Student Rights and Responsibilities Handbook

• Welcome
• SECTION 1: Introduction, Goals, College and Career Ready, Resources
• SECTION 2: Rights & Responsibilities
• SECTION 3: Annual Notification of Rights Under FERPA
• SECTION 4: Graduation Requirements
• Graduation Requirements - Graduating Class of 2009 through 2017
• Graduation Requirements - Graduating Class of 2018 through 2020
• Graduation Requirements - Graduating Class of 2021 and beyond
• SECTION 5: Student Attendance
• SECTION 6: Coping with Problems
• SECTION 7: PGCPS Code of Student Conduct
• PGCPS Code of Student Conduct: Disciplinary Response Levels
• SECTION 8: Disciplinary Response Terms
• SECTION 9: Transportation and Bus Behavior
• SECTION 10: Policies and Procedures
• SECTION 11: Glossary
• Download PDF of Student Handbook and related forms

Welcome

Dear Students, Parents and Guardians,

Prince George’s County Public Schools serves over 124,000 students. The school system offers broad and varied academic programs to ensure every student excels under the guidance of talented, caring and committed staff members. From preschoolers learning the alphabet to high school seniors taking Advanced Placement courses and awaiting college acceptance, and for every grade in between, Prince George’s County Public Schools is committed to serving the academic needs of each and every student. We are equally committed to preparing our students to be college and/or career ready upon graduation.

Students, make a decision to give 100% in class every day and be guided by respect, responsibility, reliability, honesty and integrity. These principles are the foundation for students’ success in Prince George’s County Public Schools.

As your child’s first teacher and our partner in education, we encourage parents and guardians to continue an active role in their child’s academics by visiting the school on a regular basis, supporting our teachers’ educational process, participating with the Parent-Teacher Association (PTA) and volunteering in a classroom or within the school. Your consistent support and active involvement increases your child’s academic experience and allows you to celebrate each and every success your child achieves in Prince George’s County Public Schools.

To ensure students continue to learn in a safe and supportive environment, we have developed the Student Rights and Responsibilities Handbook. This handbook is designed to outline the expectations for students and parents/ guardians, as well as the procedures to teach students decision-making and problem-solving skills, along with consistently applying rules, expectations and discipline in our schools.

Please review the contents of this handbook with your child and make sure they are aware of the opportunities and their rights and responsibilities as a member of the Prince George’s County Public Schools’ community.

With the support of students, parents and guardians – along with the continued dedication of teachers and staff – PGCPS will continue to soar and reach great heights for student success.

Together we will have a great year!

Kevin M. Maxwell, Ph.D.
Chief Executive Officer
Prince George’s County Public Schools

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SECTION 1: Introduction, Goals, College and Career Ready, Resources

Introduction

Under the esteemed leadership of the Board of Education, PGCPS is committed to graduating all students to be college and/or career ready. This is achieved through fostering positive, nurturing and engaging learning environments.

We aim to equip our students with the knowledge, skills and resources to compete on a global level. We are also committed to maintaining a safe school environment for students and teachers.

Good discipline is essential to academic success; however, good discipline is not something that just happens. Discipline – like mathematics and reading – must be taught. We believe that it is possible to maintain disciplined, productive learning environments without excluding students from school except in the most severe instances. Four words provide the recipe for discipline in PGCPS: Prevention, Intervention and Progressive Discipline. Utilizing a common sense, age-appropriate,
5-level discipline approach, school environments will thrive. As discipline improves, academic performance improves.

This handbook provides a framework for academic standards and positive student behavior. The contents promote positive, supportive and inclusive learning environments that maximize students’ academic achievement and minimize students’ behavior issues. It explains the expectations, rights and responsibilities
of all members of the school community. The handbook creates a structure where students, parents and teachers forge education partnerships and relationships critical to students’ success.

Application of the Handbook/Code of Student Conduct

This handbook and its contents are in effect during regularly scheduled school
hours, as well as at other times and places, including school sponsored events, field trips and athletic functions where school administrators have authority over students or the behavior has a direct effect on the order of the school.

College and Career Ready

The College and Career Ready Program oversees all the programs and student opportunities for students that support their readiness for successful entry into a college and/or a career. This web page at www1.pgcps.org/collegecareer is designed to help students and parents (and staff as well) navigate through the wealth of in- formation about getting prepared for college. It includes information on our district programs and opportunities for students as well as the regional and national infor- mation sites that will give all our students what they need to know to be successful!

Content includes:

• Graduation Requirements
• Academic Support
• Specialty Programs
• NCAA Academic Eligibility Standards
• Testing
• Homework Help Sites
• Careers 
• Test Prep – SAT/PSAT/ACT/AP
• Colleges

Scholarships Database

PGCPS is committed to preparing students for college and the world of work. The scholarship link on the student section at pgcps.org provides a database of regional, state and national scholarships from a variety of public and private sources. Dead- lines and application requirements are included for each scholarship. Information regarding internships, career and summer opportunities is also available. 

Resources for Students and Families

SchoolMax Family Portal

School Closings Information

FREQUENTLY CALLED PGCPS NUMBERS

COMMUNITY RESOURCES

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SECTION 2: Rights & Responsibilities

PGCPS respects the rights of all individuals to be treated equally and fairly to ensure that no individual is discriminated against based on race, color, sex, age, national origin, religion, sexual orientation, or disability in the areas of freedom of expression, procedural and due process, personal rights and access to school programs. If you have questions about non-discrimination policies, please use the following contact information:

Non-discrimination policies for students with disabilities under Section 504:
Natasha Jones, Section 504 Coordinator
7711 Livingston Road
Oxon Hill, MD 20745
301-952-6255

For non-discrimination policies based on gender, race, religion, sexual orientation, and disability: Amana Simmons, Esq., EEO Advisor
14201 School Lane, Room 210
Upper Marlboro, MD 20772
240-573-7049

Student Rights & Responsibilities

STUDENT RIGHTS

• A free public education subject to provisions of state law and the bylaws, rules and regulations of the Maryland State Board of Education and the Board of Education of Prince George’s County.
• An education in a learning environment that is safe, drug-free and conducive to learning where high standards are stressed.
• Enjoy meaningful freedom of speech, press, assembly and religion.
• Due process for academic, attendance and disciplinary measures, as well as other issues which could impact the student’s ability to receive a free and appropriate education.
• Inspect, review and seek to amend educational records.
• Access to prevention and intervention programs.

STUDENT RESPONSIBILITIES

• Maintain a safe and orderly school environment conducive to teaching and learning.
• Know and obey all county and school rules and regulations relating to student conduct and achievement.
• Come to school on time and ready to learn each day.
• Present the school with a parent/ guardian note for absences and tardiness.
• Work to your fullest potential in all academic and extracurricular activities.
• Respect school authority, which includes not only obeying school rules and regulations, but also conforming to the laws of the community, state and nation.
• Obey all instructions from all school employees in a positive and respectful manner.
• Dress in accordance with the dress code for school and school functions.
• Utilize school resources to develop appropriate problem solving skills.
• Ask questions to ensure understanding.
• Accept responsibility for actions.
• Maintain and uphold the highest standards of conduct, demeanor and sportsmanship during extracurricular events.
• Show respect and consideration for the personal and property rights of others and understand the need for cooperation with all members of the school community.
• Bring to school only those items and materials which are appropriate for the instructional program.

Parent Rights & Responsibilities

PARENT RIGHTS

• Visit schools and classes at times that respect the educational environment.
• Be treated with courtesy by all members of the school staff.
• Be informed of all services in special education.
• Organize and participate in organizations for parents.
• Be informed of academic requirements of any school program.
• Request a conference to (1) inspect their child’s cumulative record or (2) make corrections in conformity with Administrative Procedure 5125 and current state and federal government guidelines. Participate in meaningful parent-teacher conferences to discuss their child’s school progress and welfare.
• Be informed of approved procedures for seeking changes in school policies and for appealing administrative procedures.
• Expect reasonable protection for their child from physical harm while under school authority.
• Inspect, review and seek to amend
• educational and disciplinary records.
• Be informed of school policies and administrative decisions.

PARENT RESPONSIBILITIES

• Provide proof of a bona fide residence in Prince George’s County.
• Provide required immunizations documents to the school system.
• During kindergarten or first grade registration, provide the school system with proof of the child’s age.
• Notify the school whenever child is absent.*
• Ensure child (5-16 years old) attends school regularly. **
• Assume primary responsibility for the discipline of the child.
• Model cooperation with school and transportation personnel.
• Respond to school personnel requests for information and meetings.

Teacher/Staff Member Responsibilities

• Be prepared to teach and provide quality instruction within the current curricular framework.
• Exhibit an attitude of respect for students that has a positive influence in helping them develop good citizenship traits.
• Remain knowledgeable about school policies and rules, and enforce them in a fair, impartial and consistent manner for all students.
• Communicate information regarding student progress and achievement on a regular and timely basis to students, parents and other involved professionals.
• Maintain an atmosphere that contributes to positive student behavior.
• Provide daily classwork and assignments for students with lawful absences, including those students on suspension.
• Develop and maintain a positive working relationship with students and staff.
• Strive to improve the quality of life throughout the school community.
• Maintain an environment of mutual respect and dignity.
• Encourage the use of appropriate counseling services.
• Report bullying, harassment or intimidation
• Communicate policies and expectations to students and parents, including: course objectives and requirements, grading procedures, assignment deadlines and classroom discipline plans.
• Mandated reporter of suspected child abuse and/or neglect to Child Protective Services.
• Elevate reports of bullying, harassment or intimidation to the school administrator for investigation and resolution.

School Administrator Responsibilities

• Support teaching and learning by creating and maintaining a safe and orderly environment.
• Promote communication with all stakeholders and present opportunities for students, staff and parents to address grievances.
• Enforce the Student Rights and Responsibilities Handbook and ensure the fair, consistent and prompt resolution of concerns and infractions.
• Evaluate instructional programs regularly and comprehensively.
• Support the development of and participation in appropriate extracurricular activities by students.
• Mandated reporter of suspected child abuse and/or neglect to Child Protective Services.
• Process reports of bullying, harassment or intimidation.

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SECTION 3: Annual Notification of Rights Under FERPA

The Family Educational Rights and Privacy Act (FERPA) provides parents and students who are 18 years of age or older (“eligible students”) certain rights with respect tothe student’s education records. These rights are: 

1. The right to inspect and review the student’s education records within 45 days after the day PGCPS receives a request for access. In accordance with Administrative Procedure 5125 and 5134, parents or eligible students should submit to the school principal a written request that identifies the records they wish to inspect. The school principal will make arrangements for access and notify the parent or eligible student of the time and place where the records may be inspected.
2. The right to request the amendment of the student’s education records that the parent or eligible student believes are inaccurate, misleading, or otherwise in violation of the student’s privacy rights under FERPA.
   Parents or eligible students who wish to ask a PGCPS school to amend a record should write the school principal, clearly identify the part of the record they want changed, and specify why it should be changed. If the school decides not to amend the record as requested by the parent or eligible student, the school will notify the parent or eligible student of the decision and of their right to a hearing regarding the request for amendment. Additional information regarding the hearing procedures will be provided to the parent or eligible student when notified of the right to a hearing.
3. The right to provide written consent before the school discloses personally identifiable information (PII) from the student’s education records, except to the extent that FERPA authorizes disclosure without consent. Please see the information under #5 below for exceptions to the prior written con- sent rule.
4. The right to file a complaint with the U.S. Department of Education concerning alleged failures by a PGCPS school to comply with the requirements of FERPA. The name and address of the Office that administers FERPA are:
   
   Family Policy Compliance Office
   U.S. Department of Education
   400 Maryland Avenue, SW Washington, DC 20202
5. FERPA permits the disclosure of PII from students’ education records, without consent of the parent or eligible student, if the disclosure meets certain conditions found in §99.31 of the FERPA regula- tions, including disclosures:
   • To other school officials, including teachers, within PGCPS whom the school has determined to have legitimate educational interests. This includes contractors, consultants, volunteers, or other parties to whom the school has outsourced institutional services or functions. A school official has a legitimate educational interest if the official needs to review an education record in order to fulfill his or her professional responsibility.
   • To officials of another school district in which a student seeks or intends to enroll, or is already enrolled if the disclosure is requested for purposes of the student’s enrollment or transfer.
   • To certain authorized representatives of federal or State government.
   • To organizations conducting studies for, or on behalf of, the school, in order to: (a) develop, validate, or administer predictive tests; (b) administer student aid programs; or (c) improve instruction.
   • To parents of an eligible student if the student is a dependent for IRS tax purposes.
   • To comply with a judicial order or lawfully issued subpoena.
   • To appropriate officials in connection with a health or safety emergency.
   • The school has designated as “directory information” and listed under #6 below.
6. The right to “opt out” of allowing PGCPS to disclose directory information without prior written consent. PGCPS has designated the following information as directory information:
   • Student’s name
   • Address
   • Telephone listing
   • Participation in officially recognized activities and sports
   • The most recent school attended
   • Dates of attendance
   • Grade level
   • Honors and awards received
   • Student ID number, user ID, or other unique personal that cannot be used to access education records without a PIN, password, etc. (Note: A student’s social security number, in whole or in part, cannot be used for this purpose.
     
     If a parent does not want PGCPS to disclose directory information from a child’s education records without prior written consent, the parent must notify the school principal/designee in writing within five (5) business days of receiving the annual notification.
     
     The parent’s opt out shall be honored for one school year. The parent must re- submit the opt-out notice upon receipt of the annual notification in subsequent school years.

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SECTION 4: Graduation Requirements

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Graduation Requirements - Graduating Class of 2009 through 2017

Graduation Requirements for Class of 2009 through 2017

Effective with the Graduating Classes of 2009 through 2017 (entering freshman in Fall 2013), the graduation requirements to earn a Maryland High School diploma are: 

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Graduation Requirements - Graduating Class of 2018 through 2020

Graduation Requirements for Class of 2018 through 2020

Effective with the Graduating classes of 2018 through 2020 (entering freshman in Fall 2014 through Fall 2016), graduation requirements to earn a Maryland High School diploma are as follows. See the Required Subject Area Descriptions pages for further descriptions of enrollment requirements. 

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Graduation Requirements - Graduating Class of 2021 and beyond

Graduation Requirements for Class of 2021 and beyond

Effective with the Graduating class of 2021 (entering freshman in Fall 2017), graduation requirements to earn a Maryland High School diploma are as follows.See the Required Subject Area Descriptions pages for further descriptions of enrollment requirements.  

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SECTION 5: Student Attendance

Student Attendance Policy

Students Reporting Late to School

Lawful Absence

Absence from school, including absence for any portion of the day, shall be considered lawful only for the following reasons:

• Illness of the student. The principal shall require a physician’s certificate from the parent/guardian of a student reported continuously absent for illness.
• Hazardous weather conditions that would endanger the health or safety of the student.
• Work approved or sponsored by the school, the local school system, or the State Department of Education, accepted by the Chief Executive Officer or the school principal, or their designees, as reason for excusing the student.
• Death in the immediate family
• Observance of a religious holiday
• Lack of authorized transportation (This shall not include students denied authorized transportation for disciplinary reasons.)
• Other emergency or set of circumstances approved by the Chief Executive Officer or his designee
• State of emergency
• Suspension
• Court Summons
• Health Exclusion

Unlawful Absence/ Truancy

Unlawful absence is defined as the act of a student being absent from school for a day or any portion of a day from an individual class for any reason other than those defined as lawful. Teachers are not required to provide make-up work for students when absences are unlawful. Truancy is defined as unlawfully absent for 8 days or more in a quarter, 15 days in a semester, or 20 days in a school year.

POSSIBLE RESPONSES FOR PARENTS/GUARDIANS FOR UNLAWFUL ABSENCES OF STUDENTS

POSSIBLE RESPONSES FOR STUDENTS WHO REGULARLY MISS SCHOOL

• Denial of opportunity to make-up class/homework assignments, tests and/or quizzes (for unlawful absences).
• Referral to Pupil Personnel Services for possible referral to court for violation of the compulsory attendance law or to Juvenile Services for intake services.
• Before and/or after school detention
• Behavioral probation
• Written contract
• In-school suspension
• Saturday School Program
• Removal of school privileges
• Reduction in grades or loss of credit
• Restriction of extracurricular activities
• Referral to an alternative educational program
• Referral to Attendance Committee
• Referral to Community Program

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SECTION 6: Coping with Problems

School Problems

If you have a problem related to discipline, security, personal safety or vandalism, you should talk to:

• The nearest teacher, security or administrator when there is a discipline or security problem. Explain what happened and seek their guidance.
• The counselor, psychologist, pupil personnel worker or social worker to learn ways to deal with problems so you will feel safe and gain the skills to deal with similar problems in the future.
• Always talk to your parent/guardian.

Personal Problems

• For assistance with personal problems that may impact your school performance or your personal happiness, please discuss the problem with your parent/guardian.
• Seek the assistance of the counselor or any adult that you are comfortable with at your school. They may lead you to resources within the school and/or community.
• Talk to a peer. Many times fellow students are able to help with problems. Talk to the school administrators, or if available, staff in the Student Assistance Program.

Academic Problems

For assistance with an academic problem or grade, you should:

• Talk to your teacher when you are having difficulty with subjects, making poor grades or need extra assistance. The teacher may ask for a conference with you and/or your parent/guardian.
• Seek assistance from your counselor. They can help with finding a peer that can assist you.
• Discuss the academic concern with the assistant principal/principal.

Physical, Sexual, Mental Abuse

No student should be subjected to physical, sexual, or mental abuse. We do know, though, that abuse can happen to any child regardless of race, socioconomic status, religion, or culture.

If a student feels he or she is being abused, the student should contact the counselor or the school administrator. If a parent feels his/her child is being abused, the parent should contact the school’s counselor or the school administrator.

If you have reasonable suspicion of child abuse or neglect, you must contact your lo- cal Department of Social Services or the Police Department. Prince George’s Depart- ment of Social Services may be reached at their Hot Line 301-909-2450 or during the evenings and weekends at 301-699-8605. 

ALTERNATIVE EDUCATION OPTIONS FOR SCHOOL COMPLETION

There are a variety of PGCPS programs to assist students who may need an alternative education option to overcome the challenges to learn, achieve at high academic levels and ultimately graduate. There are alternative programs for students in grades 6-12 and alternative schools for recovery credit opportunities in grades 9-12. Programs include:

Alternative Academy Programs 

• Edgar Allan Poe Academy 
• Annapolis Road Academy 
• Green Valley Academy 
• Croom High School 
• Tall Oaks High School 
• Incarcerated Youth Program

Alternative School Programs 

• Community-Based Classroom 
• Crossland Evening High School 
• Northwestern Evening High School 
• Summer High School 
• Adolescent Single Parent Program 

Bullying, Harassment or Intimidation

What Is Bullying, Harassment or Intimidation?

Bullying, harassment and intimidation are anti-social behaviors that are characterized by an intent to cause harm and an imbalance of power. Bullying, harassment and intimidation is intentional behavior that includes verbal, physical, written or intentional electronic communication that creates a hostile educational environment by substantially interfering with a student’s educational benefits, opportunities, or performance, or with a student’s physical or psychological well-being. Bullying, harassment or intimidation may be motivated by an actual or a perceived personal characteristic including race, national origin, marital status, sex, sexual orientation, gender identity, religion, ancestry, physical attributes, socio-economic status, familial status, or physical or mental ability or disability or is threatening or seriously intimidating; and, occurs on school property, at a school activity or event, or on a school bus; or, substantially disrupts the orderly operation of a school. Bullying, harassment or intimidation may be repeated or have the potential to be repeated. Bullying, harassment or intimidation includes discrimination.

Who Reports Allegations of Bullying, Harassment or Intimidation?

Anyone can report allegations of bullying, harassment and intimidation. Students, parents, teachers, school administration, other staff, school volunteers or the community-at-large may report these behaviors.

How Do I Report Bullying, Harassment or Intimidation?

Reports of bullying, harassment or intimidation may be made directly to a teacher, counselor or administrator. Reporting is not tattling or snitching. Reporting is providing information to an adult to address behavior that must be stopped. All reports should be documented in writing on the Bullying, Harassment or Intimidation Reporting Form. The form is available in schools, in this handbook and on the PGCPS website. The electronic form allows anyone to report directly to the school administrator or designee in a confidential format.

What Happens After the Report Is Submitted?

Once the report is submitted to the school, the administration or the administrative designee will promptly and appropriately conduct an investigation. Findings of the investigation will be documented on the Bullying, Harassments or Intimidation Incident School Investigation Form. The school will notify parents of the victim and the offender of the outcome of the investigation once the investigation has been completed. The notification must respect the confidentiality of the victim and the offender. Therefore, specific information related to disciplinary consequences will not be provided (Administrative Procedure 5143 Bullying, Harassment or Intimidation). If bullying, harassment or intimidation is substantiated, the school team should develop a plan of support.

Sexual Harassment

Any conduct that violates the policy on discrimination or harassment committed by any student of either sex against students is inappropriate behavior. Conduct that is of a sexual nature is the most commonly reported form of sexual harassment. This conduct may include overt sexual solicitation, inappropriate touching, sexual jokes and inquiries about a person’s sex life. This includes unwanted sexual advances, requests for sexual favors, and other verbal or physical contact of a sexual nature. Sexual harassment also includes acts that are not overtly sexual, but rather are directed at individuals based on their gender, such as profanity or rude behavior that is gender-specific.

These issues must be brought to the attention of school administration. Unresolved concerns may be elevated to the Executive Director of Student Services. Remember, all types of bullying, harassment or intimidation are reported on the reporting form.

WHAT TO DO IF YOU ARE BULLIED, HARASSED OR INTIMIDATED

• Report the behavior to any adult.
• Tell the bully to stop. Be firm and clear.
• Complete the Bullying, Harassment, or Intimidation (BHI) reporting form
• Every complaint must be submitted to the Principal or Assistant Principal and documented on the BHI Reporting Form.
• Students may seek guidance, support and/or advocacy in addressing matters related to bullying, harassment or intimidation.

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SECTION 7: PGCPS Code of Student Conduct

The Level of Responses and Interventions chart below is used to correct inappropriate behavior and actions of PGCPS students. If interventions are successful, a referral to the school administrator may not be necessary. These interventions aim to teach, correct and replace behaviors so students can learn and demonstrate safe and respectful behaviors. Staff members are encouraged to implement a variety of teaching and classroom management strategies.

Staff members are encouraged to implement various levels of responses and interventions with students at all times during regularly scheduled schools hours. In addition, this procedure applies while a student is located on or off school property during fields trips, school sponsored events, athletic functions, while being transported on PGCPS vehicles and during any other school related extracurricular activity.

Administrators are encouraged to use the lowest Level of Response to address inappropriate behavior. Serious behaviors that are deemed harmful to the safe and orderly environment of the school will be addressed at the highest level.

LEVEL 1

Response:  

These responses aim to teach and correct inappropriate behavior so students can learn, act respectfully and contribute to a safe environment. The classroom teacher or counselor will correct the behavior of the student committing a minor offense. Teachers are encouraged to try a variety of teaching and classroom management strategies. This response can be used when the student has no history of prior incidents.

 Interventions:

• Contact parent via telephone, e-mail or text message
• Conduct a teacher or student conference
• Correct and provide verbal redirection in the classroom
• Establish the buddy teacher system (placing a student in temporary time out in another classroom)
• Develop a daily behavior progress sheet
• Take time with a student to reflect on Team (SIT)
• Referral to community organizations
• Referral to Student Support Team (SST)
• Develop/Revise Functional Behavioral Assessment
• Referral to School Instructional Team (SIT)
• Referral to IEP/504 
• Referral to School Instructional Team (SIT)
• Referral to IEP/504 team (students with disabilities)
• Functional Behavioral Assessment (FBA)/Behavioral Intervention Plan

LEVEL 2

Response:

The administrator, pupil personnel worker or counselor will work with the student to correct the behavior of the student committing the violation. This level will be appropriate for incidents that are inappropriate and disruptive to the learning environment. These responses address the potential implications for future harm while keeping the student in school.

Interventions:

• Change in schedule or class
• Reprimand by appropriate administrator
• Parent/guardian notification
• Mentoring Program
• Revision to IEP/504plan (for students with disabilities)
• Loss of privileges
• In-school suspension
• Detention
• Referral to Pupil Personnel Worker
• Restitution
• Restorative practice strategies
• Conflict resolution and community conferencing
• Assignment of work projects
• Referral to community organizations
• Referral to School Psychologist
• Referral toSchool Instructional Team (SIT)
• Referral toIEP/504team (students with disabilities)
• Functional Behavioral Assessment (FBA)/Behavioral Intervention Plan

LEVEL 3

Response:

If a student disrupts the school environment and/or school related activities, a short-term suspension of 1-3 days may be given by the principal to a student committing the
violation because of the severity of the behavior. The duration of the short-term removal is to be limited as much as practicable while adequately addressing the behavior through the use of interventions and responses. 

Interventions:

• Notify parent/guardian
• Referral to IEP/504 team (students with disabilities)
• Referral to Professional School Counselor
• Revision to IEP/504 plan(students with disabilities) asneeded
• Referral to Safe and Drug-Free Schools
• Referral to Pupil Personnel Worker
• Referral to School InstructionalTeam (SIT)
• Referral to community organizations
• Referral to Student SupportTeam (SST)
• Develop/Revise Functional Behavioral Assessment
• Assessment/BehavioralIntervention Plan
• Referral to School Psychologist
• Beautification Project
• In-school suspension
• Short-term suspension (1-3 days)

LEVEL 4

Response:

Long-Term Suspension (4-10 days) and Extended Suspension (11-45 days) and/or referral to a
Disciplinary Alternative Program – Appropriate for behavior that significantly disrupts the educational environment in the school, on the bus or at school activities and affects the safety of others. These responses focus on the safety of the school community and ending self-destructive and serious behaviors. 

Interventions:

• Notify parent/guardian
• Functional Behavioral Assessment
• Behavioral Intervention Plan
• Community conferencing or mediation
• Referral to community organizations
• Referral to Safe and Drug-Free Schools
• Referral to IEP/504 team (students with disabilities) for manifestation determination
• Alternative Programs
• Suspension Request (long-term 4-10 days)
• Alternative Administrative Services

LEVEL 5

Response:

These responses involve the removal of a student from the school environment for 45 days
or longer because of the severity of the behavior. A student may be expelled and/or referred to a Disciplinary Alternative Program for behavior that seriously disrupts the educational environment in the school, on the bus or at a school activity that affects the safety of others. 

Interventions:

• Behavioral Intervention Plan
• Referral to community organizations
• Referral to Safe and Drug Free Schools
• Referral to IEP/504 team (students with disabilities)for manifestation determination
• Alternative educational placement
• Expulsion (45 days or longer; to be considered in most extreme cases) 

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PGCPS Code of Student Conduct: Disciplinary Response Levels

 CHART KEY

The chart will identify common areas of behavior that result in a Level of Response by PGCPS.

Grade Levels

AG: All Grades
PK-5: Prekindergarten - Fifth Grades
6-12: Sixth through Twelfth Grades

Response Levels

1 | 2 | 3 | 4 | 5

Points of Contact

HD: Health Department
SE: Security
SA: Safe & Drug-Free Schools
PG: Police Department
DSS: Department of Social Services
DSESS: Department of Student Engagement and School Support

Special Notes

Suspensions

For Students With IEPs/504 Plans

When the school seeks to suspend students with disabilities for more than ten cumulative or consecutive days, the Individualized Education Program (IEP)/504 team must meet within ten days of the student’s removal from school. The purpose of this meeting is to determine whether or not the student’s behavior was a manifestation of the student’s disability. (Procedural Safeguards/Parental Rights)

• If the IEP/504 team determines that the student’s conduct is a manifestation of the student’s disability, the student is returned to school immediately.
• If the IEP/504 team determines that the conduct is not a manifestation of the student’s disability, the student is subject to the regular discipline procedures explained herein.

Regardless of whether the conduct is a manifestation of the disability, if the incident for which the student with an IEP is being disciplined involves a dangerous weapon, a controlled dangerous substance or serious bodily injury, the school system can unilaterally place a student in an alternative education setting for up to 45 school days.

Educational Services for Students With IEPs 

Schools are required to provide students with IEPs a free, appropriate, public education (FAPE). While suspended, students must continue to receive educational services so as to enable them to continue to participate in the general education curriculum and progress toward meeting the goals set out for them in the IEP. The educational services should be documented on the Manifestation Determination Worksheet and explained to the parent/guardian.

Educational Services for General Education Students and Students With 504 Plans

For short-term and long-term suspensions, work will be provided. For extended suspensions and expulsions, if the student is not placed in an alternative educational program the School Liaison will ensure on a weekly basis that daily classwork and assignments are provided, graded, recorded and returned to the student. The school liaison will communicate with the student and parent/guardian on a regular basis.

Tests and Examinations

Principals may allow a student to take tests and examinations missed while on suspension. A student temporarily returning to school or another location solely to take tests or examinations must be accompanied by his/her parent/guardian.

Conferences

Although the conference is held to resolve the status of the suspension of the student, it is not a legal proceeding or hearing. The conference allows an opportunity to exchange views regarding a student’s well being, and at times may include discussion of confidential information pertinent only to the parties immediately affected by the information. While the overall record of a student should be considered, the determination of whether a student has committed the misconduct of which he/she is charged must be based solely on information that relates to the specific incident. At all levels, the student and parent/ guardian have the right to be represented by legal counsel, provided the parent/guardian gives his/her verbal consent for such representation, or if absent, gives written consent for representation. If the
student and parent/guardian are to be represented by legal counsel, prior notification of this fact shall be given to the Chief Executive Officer or his/her designated representative.

Participation in School and School-Related Activities

Suspended students are not eligible to participate in any school functions or be on any Board of Education property for the entire period of their suspensions, except for attendance at previously scheduled appointments, and, if the student is a minor, only with the parent/guardian. This prohibition includes attendance at athletic events and other school-related activities.

Expulsions

Participation in School and School-Related Activities

Students who have been expelled from school are not eligible to participate in any school functions or be on any Board of Education property for the duration of their expulsions, except for attendance at previously scheduled appointments, and, if the student is a minor, only with the parent/guardian. This prohibition includes attendance at athletic events and other school-related activities.

Students Currently Expelled from Another School System

 A student who enrolls or attempts to enroll in Prince George’s County Public Schools who has been expelled from or placed on an extended suspension from another school system, or has been expelled from an alternative middle or high school, may be denied attendance for a length of time equal to the time the student has been so expelled or on extended suspension.

Other

Restitution

If a student damages, destroys or substantially decreases the value of school property or any personal possessions on school property while committing an offense of this Code or any other law or regulation, the principal may require the student or parent/guardian to make restitution. The following is applicable in all cases except those which have been referred to the Department of Juvenile Services.

• The principal may require restitution through financial payment, a student work project at the school or an appropriate combination of these.
• If the principal orders financial restitution, the restitution amount is not to exceed the fair market value of the property.
• The maximum amount of financial restitution that may be ordered by the principal is $2,500.

Search of Students

The principal, assistant principal, or school security staff may search a student. Additionally, a principal may designate, in writing, a teacher who may conduct searches while students are on a school-sponsored trip if he/she has a reasonable belief that a student has possession of an item, the possession of which is a criminal offense or a violation of other state law or PGCPS rules or regulations.

Authorized personnel conducting a search of the student’s person, possession, locker or assigned personal space will make a reasonable effort to inform the student prior to the search. Illegal items that are seized will be turned over to law enforcement personnel. All other items will be returned to the student or parent/guardian within a reasonable period of time.

Reportable Offenses(formerly Community Offenses)

Notice of a reportable offense, as defined in COMAR 13A.08.01.17, may not be the only basis for the suspension, reassignment, or expulsion of a student from school. If needed, the school system will make an appropriate educational program for every student who has been arrested by a law enforcement agency for a reportable offense. School administrators with parent/guardian input will determine whether a student’s presence in the home school creates a safety and/or security risk and develop the appropriate educational program. Appropriate educational programming and related services will be provided to an identified student with disabilities in accordance with the Individuals with Disabilities Education Act (IDEA) and corresponding state law.

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SECTION 8: Disciplinary Response Terms

Discipline should be both corrective and instructive and designed to foster growth and understanding in the student. Appropriate responses to misbehavior are determined by the age and maturity of the student.

INTERVENTIONS AND STRATEGIES

While there are instances in which formal disciplinary measures must be used, teachers and administrators are encouraged to develop and utilize a variety of informal disciplinary and guidance strategies to maintain effective learning conditions. These strategies may include but are not limited to:

After-School/Extracurricular Activities 

Revoking a student’s right to participate in extracurricular activities, including sports and clubs.

Behavioral Intervention Plan

An approach to correcting inappropriate or disruptive student behavior through a plan designed by school staff to offer positive behavioral interventions, strategies and supports. This plan is appropriate for students with and without disabilities.

Behavioral Probation

The principal or his/her designee may place any student who has been involved in an act of Level I, II, or III misconduct on behavioral probation in addition to, or instead of, suspension. School personnel must, however, perform an investigation of the situation; provide formal notice to the student and parent/ guardian, and an opportunity for a parent/guardian conference. Behavioral probation should be for a definite period during which critical examination and evaluation of the student’s progress is to take place.

Cafeteria Duty/In-School Work Detail

Students participate in a school-based activity that requires the student to spend time on a beautification project in the school or on school grounds.

Community Conferencing

Allows students, school staff and others involved in a conflict to discuss the conflict and to propose solutions.

Community Service

Allows students to participate in activities to serve and benefit the community. Examples include working at a soup kitchen, cleaning up public spaces, helping at a health facility, etc.

Conference

Involves students, parents, guardians, teachers, school staff and principals in discussion about student misbehavior and potential solutions that address social, academic and personal issues related to the behavior.

Conflict Resolution

Empowers students to take responsibility for peacefully resolving conflicts.

Detention Hall

The principal, or teacher upon approval by the principal, may establish a Detention Hall. The Detention Hall shall meet daily, or as needed, before or after regular school hours, with the time for each session determined by the administrator. The Detention Hall shall serve as an alternative to a suspension for students who have been involved in persistent minor Level I or Level II disciplinary infractions. The Detention Hall may be organized to serve the needs of each individual school.

Drugs/Controlled Substances 

Unauthorized use/possession of legal drugs; being under the influence of illegal drugs; using/possessing illegal drugs; distributing/selling legal or illegal drugs.

Functional Behavior Assessment 

Involves gathering information about students’ inappropriate or disruptive behavior and determining approaches that school staff should take to correct or manage student behavior. This information is used to develop a Behavioral Intervention Plan for the student.

Individualized Education Program (IEP) Team

A group of individuals who are responsible for identifying and evaluating students with disabilities; developing, reviewing and revising IEP’s for students with disabilities, as well as developing, reviewing and revising Functional Behavior Assessments and Behavioral Intervention Plans; and determining the placement of students with disabilities in a least restrictive environment.

In-School Suspension  

In-school suspension is when the administrator determines that a student’s conduct warrants removal from class but not the school building. Removing the student within the school building from the student’s educational program for up to but not more than 10 days in a school year for disciplinary reasons by the school principal. The school principal will provide the parent with a written notification of the in-school suspension.

Parent Outreach

Requires school staff to inform parents/guardians of their child’s behavior and seek their assistance in correcting inappropriate or disruptive behavior. Outreach made in writing or by telephone is intended to make parents aware of the student’s behavior,task completion and achievement, and can include a request for parents to accompany students to school for a portion of the day or all day. 

Parent Shadowing

Involves parent/guardian participating in a shadowing experience by accompanying their child to class(es) for a specified period of time.

Police Contact or Report to Law Enforcement/Juvenile Justice System

Reporting a student to law enforcement or to the juvenile justice system. Schools must only refer a student to law enforcement when the immediate safety of the student and/or other school community members is threatened. This generally occurs in only the most serious and extreme acts of criminal activity. Parents/guardians must be immediately contacted. 

Positive Behavior Intervention and Support Program (PBIS)

A program that uses data to enhance the capacity of schools to educate all students by developing research-based, school-wide and classroom discipline systems.

Peer Mediation 

Conflict resolution techniques in which students help other students deal with and develop solutions to conflicts.

Referral to the Office of Safe and Drug-Free Schools

Occurs for behavior related to alcohol, tobacco and/or substance abuse.

Referral to School-Based Services 

Referral to counselor, pupil personnel worker, health care provider or social worker. Sessions can be individual, can include family members or can be done in groups.

Reflective Essay

Students are assigned a writing activity to reflect on the behavior that disrupted the learning environment.The assignment requires the student to address the incident and identify ways to handle a like situation in the future.

Response to Intervention (RTI)

A multi-tier approach to the early identification and support of students with learning and behavior needs

Restorative Justice Practices

Interventions and responses designed to identify and address the harm caused by an incident. A plan will be developed to heal and correct the situation with the student who caused the harm. 

Saturday School 

Requires students to attend school for a specified period on Saturday to complete academic assignments and/or participate in a school-based beautification project.

Schedule Adjustments 

Requires a change in all or part of a student’s schedule. School-based administrators will recommend options to meet the needs of individual students.

Section 504 Team

A multidisciplinary team responsible for identifying,evaluating and monitoring the provision of Section 504 accommodations, modifications and services to students with disabilities. This school-based team serves to ensure that students with disabilities are provided the same educational access to school curriculum, activities and programs as their non-disabled peers.

Student Instructional/Support Team 

Usually consists of the school principal, nurse, pupil personnel worker, psychologist, teachers, and external agency representatives who help develop prevention and intervention techniques and may recommend classroom instructional strategies or additional instructional supports to assist the child. The team will meet on a regular basis to monitor the child’s progress and make additional recommendations for interventions, if needed.

Teen Court

Referring students to a “court” of peer jurors for resolution.

Temporary Removal from Class

Removing a student within the school building from his or her regular education program.

SHORT-TERM SUSPENSION

A short-term suspension denies a student the right to attend school and to take part in any school function for a period of 1-3 days.

Review of Short-Term Suspension

A review of a short-term suspension shall not serve to delay the suspension. A request for a review of a short-term suspension is accepted as evidence that the parent/guardian wishes further consideration of the results of the conference conducted by the principal or his/her designee and/or the circumstances of the student’s conduct and suspension. If a parent wishes a formal review of the suspension, the parent is to contact the Pupil Personnel Worker to request the review. The Pupil Personnel Worker shall meet with the principal to review the circumstances of the suspension and, if appropriate, meet with the principal and parent together to resolve the request for a review. 

LONG-TERM SUSPENSION

A long-term suspension denies a student the right to attend school and to take part in any school function for 4-10 days.

Review of Long-Term Suspension

A review of a long-term suspension shall not serveto delay the suspension. A request for a review of a long-term suspension is accepted as evidence that the parent/guardian wishes a formal review of the suspension, the parent is to contact the Pupil Personnel Worker to request the review. The Pupil Personnel Worker shall meet with the principal to review the circumstances of the suspension and,if appropriate, meet with the principal and parent together to resolve the request for a review.

EXTENDED SUSPENSION

An extended suspension means the removal of a student from a student’s regular program for a time period over 10 days but not longer than 45 days fora violation for which the student has engaged in chronic and extreme disruption of the educational process that has created a substantial barrier to learning for other students across the school day, and other available and appropriate behavioral and disciplinary interventions have been exhausted.The extended suspension can only occur if: a. The Chief Executive Officer or designated representative has determined that the student’s return to school prior to the completion of the suspension period would pose an imminent threat of serious harm to other students and staff. b. The Chief Executive Officer or designated representative limits the duration of the exclusion to the greatest extent practicable. The principal will request the extended suspension from the Chief Executive Officer/designee. A Pupil Personnel Worker (PPW) or CEO designee will meet with the student, parent/guardian, and requesting school within ten days of the student’s removal from school. After the conference, the PPW will report his/her findings. If granted, notice of this decision must be in writing and must inform the parent/guardian of the charges and policy or policies violated. Appropriate and available behavioral support services may be offered. If the principal’s request for extended suspension is not granted, the student will be returned to school and the principal or his/her designee will contact the parent/guardian to schedule and intake conference.

Appeal of Extended Suspension

A student who is suspended for more than ten school days may appeal the decision to the Board of Education within ten days after determination. After receipt of the written request for appeal, the Board will conduct a hearing. The parties may bring counsel and witnesses to the hearing. The appeal to the Board does not stay the decision of the Chief Executive Officer or designee. The Board will render its decision in writing within 45 days of the request for appeal. 

EXPULSION

An expulsion from school denies students the right to attend their regular school program for 45 days or longer. The exclusion may occur only under the following circumstances:a. The Chief Executive Officer or designated representative has determined that the student’s return to school prior to the completion of the expulsion period would pose an imminent threat of serious harm to other students or staff.b. The Chief Executive Officer or designated representative limits the duration of the exclusion to the greatest period practicable.The principal will request an expulsion from the Chief Executive Officer/designee. Appropriate and available behavioral support services may be offered. A due process hearing will be held within 10 school days. If expelled, the student may be placed in an alternative program. If not placed in an alternative program, missed classwork and assignments will be provided via the School Liaison.

Appeal of Expulsion

A student who is expelled may appeal the decision of the Chief Executive Officer or designee in writing to the Board of Education within ten days after the determination.

Readmission After Expulsion

To be readmitted to a regular school program after serving an expulsion, the student or the parent/guardian, acting for the student, may apply to the Expulsion Review Board. If the student has not violated any of the criminal laws of the State of Maryland or any other jurisdiction during the period of expulsion, the Chief Executive Officer may readmit the student. 

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SECTION 9: Transportation and Bus Behavior

Riding the school bus is an integral part of the school day for many students, and directives in this Code apply fully to students when they ride the bus. Riding the bus is a privilege. This privilege may be temporarily denied or permanently revoked if misconduct jeopardizes the safe operation of the school bus or the safety of students riding the bus. School suspension is a possible option. Students are expected to observe the following rules for safety and courtesy on the bus 

BUS STOP BEHAVIORS

• Use your assigned bus stop.
• Wait in a quiet and orderly manner.
• Be aware, cautious and respectful of traffic.
• Respect private property.
• Avoid pushing.

BOARDING THE BUS

• Wait until the bus comes to a complete stop.
• Make sure the bus warning lights are activated before boarding.
• Board the bus when it is safe to do so.
• Avoid pushing and crowding.
• Upon entering the bus, go directly to an available or assigned seat and remain seated until the bus arrives at the school or your stop.
• Do not use Portable Electronic Devices (PEDs) while boarding the bus.

BUS BEHAVIORS

• Follow the instructions or directives of the bus driver.
• Do not eat or drink on the bus.
• Stay in your seat; keep aisles and exits clear.
• Keep your hands, arms, legs, head and other objects out of the bus window.
• Avoid the use of foul language or profanity.
• Be respectful of the rights and safety of others.
• PEDs may be used on the bus if it does not impact the safe operation of the bus. Actions which may impact the safe operation of the bus include, but are not limited to, taking pictures, videos, passing PEDs around, or using PEDs while it is dark outside if the PED light causes distraction to the bus driver.

EXITING THE BUS

• Remain in your seat until the bus comes to a complete stop.
• Do not use PEDs while exiting the bus.
• Exit the bus in an orderly and prompt manner.
• Exit at your assigned bus stop.
• Use care when crossing a street controlled by bus warning lights

 DISCIPLINARY RESPONSES

Parents are responsible for the supervision and safety of students from home until they board the bus, as well as from the bus stop to home.

LEVEL 1

• Corrected by bus driver
• Seat change
• Student conference
• Parent conference
• Parent contact

 LEVEL 2

• Administrative Referral
• Parent contact
• Parent/student conference
• Bus Behavior Contract

LEVEL 3

• Administrative Referral
• Possible restriction or suspension of school bus riding privileges
• Suspension of bus privileges
• Referral to Professional School Counselor
• Referral to Pupil Personnel Worker
• Short-term suspension 

LEVEL 4

• Administrative Referral with request for long-term suspension/extended suspension
• Suspension of bus privileges
• Referral to Professional School Counselor
• Referral to Pupil Personnel Worker

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SECTION 10: Policies and Procedures

System-Wide Dress Code
Students attending Prince George’s County Public Schools should dress appropriately and in a way that is consistent with learning being a priority.

Head Dress
Head dress can be worn indoors for religious or health reasons only.

Shirts and Blouses
Shirts and blouses should be continuous from neckline to waist. The mid-section should never be visible. Tank tops and muscle shirts are not allowed.

Clothing with vulgar language, obscene pictures, weapons, drugs/alcohol or drug paraphernalia and tobacco products are not allowed. Identifiable gang/crew clothing or paraphernalia are not allowed. Sheer clothing is not allowed.

Skirts, Dresses and Shorts Skirts, dresses, and shorts are no shorter than students’ fingertips when arms are hanging straight down at their sides.

Pants
Pants should be worn and secured at the waist. Pants should not be worn below the waist exposing undergarments.

Tights, stretch pants, leggings and spandex body suits must be worn with clothing long enough to cover the buttocks.

Shoes
Shoes must be worn.

Portable Electronic Devices (PEDs) PGCPS values the use of technology as an important tool to enhance the educational environment and encourage student innovation. Students are allowed to possess a portable electronic device (PED) while on school property, school buses, and during field trips and other school sponsored events. However, it is a violation of the PGCPS Code of Student Conduct to use such devices in a manner that will disrupt the school environment or impact the safe operation of the school bus.

If permitted by school administrators, students may use PEDs during the school day for instructional purposes, and at other times approved by the principal/designee. When students do not have permission to use PEDs, the devices must be turned off and be stored in the student’s pocket, backpack, purse, locker or vehicle. If a student uses the PED without permission, or refuses to comply with a reasonable request by authorized school personnel, including school bus drivers, to turn off or store PEDs, the student will be referred to the school principal for an appropriate response. In limited, emergency circumstances, principals may confiscate PEDs until the student’s parent/guardian comes to the school to retrieve it.

Guidelines for the acceptable use of PEDs are continued in Administrative Procedure 5132.

Use of Technology
The increasing availability of technology creates both opportunities and risks for students. Since the potential for harm from the misuse of technology is significant, PGCPS has established guidelines by which students can use technology in a legal, safe, productive and ethical manner.

Google Apps for Education is a free service to PGCPS students that includes the use of email, calendars, documents and sites through the convenience of a web browser. Students can communicate with teachers and peers, use easy to manage to-do-lists, access a calendar to keep dates organized, participate in online discussion boards and access online spreadsheets, documents and presentations. For safety and security reasons, students’ communication is limited to other PGCPS students and staff only.

All use of technology under these guidelines is to be for legitimate educational purposes under the guidance or direction of school system staff. Administrative Procedure 0700, Information Technology Services Acceptable Usage Guidelines, defines technology as including “computers, scanners, digital cameras, video projectors, video cameras, cellphones, Nextel devices, PDA devices, and wireless e-mail devices” and outlines the acceptable use of such technology by students.

The following conduct is prohibited while using the school system network, accessing the school system network from outside of the firewall, or while involved in situations under which this Code has jurisdiction. Students shall not:

• Utilize the school system computer network for any illegal activity, including, but not limited to, gaining or attempting to gain unauthorized access to resources, files or devices on the network.
• Access “chat lines” or enter “chat rooms” that are not part of a class activity under the direct supervision of a teacher.
• Access or link to websites that contain material deemed vulgar, offensive, or otherwise inappropriate, including, but not limited to, websites promoting hatred, racial/religious/ sexual discrimination, use of illegal drugs/alcohol/tobacco, gaming or gambling, criminal activities or computer/network hacking.
• Use or display copyrighted or otherwise licensed or contractual material without specific written permission or authorization from the appropriate party.
• Utilize the network for commercial purposes or display any logo of any commercial entity not directly related to Prince George’s County Public Schools.
• Post, use or download any files which cause congestion or impede network operations.
• Trespass in or vandalize another’s files, folders, data or work.
• Post anonymous messages or in any way misrepresent one’s own identity. 
• Use an account password of another user.
• Use abusive or otherwise objectionable language in any message.
• Use e-mail or any portion of the PGCPS WAN to promote the annoyance, harassment or attack of others.
• Take or facilitate the theft or damage of data, equipment or intellectual property, including degrading or disrupting equipment of system performance.

Consequences for misuse may include, but are not limited to, suspension of equipment access, confiscation of the technological device, disciplinary action commensurate with the level of misconduct and/or legal action as appropriate. Complete guidelines for the acceptable use of technology are contained in Administrative Procedure0700.

Social Media
The school system does not govern the personal use of technology outside of school. In instances where the use of devices create a threat to students, staff or administration within the school environment and impedes opportunities for learning, or impacts the safe operation of the school bus, the school will apply disciplinary action in accordance with the Student Rights and Responsibilities Handbook.

Social Media misuse includes internet/ computer and the misuse of other electronic devices that may have the impact of substantially disrupting the educational environment. Social media is inclusive of, but not limited to, web-based and mobile technologies, social networking sites, blogs, instant messaging, twitter, social blogs and video based sites such as YouTube. The most common misuse of social media is harassment via cyber bullying. When cyber bullying takes the form of harassment of protected classes, it may be prosecuted as a violation of a person’s civil rights.

Tips: Should

• Maintain privacy by not sharing passwords and/or codes.
• Use telecommunications in school for educational purposes only under the direction of a teacher.
• Use telecommunications or PEDs in school at other times, such as during lunch periods and extracurricular activities, if approved by school administrators.
• Report acts of cyber bullying, harassment or sexual harassment to school staff. Do not respond to the harasser.

Tips: Should Not

• Share user names or passwords.
• Access and/or use social media websites on school equipment.
• Access social media sites while in school, on school property or while attending school sponsored events.
• Post photographs, videos and tweeted messages of fights or threats of fights on social media sites.
• Use electronic devices to distribute/ post abusive, harassing, bullying, libelous, obscene, offensive, profane, threatening, sexually explicit or illegal material including photos and comments.

Violations in the Student Rights and Responsibilities Handbook, Board Policies, and school rules while using social media websites may result in a disciplinary response. Complete guidelines for the acceptable use of technology are contained in Administrative Procedure 0700.

Alcohol and Other Drugs Unlawful possession, use and/or distribution of any Alcohol, Marijuana, Prescription Drugs, Controlled Dangerous Substances, Imitation Controlled Substances, Synthetic Intoxicants, Inhalants, Other Intoxicants, Controlled or Drug Paraphernalia on school property, including Board of Education owned vehicles or while in attendance at any Board of Education sponsored and supervised activity, are prohibited under this Code.

Students who possess, use or distribute substances represented as or intended to be used as alcohol or a controlled dangerous substance will be treated by the rules and regulations of these procedures as if they were possessing, using or distributing alcohol or a controlled dangerous substance even though the substance itself may ultimately be determined not to be alcohol or a controlled dangerous substance.

• POSSESSION implies that a student has any of the above substances on his/her person or with his/her personal property, or has under his/ her control by placement of and knowledge of the whereabouts of the substance on Board of Education property or other property on which he/she is present, by virtue of being within the jurisdiction of school authorities.
• USE implies that a student is reasonably known to have ingested any of the above substances (e.g., drinking alcohol, smoking marijuana, taking a pill, etc.) or is reasonably found to be under the influence of a substance while under the jurisdiction of school authorities.
• DISTRIBUTION implies the transfer of any of the above substances to any other person, with or without the exchange of money or other valuables.

Student Possessors with Intent to Distribute
A student in possession of a quantity of alcohol, controlled dangerous substances or other substances listed above in an amount which the principal could reasonably infer was intended to be available for distribution shall be charged with Possession with Intent to Distribute and be subject to the disciplinary guidelines outlined for student distributors.

Student Distributors
If the student has been found to have committed a distribution offense under the provisions of this section, the student shall be expelled, not withstanding any mitigating circumstances. The Chief Executive Officer may rescind the expulsion after the period of expulsion if the student provides documentation of satisfactory participation in an appropriate accredited alcohol/drug treatment program.

Possession or Use of Alcohol or Other Drugs
First Offense
Any student that is found to have committed a first offense for use or possession of alcohol, controlled dangerous substance, drug paraphernalia and/or other substance will immediately have a “Notification of Request for Expulsion” filed by their school administrator and receive a short term suspension. That student will also be granted the opportunity to opt for the alternative to expulsion which is mandatory counseling sessions. The principal or his or her designee will provide the student’s parent/guardian with a list of community agencies that can provide the mandatory two counseling sessions. The school must call in the violation to the Safe and Drug-Free Schools Office. The student must provide to their school and the Safe and Drug-Free Schools Office documentation stating the counseling appointment date from the approved agency.

Second Offense
If a student is readmitted after an expulsion has been rescinded in accordance with the above condition and there is a further offense under this section, the principal or his/her designee will provide the students parent/guardian with a list of community agencies that can provide four mandatory counseling sessions. The school must call in the violation to the Safe and Drug-Free Schools Office. The student must provide to their school and the Safe and Drug-Free Schools Office documentation stating the counseling appointment date from the approved agency. Non-compliance in the alternative to expulsion will result in the “Notification of Request for Expulsion.”

Third Offense
If a student is readmitted after the expulsion has been rescinded in accordance with the above condition and there is a further offense under this section, the Chief Executive Officer may not rescind that expulsion.
• Any recision for a third or further offense must be ordered by the Board of Education. All students suspended/ expelled for alcohol/controlled dangerous substance offenses are to be requested to reveal their source
of the alcohol/controlled dangerous substance to the principal.

Tobacco and Tobacco Products
It is a violation of the Code of Student Conduct for students to use or possess any tobacco or nicotine products on school property. The following is a summary of the consequences for violating this section of the Code of Student conduct:

First Offense

• Parental notification by referring administrator.
• Administrative referral to Student Affairs/Safe and Drug-Free Schools Office.
• Student must complete an appropriate tobacco education program no later than four weeks from the date of the Code violation.
• Student and parent/guardian will sign a contract stating there will be no further violation of the Code. Non- compliance will result in a two-day suspension or in-school suspension.

Second Offense

• Parental notification by referring administrator.
• Administrative referral to Student Affairs/Safe and Drug-Free Schools Office.
• Student is placed on suspension for one day.
• Conference with parent/guardian is scheduled.
• Student and the parent/guardian will complete an appropriate tobacco education program no later than four weeks from the date of the Code violation. Non-compliance will result in an additional two-day suspension or in-school suspension.

Third Offense

• Parental notification by referring administrator.
• Administrative referral to Student Affairs/Safe and Drug-Free Schools Office.
• Student is placed on suspension for two days.
• Conference with parent/guardian is scheduled.
• Student must complete an appropriate tobacco cessation program no later than ten weeks from the date of the student’s readmission to school. Non-compliance will result in an additional three-day suspension or in-school suspension.

Fourth and Subsequent Offenses Thereafter, for offenses beyond the third infraction of the tobacco policy, the sanctions set forth in the Code of Student Conduct for students who repeatedly violate any provisions of the Code shall apply.

Possession or Use of Weapons or Instruments Used as Such
The Board of Education strongly believes that any student found in violation of this section will serve an extended suspension or be expelled by the Chief Executive Officer.

1. For students enrolled in grades K through 5, the principal may use discretion as to responses for possession or use of a weapon.
2. For students enrolled in grades 6 through 12, principals may make a request for expulsion to the Chief Executive Officer for the possession or use of a weapon by any student.
3. In accordance with Maryland Annotated Code, Education Article Sec. 7-305, when a student is expelled for possession or use of a firearm, as defined in the Glossary section of this handbook under Possession or Use of Weapons or Instruments Used as Such, the student shall remain out of school for at least one year. After one year, the student, or the parent/guardian, acting for the student, may apply to the Chief Executive Officer for readmission. As appropriate, the Chief Executive Officer may order a shorter period of expulsion.
4. The procedure for rescission of expulsion for possession or use of a weapon is the same as for other expulsions. However, if a student has been expelled previously for possession or use of a weapon and then readmitted through the rescission of that expulsion, the student will not be eligible for rescission if he/she is expelled again for possession or use of a weapon.

Gangs, Gang Activity and Similar Destructive or Illegal Behavior 

Gang, gang activity and similar destructive or illegal behaviors are prohibited under the Code of Student Conduct, in accordance with The Safe Schools Act of 2010.

A student may not threaten an individual, or a friend or family member of an individual, with use of physical force or violence to coerce, induce or solicit the individual to participate in or prevent the individual from leaving a criminal gang; a) in a school vehicle, or b) in or within 1000 feet of real property owned or leased by the Board of Education. A student criminally charged with participating in a criminal street gang may automatically be remanded to an alternative education program by the court. When said behavior may substantially disrupt the educational environment, the school will provide the family with a list of community resources and proceed with Transfer Requirements.

Behaviors may include, but are not limited to:

• Gang recruitment
• Gang initiation (hazing)
• Group fighting
• Bullying
• Bias harassment
• Defacing school property with gang graffiti
• Throwing gang signs
• Threatening to retaliate against a student or staff for reporting said behaviors

 Board of Education Policies and Administrative Procedures

Administrative Procedure 0700 Information Technology Services Acceptable Usage Guidelines

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SECTION 11: Glossary

Academic Dishonesty

Alcohol

Arson/Fire

Bomb Threat

Bullying, Harassment or Intimidation Bullying, harassment, or intimidation

Class Cutting/Truancy

Conflicts

Destruction of Property

Disrespect Towards Others/Insubordination

Disruption

• Intentionally engaging in minor behavior that distracts from teaching/learning.
• Intentionally and persistently engaging in minor behavior that distracts from teaching/learning (e.g., talking out of turn, chewing gum, throwing small items, horseplay).
• Intentionally engaging in moderate to serious behavior that distracts from teaching and learning and directly affects the safety of others. (e.g., throwing harmful items, inciting a fight, disrupting a fire drill).

Drugs (See pg. 26)

Failure To Comply With Dress Code

Expulsion

Explosives

False Alarms

 Fighting

• Intentionally shoving, pushing or otherwise being physically aggressive.
• Intentionally engaging in a fight which may result in minor cuts, scrapes or bruises.
• Intentionally engaging in a fight which may result in major injuries.

Forgery

Gambling

Gang or Criminal Gang

Gang Activity

Group Fight

Indecent Exposure

Internet/Computer Misuse

Loitering

Physical Attack

Physical Attack on Adult

Plagiarism

Portable Electronic Device (PED)

Possession of Fireworks

Possession or Use of Weapons or Instruments Used As Such

• Possessing an implement that is likely to cause serious bodily harm, without intent to use.
• Possessing an implement that is likely to cause serious bodily harm, with intent to use.
• Using as a weapon an implement that is likely to cause serious bodily harm.

School Liaison

Sexual Activity

Sexual Attack

Sexual Harassment

Sexual Misconduct

Shakedown/Strong Arm/Extortion

Serious Bodily Injury

Suspension

Theft

Threat

Tobacco Violations

Trespassing

Truancy

Unauthorized Departure from School

Unauthorized Possession, Use or Distribution of Over-the-Counter Medication

Unauthorized Use of Electronic and/or Portable Communication Devices (PEDs)

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