Registration Process
Policy Reference: DoDEA Regulation 1342.13, “Eligibility Requirements for Education of Elementary and Secondary School-Age Dependents in Overseas Areas,” September 20, 2006, as amended Policy Reference: DoD Instruction 1342.26, “Eligibility Requirements for Minor Dependents to Attend Department of Defense Domestic Dependent Elementary and Secondary Schools (DDESS),” March 4, 1997 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:
• Proof of age • Medical records, including information on medical conditions, medications, and all dates and types of immunizations • Official documents to support eligibility (e.g., letter of employment, contract, PCS orders, etc.) • Students enrolling in DoD domestic schools will also be asked to show proof of on- base residence
Contact the registrar at your child’s school for more information on enrollment or to update your child’s information.
Student Immunization Requirements Policy Reference: DoDEA Regulation 2942.01, “School Health Services,” September 2, 2016 Policy Reference: Army Regulation 40-562, BUMEDINST 6230.15B, AFI 48-110_IP, CG COMDTINST M6230.4G, “Immunizations and Chemoprophylaxis for the Prevention of Infectious Diseases”, 7 October 2013 Students who enroll in DoDEA schools are required to meet specific immunization requirements (DoDEA Regulation 2942.01, “School Health Services,” September 2, 2016). These requirements represent the minimum and do not necessarily reflect the optimal immunization status for a student. Acceptable forms of official proof of immunization status may include, but are not limited to:
• Yellow international immunization records; • State agency-generated immunization certificates; • School-generated immunization certificates; and • Physician, clinic, or hospital-generated immunization records.
It is the responsibility of the sponsor/parent/guardian to provide their child’s most current immunization record at the time of enrollment and when immunizations are updated. Parents of incoming students are allowed up to 30 days from the date of enrollment to obtain documentation of any missing required immunization(s). If the missing required immunization is a series, then the first dose of the series must be administered, and documentation must be provided to the school within the 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.
Immunization Exemptions Policy Reference: Army Regulation 40-562, BUMEDINST 6230.15B, AFI 48-110_IP, CG COMDTINST M6230.4G, “Immunizations and Chemoprophylaxis for the Prevention of Infectious Diseases”, 7 October 2013. A waiver for immunization exemption may be granted for medical or religious reasons. Philosophical exemptions are not permitted. The DoD Component 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 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), the child 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 child to return to school. DoDEA immunization requirements can be found at: https://www.dodea.edu/StudentServices/Health/immunizationPgrm.cfm DoDEA health forms can be found at: https://www.dodea.edu/StudentServices/Health/healthForms.cfm
Student Grade-Level Placement Policy Reference: DoDEA Regulation 2000.3, “Student Grade Level Placement,” March 2, 2010 Policy Reference: DoDI 1342.29, “Interstate Compact on Educational Opportunity for Military Children,” January 31, 2017 Kindergarten and grade 1 placements are determined by minimum age requirements, in accordance with Enclosure 2 of DoDEA Regulation 2000.3, “Student Grade Level Placement,” March 2, 2010. An otherwise DoDEA-eligible 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 addition, an otherwise DoDEA-eligible 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. Placement in grades 2–8 is predicated upon completion of the preceding year. Students entering a DoDEA school (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 state LEA 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 LEA. For kindergarten, the student must have been enrolled and attended kindergarten class in order to assure continued attendance in kindergarten in DoDEA. Students who have satisfactorily completed the prerequisite grade level in the sending state’s LEA 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.
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 state LEA 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 LEA. For kindergarten, the student must have been enrolled and attended kindergarten class in order to assure continued attendance in kindergarten in DoDEA. Students who have satisfactorily completed the prerequisite grade level in the sending state’s LEA 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.
DEPARTMENT OF DEFENSE EDUCATION ACTIVITY
4040 NORTH FAIRFAX DRIVE ARLINGTON, VA 22203-1635
Policy and Legislation 08-ESPL-005 Date: November 26,2008
DEPARTMENT OF DEFENSE EDUCATION ACTIVITY POLICY MEMORANDUM
SUBJECT: Minimum Age Requirement for Pre-Kindergarten, the Sure Start Program, Kindergarten, and First Grade Dependents
It is the policy of the Department of Defense Education Activity (DoDEA) that a child must be 5 or 6 years of age by September I of the enrolling year for entrance into kindergarten and first grade respectively. Entrants into pre-kindergarten or the Sure Start Program must be 4 years of age by September I of the enrolling year. This Policy Memorandum reflects a forthcoming DoD Instruction, "Eligibility Requirements for Education of Minor Dependents in Overseas Schools," and the reissuance of DoD Instruction 1342.26, "Eligibility Requirements for Minor Dependents to Attend Department of Defense Domestic Dependent Elementary and Secondary Schools (DDESS)," and supersedes any previous guidance for the minimum age requirement for kindergarten and first grade for school year 2009-10.
The only permitted exceptions to the September I date are for kindergarten and first grade transfer students who meet the criteria outlined in the attached. Parents of a child who meets these criteria may request a waiver from the principal.
S'LA: a.}lr~ D<~~~~. Miles Director
Attachment: As stated
EXCEPTIONS TO THE MINIMUM AGE REQUIREMENT FOR KINDERGARTEN AND FIRST GRADE
Transfer Enrollment
The prior enrollment ofthe student must beji-om a duly accredited program; i.e., a school recognized by the local education agency ji-om the sponsor's assigned sending state. (If a student wants to transfer ji-om a school which is not recognized, he or she must meet DoDEA's age requirements)
The elementary school principal is authorized to make an exception to the minimum age requirement for space-required students when one of the following criteria are met:
(1) A student who was enrolled in, and attended his or her prior school shall be allowed to continue enrollment at grade level in DoDEA; commensurate with the student's current grade level, including kindergarten, while in a school of a local educational agency in the assigned sending state, or the Non-DoD Schools Program; at the time of transition, regardless of age.
(2) A student that has satisfactorily completed the prerequisite grade level in the local educational agency in the assigned sending state, or the Non-DoD Schools Program, shall be eligible for enrollment in the next highest grade level in DoDEA, regardless of age.
Note:
Children entering a DoDEA school from a British program should adhere to the following grade equivalencies:
British Grade American Grade Reception Prekindergarten Year 1 Kindergarten Year 2 First Grade Year 3 Second Grade Year 4 Third Grade
*Completion ofthe "Reception" program does not constitute grounds for an exception to the basic age requirement for DoDEA kindergarten enrollment.
Bahrain Elementary School
Parent Request for Special Placement Consideration
In making class/teacher assignments for next year, every attempt is made to balance class size
personal student needs, gender ratios, and academic groupings. All requests for special
placement consideration are included in the schools decision making process for class/teacher
assignments for next school year. The school has a robust process for developing class/teacher
assignments. We welcome your input as we begin this process for the upcoming school year.
This form is not to be used to request a teacher by name. Your request will be reviewed with the
grade level team, counselor and administration when we meet to make placement decisions in
both the late spring (first week of June) and again in early August.
Deadline for submission of this form is Thursday, May 30th (for returning BES students) and
Thursday, August 15th (new students to BES)
Student Name ___________________________________________________________ (Last) (First)
Current Teacher_______________________ Current Grade___________
Directions: Please describe your child’s strengths, needs (academic, emotional, behavioral),
and the type of learning environment in which he/she learns best.
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
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. Please visit the DoDEA Student Records Center located at https://www.dodea.edu/students/transcripts.cfm for further instruction based on your situation or discuss with the counseling department at your child’s school.
English for Speakers of Other Languages (ESOL)/Language Services Policy Reference: DoDEA Regulation 2440.1, “English as a Second Language Programs,” March 16, 2007 An English Language Learner (ELL) is a student identified as one who is in the process of acquiring English as an additional language. In accordance with the policy stated in the DoDEA Regulation 2440.1, “English as a Second Language Programs,” March 16, 2007, DoDEA’s ESOL Program is an English language acquisition program focused on teaching language and content that is designed to teach ELLs social and academic skills, including cultural aspects, in order for the ELLs to succeed in an academic environment. The ESOL Program involves teaching listening, speaking, reading, writing, study skills, subject area content, and cultural orientation at appropriate developmental and English language proficiency levels, with little or no use of the native language. ESOL instruction is conducted in English and can be provided in a variety of settings and program configurations. The amount of instruction given will be differentiated according to the student’s age, grade level, academic needs and English language proficiency. ELLs may receive instruction both through the ESOL Program and in the main classroom setting.
Accelerated Withdrawal Policy Reference: DoDEA Administrative Instruction 2000.1, “High School Graduation Requirements and Policy,” September 5, 2014 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 Enclosure 3, Section 9, of DoDEA Administrative Instruction 2000.1, “High School Graduation Requirements and Policy,” September 5, 2014. Accelerated withdrawal will only be considered if the parent/sponsor presents permanent change of station (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.
High School Graduation Information Graduation Requirements
Policy Reference: DoDEA Administrative Instruction 2000.1, “High School Graduation Requirements and Policy,” September 5, 2014 A standard diploma is awarded upon completion of the following requirements as stated in Enclosure 3, Sections 2 and 3, of DoDEA Administrative Instruction 2000.1, “High School Graduation Requirements and Policy,” September 2014:
1. Minimum 2.0 GPA; 2. Completion of 26.0 units of credit; and 3. Completion of specific course requirements.
An honors diploma is awarded upon completion of the following additional requirements:
1. Completion of all requirements for a standard diploma and additional course requirements; 2. Minimum 3.8 GPA at the end of the second semester of the graduating year; and 3. Earning a passing grade and the requisite exams in a minimum of four Advanced Placement (AP) exams and/or International Baccalaureate diploma (IB) in advanced- level courses.
High School Graduation Course Requirements
Minimum Requirements Content Area Course Requirements Standard Diploma Honors Diploma English Language Arts
● 1.0 credit (ELA 9) ● 1.0 credit (ELA 10) ● 1.0 credit (ELA 11)
4.0 credits 4.0 credits
● 1.0 credit (ELA 12) Social Studies ● 1.0 credit (World
History 9 or 10; or Honors
● World History 9 or 10, aka Global Studies)
● 1.0 credit (U. S. History) ● 0.5 credit (U. S.
Government) ● 0.5 credit (Social
Studies elective)
3.0 credits 3.0 credits
Mathematics ● 1.0 credit (Algebra) ● 1.0 (Geometry) ● 1.0 credit (Math course
code 400 or above) ● 1.0 credit (Algebra II or
identified equivalent course)
4.0 credits 4.0 credits
Science ● 1.0 credit (Biology) ● 1.0 credit (Chemistry or
Physics) ● 1.0 credit (Science
elective) Note: Physics Applications and Chemistry Applications in the Community meet requirements.
3.0 credits 3.0 credits
World Language ● 2.0 credits (World Language [WL] course)
Note: Credits must be in the same WL course.
2.0 credits 2.0 credits
Career Technical Education (CTE)
● 1.5 credits (CTE course offering)
● 0.5 credit (Computer Technology CTE course)
2.0 credits 2.0 credits
Physical Education ● 0.5 credit (Lifetime Sports)
● 0.5 credit (Personal Fitness)
● 0.5 credit (Activity & Nutrition or equivalent PE)
Note: Two years of JROTC taken in a DoDEA school fulfills the 0.5 credit requirement for Lifetime Sports.
1.5 credits 1.5 credits
Fine Arts ● 1.0 credit (course in visual arts, music, theater, and/or humanities)
1.0 credit 1.0 credit
Health Education ● 0.5 credit (Health Education course offering)
0.5 credit 0.5 credit
Honors Diploma ● 0.5 credit in Economic Literacy in CTE, Social Studies, Science & Mathematics
– 0.5 credit
Summary Minimum Total Credits 26.0 credits 26.0 credits Required Courses 21.0 credits 21.5 credits Elective Courses 5.0 credits 4.5 credits AP and/or IB Courses and Requisite Exams – 4 courses Minimum GPA 2.0 GPA 3.8 GPA *AP and/or IB courses may be used to meet DoDEA requirements.
In Bahrain only, an IB diploma is awarded upon completion of the established requirements for the IB diploma. Students unable to successfully meet requirements for receipt of the IB diploma must meet all requirements for the standard or honors diploma to receive a DoDEA diploma.
Transferring Course Credits to a DoDEA School Policy Reference: DoDEA Administrative Instruction 2000.1, “High School Graduation Requirements and Policy,” September 5, 2014 Policy Reference: DoDI 1342.29, “Interstate Compact on Educational Opportunity for Military Children,” January 31, 2017 Policy Reference: DoDEA Procedural Guide 15-PGED-002, Graduation Requirements and Policy – Interstate Compact on Educational Opportunities for Military Children,” February 4, 2016 DoDEA will accept 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 a non-DoD system (public or private), correspondence, online, and/or home-school program accredited by 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 Enclosure 3, Section 10, of DoDEA Administrative Instruction 2000.1, “High School Graduation Requirements and Policy,” September 5, 2014. Please contact your child’s school for questions regarding course credit transfer process and approval.
Home-school Students Policy Reference: DoDEA Administrative Instruction 1375.01, “Home-School Students,” October 15, 2018 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.
Report Card and Grading Information Grading and Grading System
Policy Reference: DoDEA Regulation 1377.01, “Student Progress Reports,” September 4, 2018 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 Web site (https://dodea.gradespeed.net/gs/Default.aspx) for instructions. A traditional letter grading system will be used for grades 4–12 report marks. Grade Numerical Range Description A 90 – 100 Excellent: Outstanding level of
performance B 80 – 89 Good: High level of performance C 70 – 79 Average: Acceptable level of
performance
D 60 – 69 Poor: Minimal level of performance
F (failing) 0 – 59 Failing (No credit awarded)
For purposes of calculating a student’s high school GPA, the following scales shall be used: Unweighted Standard Scale
Weighted Advanced Placement (with AP exam)
4.0 5.0 3.0 4.0 2.0 3.0 1.0 2.0 0 0
For grades K–3, achievement codes rather than letter grades will be used. Location Code Description Americas Region
E Exceeds grade-level expectations: Student exhibits the skills/behaviors independently without teacher support. Students at this level are exceeding the grade-level standards.
M Meets grade-level expectations: Student exhibits the skills/behaviors independently with minimal teacher support.
S Steady progress towards grade-level expectations: Student exhibits the skills/behaviors with teacher guidance and support.
L Limited progress towards grade-level expectations: Student exhibits the skills/behaviors in isolated or rare instances, or with a great deal of support. The performance is inconsistent and below the normal range of expectancy for a student at this grade level.
Europe and Pacific Regions
CD Consistently Displayed: Student exhibits the skills/behaviors independently with minimal teacher support.
P Developing/Progressing: Student exhibits the skills/behaviors with teacher guidance and support.
N Not Yet Evident: Student exhibits the skills/behaviors in isolated or rare instances, or with a great deal of support. The performance is inconsistent and below the normal range of expectancy for a student at this grade level.
X Not addressed: The knowledge, skills, and practices embodied in the grade-level standards were neither taught nor evaluated this marking period.
Progress Reports/Report Cards Policy Reference: DoDEA Regulation 1377.01, “Student Progress Reports,” September 4, 2018 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 period 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.
Parent-Teacher Conferences All DoDEA schools should encourage parents to meet with their child’s teacher for parent-teacher conferences. Parent-teacher conferences allow parents the opportunity to ask questions about their child’s classes or progress in school. Parent-teacher conferences are also a great way to discuss how parents and teachers can work together to help students perform at their best in school. If you are going to a meeting that was scheduled by the teacher or school, ask beforehand how much time you will have. If you will need more time or want to meet with the teacher again, let the teacher know at the end of the meeting. Please consult your child’s school for details regarding scheduling. DoDEA encourages all communication to take place through official school email accounts.
REPORT CARDS SCHEDULE - SY 2019/20
QUARTER 1 25 AUG - 30- OCT 10/31 11/2 PT Conferences 11/11 and 11?12
QUARTER 2 03 NOV - 29 JAN 1/30 2/1 2/6
QUARTER 3 2 FEB - 1 APR 4/1 4/25 4/30
QUARTER 4 13 APR -17 JUN 6/11 6/17 6/18
ONCE REPORT CARDS ARE VERIFIED, CHANGES CANNOT BE MADE
Report Cards to Principal by COB
Quarter/ Semester Grades Entered in Aspen by COB
Report Cards sent home onQuarters / Semesters Term Length
Kindergarten Report Card Subskill Codes
1 KL01 X X
2 KL02 X X
3 KL03 X
4 KL04 X X
5 KL05 X X
6 KL06 X X
7 KL07 X
8 KL08 X
9 KL09 X
10 KL10 X
1 KM01 X X X
2 KM02 X X X
3 KM03 X X X
4 KM04 X
1 KS01 X
2 KS02 X X
3 KS03 X
4 KS04 X
5 KS05 X
6 KS06 X
7 KS07 X X
8 KS08 X
9 KS09 X
10 KS10 X
11 KS11 X
12 KS12 X
13 KS13 X
1 KMD1 X x X
2 KMD2 X X X
GENI ‐ Student is on a modified program
Small Muscle
Works in Group Activities
Works Independently
Uses Materials Appropriately
Displays Organization Skills
Motor Skills Subskills Code Q2 Q3 Q4Large Muscle
Makes Appropriate Choices/ Decisions
Relates Mathematics to Daily Life
Uses Calculator Applications
Life Skills Subskills Code Q2 Q3 Q4Applies Problem Solving Strategies
Practices Self Control
Assumes Responsibility
Practices Courtesy and Cooperation
Listens Without Interrupting
Observes Class/School Rules
Follows Directions
Takes Reasonable time for Task
Listens for understanding/Information
Contributes in Group Discussion
Language Arts Subskills Code Q2 Q3 Q4
Mathematics Subskills Code Q2 Q3 Q4Uses Manipulatives to Demonstrate Understanding
Uses Manipulatives with Written Symbols
Effectively Communicates Orally
Recognizes Relations Between Orall and Written Language
Relates Letters, Sounds, Words
Displays a Sense of Story ‐ Beginning, Middle, End
Reads With Comprehension
Chooses to Read for Information/ Pleasure
Shows Interest in Books, Stories, Poems
Effectively Communicates in Writing
N ‐ Not yet evident P ‐ Progressing CD ‐ Consistently Displayed (c)
1st Grade report Card Subskill Codes
1 1L01 X X
2 1L02 X
3 1L03 X
4 1L04 X X
5 1L05 X X
6 1L06 X
7 1L07 X
8 1L08 X X
9 1L09 X
10 1L10 X X
1 1M01 X X X
2 1M02 X X X
3 1M03 X X X
4 1M04 X
1 1S01 X
2 1S02 X
3 1S03 X
4 1S04 X
5 1S05 X
6 1S06 X
7 1S07 X X
8 1S08 X
9 1S09 X X
10 1S10 X
11 1S11 X
12 1S12 X
13 1S13 X
1 1MD1
2 1MD2 X X X
Practices Self Control
Assumes Responsibility
Practices Courtesy and Cooperation
Listens Without Interrupting
Observes Class/School Rules
Follows Directions
Motor Skills Subskills Code Q2 Q3 QLarge Muscle
Small Muscle
GENI ‐ Student is on a modified program
Displays Organization Skills
Takes Reasonable time for Task
Makes Appropriate Choices/ Decisions
Works in Group Activities
Works Independently
Uses Materials Appropriately
Effectively Communicates in Writing
Language Arts Subskills Code Q2 Q3 Q4Listens for understanding/Information
Effectively Communicates Orally
Contributes in Group Discussion
Recognizes Relations Between Orall and Written Languag
Applies Problem Solving Strategies
Relates Letters, Sounds, Words
Shows Interest in Books, Stories, Poems
Displays a Sense of Story ‐ Beginning, Middle, End
Chooses to Read for Information/ Pleasure
Reads With Comprehension
Mathematics Subskills Code Q2 Q3 Q4Uses Manipulatives to Demonstrate Understanding
Uses Manipulatives with Written Symbols
Relates Mathematics to Daily Life
Uses Calculator Applications
Life Skills Subskills Code Q2 Q3 Q
N ‐ Not yet evident P ‐ Progressing CD ‐ Consistently Displayed (c)
3rd Grade Report Card Subskill
1 2L01
2 2L02 X
3 2L03 X X X
4 2L04
5 2L05 X X
6 2L06 X X X
7 2L07 X
8 2L08 X
9 2L09
10 2L10 X X X
Mathematics Subskills Code Q2 Q3 Q41 Demonstrate Understanding Using Manipulatives 2M01 X X X
2 Connects Concepts to Mathematical Operations 2M02 X X X
3 Communicates Mathematically, Orally and In Writing 2M03 X X X
4 Applies Mathematics to Other Content Areas and Daily Life 2M04 X X X
5 Uses Calculator 2M05 X X X
6 Student is on a Modified Program GEN X
Life Skills Subskills Code Q2 Q3 Q41 2S01 X X
2 2S023 2S03 X
4 2S04
5 2S05 X
6 2S06 X
7 2S07
8 2S08
9 2S09 X X
10 2S10 X X
11 2S11 X X
12 2S12
13 2S13 X
14 2S14 X
15 2S15 X XDisplays Organizing Skills
Uses Materials Appropriately
Makes Appropriate Choices/Decisions
Works in Group Activities
Works Independently
Takes Reasonable Time for Task
Practices Courtesy and Cooperation
Listens Attentively
Observers Class/School Rules
Follows Directions
Contributes in Group Discussions
Applies Problem Solving Strategies
Practices Self Control
Assumes Responsibility
Writes Legibly
Chooses to Read for Information/Pleasure
Reads with Comprehension
Displays Editing Skills (Grammar, Capitalization, Punc, Spelling)
Displays a Sense of Story Development
Makes Comparisons in Literature
Uses Word Attack Strategies
Language Arts Subskills Code Q2 Q3 Q4Listens for Understanding/Information
Effectively Communicates Orally
Uses a Process Approach to Writing
Shows Interest in Books, Stories, Poems
N ‐ Not yet evident P ‐ Progressing CD ‐ Consistently Displayed
Attendance Student Attendance
Policy Reference: DoDEA Regulation 2095.01, “School Attendance,” August 26, 2011, as amended 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 for 180 instructional days per school year 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 = absent full day
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 9. 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 by at least 30 minutes after the start of the school day for which the student is absent. Too many unexcused absences may trigger the Student Support Team to convene.
Bahrain Schools
Planned Absence Request Form
Student Name: ____________________________________________________ Grade: ________________________
Dates of Planned Absence: _________________________________ Number of School Days: ________________
Reason (provide a written explanation why you need to take your student out of school.) :
Per DoDEA Regulation 2095.01 absences due to a family vacation/trip except for exigent circumstances are considered unexcused.
Whenever a student needs to be out for more than six (6) days, a Student Educational Monitoring Plan (see reverse) will be developed to lessen the impact of the student missing instruction in class. The student will need to complete all of the work assigned to him/her during the period of absence.
YES NO When considering an absence from school: (please circle YES or NO) My child is in good academic standing. My child attends school regularly. My child will have access to a computer to complete work while out of school. I notified the school five (5) days before my departure to allow for collecting work.
Complete and return the above at least 5 days prior to the absence.
Signature of Sponsor: _____________________________________________ Date: ___________________
***************************************Administrative Review ****************************************
Number of days absent from school: Cumulative: __________ Excused: __________ Unexcused: __________
Administrative Comments:
Signature of Administrator: ____________________________________________ Date: _____________________
Student Educational Monitoring Plan
Instructions:
This document is the student’s unique Educational Plan to mitigate the impact of the student's pre-approved extended absence from school. The experiences, activities, or other assignments must be consistent with the course content objectives for each curricular area or course which the student participates in during the school day or week. A single plan should address all classes the student is currently taking. A copy of this document is provided to the parent or sponsor and student (if appropriate) and maintained by the classroom teacher(s) along with the class or classroom grade book.
Student Monitoring Plan:
During the student's absence from school, he or she is expected to complete all missed educational assignments or experiences identified in the attached outline of assignments. These assignments will be provided to the classroom teacher upon the student's return to school.
Date Education Plan Begins: _____________________________ Date Educational Plan Ends: __________________
Period Subject/ Course
Current Grade in Class
Assignments/Comments Teacher’s Initials
The Agreement:
The student and their parent or sponsor agree to the terms of this Educational Monitoring Plan to be completed during the student's approved extended school absence. The parents will review, date and sign the written work prior to the student returning to school and submitting the work to the classroom teacher(s).
Assessments System-wide Assessment Program
Policy Reference: DoDEA Regulation 1301.01, “Comprehensive Assessment System,” October 4, 2018 All DoDEA students in grades or programs identified for system-wide assessments shall be included in the DoDEA Comprehensive Assessment System 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. Valid and reliable and controlled for bias, and 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 Assessment System for major decisions concerning the student’s future learning activities within the classroom setting.
Special Education Special Education Services
Policy Reference: Department of Defense Instruction 1342.12, “Provision of Early Intervention and Special Education Services to Eligible DoD Dependents,” June 17, 2015 Policy Reference: Department of Defense Manual 1342.12, “Implementation of Early Intervention and Special Education Services to Eligible DoD Dependents,” June 17, 2015 Special education is specially designed instruction, support, and services provided to students with an identified disability requiring an individually designed instructional program to meet their unique learning needs. The purpose of special education is to enable students to successfully develop to their fullest potential by providing a free appropriate public education in compliance with the Individuals with Disabilities Education Act (IDEA) as implemented by DoD Manual 1342.12, "Implementation of Early Intervention and Special Education Services to Eligible DoD Dependents" (DoDM 1342.12).
In DoDEA, special education and related services are available to eligible students, ages 3 through 21 years of age. To be eligible for special education:
• The child must have an identified disability; • The disability must adversely (negatively) affect the child's educational performance; and • The child must require a specially designed instructional program.
If found eligible for special education and related services, DoDEA students are provided a free and appropriate public education (FAPE) in accordance with an individualized educational program (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 (CSC) chairperson will provide you with specific details relating to the evaluation process and can explain eligibility requirements further.
Disability Accommodations and Nondiscrimination Policy Reference: 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 Policy Reference: DoDEA Administrative Instruction 1443.01, Volume 1, Executive Order 13160 Administration: Compliance Requirements and Appeals, February 22, 2019 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 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 free and appropriate education 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.
Reporting Abuse, Neglect, Suicide Risk and Threats Child Abuse and Neglect
Policy Reference: DoDEA Administrative Instruction 1356.01, “Family Advocacy Program Process for Reporting Incidents of Suspected Child Abuse and Neglect,” November 5, 2018 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 FAP office, child welfare service agency (if available), and their immediate supervisor within 24 hours. All employees shall cooperate with the FAP process. The DoD FAP provides for the identification, treatment, and prevention of child abuse and neglect.
Suicide Risk and Threats Towards Others 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 are communicated to the DoDEA school administrator and documented. Regardless of the level of risk reported, in all cases, a DoDEA administrator or designated member of the Case Management Team must directly notify parents or legal guardians of the concern. For any additional assistance in this process, please contact the District school psychologist ISS. 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 Family Advocacy Clinic and local Child Protective Services if neglect is suspected as outlined in DoDEA Administrative Instruction 1356.01, which is available at https://www.dodea.edu/Offices/PolicyAndLegislation/Administrative-Instructions.cfm.
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 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. 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.
© Copyright 2009-2016, All Rights Reserved. The “I Love U Guys” Foundation. Bailey, CO. More info at http://iloveuguys.org. The Standard Response Protocol and Logo are Trademarks of The “I Love U Guys” Foundation and may be registered in certain jurisdictions. This material may be duplicated for distribution by recognized schools, districts, departments and agencies. SRP K12 CLASSROOM POSTER | Version 2.1.0 | 10/28/2011 | Revised: 01/02/2017 | http://iloveuguys.org.
IN AN EMERGENCYWHEN YOU HEAR IT. DO IT.LOCKOUT! GET INSIDE. LOCK OUTSIDE DOORS.
LOCKDOWN! LOCKS, LIGHTS, OUT OF SIGHT.
EVACUATE! TO ANNOUNCED LOCATION.
SHELTER! HAZARD AND SAFETY STRATEGY.
TMSTANDARD RESPONSE PROTOCOL
STUDENTS TEACHERReturn insideBusiness as usual
Bring everyone indoorsLock perimeter doorsIncrease situational awareness Business as usualTake attendance
K12
STUDENTS TEACHERMove away from sightMaintain silenceDo not open the door
Lock interior doorsTurn out the lightsMove away from sightDo not open the doorMaintain silenceTake attendance
STUDENTS TEACHERBring your phoneLeave your stuff behindFollow instructions
Lead evacuation to locationTake attendanceNotify if missing, extra or injured students
TEACHERHazard TornadoHazmatEarthquakeTsunami
Safety StrategyEvacuate to shelter areaSeal the roomDrop, cover and holdGet to high ground
Lead safety strategyTake attendance
STUDENTS
STUDENT SAFETYA critical ingredient in the safe school recipe is the classroom response to an incident at school. Weather events, fire, accidents, intruders and other threats to student safety are scenarios that are planned and trained for by students, teachers, staff and administration.
SRPOur school is expanding the safety program to include the Standard Response Protocol (SRP). The SRP is based on these four actions. Lockout, Lockdown, Evacuate and Shelter. In the event of an emergency, the action and appropriate direction will be called on the PA.
LOCKOUT - “Secure the Perimeter”LOCKDOWN - “Locks, Lights, Out of Sight”EVACUATE - “To the Announced Location”SHELTER - “For a Hazard Using a Safety Strategy”
TRAININGPlease take a moment to review these actions. Students and staff will be trained and the school will drill these actions over the course of the school year.More information can be found at http://iloveuguys.org
LOCKOUTSECURE THE PERIMETERLockout is called when there is a threat or hazard outside of the school building.
STUDENTS:• Return to inside of building• Do business as usualTEACHERS • Recover students and staff from outside building• Increased situational awareness
• Do business as usual• Take roll, account for students
LOCKDOWNLOCKS, LIGHTS, OUT OF SIGHTLockdown is called when there is a threat or hazard inside the school building.
STUDENTS:•Move away from sight• Maintain silenceTEACHERS:• Lock classroom door• Lights out • Move away from sight
• Maintain silence• Wait for First Responders to open door
•Take roll, account for studentsEVACUATETO A LOCATION Evacuate is called to move students and staff from one location to another.
STUDENTS:• Bring your phone • Leave your stuff behind• Form a single file line• Show your hands• Be prepared for alternatives during response.TEACHERS:
• Grab roll sheet if possible• Lead students to Evacuation Location
•Take roll, account for studentsSHELTERFOR A HAZARD USING SAFETY STRATEGYShelter is called when the need for personal protection is necessary.
SAMPLE HAZARDS:• Tornado• Hazmat SAMPLE SAFETY STRATEGIES: • Evacuate to shelter area• Seal the roomSTUDENTS:
• Appropriate hazards and safety strategiesTEACHERS:
• Appropriate hazards and safety strategies• Take roll, account for students
i love u guysF O U N D A T I O N ®
© Copyright 2009-2014, All rights reserved. The “I Love U Guys” Foundation. Bailey, CO 80421. SRP, The Standard Response Protocol and I Love U Guys are Trademarks of The “I Love U Guys” Foundation and may registered in certain jurisdictions. This material may be duplicated for distribution by recognized schools, districts, departments and agencies. SRP Handout for K12 | Version 2.0 | 01/08/2013 | Revised: 01/08/2013 | http://iloveuguys.org |
TMSTANDARD RESPONSE PROTOCOL
TMSTANDARD RESPONSE PROTOCOL
K12
DoDEA Security Drills LOCKOUT. Lockout is directed when there is a threat or hazard outside of the school.
Whether it is due to violence or criminal activity in the immediate vicinity, or a dangerous animal in the playground, lockout uses the security of the physical facility as a protective measure. Lockout drills are encouraged to be performed twice a year. At least one of these drills should be performed while outdoor activities
are in progress. Lockout drills can be accomplished without impacting teaching operations.
LOCKDOWN. Lockdown is called when there is a threat or hazard inside the school building. From parental custody disputes, intruders, to an active shooter, lockdown uses classroom security measures to protect students and staff from threats. If the school is equipped with a duress/panic alarm, the activation of the device would lead to a lockdown. One (1) lockdown drill is required each semester for a total of two (2) per year. The first semester lockdown drill will take place
before October 15 of each school year. The second lockdown drill will take place before March 30 of each school. Local law enforcement must participate in all lockdown drills.
At least one (1) lockdown drill will be accomplished during non-scheduled periods (i.e., during lunch or break periods). The discussion of covering windows during lockdown is taking place at a national level. As DoDEA is a dynamic organization with
varying facilities, it is best decided at the local level if inside windows should be covered during a lockdown or if moving out of sight is sufficient. With that said, Europe South District will leave windows uncovered during normal operating hours and COVERED during a LOCKDOWN, if time permits. Students should not remain in their seats.
1
DoDEA Security Drills Continued EVACUATION. An Evacuation is called when there is a need to move students from one
facility to another. This evacuation is part of the standard response protocols and not to be confused with a countrywide evacuation of DoDEA employees from threatened areas in accordance with DoDEA Administrative Instruction 3025.01. Fire drills shall be coordinated with local fire officials to include proper evacuation procedures in accordance with the standards of
the National Fire Protection Association. Completed one a week for the first month of school and then one a month thereafter
SHELTER. Shelter is called when the need for personal protection is necessary. Hazards that could generate the need to Shelter include tornado, earthquake, tsunami, and hazardous materials incident. Shelter strategies should be drilled once (1) a year. Additional drills may take place based upon local operating conditions.
2
System Programs and Services School Counseling Services
Policy Reference: DoDEA Regulation 2946.1, “School Counseling Services,” July 13, 2009 Policy Reference: DoDEA Manual 2946.2, “Department of Defense Education Activity School Counseling Services,” January 1, 2006 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 schools, self, peers, and social groups. In elementary grades, the 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.
School Psychology Services Policy Reference: DoDEA Regulation 2946.03, “School Psychological Services,” May 21, 2010 Policy Reference: DoDEA Manual 2946.4, “School Psychological Services,” June 2004 DoDEA school psychologists provide a range of services designed to support students’ learning, growth and development in accordance with DoDEA Regulation 2946.03, “School Psychological Services,” May 21, 2010. They are experts in student mental health, learning and behavior, and 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.
CONTRACT: D12PC00479 J-9-029 CONTRACTOR: MHN Government Services, Inc.
December 2017 Version
1
MEMORANDUM:
FROM: _____________________________________________________
[ Inser t name o f ins ta l la t ion , s choo l , camp, fac i l i ty ]
SUBJECT: Child and Youth Behavioral Military & Family Life Counselor
1. This letter is to inform you about the Child and Youth Behavioral Military and Family Life Counseling (CYB-MFLC) program services. Due to the unique challenges faced by military families, the Department of Defense is offering this private and confidential non-medical counseling service to military service members, military families, and military family service member’s children in Child and Youth Programs, Department of Defense Education Activity schools, Local Education Agencies, DoDEA CYP summer programs, National Military Family Association Operation Purple Camps, Guard/Reserve camps, and Operation Military Kids Camps.
2. The CYB-MFLC counselors may support the centers, schools, summer
programs and camps and work with military children and their families in the following ways: • Observe, participate and engage in activities with children and youth. • Provide direct interaction with military children. • Model behavioral techniques and provide feedback. • Suggest courses of age appropriate behavioral interventions to enhance
coping and behavioral skills. • Provide outreach to military parents when they are available such
as when they drop off or pick up their children or at family events. • Be available for military parents to contact for guidance and support. • Facilitate psycho-educational groups. • Conduct training for staff and parents. • Recommend referrals to military family programs and other
resources as needed.
3. The counselor may assist military parents, military children and centers with the following type of issues:
• Communication • Self-esteem/self-confidence • Resolving conflicts • Behavioral management techniques • Bullying • Helping children deal with angry feelings • Sibling/parental relationships • Deployment and reintegration issues
Bahrain Elementary School
CONTRACT: D12PC00479 J-9-029 CONTRACTOR: MHN Government Services, Inc.
December 2017 Version
2
4. The counselor may also work with military children in settings such as field trips and other center, camp, or school sponsored activities.
5. The counselor is available to accommodate appointments and meetings/activities after hours and on weekends with advance notice.
6. At no time will the counselor meet individually with a child without being in line
of sight of a CYP, DoDEA, LEA, or camp employee or a parent/guardian.
7. The counselor may use only OSD approved materials for trainings, groups, and any other activities.
8. With the exception of mandatory state, federal, and military reporting
requirements (i.e., domestic violence, child abuse, and duty-to-warn situations), as well as oversight review by DoD of the service you received should an adverse or harmful event occur, MFLC support is private and confidential to encourage the greatest level of participation.
Print Name of Child:
Select only one check box below:
I understand the above CYB-MFLC program description and authorize my child to participate in CYB-MFLC services. This authorization is valid for the duration of my child’s enrollment. I understand I can revoke this authorization at any time in writing.
I do not authorize my child to participate in CYB-MFLC services. _______________________________________ ___________ PARENT OR GUARDIAN SIGNATURE DATE
MFLC contact number +973 37263218
School Health Services Policy Reference: DoDEA Regulation 2942.01, “School Health Services,” September 2, 2016 DoDEA School Health Services aim to optimize learning by fostering student wellness. The school nurse serves as the health service expert, providing health care to students/staff and implementing interventions that addresses both actual and potential health and safety conditions. The school nurse collaborates with the school administrator to promote the health and academic success of students and serves as the liaison between, the school, community, and health care systems. This collaborative effort creates opportunities to build capacity for self-care, resilience, and learning. The school nurse’s responsibilities include:
• Providing leadership in promoting personal and environmental health and safety by managing communicable diseases, monitoring immunizations, providing consultation and health-related education to students and staff to promote school health and academic success;
• Providing quality health care and intervening with actual and potential health problems through health screenings, health assessments and nursing interventions, and the development of healthcare and emergency care plans to enable students to safely and fully participate in school;
• Providing case management services to direct care for students with chronic health conditions, to ensure their safety, and to increase their access to the educational program; and
• Collaborating with school and community-based resources to reduce health-related barriers to student learning, improve access to healthcare, and develop school-community partnerships to support academic achievement and student success.
Student Illness Do not send your child to school if he or she is ill. Staying home to get the proper rest, nutrition, and parental care is for your child’s benefit as well as for the benefit of the other children in the school who may be unnecessarily exposed to a contagious illness. The following are examples of when a student should remain home:
• A temperature greater than or equal to 100 degrees Fahrenheit. The student must be fever-free without the use of fever-reducing medication for 24 hours (a complete school day) before returning to school.
• Actively vomiting or has diarrhea. • An illness which presents with contagious symptoms. • Other symptoms interfering with learning or participation such as abdominal pain; ear
ache; itchy, painful eyes; light-sensitivity; or profuse exudate from the eyes necessitating frequent wiping.
• Severe uncontrolled coughing or wheezing, rapid or difficult breathing, coughing lasting longer than five to seven days.
• Episodes of vomiting in the past 24 hours. A student must remain home until vomiting resolves (no further vomiting for 24 hours).
• Frequent loose or watery stools compared to the student’s normal pattern; not caused by diet or medication. A student must remain home if a) he/she looks or acts ill; b) he/she has diarrhea with
temperature elevation of 100°F or greater; and c) he/she has diarrhea and vomiting. • Blister-like lesions (impetigo, including streptococci, staphylococcus, and methicillin-resistant
staphylococcus aureus infections) that develop into pustules with weeping and crusting. A student must be medically evaluated, remain home for at least 24 hours after initiation of medical treatment, and remain home until determined not infectious by a medical provider. Lesions must be covered for school attendance.
• Ringworm lesions must be covered for school attendance. • Thick discharge from eye, necessitating frequent wiping and may be accompanied by pain, redness
to the white part of the eye, and light sensitivity. Student must remain at home until symptoms clear or completion of 24 hours of medical provider-prescribed ophthalmic treatment.
• Measles, mumps, rubella, (German measles), chicken pox, pertussis (whooping cough), and influenza. A student must remain home until determined not infectious by 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 your child has:
• Any illness or injury that causes concern or inability to participate in school activities • Eye, ear, or teeth injuries • Head injury • Second- or third-degree burns • Severe pain • Sprains or possible fractures • Temperature higher than 100° • Vomiting or diarrhea • Wounds that may require stitches
Allergies and Chronic-Acute Conditions Policy Reference: DoDEA Regulation 2720.1, “First Aid and Emergency Care,” September 8, 2003 Policy Reference: 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 Please inform the school nurse of any medical condition and health concerns your child may have to better serve and protect your child’s welfare in accordance with DoDEA Regulation 2720.1, “First Aid and Emergency Care,” September 8, 2003.
Food allergies including peanut/nut allergies are a significant health concern within the school environment. Allergic reactions can range from mild symptoms to life threatening reactions. Ensuring a safe environment for all students and visitors is a primary focus for the administration and staff. In an attempt to raise awareness and limit an unnecessary exposure during school hours, we are implementing the following steps to address food allergies. These include:
• Notifying the school nurse of ANY allergy to food, drug, insects, etc., that your child may have; • Providing the school nurse with medication/doctor’s orders/emergency care plan/parent permission
form; • Teaching children at home about their food allergies and the importance of not sharing any food with
others in school or elsewhere; and • Notifying the classroom teacher about your child’s allergens and checking with the classroom
teacher prior to bringing in any food for classroom celebrations.
Medication at School When medications must be administered during the school day, the medication must be delivered to the school nurse in the original container, properly labeled by the pharmacy or primary care manager/provider, stating the name of the student, the medication, dosage, route, time of administration, and current date of issue. Contact the school nurse for the required Medication Consent Form. This form must be filled out and signed by the prescribing medical provider and signed by the sponsor/parent/guardian. The sponsor/parent/guardian needs to bring the signed form and the medication to the school nurse. If the school nurse is not present, the signed form and medication must be presented to the school principal, acting principal, or health aide for safekeeping. It is acceptable for parents to bring in self-purchased over-the-counter medication to be kept in the health office for their child’s use at school, but they must be accompanied by a physician’s prescription and signed parental consent form. In some rare situations, students are allowed to keep their rescue or emergency medicine with them while in school or at school-related activities. The student’s 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 appropriate form for medications to be administered during school hours or for a student to self-carry emergency medication. Students may not share medications (including non-prescription medications) at school or at school-sponsored events.
First Aid and Emergency Care Policy Reference: DoDEA Regulation 2720.1, “First Aid and Emergency Care,” September 8, 2003 School personnel will administer first aid as efficiently as possible to the dependent student when needed to treat minor injury or illness in accordance with the DoDEA Regulation 2720.1, “First Aid and Emergency Care,” September 8, 2003. In accordance with Section 6 of DoDEA Regulation 2720.1, should a student sustain a more serious illness or injury, the school nurse will make a judgment call based on nursing assessment to determine if the student needs emergency medical care requiring a response by an emergency medical team (EMT) and possible transportation for treatment at a health care facility. If a student needs emergency medical care requiring an ambulance, the school will make reasonable efforts to contact the sponsor/parent/guardian or emergency contact. In the absence of a parent, a school administrator or designee may accompany the student to the medical treatment facility. The EMT, health care facility, or attending health care provider(s) may be non-U.S. or non-military facilities or providers, especially if the dependent student is located overseas. Treatment decisions will be made exclusively by the health care provider(s) if the nature of the dependent student’s injury or illness requires immediate health care, in accordance with their standard operating procedures regarding the delivery of emergency care for the dependent student. It is very important for the school to have a current address, home phone number, mobile phone numbers, duty phone number, and the phone number of another adult to act as emergency contact in case parents cannot be contacted. Contact your school nurse for additional information regarding the DoDEA School Health Services Program.
Student Rights and Responsibilities Discrimination-Free Education Programs and Activities
Policy Reference: DoDEA Administrative Instruction 1443.01, Volume 1, “Executive Order 13160 Administration: Compliance Requirements and Appeals,” February 22, 2019
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, 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.
Student Rights and Responsibilities Policy Reference: DoDEA Administrative Instruction 2051.02, “Student Rights and Responsibilities,” April 17, 2012 Students are expected to actively participate in the educational process, including school-sponsored activities in and outside of the classroom, as deemed appropriate. Students should bring to the attention of a school employee behavior or activities that may endanger the safety and well-being of themselves or others. Students shall:
• Comply with policies, procedures, and standards for student behavior; • Refrain from conduct or behavior that is disruptive; • Respect the rights and human dignity of other students and all school employees. • Attend school and classes regularly and punctually and make a conscious effort in all classes; • Participate in and take advantage of educational opportunities provided by DoDEA schools; and • 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.
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 Policy Reference: DoDEA Administrative Instruction 2051.02, “Student Rights and Responsibilities,” April 17, 2012 According to Enclosure 3 of DoDEA Administrative Instruction 2051.02, “Student Rights and Responsibilities,” April 17, 2012, 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, so 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.
Interscholastic Athletics Policy Reference: DoDEA Administrative Instruction 1443.01, Volume 1, “Executive Order 13160 Administration: Compliance Requirements and Appeals,” February 22, 2019 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.
Student Dress Code Policy Reference: DoDEA Administrative Instruction 2051.02, “Student Rights and Responsibilities,” April 17, 2012 Students are expected to dress in a manner that complies with the school’s dress code policy as directed in DoDEA Administrative Instruction 2051.02, “Students Rights and Responsibilities,” April 17, 2012. Standards for elementary school dress reflect "common sense" and a concern for each child's comfort, safety, cleanliness, and sense of modesty. There is a strong relationship between neat, appropriate attire and a positive learning environment. Students are expected to be properly attired when in attendance at school since the morale and school spirit can directly relate to the emphasis placed on being well dressed. A child who is “dressed to come to work” generally has the attitude that school is a place of important business. To help create the best learning environment for elementary students, the following standards for student dress must be observed at Bahrain Elementary School.
• Sunglasses are not to be worn in the classroom unless a medical permit is on file. • No hats or bandannas are to be worn in the building during the class day. • The main torso of the body is not be visible. Halter tops, see through tops and t-shirts or pants designed
as underclothing or pajamas are not appropriate to the school setting. • Any article of clothing or accessories, such as jewelry with spikes, dog collars, wallet chains, chains
worn as belts, that may cause injury to another student may not be worn at school or school functions. • Clothing and accessories that display profanity, violence, discriminatory messages or sexually
suggestive phrases are not to be worn at school or school functions. • Clothing that displays advertisements for any alcohol, tobacco, or drug product is not to be worn at
school or school functions. • Shorts, pants, skirts, and similar garments must be worn at or above the hips. If belts, suspenders, or
straps are worn, they must be worn in place and fastened. Undergarments shall not be visible. Any article of clothing that is excessively torn may not be worn. The “baggy” appearance is unacceptable.
• Hem lengths on dresses, skirts, and shorts must finger tips plus an inch. • Spaghetti Strap Shirts and dresses with straps smaller than 2 inches in width are prohibited. • Makeup is discouraged for elementary school students. Make-up will not be applied at school.
Footwear In order to ensure all students are kept safe, appropriate footwear is required. Shoes should also be suitable to wear in any weather. Shoes deemed as inappropriate include, but are not limited to:
• Shower shoes, flip flops, any footwear without toe and/or heel • Shoes without a back strap to secure it to the foot (i.e., clogs, slides, mules) • Stocking feet and bare feet • Shoes with a heel higher than 1 inch • Heelys (with or without the wheels)
If dress and appearance guidelines are not followed, the parent will be called to bring a change of clothing to school. Also, put your child(ren)’s name on everything that belongs to them (inside coats, jackets, hats, and everything else—even lunch boxes / bags and book bags). We want them to be able to identify their belongings.
Search and Seizure Policy Reference: DoDEA Administrative Instruction 2051.02, “Student Rights and Responsibilities,” April 17, 2012 General, non-individualized searches of school property (e.g., desks, lockers, storage spaces, 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 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.
Student Conduct and Discipline Discipline
Policy Reference: DoDEA Regulation 2051.1, “Disciplinary Rules and Procedures,” March 23, 2012, as amended Policy Reference: DoDEA Administrative Instruction 2051.02, “Student Rights and Responsibilities,” April 17, 2012 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 Enclosure 2 of DoDEA Administrative Instruction 2051.02, “Student Rights and Responsibilities,” April 17, 2012. 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. 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 Regulation 2051.1, “Disciplinary Rules and Procedures,” March 23, 2012, as amended, 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 Regulation 2051.1.
School Bus Behavior Policy Reference: DoDEA Regulation 2051.1, “Disciplinary Rules and Procedures,” March 23, 2012, as amended 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 Enclosure 8 of DoDEA Regulation 2051.1,”Disciplinary Rules and Procedures,” March 23, 2012, as amended.
EUROPE SOUTH DISTRICT SCHOOL BUS DISCIPLINE MATRIXNotes:
1. All rule infractions are cumulative. A series of minor infractions may result in serious consequences. 2. All misconduct must be evaluated on a case-by-case basis. Depending upon severity, warnings, suspensions or expulsions may be deemed appropriate regardless of sequence or frequency of misconduct incidents. 3. The School Liaison Officer will be informed of major incidents. 4. Possession of prohibited items; such as weapons, controlled substances, alcohol and other serious incidents will be reported to Security Forces, the School Liaison Officer and other appropriate authorities.
5. Older students are expected to behave more maturely and thoughtfully than younger students, therefore, will be held more responsible for the consequences of their conduct.
**The purpose of this table is to provide guidance to administrators and should not restrict their use of discretion in handling misconduct issues with regard to unique circumstances or special needs students.
CATEGORY EXAMPLES OF INFRACTIONS FIRST REFERRAL
SECOND REFERRAL
THIRD REFERRAL
FOURTH REFERRAL
AMinor Misconduct
Boarding or exiting the bus unsafely, to includecrossing in front or behind the bus.No Bus pass or improper bus passStanding while the bus is in motion or not beingseatedObstructing an empty seat, door, stairs or aisle whileentering and exiting the bus.Making excessive noiseEating and/or drinking on the busLittering
**Verbal/WrittenWarning
**Assigned Seat **1 5 day BusSuspension
**10 day toSuspension ofriding privilegesfor the remainder
of SY
BSerious infractions
Failure to comply with bus driver’s instructions and/orsupervisory adultsExchanging or refusing to show bus passHorseplay and/or spittingThrowing objects at, within, or out of the bus/bus stopSticking object or body parts out of the window/doorCausing minor damage to bus seat; such as, writing onseat, making holes in seat etc.Using profane or obscene language or gesturesInterfering with the duties of a gate guard attemptingto touch/grab firearmPublic display of affection
**Assigned Seat **5 day BusSuspension
**10 20 day BusSuspension
**Suspension ofriding privilegesfor the remainder
of SY
CSevere Offenses
Sitting in driver’s seat/tampering with controlsInterfering with driver/monitors and officialsUnauthorized operation of emergency exitsSerious threatening, fighting, hitting, biting or pushinganother personVandalism or damage to bus that requires repair,cleaning and/or paintingSexually offensive verbal comments and/orsuggestionsTheft or pilfering of anyone’s personal items
**5 day BusSuspension
**10 day BusSuspension
**20 30 day BusSuspension
**Suspension ofriding privilegesfor the remainder
of SY
DCriminal/Illegal/ Unacceptable Acts
Tobacco and Alcohol UsePossession or use of weapons or other prohibiteditemsPossession of illegal substancesExcessive/reoccurring bullyingSexual offensive behavior/lewd or indecent acts toinclude full/partial nudityDirect or indirect acts causing injury to anotherpersonBomb threat
Suspension/Expulsion Proceedings Initiated
44
**1-day Bus Suspension
**1-3-day BusSuspension **3-5-day Bus
Suspension
***Standing while the bus is in motion or not being seated will result in immediate suspension.
***
KES Parent Handbook 2013/2014 Page 24
TABLE OF CONSEQUENCES FOR DISCIPLINARY ACTIONS
** Administrative Action may include, but is not limited to, the following: Warning, Counseling Session, Detention, Loss of Privileges, Parent notification, or School Work Detail
CHILDREN MUST BE ACCOMPANIED BY A PARENT/GUARDIAN ON THE DAY (S) OF SUSPENSION. This applies for all three suspension scenarios lasting more than a day:
1. Shadowing – Parent accompanies student to all classes and remains throughoutthe day, including lunch.
2. Out of School – Parent accompanies and remains with student.3. In School – Parent accompanies and remains with student in designated room at
the school. School assignments for the day are to be completed.
CATEGORY EXAMPLES OF INFRACTIONS
FIRST REFERRAL
SECOND REFERRAL
THIRD REFERRAL
FOURTH REFERRAL
A Hall Pass Violation Nuisance Item
Violation PDA Scuffling Tardies Other
Administrative Action
**
Administrative Action
**
Administrative Action
**
Suspension 1 Day
B Disruptive Behavior Inappropriate
Lang./Behavior Insubordination Unsafe Behavior Cheating/Forgery/Theft Communicating a
Threat Truancy Misuse of Technology Other
Administrative Action
**
Administrative Action
**
Suspension 1 Day
Suspension 2 Days
C Fighting (Any kind) Abusive Behavior to
Peers Tobacco Use Alcohol Possession/Use Vandalism (under
$100) Insubordination
w/disrespect-profanity Other
Suspension 1-3 Days
Suspension 3-5 Days
Suspension 5-6 Days
Suspension 7-10 Days
D Dangerous Behavior
toward self or others Illegal Substance Possession/Use/Dist’n Larceny ($250) Arson, Bomb Threats,
Extortion Vandalism (over$100) False Fire/Bomb
Alarms Weapon
Possession/Use Other
Suspension/Expulsion Proceedings Initiated
The purpose of this table is to provide guidance to administrators and should not restrict their use of discretion in handling misconduct issues with regard to unique circumstances or special needs students.
43
Administration Referral Form
Student Name: Date:
Grade: Homeroom:
Referred by:
Reason for Referral:
Prior Actions Taken by Staff:
Administrative Notes:
Administrative Action:
Student/Principal Conference Community Service
Parent Conference Scheduled Loss of Privileges
Contacted Parent Letter of Apology
Suspension Other (see action above)
Referred to: Counselor MFLC Psychologist SBBH
Parent Acknowledgement:
Administration Referral Form
Name: Grade: Teacher:
Who was involved?
What happened?
Why did it happen?
When did it happen?
Where did it happen?
Where was the adult? What did the adult do?
How would you solve this problem?
What should I do to solve the problem?
What should the consequence be for this problem?
Safe: Don’t play or climb on equipment.
Orderly: Wait quietly for your turn.
Appropriate: Use the toilet, wash your hands, and return to class.
Respectful: Do not misuse the soap, toilet paper, water, or paper towels. Put trash in the trash can.
responsible: Accept the consequences of your actions.
Safe: Stay seated and wear seat belt at all times. Keep hands, feet and objective to yourself and inside the bus.
Orderly: Use level 2 voice to talk with peers. Do not engage in illegal or threatening behavior.
Appropriate: Do not play with controls or emergency equipment. Be a friend and use kind words.
Respectful: No eating or drinking on the bus except water. Follow the directions of the bus driver and monitor. Do not litter.
responsible: Have your bus pass. Accept consequences for your choices.
Safe: Keep your hands, feet and objects to yourself.
Orderly: Walk facing forward on the right side of the hallway and in line with your class.
Appropriate: Walk and use a level 0 voice.
Respectful: Do not cut off other classes or other adults.
responsible: Accept the consequences of your choices.
Safe: Do not play on the stage. Walk don’t run.
Orderly: Play the games by the rules and put the games back correctly.
Appropriate: Use a level 2 voice to talk with peers.
Respectful: Follow the directions of the adults and be a FRIEND.
responsible: Accept the consequences of your choices.
Safe: Walk at all times. When in line or lining up use a level 0 voice.
Orderly: Remain seated until an adult gives you directions.
Appropriate: Do not play with or share your food. Use a level 1 voice to talk with peers at your table.
Respectful: Follow the directions of the adults and be a FRIEND.
responsible: Accept the consequences of your choices.
Safe: Keep hands, feet and objects to yourself.
Orderly: Take turns and play by the rules.
Appropriate: Use equipment correctly.
Respectful: Follow the directions of the adults and be a FRIEND.
responsible: Accept the consequences of your choices.
Prohibited Sexual, Sex-Based, and Other Related Abusive Misconduct Policy Reference: DoDEA Administrative Instruction 1443.02, “Prohibited Sexual, Sex-Based, and Other Related Abusive Misconduct Reporting and Response,” February 21, 2019 Policy Reference: DoDEA Regulation 2051.1, “Disciplinary Rules and Procedures,” March 23, 2012, as amended 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 Regulation 2051.1, “Disciplinary Rules and Procedures,” March 23, 2012, as amended. 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 it is happening to them, personally, or to someone they know, a student should let an adult know about it right away. They may tell someone they feel comfortable with and trust, 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 Issuance, 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” webpage to learn more at www.dodea.edu/sexualHarassment.
Technology Computer Access/Internet Policy/Electronic Devices
Policy Reference: DoDEA Administrative Instruction 6600.01, “Computer Access and Internet Policy,” February 16, 2010 Each student, together with the student’s parent or guardian (if applicable), shall acknowledge and sign Form 700, “Use of DoDEA Internet and Use of Information Technology Resources,” before he or she is assigned a user account. In accordance with Enclosure 4 of DoDEA Administrative Instruction 6600.01, “Computer Access and Internet Policy,” February 16, 2010, the following are required of all students:
• Students shall use DoDEA information technology (IT) resources, including computers, electronic mail, and internet access, only in support of education and for research consistent with the educational objectives of DoDEA.
• Students shall respect and adhere to all of the rules governing access to, and use of, DoDEA’s IT resources.
• Students shall be polite in all electronic communication. • Students shall use courteous and respectful language and/or images in their messages to others. • Students shall not swear; use vulgarities; or use harsh, abusive, sexual, or disrespectful language
and/or images. • Students who misuse DoDEA IT resources are subject to disciplinary measures.
The signed agreement 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.
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.
Google Apps for Education Parent Letter & Permission Form Dear Parents/Guardians and Students, DoDEA utilizes Google Apps for Education for students, teachers, and staff. This permission form describes the tools and student responsibilities for using these services. As with any educational endeavor, a strong partnership with families is essential to a successful experience.The following services are available to each student and hosted by Google as part of DoDEA’s online presence in Google Apps for Education:
● Mail - an individual email account for school use managed by DoDEA ● Calendar - an individual calendar providing the ability to organize schedules, daily activities, and assignments ● Docs - a word processing, spreadsheet, drawing, and presentation toolset that is very similar to Microsoft Office ● Hangouts - a video conference and instant messaging service
Using these tools, students collaboratively create, edit and share files and websites for school related projects and communicate via email with other students and teachers. These services are entirely online and available 24/7 from any Internet-connected computer. Examples of student use include showcasing class projects, building an electronic portfolio of school learning experiences, and working in small groups on presentations to share with others. Why use Google Apps for Education?
● To provide students with access to current technology applications and free tools designed for collaboration with other students and teachers
● To give students the ability to work on their documents both in school and at home - anytime and anywhere from any Internet connected device
● To help students work collaboratively, engage in peer-editing of documents, and publish for a wider audience ● To facilitate “paperless” transfer of work between students and teachers ● To provide adequate long-term storage space for student work ● A potential cost savings in terms of software licensing and document storage
How are DoDEA and Google linked together? The Google agreement with DoDEA provides access to Google applications and storage. While Google hosts these services off-site, DoDEA maintains the ability to manage users, groups, and settings, much like other locally hosted systems. This means that DoDEA can grant and remove user access, and control other settings to ensure a safe and secure collaboration environment for students and teachers. What personal student information and student education records will be stored in Google Apps for Education? The terms of the Google contract with DoDEA mandate that we must have parental permission for the use of Google Apps for Education. On the Google permission form that parents are asked to sign, it states that "information about my child will be collected and stored electronically." Google does not request any personal information from students and DoDEA does not provide personal student data (ex. birthdate, address, phone number, grades, test scores) to Google. That information resides in the DoDEA student information system and is not stored nor available to Google. The form also states that "my student's education records stored in Google Apps for Education may be accessible to someone other than my student and DoDEA". Examples of student education records in Google are assignments, notes, calendars and projects created by the student. Guidelines for the responsible use of Google Apps for Education by students: 1. Official Email Address. All students will be assigned a username####@student.dodea.edu email account. This account will be considered the student's official DoDEA email address until such time as the student is no longer enrolled with DoDEA.. Student usernames are pseudonyms, not their real names. 2. Prohibited Conduct. This account is for school purposes only. You may not use the account to sign up for any outside/personal resources such as social networking or game sites. If you choose to do this, you account will be suspended. You may not use inappropriate language or use this platform for cyber bullying (harass, discriminate or threaten the safety of others) of any sort. You may not post personal information (name, address, telephone, family member names, etc.) on any application or web resource. You will keep your logon private and will not share it with other classmates. Also, you will not attempt to obtain the usernames and passwords of other students. 3. Access Restriction. Access to and use of student email is considered a privilege accorded at the discretion of DoDEA. DoDEA maintains the right to immediately withdraw the access and use of these services including email when there is reason to believe that violations of law or DoDEA policies have occurred. In such cases, the alleged violation will be referred to a building Administrator for further investigation and adjudication. 4. Security. DoDEA cannot and does not guarantee the security of electronic files located on Google systems. Although Google does have a powerful content filter in place for email, DoDEA cannot assure that users will not be exposed to unsolicited information.
5. Privacy. The general right of privacy will be extended to the extent possible in the electronic environment. DoDEA and all electronic users should treat electronically stored information in individuals' files as confidential and private. However, users of student email are strictly prohibited from accessing files and information other than their own. DoDEA reserves the right to access the username####@student.dodea.edu Google systems, including current and archival files of user accounts when there is reasonable suspicion that unacceptable use has occurred. 6. Internet Safety: We focus on internet safety and digital citizenship guidelines. Technology use in DoDEA is governed by federal laws including: Children's Online Privacy Protection Act (COPPA) applies to commercial companies and limits their ability to collect personal information from children under 13. By default, advertising is turned off for DoDEA presence in Google Apps for Education. No personal student information is collected for commercial purposes. This permission form allows the school to act as an agent for parents in the collection of information within the school context. The school's use of student information is solely for education purposes. (http://www.ftc.gov/privacy/coppafaqs.shtm) To encourage the school-to-home partnership and to ensure that these accounts are not misused, we are asking parents and students to share in monitoring the account. The account is intended for the sole purpose of student work and collaboration as related to their activities and education experiences at Kaiserslautern Elementary School. Students should not use the account outside of those tasks.
Bahrain Elementary School
Google Apps for Education Permission Form By signing below, I confirm that I have read and understand the following: I understand that by participating in Google Apps for Education, information about my child will be collected and stored electronically. I have read the privacy policies associated with use of Google Apps for Education (http://www.google.com/edu/privacy.html). I understand that I may ask for my child's account to be removed at any time. I have read and understand the BES parent letter outlying the use and guidelines for Google Apps for Education at BES. _____ YES, I give permission for my child to be assigned a full DoDEA Google Apps for Education account. This means my child will receive an email account, access to Google Docs, Calendar, and Hangouts. I understand that Bahrain Elementary School is not responsible for monitoring this account and I agree to monitor the account usage. _____ NO, I do not give permission for my child to be assigned a full DoDEA Google Apps for Education account. This means my child will NOT receive an email account or access to Docs, Calendar, and Hangouts.
Student Name: (Print) _____________________________________________________ Grade:________________
Parent/Guardian Signature:_________________________________________________ Date:_________________
Student Signature:________________________________________________________ Date:________________
Transportation Student Transportation Services
Policy Reference: DoDEA Administrative Instruction 4500.02, “Student Transportation Services,” August 13, 2018 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 as well as 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 grades 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 noted on 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.
Student Meals
By direction of the DoD, NEX operates the cafeteria kitchens under the guidelines of the Department of Agriculture. A well-balanced, nutritious meal (breakfast and lunch) is offered to students each school day. Monthly menus are published in the school newsletter. However, please note that all menus are subject to change due to availability of selected menu items. Children with food allergies must have a doctor’s certification stating what the food allergy is and provide a copy of that statement to the school cafeteria in order for the cafeteria to be able to provide an appropriate substitution. Students have the option of bringing nutritious/healthy lunches from home. Please help by reminding students that items from school and home are not to share and are only for them. Please keep in mind using a thermos to keep lunches warm is recommended for all students. Students do NOT have access to a microwave so please plan accordingly when packing your child’s lunch.
SCHOOL GUIDELINES FORMANAGING STUDENTS WITH FOOD ALLERGIES
Food allergies can be life threatening. The risk of accidental exposure to foods can be reduced in the school setting ifschools work with students, parents, and physicians to minimize risks and provide a safe educational environment forfood-allergic students.
Family’s Responsibility
Notify the school of the child’s allergies. Work with the school team to develop a plan that accommodates the child’s needs throughout the school
including in the classroom, in the cafeteria, in after-care programs, during school-sponsored activities, and onthe school bus, as well as a Food Allergy Action Plan.
Provide written medical documentation, instructions, and medications as directed by a physician, using theFood Allergy Action Plan as a guide. Include a photo of the child on written form.
Provide properly labeled medications and replace medications after use or upon expiration. Educate the child in the self-management of their food allergy including:
safe and unsafe foodsstrategies for avoiding exposure to unsafe foodssymptoms of allergic reactionshow and when to tell an adult they may be having an allergy-related problemhow to read food labels (age appropriate)
Review policies/procedures with the school staff, the child’s physician, and the child (if age appropriate) aftera reaction has occurred.
Provide emergency contact information.
School’s Responsibility
Be knowledgeable about and follow applicable federal laws including ADA, IDEA, Section 504, and FERPAand any state laws or district policies that apply.
Review the health records submitted by parents and physicians. Include food-allergic students in school activities. Students should not be excluded from school activities
solely based on their food allergy. Identify a core team of, but not limited to, school nurse, teacher, principal, school food service and nutrition
manager/director, and counselor (if available) to work with parents and the student (age appropriate) toestablish a prevention plan. Changes to the prevention plan to promote food allergy management should bemade with core team participation.
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Healthy students learn and behave better. Students who eat well fuel their brains for success in the classroom. New brain research shows that both nutrition and physical activity positively affect academic achievement. Schools can help students be ready to learn by offering snacks from MyPlate--including whole grains, low-fat dairy, fruits, vegetables and lean proteins.
The Smart Snacks in School rule (starts July 1, 2014) will establish nutrition standards for all foods and beverages sold on school grounds during the school day. The rule allows schools to gradually phase in the changes over the first year.
Smart Snacks
with
MyPlate
What areas will the rule affect?
The rule will affect all foods and beverages sold outside of the school lunch and breakfast program, during the school day. A school day is defined as midnight to 30 minutes after the school day ends.
⇒ Foods sold a la carte within the food service
⇒ School stores
⇒ Vending machines
⇒ Snack bars
⇒ Food-based fundraisers that take place during the school day
What areas will the rule not affect?
The rule will not affect food sold after school, on the weekend, and off campus. Examples include:
⇒ Concessions
⇒ Food and snacks that students bring from home
⇒ Classroom events (birthdays, holiday parties, etc) Although schools may consider this area as an opportunity for positive change.
⇒ Teachers' lounges
Use the USDA’s Choose My Plate icon as your guide for selling snacks that meet the new Smart Snack rule in schools. Use this handout as a starting point to find a variety of brain boosting snack and beverage choices for your school.
Schools are Stepping up to the Plate: Fueling Students with Smart Snacks
Ideas for Brain-Boosting Snacks: Choose Whole Grain:
Baked Chips and Tortilla Chips
Baked Crackers
Granola Bars and Cereal Bars
Sandwiches
Wraps
Bagels
Popcorn
Dried Fruit raisins, mango, cranberries, bananas
Fruit Cups (fresh or canned) berries, applesauce, peach, orange, pineapple
Fresh Fruit apple, pear, banana, kiwi, peach, orange, pineapple
Fresh Fruit with Peanut Butter or Yogurt
Children consume almost half of their daily food intake at school. Research shows students who eat well learn and behave better throughout the school day. Schools already know that healthy snacks boost performance during standardized testing days. The Smart Snacks in Schools Rule applies this knowledge to all snacks sold during the school day. The rule ensures all snacks available through vending machines, student stores, snack bars, and ala carte lines are healthy options. Schools can help students succeed by offering snacks from USDA’s MyPlate.
Vegetable Wraps
Fresh Vegetables with Dip hummus, low fat dressing, peanut butter
Raw Vegetables celery, carrots, broccoli, cherry tomatoes, snap peas,
cucumber, peppers
Grab and Go Salad
String cheese
Yogurt
Milk
Beef Jerky
Peanut Butter
Hard Boiled Eggs
Nuts and Seeds
Trail Mix
Remember: A smart snack portion size is one that has <200 calories per serving and a
healthy ala cart entrée item has <350 calories per serving.
Elementary Middle High
Milk
Low Fat (1%) Unflavored Milk ≤ 8 fl oz ≤ 12 fl oz ≤ 12 fl oz
Skim Flavored or Unflavored Milk ≤ 8 fl oz ≤ 12 fl oz ≤ 12 fl oz
Nutritionally Equivalent Milk Alternatives ≤ 8 fl oz ≤ 12 fl oz ≤ 12 fl oz
Fruit and/or Vegetable Juice
100% Juice ≤ 8 fl oz ≤ 12 fl oz ≤ 12 fl oz
100% juice diluted with water and no
added sweeteners (with or without carbonation) ≤ 8 fl oz ≤ 12 fl oz ≤ 12 fl oz
≤ 40 calories per 8 fl oz NO NO YES
≤ 60 calories per 12 fl oz NO NO YES
≤ 10 calories per 20 fl oz NO NO YES
Beverages with Caffeine NO
unless naturally occurring
trace amounts NO
unless naturally occurring
trace amounts
YES high school beverages
may contain caffeine
Plain Water or Plain Carbonated Water No size limit No size limit No size limit
Flavored and/or Carbonated Beverages
Find a Brain-Boosting Beverage:
Brain‐boosting beverage chart developed by Utah State Office of Education Child Nutrition Programs.
Low fat (1%) White Milk
Fat-free (skim) Flavored Milk
100% Juice
Sparkling 100% Juice
Water
Sparkling Water
Smart Beverage Ideas
Smart Beverages for Fueling Smart Kids Use this chart to find beverages that meet the nutrition standards for the Smart Snack rule and help kids stay hydrated and ready to learn.
For more snack and beverage ideas check out the MyPlate website: www.MyPlate.gov
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HEALTHY SCHOOL SNACKS
Parents: Check with the teacher about allergies before sending snacks for the class. Food School Administrators: Schools that provide a routine snack time must include nutrition
guidelines for snacks in their wellness policy.
Fruit
…Try fresh, dried, canned, frozen and pre-cut, ready-to-eat fruit. … Children need about 1 ½ cups (3 child-size fistfuls) of fruit a day.1 Offer softer fruit or sliced apples or pears to young
children who are missing teeth. … Wash fruit thoroughly.
Serving Ideas: Two apple wedges + peanut butter or low-fat cream cheese filling +
puffed wheat or raisin “teeth” = apple smiles. Layer banana slices with vanilla yogurt and
frozen berries. Make a pineapple and strawberry fruit kabob. Show kids how to scoop and
eat kiwi halves with a spoon. Have students make trail mix by combining equal portions of
dried chopped dates or figs, coconut and dried cranberries. Put grapes and bananas on a
wooden skewer and freeze for fruit on a stick. Try sliced fruit on peanut butter sandwiches
instead of jam. Plums are nature’s “fast food”— fresh or dried, they don’t make a mess.
Vegetables
… Children need about 1 ½ cups (3 child-size fistfuls) of vegetables a day.1
… Wash vegetables thoroughly.
Serving Ideas: �Dip cauliflower florets, celery sticks or strips of red, green, yellow or
purple sweet peppers into low-fat dressing. �Try ready-to-eat vegetable “snack packs.” �Bite-sized veggies can be fun! Try radish roses, carrot curls or turnip stars.
Milk Group Foods
…Cheese: reduced-fat or low-fat cheddar, Colby, cottage, Monterrey Jack, mozzarella, string
or other reduced-fat cheeses packaged and shaped in a variety of ways.
…Yogurt and pudding: non-fat and 1% yogurt and vitamin-D fortified yogurt or pudding.
… Non-fat and 1% unflavored and flavored milk.
2
Serving Ideas: What bright green vegetable do kids like when they can dip it in cheese
sauce? It’s broccoli, according to food service director Barbara Randazzo.2 Her secret is to bake frozen broccoli, lightly salted, in a convection oven for 20 minutes, adding just a little water to the broccoli before covering it and starting the cooking process. The important thing is to not
overcook it. Keeping the broccoli green and crunchy is what children like, Randazzo says. Remove pan from heat while still green, add a small amount of butter for flavor. Hold in a
warmer (don’t continue to cook) & top with cheese sauce!
Light Cheese SauceLight Cheese SauceLight Cheese SauceLight Cheese Sauce (fills approximately 16 soufflé cups, 2
Tablespoons each) 4 teaspoons all-purpose flour
1 cup skim milk, divided 1/2 cup grated reduced-fat cheese (preferably
cheddar) 1 teaspoon dry mustard
1/2 teaspoon sweet paprika Cayenne pepper to taste (optional)
1/4 teaspoon salt
Whisk flour with 2 tablespoons milk in a small bowl until smooth. Heat the remaining milk in a small saucepan over medium heat until steaming. Add the flour mixture and cook, whisking constantly, until the sauce bubbles and thickens, 2 to 3 minutes. Remove from the heat; stir in cheese, dry mustard, paprika, cayenne (if using) and salt. NUTRITION INFORMATION: Per Tablespoon: 30 calories; 1 g fat, 45 mg sodium, 40 milligrams calcium. MAKE AHEAD TIP: Cover and refrigerate for up to 2 days. Reheat before serving.
Grains
… Half the grains you eat should be whole grains. …Whole-grain snacks list a whole grain
as a first ingredient. For example: whole wheat flour, whole grain corn, whole oats, oatmeal, etc. High-fiber snacks contain two or more grams of fiber per serving. Either whole-grain snacks or high-fiber snacks are the best grain-based snack choices.
Serving Ideas: ▲ Instead of potato chips, try baked tortilla chips with salsa. ▲ Try to
choose mostly snacks that contain less than 200 milligrams of sodium per serving. ▲Many traditional favorites are now available in whole-grain versions. Also try mixing a favorite cracker with equal parts whole-grain crackers. For example, mix regular goldfish pretzels with whole-grain goldfish crackers. ▲ Try mini bran muffins; whole-grain cereals, crackers or ridged chips3; whole wheat fig and mini fig newtons; granola or whole-grain cereal bars; oatmeal or oatmeal raisin cookies with > 2 grams of fiber per serving; air-popped, light or low-fat popcorn; whole-grain pretzels or whole-grain soft pretzels; rye crisp crackers; and plain or herb-flavored woven wheat crackers. ▲ Regular versions of traditional favorites,
such as animal and graham crackers, are okay once in awhile, too! ▲ Children like whole wheat sugar cookies made with ½ white and ½ whole wheat flour (rather than all whole wheat flour).4 Be sure to add a little extra milk to prevent dryness.
_________________________________________________________________________________________
1For more information, go to: http://www.fruitsandveggiesmorematters.org
2 Barbara Randazzo is Food Service Director at St. Margaret of Scotland School, Pittsburgh, PA
3A list of whole grain snacks is available at: www.wholegrainscouncil.org
4 Recipe idea from NutriKids
PDE acknowledges the professional and creative contributions of: Food Service Directors Meghan Shaper, State College Area SD,
Candace Hartranft, Conrad Weiser SD and Barbara Randazzo, St. Margaret of Scotland School.
PDE Healthy School Snacks (G: SCHOOL NUTRITION INITIATIVE: Snack List)
School Level Rules and Procedures
School Policy on Cell Phones and Electronic Devices We understand that the possession of personal electronic devices such as tablets, cameras, cell phones, iPods, and other MP3 players, has become more prevalent at our school. With that in mind, we have developed guidelines for the appropriate use of these devices while on school property. • Students are to use their electronic devices outside of the school building only (before and after school,
NOT during). All devices should be turned off and properly stored before entering the building. • Cell phones and electronic devices are to remain off during the school day. • The school is not responsible for any lost, stolen or otherwise missing electronic devices and equipment
brought to school by a student. The school does not have the means to secure student devices. • Students are solely responsible for the care and safety of the electronic devices they bring to school. • Students will store their electronic devices and equipment in their backpack. Individual teachers may allow
the use of personal electronic devices during class time. In such instances, the student must properly store their electronic device before their next class begins.
• Students may use their electronic devices on the bus ride to and from school, and on the bus during study trips.
• Students may NOT take photos or videos of students or staff. • Students must adhere to the SCHOOL and DoDEA policies on appropriate content for personal electronic
devices. This includes, but is not limited to music, photos, video, email and text messages. • Students are responsible for seeing that their cell phone remains secure and out of sight during the school
day. • The right to bring a cell phone to school implies responsible use; misuse or mishandling will result in the
loss of this privilege and/or confiscation of the phone. • It is suggested that you use a security engraver to mark personal identification on the phone. Neither the
school, school personnel, nor DoDDS/DoDEA will take responsibility for missing or damaged cell phones or electronic devices.
Consequences Should any student choose not to adhere to the guidelines for the appropriate use of these devices while on school property, he/she can expect the following consequences: • 1st offense: The faculty/staff member will confiscate the device. It will be sent to the front office and
maintained in a sealed envelope. The student may pick it up from the front office at the end of the school day.
• 2nd offense: The faculty/staff member will confiscate the device. It will be sent to the front office and maintained in a sealed envelope. The student may pick it up from the front office at the end of the school day, after they have received administrator counseling.
• 3rd offense: The faculty/staff member will confiscate the device. It will be sent to the front office and maintained in a sealed envelope. The parent may pick up the device after meeting with an administrator.
Character Trait Counts BES character trait program was developed to make our school better, develop a better place to learn and make friends throughout the school year. It allows the students to be recognized for thinking before acting, making good choices and learning from mistakes. BES has six character traits that we rotate monthly, we randomly choose and recognize five students at the end of each week that have demonstrated the character trait of the month. • Caring & Kindness – Be kind, Be compassionate and show you care, Express gratitude, Forgive others,
Help people in need. • Citizenship – Do your share to make your community better, Cooperate, Stay informed, Respect authority,
Obey laws and rules, Protect the environment, Be a good neighbor. • Fairness – Play by the rules, Take turns and share, Be open-minded; listen to others, Don’t take advantage
of others, Don’t blame others carelessly • Respect – Treat others with respect, Be tolerant of differences, Use good manners not bad language, Be
considerate of the feelings of others, Don’t threaten, hit or hurt anyone, Deal peacefully with anger, insults and disagreements.
• Responsibility - Do what you are supposed to do, Persevere: Keep on trying, Always do your best, Think before you act – consider the consequences, Be accountable for your choices.
• Trustworthiness – Be honest, Don’t deceive, cheat or steal, Be reliable – do what you say, Have the courage to do the right thing, Build a good reputation, Be loyal.
Homework
Homework consists of assignments to be completed outside of school to reinforce, follow-up, or extend instruction, and provide opportunities for creative development. It is the teacher’s responsibility to provide concise, clear directions for completion of homework. Please see the attachment outlining our homework policy.
Bahrain Elementary
Homework Policy
2019-2020
Kindergarten-
3rd Grade
Minimum of 20
minutes reading per
night to include an
interactive reading
journal provided by
the grade level.
4th– 5th Grade Minimum of 30 minutes reading per night to include an interactive reading journal provided by the grade level AND
any unfinished class-
work as determined
by the teacher.
Lost and Found
Non-valuable items found around the cafeteria, school grounds, or playgrounds are collected in a storage bin located in the main hallway behind the reception desk. Valuable items, such as watches, wallets and ID cards are kept in the main office. Please assist us in helping your child keep up with personal clothing and possessions by clearly labeling or marking the student’s full name on items brought to school: jackets, coats, sweaters, caps, gloves, scissors, purses, book bags, lunches and especially EYEGLASSES and KEYS. Caution your child about leaving apparel or other personal belongings in classrooms or hallways overnight. Every effort will be made to determine ownership of found items. Please be advised that quarterly unclaimed clothing items will be removed from the school, cleaned and donated.
Lost Textbooks/Library Materials
Textbooks and workbooks are furnished for the students. All books are to be turned in if the student withdraws from school and/or upon completion of the book(s). Students are expected to take reasonable care of the school books issued to them. In the event that a book is lost the family can either provide a replacement copy or write a check to the Department of the Treasury for the cost of a replacement.
Money in School
Students should bring to school only the amount of money required for lunch, study trips, or other school functions. The school cannot assume responsibility for losses of money left in such locations as desks, book bags or clothing; however, every reasonable effort will be made to assist your child. Money required for school activities, projects and functions will be collected by the classroom teacher at the beginning of the school day (except for lunch money). Please arrange for correct change for each student in your family.
Prohibited Items/Toys We discourage children from bringing money or valuable items to school such to include toys and play items. In addition, any item that could cause harm must be left at home. Parents are requested to assist the school staff in keeping all students safe by preventing the following items from being brought to school:
• Bicycles • Spinner and fidget objects (unless specified in an IEP or 504 Plan) • Skateboards, roller blades, heelys • Knives or blades (real or replica) • Caps and cap guns, fireworks, matches • Darts • Toys and objects to play with • Animals (unless a teacher gives permission for a science project, etc.) • Guns (real or replica) • Trading cards of any kind (to include Pokemon) • Laser pens • Slingshots • Medications (see School Health Program)
These items will be confiscated immediately by the teacher or administration. Students who do bring the above mentioned items to school will be subject to disciplinary action determined by the administration.
Parent Requests for Student Placement
Situations sometimes arise in which either teachers or parents request a change of class placement for a student. Our school policy for school home relations emphasizes teacher-parent cooperation in order to ensure the appropriate environment and support necessary for the student to learn, develop, and grow. In order to enhance the communication process, there are certain procedures that, if followed, may resolve the conflict satisfactorily for the benefit of the student’s education. Please note that only one placement change is permitted per school year. • All letters from parents recommending placement must state clearly what the child needs. Specific mention
of a teacher's name is NOT accepted. For a placement change of teacher or grade level, please adhere to the following:
• Sponsors wishing a placement change must wait between 2 weeks (10) after initial placement to request a change.
• This time allows the teacher and student a chance to get to know each other and learn to work together. • If a change is still desired, the principal will then submit the request to the Student Placement Committee. • The Student Placement Committee is made up of the classroom teacher, the parents, and the counselor. The
placement process includes steps to ensure that a request for a change (especially regarding a teacher change) is not the first step to remedy a situation.
• The committee will make a recommendation to the principal, who is the final placement authority, regarding the request.
Recess
We will intend to go outside everyday as long as it is not precipitating. Please label all items with your child’s name. During Black Flag conditions (see chart) recess time may be shortened, students may have breaks inside or alternative play locations. Parents are encouraged to monitor their children’s clothing selections to make sure they are prepared for warmer temperatures and are appropriately dressed for outdoor recess following the above guidelines. Please review the attachments outlining how we monitor extreme heat.
Air Quality and Outdoor Activity Guidance for SchoolsRegular physical activity — at least 60 minutes each day — promotes health and fitness. The table below shows when and how to modify outdoor physical activity based on the Air Quality Index. This guidance can help protect the health of all children, including teenagers, who are more sensitive than adults to air pollution. Check the air quality daily at www.airnow.gov.
Air Quality Index Outdoor Activity Guidance
Great day to be active outside!
GOOD
Good day to be active outside!
Students who are unusually sensitive to air pollution could have symptoms.* MODERATE
It’s OK to be active outside, especially for short activities such as recess and physical education (PE).
For longer activities such as athletic practice, take more breaks and do less intense activities.
Watch for symptoms and take action as needed.*
Students with asthma should follow their asthma action plans and keep their quick-relief medicine handy.
UNHEALTHY FOR SENSITIVE GROUPS
For all outdoor activities, take more breaks and do less intense activities.
Consider moving longer or more intense activities indoors or rescheduling them to another day or time. Watch for symptoms and take action as needed.*
Students with asthma should follow their asthma action plans and keep their quick-relief medicine handy.
UNHEALTHY
Move all activities indoors or reschedule them to another day.
VERY UNHEALTHY
Go for 60!CDC recommends that children get 60 or more minutes of physical activity each day. www.cdc.gov/healthyyouth/physicalactivity/guidelines.htm
* Watch for Symptoms
Air pollution can make asthma symptoms worse and trigger attacks. Symptoms of asthma include coughing, wheezing, difficulty breathing, and chest tightness. Even students who do not have asthma could experience these symptoms.
If symptoms occur: The student might need to take a break, do a less intense activity, stop all activity, go indoors, or use quick-relief medicine as prescribed. If symptoms don’t improve, get medical help.
Plan Ahead for OzoneThere is less ozone in the morning. On days when ozone is expected to be at unhealthy levels, plan outdoor activities in the morning.
6
Work/Rest and Water Consumption Table Applies to average sized, heat-acclimated sailor wearing BDU, hot weather
NL = no limit to work time per hr. Rest = minimal physical activity (sitting or standing) accomplished in shade if possible
CAUTION: Hourly fluid intake should not exceed 1.5 Quarts. Daily fluid intake should not exceed 12 Quarts.
If wearing body armor, add 10ºF to WBGT index in humid climates.
If doing Easy Work and wearing CBRNE (MOPP) clothing, add 10ºF to WBGT index.
If doing Moderate or Hard Work and wearing CBRNE (MOPP) clothing, add 20ºF to WBGT index.
2010
Understand the Weather
Wind-Chill
• 30°is chilly and generally uncomfortable
• 15°to 30° is cold • 0° to 15° is very cold • -20° to 0° is bitter cold
with significant risk of frostbite
• -20° to -60° is extreme cold and frostbite is likely
• -60° is frigid and exposed skin will freeze in 1 minute
Heat Index
• 80° or below is considered comfortable
• 90° beginning to feel uncomfortable
• 100° uncomfortable and may be hazardous
• 110° considered dangerous
All temperatures are in degrees Fahrenheit Weather Guidelines for Children
Weather Guidelines for Children
Wind-Chill Factor Chart (in Fahrenheit) Wind Speed in mph
Air
Tem
pera
ture
Calm 5 10 15 20 25 30 35 40 40 40 36 34 32 30 29 28 28 27 30 30 25 21 19 17 16 15 14 13 20 20 13 9 6 4 3 1 0 -1 10 10 1 -4 -7 -9 -11 -12 -14 -15 0 0 -11 -16 -19 -22 -24 -26 -27 -29
-10 -10 -22 -28 -32 -35 -37 -39 -41 -43
Comfortable for out door
play Caution Danger
Heat Index Chart (in Fahrenheit %) Relative Humidity (Percent)
Air
Tem
pera
ture
(F) 40 45 50 55 60 65 70 75 80 85 90 95 100
80 80 80 81 81 82 82 83 84 84 85 86 86 87 84 83 84 85 86 88 89 90 92 94 96 98 100 103 90 91 93 95 97 100 103 105 109 113 117 122 127 132 94 97 100 103 106 110 114 119 124 129 135
100 109 114 118 124 129 130 104 119 124 131 137
Produced through federal grant (MCJ19T029 & MCJ19KCC7) funds from the US Department of Health & Human Services, Health Resources & Services Administration, Maternal & Child Health Bureau. Wind-Chill and Heat Index information is from the National Weather Service.
Weather Guidelines for Children
Watching the weather is part of a child care provider’s job. Planning for playtime, field trips, or weather safe-ty is part of the daily routine. The changes in weather require the child care provider to monitor the health and safety of children. What clothing, beverages, and protections are appropriate? Clothe children to main-tain a comfortable body temperature (warmer months - lightweight cotton, colder months - wear layers of clothing). Beverages help the body maintain a comfortable temperature. Water or fruit juices are best. Avoid high-sugar content beverages and soda pop. Sunscreen may be used year around. Use a sunscreen la-beled as SPF-15 or higher. Read and follow all label instructions for the sunscreen product. Look for sun-screen with UVB and UVA ray protection. Shaded play areas protect children from the sun.
Condition GREEN - Children may play outdoors and be comfortable. Watch for signs of children be-coming uncomfortable while playing. Use precautions regarding clothing, sunscreen, and beverages for all child age groups. INFANTS AND TODDLERS are unable to tell the child care provider if they are too hot or cold. Children become fussy when uncomfortable. Infants/toddlers will tolerate shorter periods of outdoor play. Dress infants/toddlers in lightweight cotton or cotton-like fabrics during the warmer months. In cooler or cold months dress infants in layers to keep them warm. Protect infants from the sun by li-miting the amount of time outdoors and playing in shaded areas. Give beverages when playing out-doors. YOUNG CHILDREN remind children to stop playing, drink a beverage, and apply more sunscreen. OLDER CHILDREN need a firm approach to wearing proper clothing for the weather (they may want to play without coats, hats or mittens). They may resist applying sunscreen and drinking beverages while outdoors.
Condition YELLOW - use caution and closely observe the children for signs of being too hot or cold while outdoors. Clothing, sunscreen, and beverages are important. Shorten the length of outdoor time. INFANTS AND TODDLERS use precautions outlined in Condition Green. Clothing, sunscreen, and beverages are important. Shorten the length of time for outdoor play. YOUNG CHILDREN may insist they are not too hot or cold because they are enjoying playtime. Child care providers need to structure the length of time for outdoor play for the young child. OLDER CHILDREN need a firm approach to wearing proper clothing for the weather (they may want to play without coats, hats or mittens), applying sunscreen and drinking liquids while playing out-doors.
Condition RED - most children should not play outdoors due to the health risk. INFANTS/TODDLERS should play indoors and have ample space for large motor play. YOUNG CHILDREN may ask to play outside and do not understand the potential danger of weather conditions. OLDER CHILDREN may play outdoors for very short periods of time if they are properly dressed, have plenty of fluids. Child care providers must be vigilant about maximum protection of children.
Understand the Weather
The weather forecast may be confusing unless you know the meaning of the words.
Blizzard Warning: There will be snow and strong winds that produce a blinding snow, deep drifts, and life threatening wind chills. Seek shelter immediately.
Heat Index Warning: How hot it feels to the body when the air temperature (in Fahren-heit) and relative humidity are combined.
Relative Humidity: The percent of moisture in the air.
Temperature: The temperature of the air in degrees Fahrenheit.
Wind: The speed of the wind in miles per hour.
Wind Chill Warning: There will be sub-zero temperatures with moderate to strong winds expected which may cause hypothermia and great danger to people, pets and livestock.
Winter Weather Advisory: Weather condi-tions may cause significant inconveniences and may be hazardous. If caution is exer-cised, these situations should not become life threatening.
Winter Storm Warning: Severe winter con-ditions have begun in your area.
Winter Storm Watch: Severe winter condi-tions, like heavy snow and ice are possible within the next day or two.
Study/Field Trips
Study trips are curriculum related and used to enrich regular classroom instruction and to participate in host nation cultural activities. Teachers who are planning to take study trips will be notifying parents well in advance. This allows for planning purposes, return of permission slips and asking for volunteer chaperones.
• Permission slips and a medical authorization are required for each participating student for each study trip. Blanket permission slips are not valid.
• Notification of a study trip will normally be sent out two weeks in advance. • Parents of students with identified behavior issues or needs may be asked to attend the study trip for
safety reasons. • If a student is unable to attend the study trip, it is the teacher’s responsibility to find an alternative
classroom. • Smoking or drinking alcoholic beverages by students, teachers, or chaperones is not permitted on study
trips. • For safety reasons chaperones are not authorized to take with them any dependents (younger sibling/s)
that are not formally participating in the activity as a classroom member. Chaperones must ride the bus with the students.
• Trips are funded by the school and are considered to be an extension of the classroom. Costs to the students are generally limited to entrance fees, food, and personal purchases. Parental permission is required for each student to participate in study trips. Siblings are not permitted on study trips.
• The medical authorization slip that was signed in the registration packet, at the beginning of the year is retained in the nurses’ office. If a child has emergency medication or a reactive medication, the parent must accompany the child or appoint a responsible person with a “Hold-Harmless” letter.
Student Telephone Usage and Parent Messages to Students
In an effort to reduce on classroom interruptions, we are asking you to help us by making your daily plan with your children before sending them off to school. Prior to departure for school, students should be aware of any plans they may need to know regarding getting home. Please plan ahead with your child regarding activities. Students are not permitted to use the school phones to call home for requests for forgotten homework, to stay after school, or to go to a friend’s house after school. We ask that you do not call the office to relay messages to your children unless it is an absolute emergency. Incoming Calls for Teacher If you call the school to speak to a teacher, the person answering the phone will take a message and have the teacher return your telephone call at his/her earliest convenience outside of instructional time. If it is time sensitive in nature please send an email.
Snacks and Treats in the Classroom
Student nutrition is extremely important to your child’s healthy physical and mental development. If you provide classroom treats/snacks please bring healthy nutritious snacks such as fruits and vegetables. Your child’s teacher will remind parents regularly to provide healthy snacks/treats. They will also be discussing good eating habits with your child. Please partner with us and support our healthy snack/treat guidelines by encouraging healthy snack choices. Thank you in advance for your cooperation.
Supplemental Material
Kindergarten Supply List
Fat Pencils
Primary composition notebooks
Glue Sticks
Box of Crayons
Box of 8 markers
Set of Watercolor Paints
Box of Tissues
Book bag (without Wheels)
Earbuds/headphones (optional)
1st Grade Supply List
4 boxes of #2 pencils 1 set of markers
1 box of colored pencils 1 box of crayons 6 large glue sticks
1 pair scissors 2 boxes of tissues 1 soft pencil bag
4 big rubber erasers 2 packs of pencil top erasers
2 wide ruled composition note-books
1 book bag Earbuds/headphones (optional)
2nd Grade Supply List
3rd Grade Supply List
2 packs of wide ruled notebook paper 2 boxes of #2 pencils
1 box of crayons 1 box of colored pencils
4 glue sticks 2 pocket folders
4 composition notebooks (wide ruled) 2 highlighters 1 large eraser
1 box of tissues 1 pencil case
Earbuds/headphones (optional)
4th Grade Supply List 5th Grade Supply List
2 packs of wide ruled notebook paper 2 boxes of #2 pencils
1 box of crayons 2 red grading pens or pencils
1 box of colored pencils 1 liquid glue bottle 1 pair of scissors
1 pencil case 2 composition notebooks (wide ruled)
1 – 2 inch binder (IMPORTANT) 2 highlighters 1 large eraser
1 box of tissues Earbuds/headphones (optional)
2 Boxes of #2 pencils 1 Pair Scissors 2 Glue Sticks 1 Box Tissue
2 Packs of wide-rule notebook paper 5 3-prong/ pocket folders (Plastic)
2 Highlighters 1 one inch binder 1 large eraser
4 Composition books (Wide ruled) 1 book bag Dividers
Earbuds/headphones (optional)
4 boxes of #2 pencils 2 big rubber erasers
1 box of Crayola crayons 1 package of thin line markers
8 glue sticks 1 pair scissors 1 box tissue 1 book bag
5 plain pocket folders 4 composition books (wide ruled)
4 highlighters 1 Pack dry erase markers
Earbuds/headphones (optional)
Bahrain Elementary school - Supply List 2019-2020
Version 1 - February 2016
STANDARDS FOR MATHEMATICALPRACTICE (SMP) ELEMENTARY
Grades PreK - Grade 5
1. Make sense of problems and perseverein solving them
I can solve problemswithout giving up.
2. Reason abstractly and quantitatively
I can think about numbersin many ways.
3. Construct viable arguments and critiquethe reasoning of others
I can explain my thinking and respond tothe mathematical thinking of others.
4. Model with mathematics
I can show my workin many ways.
5. Use appropriate tools strategically
I can use math tools and tellwhy I choose them.
6. Attend to precision
I can work carefully when I solve a problemand am clear when I share my ideas.
7. Look for and make use of structure
I can use what I know to solvenew problems.
8. Look for and express regularity inrepeated reasoning
I can solve problems by looking forrules and patterns. M
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DEPARTMENT OF DEFENSE EDUCATION ACTIVITY
EUROPE SOUTH DISTRICT BAHRAIN SCHOOL
OFFICE OF THE ELEMENTARY PRINCIPAL PSC 851 Box 690 FPO, AE 09834
June 24, 2019 MEMORANDUM FOR PARENTS AND STAFF SUBJECT: Notification of AHERA inspection (or reinspection) As required by the Asbestos Hazard Emergency Response Act (AHERA) of 1986, our buildings have been inspected or re-inspected for asbestos-containing materials (ACM). The most recent inspection was conducted on 2017-10-25 in accordance with Environmental Protection Agency (EPA) regulations and DoDEA policy. The results of the inspection indicate we have asbestos materials in our school.
As required by EPA, a triennial re-inspection and six month periodic surveillance program is in effect for any asbestos materials that remain in place and their condition will be closely monitored. A copy of the Asbestos Management Plan, which includes the recommended management response action(s) for ACM, is kept in our office and is available for your review. If you have any questions or concerns, please do not hesitate to contact me.
If you have any additional questions you can contact me at [email protected] or at DSN: 318-742-3100/ CIV: +973-1771-9810.
Sincerely,
Penelope A. Miller-Smith Elementary Principal, Bahrain School
Vision
Excellence in
Education for Every
Student, Every Day,
Everywhere
Mission
Educate, Engage, and
Empower military
connected students to
succeed in a dynamic
world.
School SMART Objective One By the end of school year 2019-20, student access to rigorous instruction will increase as measured by percentage of “observed” for DoDEA Walkthrough Tool indicators 9 and 12, and increased participation in gifted/ enrichment programs.
School SMART Objective Two By the end of school year 2019-20, all instructional stakeholders will be able to effectively utilize and share data-informed teaching practices in the classroom as measured by the District Collaboration Form and the Learning Walkthrough Tool.
What did you do today at school?
1. What was the best thing that happened at school today? (What was the worst thing that happened at school today?)2. Tell me something that made you laugh today.3. If you could choose, who would you like to sit by in class? Why?4. Where is the coolest place at the school?5. Tell me a weird word that you heard today. (Or something weird that someone said.)6. If I called your teacher tonight, what would she tell me about you?7. How did you help somebody today?8. How did somebody help you today?9. Tell me one thing that you learned today.10. When were you the happiest today?11. When were you bored today?12. If an alien spaceship came to your class and beamed someone up, who would you want them to take?
13. Who would you like to play with at recess that you’ve never played with before?14. Tell me something good that happened today.15. What word did your teacher say most today?16. What do you think you should do/learn more of at school?17. What do you think you should do/learn less of at school?18. Who in your class do you think you could be nicer to?19. Where do you play the most at recess?20. Who is the funniest person in your class? Why is he/she so funny?21. What was your favorite part of lunch?22. If you got to be the teacher tomorrow, what would you do?23. Is there anyone in your class who needs a time-out?24. If you could switch seats with anyone in the class, who would you trade with? Why?25. Tell me about three different times you used your pencil today at school.
