Student Rights and Responsibilities Handbook.pdf
Download the Acknowledgement of Review of the Students Rights and Responsibilities Handbook - Form
Dear Students and Families,
As we embark on another academic year, I am honored to welcome you to the Prince George’s County Public Schools (PGCPS) community. Each year, we strive to foster a safe, supportive, and empowering environment where every student can thrive. A crucial part of achieving this goal is ensuring that all members of our community understand their rights and responsibilities within our schools.
The Student Rights and Responsibilities Handbook is designed to be a valuable resource for you, providing clear guidelines and expectations that promote fairness, respect and accountability. By familiarizing yourself with this handbook, you are taking an important step in contributing to a positive school culture that supports the success and well-being of every student.
This handbook is not just a list of rules - it is a reflection of our commitment to creating a learning environment where every student feels valued and respected. It outlines the behaviors we expect from all students and details the supports and interventions available to help you make the best choices for your education and future.
Parents and guardians, I encourage you to review this handbook with your child. Your partnership is essential to reinforcing the values and standards that will guide our students toward becoming responsible and engaged citizens.
As we move forward together, let us remember that each of us has a role to play in making our schools a place where everyone feels safe, respected, and motivated to learn. I am confident that by working together - students, families, educators, and community members - we can achieve great things this year.
Thank you for your ongoing commitment to the success of our students, and have a great school year!
Warm regards,
Millard House II
Superintendent
Prince George’s County Public Schools
Prince George’s County Board of Education | Prince George’s County Public Schools Executive Cabinet |
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Lolita E. Walker, MBA, PCC, Chair, District 9 Dr. Kenneth F. Harris II, Vice Chair, District 7 Jonathan Briggs, District 2 Pamela Boozer-Strother, MBA, CAE, District 3 Shayla Adams-Stafford, M.A.T., District 4 Dr. Zipporah Miller, District 5 Branndon D. Jackson, District 6 Madeline LaSalle Fraizer, LCSW, Ed.S., District 8 Appointed Jamal J. Jongo, Student Board Member Millard House II, Superintendent and Secretary/Treasurer |
Millard House II, Superintendent of Schools Quincy Boyd, Chief of Staff Dr. Kristi Murphy Baldwin, Chief of Human Resources Dr. Charoscar Coleman, Chief of Operations Dr. Rahshene Davis, Chief of Schools Darnell, L. Henderson, Esq., General Counsel Lisa Howell, Chief Financial Officer Luis Morales, Senior Advisor to the Superintendent Dr. Douglas Strader, Chief of Accountability Dr. Judith White, Chief of Academics Dr. Andrew Zuckerman, Chief of Information Technology |
It is the policy of the State of Maryland that all public and publicly funded schools and school programs operated in compliance with: Title VI of the Federal Civil Rights Act of 1964; and Title 26, Subtitle 7 of the Education Article of the Maryland Code, which states that public and publicly funded schools and programs may not:
(I) Discriminate against a current student, a prospective student, or the parent or guardian of a current or prospective student on the basis of race, ethnicity, color, religion, sex, age, national origin, marital status, sexual orientation, gender identify , or disability;
(II) Refuse enrollment of a prospective student, expel a current student, or withhold privileges from a current student, or a prospective student because of an individual’s race, ethnicity, color, religion, sex, age, national origin, marital status, sexual orientation, gender identity, or disability; or
(III) Discipline, invoke a penalty against, or take any other retaliatory action against a student or parent or guardian of a student who files a complaint
alleging that the program or school discriminated against the student, regardless of the outcome of the complaint.
Prince George’s County Public Schools (PGCPS) is committed to fostering positive, nurturing, healthy and engaging learning environments that support graduating all students to be college and career ready. To accomplish this, we must maintain safe schools for students and teachers.
Together, families, students, teachers, staff and administrators share the responsibility in creating and sustaining an environment that supports student achievement and well-being. By following the rights and responsibilities outlined in this handbook, you can help PGCPS become a safer and more supportive environment for all students and staff.
Good discipline is essential to academic success, and we believe it is possible to maintain disciplined, productive learning environments without excluding students from school, except in the most severe instances.
This handbook provides a framework for academic standards and student behavior to promote positive, supportive and inclusive learning environments to maximize student academic achievement and minimize student behavior issues. It is an outline of the expectations, rights and responsibilities of all members of our school community – a structure where students, families and teachers partner for student success.
This handbook and its contents are in effect during regularly scheduled school hours, as well as at other times and places, including in school vehicles, 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. This includes the Middle College and online campuses.
PGCPS supports students in their college and career goals with Career and Technical Education (CTE) and college readiness programming. There are opportunities that support students’ readiness for successful entry into a college and/or career. The college readiness web page at www.pgcps.org/collegereadiness is designed to help students and parents, as well as staff, to navigate through the wealth of information about preparing for and applying to college. It includes information on our district programs and opportunities for students as well as the regional and national information sites that will give all our students what they need to know to be successful!
PGCPS middle and high school students are able to access the SchooLinks college and career readiness platform. Students can log in and access tools to research colleges, browse scholarships, keep a list of favorite careers, and track college applications.
Schoolinks is linked with Synergy, so student data and other information will be updated on a nightly basis. Students will access their accounts via Clever, which can be accessed from the PGCPS district website. Students will benefit from college and career readiness activities such as:
PGCPS is committed to preparing students for college and the world of work. The scholarship link on the student section at www.pgcps.org provides a database of regional, state and national scholarships from a variety of public and private sources. Deadlines and application requirements are included for each scholarship. Information regarding internships, career and summer opportunities is also available.
PGCPS has replaced our previous student information system, SchoolMAX, with Synergy as our new student information system. ParentVUE and StudentVUE allow parents/guardians and students respectively to login from any computer to view information, including attendance records, assignments and grades. Parents can view the Synergy ParentVue Guide here.
e-Alerts: Sign up for emergency notifications by email or text by visiting the home page and clicking on the “E-ALERTS” button.
Home page: www.pgcps.org
PGCPS Twitter: http://twitter.com/pgcps
PGCPS Facebook: www.facebook.com/pgcps
School Status Line: 301-952-6000, option 1
PGCTV (96 Comcast and 38 Verizon)
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, gender identity, gender expression 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 under Section 504 for students with disabilities:
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:
Equity Assurance Office
14201 School Lane, Room 202 | Upper Marlboro, MD 20772
301-952-6156 | equity@pgcps.org
To report complaints of sexual harassment, sexual assault, dating violence or discrimination and Title IX non-compliance:
Paulette Walker, EEO Administrator/Title IX Coordinator
14201 School Lane, Room 202 | Upper Marlboro, MD 20772
301-952-6156 | paulette.walker@pgcps.org
This document outlines various stakeholders’ rights and responsibilities. The responsibilities of all stakeholders are outlined below. All teachers, staff, and adults have the right to be treated with dignity and respect.
The Family Educational Rights and Privacy Act (FERPA) provides parents, legal guardians, and students who are 18 years of age or older (“eligible students”) certain rights with respect to the student’s education records. Administrative Procedure 5134 – Family Educational Rights and Privacy Act Annual Notice and Directory Information codifies FERPA rights in PGCPS. Under FERPA, a Parent is any one of the following and recognized as the individual(s) legally responsible for the student:
These rights are:
In accordance with Administrative Procedure 5125 and 5134, parents or eligible students will be granted access within three (3) business days to the records they wish to inspect after students should submit to the school principal a written request has been received. 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.
Parents or eligible students who wish to ask a PGCPS school to amend a record should submit a written request to the school principal, clearly identify the part of the record they want changed and specify why it should be changed. The building administrator or designee must provide a written decision within 10 school days. If the school decides not to amend the record, the school will provide the parent or eligible student with a written decision. The parent can elevate the request to the Area Office for review. The request to appeal must be submitted in writing to the Area Office and include the building administrator or designee’s written decision. Additional information regarding the hearing procedures will be provided to the parent or eligible student when notified of the right to a hearing.
Please see the information under #5 below for exceptions to the prior written consent rule.
The name and address of the office that administers FERPA are:
Family Policy Compliance Office
Student Privacy Policy Office | U.S. Department of Education
400 Maryland Avenue, SW
Washington, DC 20202
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 regulations, including disclosures
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.
This notice informs parents/guardians and eligible students (emancipated minors or those 18 and older) of their rights regarding conduct of surveys, collection and use of information for marketing purposes, and certain physical exams. These rights are spelled out in the Protection of Pupil Rights Amendment (20 U.S.C. § 1232h; 34 CFR Part 98). The law and regulations require educational institutions, such as PGCPS to notify parents/guardians and eligible students of their right to—
PGCPS developed and adopted administrative procedures regarding these rights, as well as arrangements to protect student privacy in the administration of protected surveys and the collection, disclosure, or use of personal information for marketing, sales, or other distribution purposes. PGCPS will directly notify parents/guardians and eligible students of these procedures at least annually at the start of each school year and after any substantive changes.
PGCPS also will directly notify parents/guardians and eligible students, by U.S. mail or e-mail, at least annually at the start of each school year, of the specific or approximate dates of the following activities, if PGCPS has identified the specific or approximate dates of the activities or surveys at that time; and provide an opportunity to opt a student out of participating in—
Parents/guardians and eligible students who believe their rights have been violated may file a complaint with the:
Student Privacy Policy Office | U.S. Department of Education
400 Maryland Avenue, SW Washington, D.C. 20202-4605
Phone: 1-800-USA-LEARN (1-800-872-5327)
Prince George’s County Public Schools’ students must satisfy credit, service learning, and assessment requirements to be eligible for graduation. See Administrative Procedure 6150 Educational Requirements and Options in Secondary Schools for detailed information.
Student Service-Learning is a learning experience for students in grades 6 -12 that combines meaningful service to the community with curriculum-based learning. Students improve their academic skills by applying what they learn in school to the real world; they then reflect on their experience to reinforce the link between their service and their learning.
Only approved activities may qualify for service-learning credit. Students must complete the student verification form to receive credit. Talk to your child’s Professional School Counselor or the school-based Service-Learning Coordinator assigned to the school.
Students shall be considered in attendance while instruction takes place face to face; on a Prince George’s County Public Schools online campus; or other times when participating in school-sponsored activities during the school day, and when that participation is approved by the Superintendent, the school principal or any person duly authorized by the Superintendent or principal.
Face to face – students attend classes in the school buildings.
Online campus – a form of education in which the main elements include physical separation of teachers and students during instruction and the use of various technologies to facilitate student-teacher and student-student communication.
Asynchronous – students learn the same material at different times and locations through online channels without real-time interaction.
Synchronous – students learn the same material at the same time through online or distance education that occurs in real time.
It is imperative for students to be on time at the beginning of the school day and on time at the beginning of each class. The official school attendance documentation is recorded during this time. Schools are required to admit students to school regardless of the time they arrive.
However, students who arrive late to school must report first to the appropriate administrative office to obtain a late pass before being admitted to any classroom or other area of the school. This pass must be shown to all of the student’s teachers as the student reports to each class during the day, as well as to teachers of any missed classes during the next school day. If the student does not obtain and show the pass to all teachers, the tardy will be UNEXCUSED. Additionally, for the tardiness to be excused, students are required to bring a note from the parent/guardian explaining the reason for the tardiness.
Absence from school, including absence for any portion of the day, shall be considered lawful only for the following reasons:
Absences from class due to use of the lactation space to nurse or express milk will be excused. In addition to Home and Hospital Teaching, pregnant and parenting students may make up work in ways by retaking a semester, participating in an online course credit recovery program, and continuing at the same pace with six extra weeks to complete the semester.
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. Habitual truancy is defined as being unlawfully absent for 20% or more days enrolled during the school year.
By law, parents/guardians must ensure regular attendance for their school-aged children who are enrolled in the public schools. If a child has excessive unexcused absences, the parent/guardian may be convicted of a misdemeanor and imprisoned or fined by the courts. Additionally, any other adult who persuades or attempts to persuade a student to be unlawfully absent, or who harbors a child who is unlawfully absent, may also be convicted of a misdemeanor and imprisoned and/or fined.
If you have a problem related to discipline, security, personal safety or vandalism, you should talk to:
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 school counselor, mental health clinician 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.
Students may also visit our Mental Health website at www.pgcps.org/offices/student-services/mental-health to find numbers you should call when you are in immediate crisis.
Students will have access to telehealth services while in school to support their physical and mental health needs. This initiative is designed to provide timely and convenient access to healthcare professionals, ensuring students can receive necessary medical advice, mental health counseling, and other health-related services without having to leave the school premises. By integrating telehealth into the school environment, we aim to enhance student well-being and academic success. Access can only be allowed with parental consent on file.
Parents may sign up to provide consent to begin telehealth services at the following link: https://getstarted.hazel.co/district/ pgcps. For additional mental health support, students should see their School Counselor or Mental Health Clinician located within their schools. For further information, they should visit our system’s mental health website at https://www.pgcps.org/offices/ student-services/mental-health or email their questions to mentalhealth@pgcps.org.
For assistance with an academic problem or grade, students should:
Instructional delivery and academic support will be provided through a variety of venues: flexible scheduling; in-person instruction; individualized support and instruction using learning management systems (i.e. Edgenuity, Canvas); synchronous (live and interactive) and asynchronous (self-paced with teacher support) instruction; project-based learning; and Career & Technical Education (CTE).
Non-Traditional North (Grades 9-12) | 2112 Church Road | Bowie, MD 20716
Non-Traditional South (Grades 9-12) | 9400 Surratts Road | Cheltenham, MD 20623
Non-Traditional Middle School (Grades 6-8) | 2001 Shadyside Avenue | Suitland, MD 20746
Abuse can happen to any child regardless of race, gender expression, disability, socioeconomic status, religion or culture. No student should be subjected to physical, sexual or mental abuse.
If a student feels they are being abused, the student should contact the school counselor or the school administrator. If a parent feels their child is being abused, the parent should contact the school counselor or the school administrator.
If you have reasonable suspicion of child abuse or neglect, you must contact your local Department of Social Services or the Police Department. Prince George’s Department of Social Services may be reached at their Hot Line 301-909-2450 or during the evenings and weekends at 301-699-8605.
For the Student Code of Conduct, view Sections 7-11.
PGCPS is committed to providing a safe and orderly learning environment conducive to rigorous instruction. Students must maintain appropriate behaviors at all times whether face-to-face or in an approved online instruction. Setting clear behavior expectations for students is essential for creating a positive and effective learning environment. Outlined below are the key behavior expectations.
Unlawful possession, use and/or distribution of any Alcohol, Marijuana, Prescription Drugs, Controlled Dangerous Substances, Imitation Controlled Substances, Synthetic Intoxicants, CBD products intended for consumption and ingestion, Inhalants, other Intoxicants including THC and/or K2, 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 con- trolled dangerous substance.
Students who have been trained in the administration of Narcan are permitted to carry Narcan (naloxone) on school premises without fear of disciplinary repercussions. In conjunction with Board Policy 0112, this policy is enacted to ensure the safety and well-being of all students, recognizing the importance of timely intervention in cases of opioid overdose. Students who choose to carry Narcan must do so responsibly and in accordance with school guidelines to ensure it is accessible in emergency situations.
Possession implies that a student has any of the above substances on their person or with their personal property or has under their control by placement of and knowledge of the whereabouts of the substance on Board of Education property or other property on which they are 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 Possession with Intent to Distribute - A student found in possession of alcohol, controlled dangerous substances or other substances listed under the heading Alcohol, Drugs, Controlled Substances and other Substances with the intent to distribute shall be in violation of a Student Code of Conduct, Level 5 infraction. The intent to distribute may be inferred by the totality of the facts and circumstances of the matter, including, but not limited to, the weight of the substance, the amount of the substance, the packaging, the presence of a scale, cash or paraphernalia, the student’s statement and other witness statements. “Possession” means actual possession, constructive possession or joint possession as defined by Maryland law.
Offense | Disciplinary Response |
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First Offense |
Any student that is found to have committed a first offense and subsequent offenses for use or possession of alcohol, controlled dangerous substance, drug paraphernalia and/or other substance will immediately receive a Notification of Suspension (short-term suspension). In addition, the student must attend mandatory counseling sessions through the Alternative to Drugs and Alcohol Program (ADAP). The principal designee will provide the student’s parent/guardian with a list of community agencies that can provide the two counseling sessions. The school must call in the violation to the Office of Student Engagement and School Support. |
Second Offense |
If a student commits a second offense under this section, the principal designee will provide the student’s parent/guardian with a list of community agencies that can provide four mandatory counseling sessions. The school must call in the violation to the Office of Student Engagement and School Support. The student must provide to their school and the Office of Student Engagement and School Support documentation stating the counseling appointment dates from the approved agency. |
Third Offense |
If a student commits a third offense under this section, it will result in a referral for more intense counseling services. 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. |
Cheating, plagiarism, unauthorized use of artificial intelligence (AI), providing, receiving or viewing answers to quiz or test items or independent assignments. Utilizing books, notes/notebook, mobile devices or other support resources during tests without permission.
Plagiarism means to deliberately present the ideas, work, or statements of another as one’s own, without acknowledgment of the source.
Board of Education Policy 0123 (Artificial Intelligence) defines Artificial Intelligence (AI) as a system of machine learning that is capable of performing complex and original tasks such as problem-solving, learning, reasoning, understanding natural language, and recognizing patterns in data. AI systems use algorithms, data, and computational power to simulate cognitive functions and make autonomous decisions, enabling them to perform a wide range of tasks and improve their performance over time through learning and adaptation.
Teachers will guide and monitor the use of AI in the classroom setting and during instruction, ensuring that it aligns with Board policies and PGCPS administrative procedures. Inappropriate use of AI in which Board policies and/or PGCPS administrative procedures, or State and federal laws and regulations have been violated, may result in disciplinary action. (Board Policy 0123, pg. 3)
Assault is defined as attempting to cause serious physical injury to another person intentionally, knowingly, or recklessly. To demonstrate an assault, there must be (1) an intentional threat or attempt to do bodily harm, (2) the apparent ability to do bodily harm, and (3) result in the immediate placement of a person in fear of bodily harm. No bodily contact is necessary. An assault may be communicated verbally, in writing or online.
Battery is defined as unlawful physical contact with another person without their consent. The contact must be intentional, harmful or offensive.
Unintentional battery may occur when a student unintentionally strikes an adult when the adult is breaking up a fight or other disruptive activity.
Any student who is found to have committed assault or battery (intentional or unintentional) upon an adult at school, on school property, or at a school supervised activity shall be recommended for appropriate disciplinary action up to and including an expulsion. Aggravating factors, including presence of a weapon or injuries sustained, will escalate the response level.
Intentional, harmful or offensive physical contact with another person:
Jumping/Banking – Two or more persons intentionally attack one student;
Fighting – Mutual combat where two students consent by words or actions to fight each other (one versus one)
Unauthorized entry upon a school building with either the intent to commit a Code of Conduct infraction, including, but not limited to, trespassing, theft and or vandalism or the subsequent commission of a Code of Conduct infraction. ‘Breaking’ means creating an opening such as breaking or opening a window or pushing open a door. Breaking includes entry by fraud, trick or force. ‘Entry’ occurs if any part of the student’s body enters the structure. A student in violation of this rule is trespassing.
These issues must be brought to the attention of school administration. Unresolved concerns may be elevated to the Director of Student Services. All types of bullying, harassment or intimidation are reported.
Bullying is unwanted, demeaning behavior among students that involves a real or perceived power imbalance. The behavior is repeated, or is highly likely to be repeated over time. To be considered bullying, the behavior must be intentional and include (1) an imbalance of power (students who bully use their physical, emotional. social or academic power to control, exclude, or harm others) and (2) repetition (bullying behaviors happen more than once or are highly likely to be repeated based on evidence gathered). Bullying can occur through verbal, physical or written conduct or 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.
Cyberbullying is bullying that takes place over digital devices like cell phones, computers, tablets or other electronic communication. Cyberbullying can occur through texting, apps, or online via social media, forums, or gaming where people can view, participate in, or share content. Cyberbullying includes sending, posting or sharing negative, harmful, false, or hurtful content about another student. It can include sharing personal or private information about someone else causing embarrassment or humiliation. “Electronic communication” means a communication transmitted by means of an electronic device, including, but not limited to, a telephone, cellular phone, computer, or pager.
Harassment includes actual or perceived negative actions that offend, ridicule, or demean another student with regard to race, ethnicity, national origin, gender identity, gender expression, religion, ancestry, physical attributes, socioeconomic status, physical or mental ability, or disability.
Intimidation is any communication or action directed against another student that threatens or induces a sense of fear and/or inferiority. Retaliation may be considered a form of intimidation.
Students may seek guidance, support and/or advocacy in addressing matters related to 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 must report these behaviors.
All reports are to be submitted digitally via the Online Bullying, Harassment or Intimidation Reporting App. Reports must be promptly and appropriately investigated by school administrators/designee, consistent with due process rights, using the Bullying, Harassment, or Intimidation Incident School Investigation form within two (2) school days after receipt of a report. Submission of a report may be made via a web link by entering stopbullying.pgcps.org into any Internet browser, or visit the Apple App Store or Android Google Play Store using the search terms “PGCPS iStopbullying” to download to your mobile device.
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 targeted student and the offender of the outcome of the investigation once the investigation has been completed. The notification must respect the confidentiality of the targeted student and the offender; therefore, specific information related to disciplinary consequences will not be provided (See Administrative Procedure 5143 Bullying, Harassment or Intimidation). If bullying, harassment or intimidation is substantiated, the school team should develop a plan of support for both targeted student and alleged offender.
Before a discipline consequence is assigned to a student for an act of disrespect or disruption, administrators must confer with the student or school counselor to assess whether the student has experienced a recent traumatic or distressing event (family displacement, sudden death, etc. that either may have contributed to the student’s behavior or contributed to the perception that the student is being disrespectful. If it is determined that there is an intervening cause of the behavior or perceived behavior, administrators must ensure the student receives the necessary counseling support.
Disrespect is to willfully intimidate, insult, and/or negative interaction by use of body language, verbally or in writing to any member of the school staff, student body or community; or the refusal or willful failure to respond to or carry out a reasonable request by authorized school personnel.
Disruption is talking out in class; throwing objects; picking on, bothering or teasing other students; inappropriate or unauthorized use of PEDs; and other behavior that distracts from student learning; directly instigating or prompting others to cause a disruption.
Incident | Disciplinary Options |
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First Incident of Disrespect of Disruption |
A student may:
|
Second Incident of Disrespect or Disruption |
A student may:
|
Third Incident of Disrespect or Disruption |
A student may:
|
Fourth Incident of Disrespect or Disruption |
A student may:
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Examples of Egregious Acts of Disrespect | |
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Verbal Abuse | Includes but is not limited to a student repeatedly uses of offensive (e.g., sexually inappropriate, racially discriminatory, etc.) language and derogatory remarks toward a teacher or adult in the building and/or during a lesson; derogatory remarks about a person’s race, gender, or appearance; speaking loudly, aggressively, and/or challenging the authority of the staff member, especially in a way meant to undermine their position and/or invade staff’s personal space. |
Public Humiliation | Includes but is not limited to such statements/behaviors as mocking or imitating a teacher’s accent, attacking their teaching methods in class; spreading false rumors; sharing private information; or placing staff pictures on social media with comments. |
Insubordination/Blatant Defiance | Behavior or statements to refuse multiple direction/redirection from staff, including but not limited to refusals to turn over contraband, lower hoods, remove hats, etc. or refusing to enter class or walking out of class. |
Schoolwide Disrespect/Disruption | During assemblies, school events, or any school setting outside the classroom, engaging in inappropriate behavior or statements, including but not limited to heckling, shouting, inappropriate gestures, starting/or inciting fights. |
Impact to the Testing Environment | Failure to adhere to assessment protocols which impacts the testing environment of others. |
Disrupting Schoolwide Safety Protocols | Failure to follow directives and evacuation procedures during significant safety drills (fire, evacuation, earthquake, lockdown, etc.) |
Egregious and repeated acts of disrespect or disruption would be escalated to the next level of disciplinary consequences.
Students attending PGCPS should dress appropriately and in a way that is consistent with learning being a priority. Students are expected to adhere to policies governing attire, except for attire required by a religious organization. Failure to adhere to these requirements may result in a discipline violation.
Dress Code Requirements |
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Clear Backpacks |
Clear backpacks are required for 9th through 12th graders and students in the Non-Traditional Programs (North, South and Middle). Students may carry a small, non-clear pouch in their backpack to hold personal items, such as cellphones, money and hygiene products. At present, clear backpacks are optional for students in grades 6-8. |
Head Dress |
Head dress may be worn indoors for religious or health reasons only. |
Shoes |
Shoes must be worn. |
Shirts & 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, drug paraphernalia, or tobacco products are not allowed. Identifiable gang/crew clothing or paraphernalia are not allowed. Sheer clothing is not allowed. |
Skirts, Dresses & Shorts |
Skirts, dresses, and shorts must be no higher than the student’s fingertips when the student’s arms are hanging straight down at the student’s side. |
Pants |
Pants should be 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. |
Taking property, or attempting to do so, or conspiring to do so, from someone else or from their presence and control, by force or threat or threat of force, including, but not limited to, verbal threats, physical threats, use or display of a weapon, or other forms of intimidation. This includes force or threat of force used to frighten another into relinquishing control of property.
Students are prohibited from bringing firearms to school. A firearm in this section means a firearms as defined by 18 U.S.C ⸹ 921 and includes antique firearms: (A) any weapon (including a starter gun) which will or is designed to or may readily be converted to expel a projectile by the action of an explosive; (B) the frame or receiver of such weapon; (C) any firearm muffler or firearm silencer, or (D) any destructive device, including but not limited to 'ghost guns.'
Gambling is defined as the illegal betting for money or valuables and is prohibited on school property.
Gangs, 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 might substantially disrupt the educational environment, the school will provide the family with a list of community resources and proceed with a school transfer. Behaviors may include, but are not limited to:
A gang or criminal gang for the purposes of this Handbook is defined as a group or association of three or more persons whose members: (a) individually or collectively engage in a pattern of criminal activity; (b) have as one of their primary objectives or activities the commission of one or more underlying crimes, including acts by juveniles that would be underlying crimes if committed by adults; and (c) have in common an overt or covert organizational or command structure.
Students are prohibited from bringing any look-alike guns (water or toy guns) or non-firearm guns (pellet guns, BB guns, airsoft gun, gel blaster, or weapons: possessing an implement that is likely to cause serious bodily harm) on school property. Students in violation will be subject to disciplinary action.
Notice of a reportable offense, as defined in COMAR 13A.08.01.17, cannot be the only basis for the suspension, reassignment, or expulsion of a student from school. 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.
The principal, assistant principal, or school security staff may make a reasonable search of a student on school grounds or on a school-sponsored trip if the searcher has a reasonable belief that the student has in the student’s possession an item, the possession of which is a criminal offense under state law or a violation of a Board policy or PGCPS administrative procedure. Additionally, a principal may designate, in writing, a teacher who may conduct reasonable searches while students are on a school-sponsored trip if the teacher 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 policies or PGCPS administrative procedures.
Authorized personnel conducting a search of the student’s person, possessions, locker or assigned personal space will make a reasonable effort to inform and explain the basis of the search to the student. 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. COMAR 13A.08.01.14, Board Policy 5120 - Search and Seizure.
Any conduct that violates Administrative Procedure 0104 - Title IX Discrimination and Harassment on the Basis of Sex against students or staff is inappropriate. Conduct that is of a sexual nature may include overt sexual solicitation, inappropriate touching, sexual jokes and inquiries about a person’s sex life, gender identity, gender expression or sexual orientation. 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 are directed at individuals based on their gender, such as gender specific profanity or rude behavior.
Sexual harassment – e.g., unwelcome sexual advances, request for sexual favors, and other inappropriate verbal, written, or physical conduct of a sexual nature
Sexual misconduct – e.g., indecent exposure, engaging in sexual activity, soliciting, and sexting
Sexual attack – any physical, non-consensual offensive physical contact with another for the purpose of sexual gratification where the student knew or should have known the contact was non-consensual at the time contact was made. Contact with an intimate area of the body shall be presumed to be for the purpose of sexual gratification.
PGCPS ordinarily does not govern the personal use of technology outside of school. However, in instances where the use of social media has a direct effect on the order of the school, including but not limited to, creating an actual, potential or perceived threat to students, staff or administration within the school environment and/or interfering with the educational process and/or the safety of the school environment – including but not limited to, the school campus, PGCPS vehicles and school activities – the school reserves the right to apply disciplinary action in accordance with this 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, X (formerly Twitter), social blogs and video-based sites such as YouTube. The most common misuse of social media is cyberbullying. When cyberbullying takes the form of harassment of a protected characteristic, it may be prosecuted as a violation of a person’s civil rights. Parents are strongly encouraged to monitor their child’s use of social media outside of school, which may impact their child’s or other student’s educational opportunities.
Violations of the Student Rights and Responsibilities Handbook, Board Policies, or administrative procedures pertaining to social media may result in a disciplinary response. Complete guidelines for the acceptable use of technology are contained in Administrative Procedure 5180 - Student Use of Social Media in Schools.
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. The following conduct is prohibited while using the PGCPS network:
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 guidance for the acceptable use of technology is contained in Administrative Procedure 0700.
Students shall:
A threat is an expression of an intent to cause physical harm to someone. The threat may be expressed or communicated behaviorally, orally, visually, in writing, electronically, or through any other means; and is considered a threat regardless of whether it is observed by or communicated directly to the target of the threat or observed by or communicated to a third party; and regardless of whether the target of the threat is aware of the threat. Threats may be direct (“I am going to beat you up.”), indirect (“I’m going to get him.”) or conditional (“Give me your money or you will regret it.”).
A threat of mass violence is a threat which would cause a reasonable person to fear that an act intended to kill or injure multiple people in the same site or location would be committed at or near the time the threat is communicated:
The threat assessment team will conduct a threat assessment through appropriate student interviews and record reviews.
It is a violation of the Code of Student Conduct for students to use or possess any tobacco or nicotine products, including but not limited to, vaping products on school property. Vaping and use of vaping paraphernalia shall be presumed to be used to ingest tobacco, tobacco products unless there is a preponderance of evidence that another substance was ingested or intended to be ingested in the school using vape paraphernalia.
Offense | Disciplinary Response |
---|---|
First Offense |
|
Second Offense |
|
Third Offense |
|
Fourth Offense | Thereafter, for offenses beyond the third infraction of this section, it will result in a referral for more intense counseling. |
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 mis- conduct jeopardizes the safe operation of the school bus or the safety of students and/or staff riding the bus. Students on school buses will be subject to audiovisual camera surveillance with posted notification. Audiovisual recordings may be used as part of an investigation in a student discipline matter on the bus. School suspension is a possible option. Students are expected to observe the following rules for safety and courtesy on the bus.
Trespassing for the purposes of this Handbook includes the following:
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 Superintendent. A weapon or instrument used as such is one intended to cause bodily harm, and includes but is not limited to, switchblade knife, hunting knife, folding knife, razor, brass knuckles, any mace derivative, tear gas, pepper spray, box cutter.
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. 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:
A multidisciplinary team responsible for identifying, evaluating and monitoring the provision of accommodations under Section 504 of the Rehabilitation Act of 1973. The 504 team is composed of individuals knowledgeable about the student, disabilities, evaluation procedures, and placement options. The 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 through reasonable accommodations and services.
Revoking a student’s right to participate in extracurricular activities, including sports and clubs.
ADAP is an educational resource for the violation of the Code of Student Conduct. Students who have been suspended for alcohol or other drug offenses are required to participate in this program with their parents/guardians.
ATUP is a consequence for violation of the Code of Student Conduct prohibiting the sale, use, and/or possession of tobacco in any form by students at all times on school property and school-sponsored activities. Students and parents/guardians are required to participate.
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.
The principal designee may place any student who has been involved in an act of Level 1, 2, 3 or 4 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.
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.
Allows students, school staff and others involved in a conflict to discuss the conflict and to propose solutions.
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.
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.
An attempt to resolve individual/group conflicts by actively communicating information about their conflicting motives or ideologies to the rest of the group by engaging in collective negotiation. The goal is to empower students to take responsibility for peacefully resolving conflicts.
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
A group of individuals who are responsible for identifying and evaluating students with disabilities; developing, reviewing and revising IEPs 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 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.
Is applicable to students with known and suspected disabilities, including but not limited to students with Individualized Education Plans and 504 Accommodations. COMAR Md. Code Regs. Section 13A.08.03.08 - Manifestation Determination.
The IEP team shall meet to determine whether a student’s behavior that resulted in a disciplinary removal is a manifestation of the student’s disability each time the student is subject to a removal:
The IEP team shall meet within 10 school days of the date when school personnel take disciplinary action for the removal of a student with a disability as set forth in §A of this regulation to determine:
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.
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.
An initiative that uses data to enhance the capacity of schools to educate all students by developing research-based, school-wide and classroom discipline systems.
Conflict resolution techniques in which students help other students deal with and develop solutions to conflicts.
Occurs for behavior related to alcohol, tobacco and/or substance abuse.
Referral to school counselor, pupil personnel worker, health care provider or social worker. Sessions can be individual, include family members or done in groups.
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.
When implemented in schools, creates a positive climate and culture that is inherently just, and socially and racially equitable. Restorative approaches build relationships, prevent and repair harm due to conflict and inappropriate behavior through dialogue in the form of individual and/or collective accountability to promote safe school environments for students, staff members, and families.
RA includes all stakeholders (students, staff members, families and community partners) in the process to build and maintain a sense of belonging, safety, and social responsibility in the school community. These approaches build the capacity for people to engage with one another in a way that fosters respect, dignity and mutual concern for all.
Circles used to address and repair harm due to minor conflict that happens due to inappropriate behavior or situations. It allows for all people involved to be supported and reach agreements on how to move forward.
One to one or small group setting to resolve lower level incidents between 2-3 people. Restorative conversations allow people to communicate with and listen to others empathetically.
Requires students to attend school for a specified period on Saturday to complete academic assignments and/or participate in a school-based beautification project.
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.
Both the SIT and SST are school-based committees charged with helping the school provide all students with the opportunity to learn and progress in the general curriculum. Both teams recognize that parents/guardians are critical partners in student success and must be consulted throughout the process. Teachers, parents, staff, and students themselves can request the assistance of the SIT and/or SST.
Referring students to a “court” of peer jurors for resolution.
Removing a student within the school building from their regular education program.
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.
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.
A long-term suspension denies a student the right to attend school and to take part in any school function for 4-10 days.
A review of a long-term suspension shall not serve to 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 means the exclusion of a student’s regular program for a time period between 11 and 45 school days; which only may occur under the following circumstances:
The principal will request the extended suspension from the Superintendent/designee. Parent/guardian will receive an investigative report from the Pupil Personnel Worker prior to the Superintendent/designee’s conference. A Pupil Personnel Worker or Superintendent’s designee will meet with the student, parent/guardian and requesting school within ten days of the student’s removal from school. After the conference, notice of the 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 will be offered. If the principal’s request for an 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 an intake conference.
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 Superintendent or designee. The Board will render its decision in writing within 45 days of the request for appeal.
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:
The principal will request an expulsion from the Superintendent or designee. Parent/guardian will receive an investigative report from the Pupil Personnel Worker prior to the Superintendent/designee’s conference. 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.
A student who is expelled may appeal the decision of the Superintendent or designee in writing to the Board of Education within ten days after the determination.
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 Superintendent may readmit the student.
The Level of Responses and Interventions chart 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 field 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.
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.
• 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 the behavior or allow the student to apologize
• Remove classroom privileges from a student (does not include recess)
• Reassign the student’s classroom seat
• Referral to School Instructional Team (SIT)
• Referral to IEP/504 team (students with disabilities)
• Restorative approaches (affective statements, restorative chat)
• Referral to Professional School Counselor or Mental Health Clinician
The administrator, pupil personnel worker or counselor will work with the student to correct the behavior of the student commit- ting 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.
If a student disrupts the school environment and/or school-related activities, a short-term suspension of one-three 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.
Long-Term Suspension (4-10 days) - 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 com- munity and ending self-destructive and serious behaviors. In addition to Response Level 1-3 Interventions:
These responses involve the removal of a student from the school environment for over 10 days because of the severity of the behavior. A student may be removed and/or referred to a Disciplinary Alternative Program or transferred to another Prince George’s County public school for behavior that seriously disrupts the educational environment in the school, the bus or at a school activity that affects the safety of others.
Note: In accordance with COMAR 13A.08.01.12-1, and the Annotated Code of Maryland, Criminal Law Article, § 4-102, when a student is expelled for possession or use of a firearm, the student shall remain out of school for a minimum of one year. After one year, the student, or the parent/guardian, acting for the student, may apply to the Superintendent for readmission.
Suspension and expulsion of students in Pre-K through Grade 2 is limited by state law and regulation. Md. Code Ann., Educ. 7-305.1; COMAR 13A.08.01.11. Principals/designees must (1) consult with a school psychologist or other mental health professionals (2) to determine if there is an imminent threat of serious harm to other students or staff that (3) cannot be reduced or eliminated through other interventions and supports.
The Suspension Checklist: Pre K - Grade 2 must be completed by the school administrator and be uploaded to the Google form. If all measures have been exhausted, the child’s suspension cannot exceed five school days. Students in Pre-K through Grade 2 may only be expelled as allowed by Federal law.
COMAR 13A.08.01.11 – Disciplinary Action, provides regulatory guidance on the authority to impose out-of-school suspensions for student disciplinary consequences. Out-of-school suspension may be appropriate when other interventions and disciplinary measures have been exhausted or deemed ineffective in addressing student behavior that poses a threat to the safety of others or disrupts the learning environment. COMAR 13A.08.01.11(A)(6) requires that student exclusion is utilized as a last resort option and is limited to the shortest period practicable.
Students with IEPs and students who have or may have a disability who are recommended for suspension or expulsion - students may be entitled to have a manifestation determination meeting to review whether the behavior that led to the suspension recommendation was related to a disability.
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 school days.
If a parent disputes the issuance of a short-term suspension, the parent shall contact the Pupil Personnel Worker within five days of the student’s first day of suspension. 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.
A long-term suspension denies a student the right to attend school and to take part in any school function for 4-10 school days.
A review of a long-term suspension shall not serve to delay the suspension. If a parent disputes the issuance of a long-term suspension, the parent shall contact the Pupil Personnel Worker within five days of the student’s first day of suspension. 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.
An extended suspension is the exclusion of a student from the regular school program for a period between 11 and 45 school days. The Superintendent’s designee for issuing final decisions on extended suspensions is the Office of Appeals and Hearings. An extended suspension may be granted if:
An expulsion from school denies students the right to attend their regular school program for 45 school days or longer. The Superintendent’s designee for issuing final decisions on expulsions is the Office of Appeals and Hearings. An expulsion may occur only if:
A parent has the right to appeal the decision for an extended suspension or expulsion to the Board of Education within ten calendar days of the written letter from the Office of Appeals and Hearings. Written statements of appeal inclusive of new information or additional supportingive evidence, must be sent to the Board of Education, Attn: Board Appeals at Prince George’s County Public Schools, 14201 School Lane, Upper Marlboro, MD 20772 or via email at board.appeals@pgcps.org.
The Office of Appeals and Hearings may involuntarily transfer a student if after careful review and, based upon a preponderance of evidence, the Office determines that the health, safety or welfare of students would be substantially at risk by maintaining the student in their current school assignment. The parent / legal guardian and student will be informed of the reasons for the transfer.
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. COMAR 13A.08.01.11(C)(5)
A student who has been expelled from or placed on an extended suspension from another school system or who has been expelled from an alternative middle or high school and who enrolls or attempts to enroll in PGCPS, may be denied attendance for
a length of time equal to the time the student has been expelled or suspended by the other school system or alternative school. The Office of Appeals and Hearings will conduct a conference to review and determine educational services for entering students.
Please refer to Chapter 18 of the Special Education Process Guide which sets forth the federal and state regulations that must be adhered to when students with disabilities under the Individuals with Disabilities Education Act (IDEA) are recommended for suspension or expulsion. Chapter 18 also provides the specific processes around manifestation determinations, the provision of a Free Appropriate Public Education (FAPE) for disciplinary removals upon the 11th school day, disciplinary timelines, prohibited suspensions based on identified disabilities, and due process procedures that must also be adhered to when considering disciplinary removals for students with disabilities. For details on accommodations for students under Section 504, see Administrative Procedure 5146│Procedural Guidelines for Students Disabled Under Section 504 of Rehabilitation Act of 1973
Schools are required to provide students with IEPs a free, appropriate, public education (FAPE). When a student with an IEP, or a student who may have a disability that is causing behavior that led to a suspension, is suspended for more than 10 school days during the school year, the school must hold a manifestation determination meeting to determine if the behavior that led to the suspension is related to the student’s known or suspected disability. These students must continue to receive educational services in order to continue to participate in the general education curriculum and make progress toward their IEP goals. The educational services should be documented on the Manifestation Determination Worksheet and explained to the parent/guardian.
For short-term and long-term suspensions, school 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.
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 their parent/guardian and obtain prior
permission from the principal.
The following disciplinary response matrix serves as a guide to establish a fair, equitable, and supportive disciplinary framework that promotes positive behavior, addresses underlying issues, and fosters a safe and inclusive learning environment for all students. Disciplinary consequences shall be based on a thorough assessment of the circumstances of each case that may include a student’s disciplinary history, interventions provided, the effect of the misconduct on the school environment, and relative mitigating facts.
Escalated or repeated behaviors may result in further responses according to the Student Code of Conduct. The student will receive due process, beginning with referral to the administrator with written documentation by the referring adult, contact to parent/guardian, and an opportunity to present what happened.
VIOLATION |
DESCRIPTION |
GRADE LEVEL |
RESPONSE LEVEL |
||||
Academic Dishonesty |
Dishonesty, cheating, plagiarism, unauthorized use of Artificial Intelligence (AI), providing, receiving or viewing answers to quiz or test items or independent assignments. Utilizing books, notes/notebook, mobile devices or other support resources during tests without permission |
3-12 |
1 | 2 | |||
Alcohol |
Use or possession |
3-12 |
2 |
3 |
|
|
|
|
Distribution, possession with intent to distribute to others |
6-12 |
|
4 |
5 |
||
Arson/Fire |
Intentionally or recklessly aiding in or attempting to set fire on school property or during a school-related activity; or the unauthorized possession of a flammable liquid or materials with the intent to set fire on school property or during a school-related activity
|
3-5 |
2 |
3 |
|
|
|
6-12 |
3 |
4 |
5 |
||||
Attack/Fighting |
Attack or fight with minor injuries (e.g., shoving or pushing |
3-12 | 1 | 2 |
3 |
|
|
|
Attack or fight that results in serious bodily injury; or Attack or fight with the use of a weapon or instrument used as such |
3-5 |
2 |
3 |
4 |
|
|
6-12 |
|
4 |
5 |
||||
|
Jumping/banking: two or more persons intentionally attacking one student |
6-12 |
3 |
4 |
5 |
||
Attack/Assault or Battery on Adult |
Assault: attempt to cause serious physical injury to an adult, intentionally, knowingly, or recklessly. There must be (1) an intentional threat or attempt to do bodily harm (2) the apparent ability to do bodily harm and (3) result in the immediate placement of a person in fear of bodily harm. |
6-12 |
3 |
4 |
5 |
||
|
Unintentional, offensive physical contact with an adult
|
3-5 |
1 |
2 |
|
|
|
6-12 |
2 |
3 |
|
|
|||
|
Battery (intentional) – an unlawful physical contact with another person without their consent. The contact must be intentional, harmful or offensive and may be accompanied by circumstances which reflect the student’s blatant disregard for the safety of employees or other persons evidenced by, but not limited to, the student’s intentional conduct, disregard of directions, or the fact that the battery resulted in serious bodily harm; or Physical contact with an adult without their consent including contact made while the adult is attempting to intervene in an altercation. |
3-5 |
2 |
3 |
4 |
|
|
6-12 |
|
4 |
5 |
||||
AttendanceRelatedOffenses |
Class-cutting, loitering, leaving class or an area without school or |
3-12 |
1 | 2 |
|
|
|
Unauthorized departure from school, leaving school or a school-related activity without the permission from a parent or appropriate school official |
3-12 |
1 | 2 |
|
|
|
|
Bomb Threat |
See with False Alarm |
|
|
|
|
||
Bullying/ Harassment |
Minor harassment (e.g., unwanted conduct that violates a person’s dignity or creates an intimidating, hostile, degrading, humiliating or offensive environment) |
3-12 |
1 | 2 |
|
|
|
|
Cyber bullying – Using information and communication technologies (e.g., email, mobile devices, text messages, instant messaging, defamatory personal websites, personal polling sites, videotaping or a combination of these) to support deliberate repeated and hostile behavior by an individual or group with the intention of physically or psychologically intimidating others. |
3-12 |
2 |
3 |
|
|
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Persistent or prolonged bullying/harassment that includes the use of bias language, gestures, written material, social media, text or other technology meant to demean or ridicule a student or staff member based on race, gender-identity, gender expression, religion, pregnancy or parenting status, language, immigration, citizenship status or cognition |
3-12 |
3 |
4 |
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Hazing – Action by an informal or formal group, a school student organization, or school team which subjects a member or aspiring member to abuse against their his or her will. |
3-12 |
3 |
4 |
5 |
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Destruction of Property or Vandalism |
The act or attempted act of willful destruction or defacement of school or private property either on or off the school - Property valued below $500
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3-5 |
1 | 2 |
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6-12 |
2 |
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The act or attempted act of willful destruction or defacement of school or private property either on or off the school - Property valued at $500 or above
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3-5 |
2 |
3 |
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6-12 |
3 |
4 |
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Disrespect |
Willfully intimidate, insult, and/or negative interaction by use of body language, verbally or in writing to any member of the school staff, student body or community; or the refusal or willful failure to respond to or carry out a reasonable request by authorized school personnel. |
3-12 |
1 | 2 |
3 |
4 |
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Disruption |
Talking out in class; throwing objects; picking on, bothering or teasing other students; inappropriate or unauthorized use of PEDs; and other behavior that distracts from student learning; directly instigating or prompting others to cause a disruption |
3-12 |
1 | 2 |
3 |
4 |
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Dress Code/ School Uniform Policy |
Failure to adhere to policies governing attire (see Administrative Procedure 5152) and dress code expectations outlined in this Handbook |
3-12 |
1 | 2 |
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Drugs/Controlled Substances and Other Substances |
Unauthorized use or possession of prescription drugs |
3-12 |
2 |
3 |
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Use or possession of illegal drugs, controlled substances, pills, prescription medication, imitation, synthetic, CBD products used for consumption or ingestion and other substances |
3-12 |
3 |
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Unauthorized possession or use of over-the-counter medication |
3-12 |
2 |
3 |
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Unauthorized distribution of over-the-counter medication
|
3-5 |
2 |
3 |
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6-12 |
2 |
3 |
4 |
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Possession of drugs, controlled substances or other substances with intent to distribute (includes but is not limited to, Prescription Drugs, Controlled Dangerous Substances, Edibles, Imitation Controlled Substances, Synthetic Intoxicants, Inhalants, Other Intoxicants)
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3-5 |
3 |
4 |
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6-12 |
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4 |
5 |
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Explosives |
Possession, use or threatened use of any explosives or other such explosive instrument(s) capable of inflicting substantial bodily injury (does not include small fireworks)
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3-5 |
2 |
3 |
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6-12 |
3 |
4 |
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Possession, use or threatened use of any fireworks items such as lady fingers, sparklers, Roman candles or other similar items |
3-12 |
2 |
3 |
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Extortion/Shakedown/Robbery |
Taking property, or attempting to do so, or conspiring to do so, from someone else or from their presence and control, by force or threat of force, including, but not limited to, verbal threats, physical threats, use or display of a weapon, or other forms of intimidation. This includes force or threat of force used to frighten another into relinquishing control of property.
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3-5 |
2 |
3 |
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6-12 |
2 |
3 |
4 |
5 |
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Failure to Pass Through a Security Enhancement Device |
Willful and intentional avoidance or failure to pass through security enhancement equipment at schools where they are installed.
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3-12 |
1 | 2 |
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False Alarm (Bomb Threat or Fire) |
The act of initiating a fire alarm, bomb threat or a report/ warning without cause; causes school lockdown, school closure, evacuation, contacting fire department, etc.; or
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3-5 |
2 |
3 |
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6-12 |
3 |
4 |
5 |
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Forgery |
Falsely signing the name of another person, or falsifying times, dates, grades, addresses or other data on school forms or correspondence directed to or from the school |
3-12 |
2 |
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Gambling |
Illegal betting for money or valuables (requires the use of money or exchangeable goods) |
3-12 |
2 |
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Group Fight |
Any attack or fight by two or more students against another group of two or more students causing a material disruption to the school day |
6-12 |
3 |
4 |
5 |
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Any attack or fight by two or more students against another group of two or more students resulting in serious bodily harm
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3-5 |
2 |
3 |
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6-12 |
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4 |
5 |
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Guns, Other Weapons |
Other weapons: possessing an implement that is likely to cause serious bodily harm
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3-5 |
1 | 2 |
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6-12 |
2 |
3 |
4 |
5 |
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Use or attempt to use, or intent to use a weapon or instrument used as such (“Intent to Use” includes, but is not limited to, possession for use of self-defense) |
3-5 |
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4 |
5 |
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6-12 |
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4 |
5 |
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Possession/Use of Other Guns: Look-alike gun (e.g., water guns, toy guns) |
3-5 |
1 | 2 |
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6-12 |
3 |
4 |
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Possession/Use of other guns: non-firearm gun (e.g., pellet guns, BB guns, airsoft gun, gel blaster) |
3-5 |
1 | 2 |
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6-12 |
2 |
3 |
4 |
5 |
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Internet/Computer Misuse |
Use of Internet and/or computer resources for purposes other than legitimate educational activity under the direction of professional staff | 3-5 | 1 | 2 |
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6-12 | 2 |
3 |
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Personal Electronic Device (PED) |
Persistently having out or using a PED without permission, or inappropriately using a PED after being warned. Devices include cell phones, music players, tablets, electronic gaming devices and other portable electronic devices | 3-12 | 1 | 2 |
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Sexual Misconduct |
Sexual harassment (e.g., unwelcome sexual advances; request for sexual favors; and other inappropriate verbal, written or physical conduct of a sexual nature)
|
3-5 |
1 | 2 |
3 |
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6-12 |
2 |
3 |
4 |
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Sexual activity or sexual misconduct (e.g., indecent exposure, engaging in sexual activity, soliciting and sexting)
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3-5 |
2 |
3 |
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6-12 |
3 |
4 |
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Sexual attack: any physical, non-consensual offensive physical contact with another for the purpose of sexual gratification where the student knew or should have known the contact was nonconsensual at the time contact was made. Contact with intimate area of the body shall be presumed to be for the purpose of sexual gratification.
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3-5 |
3 |
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6-12 |
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4 |
5 |
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Theft |
The act of taking or acquiring the property of others without their consent – Theft less than $500 |
3-12 |
2 |
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The act of taking or acquiring the property of others without their consent – Theft above $500
|
3-5 |
2 |
3 |
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6-12 |
3 |
4 |
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Threat |
Expression of an intent to cause physical harm to a student |
3-12 |
1 | 2 |
3 |
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Expression of an intent to cause physical harm to an adult |
3-12 |
3 |
4 |
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Threat of Mass Violence |
A threat which would cause a reasonable person to fear that a violent crime intended to kill or injure multiple people in the same site or location will be committed at or near in time to when the threat is communicated and one or more of the following:
Threat assessment and student questionnaire required
|
3-5 |
2 |
3 |
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6-12 |
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4 |
5 |
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Tobacco and Nicotine Products Use & Vaping |
The act of possessing, using or distributing tobacco or nicotine products (including but not limited to cigarettes, e-cigarettes, cigars, pipe, tobacco, snuff, chewing tobacco or smokeless tobacco) anywhere on school property and/or during school-sponsored events. |
3-12 |
1 | 2 |
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Transportation & Bus Behavior |
Damaging bus (vandalism) |
3-12 |
3 |
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Eating or drinking on the bus |
ALL |
1 |
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Fighting on the bus causing minimal disruption |
3-12 |
3 |
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Fighting on the bus causing substantial disruption |
3-12 |
|
4 |
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Heads, arms, and/or legs out of bus windows |
ALL |
1 | 2 |
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Refusal or willful failure to respond to or carry out a reasonable request by the school bus driver or assistant |
ALL |
1 | 2 |
3 |
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Riding or attempting to ride unassigned bus without authorization |
3-12 |
1 | 2 |
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Smoking/lighting matches/lighter |
3-12 |
1 | 2 |
3 |
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Standing when seats are available |
ALL |
1 |
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Threatening the driver or attendant
|
3-5 |
2 |
3 |
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6-12 |
3 |
4 |
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Throwing or shooting objects on the bus |
3-12 |
2 |
3 |
|
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Throwing objects from the bus |
3-12 |
2 |
3 |
4 |
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Too loud; too boisterous (talking or speaking) |
ALL |
1 |
|
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Using foul or abusive language |
ALL |
2 |
|
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Using unassigned bus stop without authorization |
3-12 |
1 | 2 |
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Trespass |
Includes but is not limited to Breaking and Entering Any student, who while serving a suspension, has an unauthorized presence on any PGCPS property, after being warned not to come onto school property |
3-12 |
2 |
|
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While trespassing, if a student commits a violation found in the Code of Student Conduct, the student will receive a response according to the infraction committed (example, fighting, weapons possession, etc.) |
6-12 |
3 |
4 |
5 |
Behavior Threat Assessment
A comprehensive structured group process used to identify, assess and manage the risk of threats of targeted violence posed by an individual or group. A threat assessment process provides preventive and intervention measures for students, staff, volunteers, contractors and other non-affiliated individuals whose behaviors pose a threat to the safety of the school environment. Addressing the safety and mental health needs of all parties involved in this process is a top priority.
Bias Behavior and Language
Intentional conduct, including verbal, physical, graphic or written conduct, or an intentional electronic communication directed towards a person or groups of persons that:
CBD
Cannabidiol, which is one of the many chemical compounds found in the cannabis plant.
Due Process
Due process in the context of school suspensions refers to the legal rights and procedural safeguards afforded to students to ensure fair treatment before they are suspended from school. Due process ensures that students subject to suspension receive notice, have the opportunity to be heard before an impartial decision-maker, have the right to appeal; and are not unjustly deprived of their right to an education.
Edibles
Refers to food or beverage products that contain cannabinoids, such as tetrahydrocannabinol (THC) or cannabidiol (CBD), derived from the cannabis plant. These products are consumed orally and can include a wide range of items, such as cookies, brownies, candies, chocolates, gummies, beverages, and more.
When people refer to “edibles” as a drug, they are often specifically referring to cannabis-infused edibles that contain THC, the psychoactive compound in cannabis. THC is responsible for the “high” or intoxicating effects commonly associated with cannabis use. Use of edibles containing THC, carries potential risks, including impairment, dependence, negative mental health effects, and legal implications.
Free Appropriate Public Education (FAPE)
Eligible students with disabilities receive specialized educational services which are tailored to their individual needs and designed to provide educational benefit.
Imminent Threat of Harm
Imminent threat of serious harm is defined as “likely and immediate danger of significant physical injury.”
Indecent Exposure
Deliberate exposure of the private parts of the body in a public place on school grounds or at a school-related activity.
Loitering
Willful presence in a school building or restricted area of same without permission.
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.
Self-Defense and Defense of Others
The act of committing an assault either to defend oneself or defend another. Self-Defense/Defense of Others will only apply if the student proves, by a preponderance of evidence, that the student:
School Liaison
The school liaison serves as a contact between teachers and students/parents/guardians during out-of-school suspensions or expulsions.
Serious Bodily Injury
Severe physical damage or harm caused to the structure or function of the body caused by an outside agent or force requiring extensive medical treatment or hospitalization. Such injuries should include substantial risk of death; temporary or permanent loss of, or loss of the use of, any body part, organ, or mental faculty; unconsciousness; disfigurement; and/or prolonged physical pain.
THC
Tetrahydrocannabinol (THC) is the psychoactive compound in cannabis. THC is responsible for the “high” or intoxicating effects commonly associated with cannabis use.
Threat
A threat is an expression of an intent to cause physical harm to someone. The threat may be expressed or communicated behaviorally, orally, visually, in writing, electronically, or through any other means; and is considered a threat regardless of whether it is observed by or communicated directly to the target of the threat or observed by or communicated to a third party; and regardless of whether the target of the threat is aware of the threat. Threats may be direct (“I am going to beat you up.”), indirect (“I’m going to get him.”) or conditional (“Give me your money or you will regret it.”).
Truancy
Being unlawfully absent from school for 8 days or more in a quarter, 15 days in a semester, or 20 days in a school year. Md. Code, Education § 7–302.2
Vaping
The act of inhaling and exhaling vapor produced by an electronic cigarette (e-cigarette) or similar device., which burn tobacco, nicotine, THC CBD or K2 to produce smoke, e-cigarettes and vaping devices use a battery-powered heating element to vaporize a liquid solution, commonly known as e-liquid or vape juice.