SECTION 1: Introduction, Goals, College and Career Ready, Resources
Introduction
Under the esteemed leadership of the Board of Education,
PGCPS is committed to graduating all students to be college and/or career
ready. This is achieved through fostering positive, nurturing and engaging
learning environments.
We aim
to equip our students with the knowledge, skills and resources to compete on a global
level. We are also committed to maintaining a safe school
environment for students
and teachers.
Good discipline is essential to academic success; however, good
discipline is not something that just happens. Discipline – like mathematics and reading – must be
taught. We believe that it is
possible to maintain disciplined, productive learning environments without
excluding students from school except in the most severe instances. Four words
provide the recipe for discipline in PGCPS: Prevention, Intervention and
Progressive Discipline. Utilizing a common sense, age-appropriate, 5-level
discipline approach, school environments will thrive. As discipline improves,
academic performance improves.
This handbook provides a framework for academic standards
and positive student behavior. The contents promote positive, supportive and
inclusive learning environments that maximize students’ academic achievement
and minimize students’ behavior issues. It explains the expectations, rights
and responsibilities of all members of the school community. The handbook
creates a structure where students, parents and teachers forge education
partnerships and relationships critical to students’ success.
Application of the Handbook/Code of Student Conduct
This handbook and its contents are in effect during
regularly scheduled school hours, as well as at other times and places, including school sponsored events, field
trips and athletic functions where school administrators have authority over
students or the behavior has a direct effect on the order of the school.
Handbook Goals
- Share policies, procedures and best practices to ensure that students and parents understand and support our goal of academic excellence and a high
quality education for all students.
- Share expectations of respectful and responsible behaviors
based on age, developmental level and needs of the student and school community.
- Share school and community resources
for students, parents and families.
- Identify levels of responses and interventions regarding student behavior.
- Provide the student appeals
process and procedures.
College and Career Ready
The College and Career Ready Program
oversees all the programs and student opportunities for students that support
their readiness for successful entry into a college and/or
a career. This
web page at www.pgcps.org/collegereadiness is designed to help
students and parents (and staff
as well) navigate
through the wealth
of information about getting prepared
for 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 is proud to announce the launch of Naviance in all
of our middle and high schools. Naviance is a college and career readiness
platform. Each school has its own personalized Family Connection site where
students (and in the future, families) can log in and access tools to research
colleges, browse scholarships, keep a list of favorite careers, and track
college applications.
Naviance is linked with SchoolMAX, so student data and other information will be updated
on a nightly basis. Students
will access their Family
Connection accounts via Clever, which can be accessed from the PGCPS district website.
- Students will benefit from the college & career
readiness activities such as:
- Researching careers & clusters
- Creating SMART goals (career, academic, personal/social, post-secondary)
- Creating/updating a resume
- Identifying Career Academies of interest by 8th graders
- Self-assessments to include personality traits,
intelligences, and top strengths
- Saving prospective colleges to the Colleges
I’m Thinking About list
- Participation in the MSDE Senior Exit Survey for 12th graders
Scholarships Database
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.
Resources for Students and Families
SchoolMax Family Portal
PGCPS uses the SchoolMax Student Information System to manage student data. The Family Portal allows students and parents/guardians to log in from any computer and view information, including attendance records, assignments, grades and discipline records.
School Closings Information
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)
FREQUENTLY CALLED PGCPS NUMBERS
Area 1 - Elementary Schools Office | 301-952-6583
Area 2 - Middle Schools Office | 301-952-6584
Area 3 - High Schools Office | 301-952-6585
Board of Education Office | 301-952-6115
Early Childhood Programs | 301-808-2707
EEO Advisor | 240-573-7049
ESOL Office | 301-445-8450
Family & Community Engagement | 301-618-7356
Fingerprinting | 301-952-6775
Food & Nutrition Services | 301-952-6580
Fostering Connections | 301-780-5910
GED (Adult Education) | 301-322-0891
Health Services | 301-749-4722
Home & Hospital Teaching | 301-567-8642
International Student Admissions & Enrollment | 301-445-8460
McKinney Vento Program | 301-925-2482
Neediest Kids Program | 301-780-5910
Pupil Accounting & School Boundaries | 301-952-6300
Pupil Personnel Services | 301-780-5910
Section 504 | 01-952-6255
Special Education | 301-618-8300
Student Appeals | 301-952-6195
Student Records, Transfers & Archival Services | 301-567-8751
Student Service-Learning | 301-952-6233
Transportation | 301-817-0535
COMMUNITY RESOURCES
Community Crisis Hotline | 1-800-422-0009
Department of Social Services | 301-909-7000
Emergency Financial Assistance
| 301-909-6000
Emergency Food
Assistance | 301-909-6343
Gang Reference Card (warning signs) & Addressing Gang
Crime | 1-800-421-9779
Health
Department | 301-583-5920
Homeless Hotline | 1-888-731-0999
Suicide Hotline | 301-864-7130
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SECTION 2: Rights & Responsibilities
PGCPS respects the rights
of all individuals to be treated equally
and fairly to ensure that no individual is discriminated against based on race, color, sex, age, national
origin, religion, sexual
orientation, or disability in the areas
of freedom of expression, pro- cedural and due process,
personal rights and access to school programs.
If you have questions about non-discrimination policies, please use the following contact information:
Non-discrimination policies for students with disabilities under Section 504:
Keisha Butler, Section 504 Coordinator
7711 Livingston Road
Oxon Hill, MD 20745
301-952-6255
For non-discrimination policies based on gender, race, religion, sexual orientation, and disability:
Amana Simmons, Esq., EEO Advisor
14201 School Lane, Room 210
Upper Marlboro, MD 20772
240-573-7049
Student Rights & Responsibilities
STUDENT RIGHTS
- A free public
education subject to provisions of state law and the bylaws, rules and regulations of the Maryland
State Board of Education and the Board of Education of Prince George’s
County.
- An
education in a learning environment that is safe, drug-free and conducive to learning where high standards
are stressed.
- Enjoy meaningful freedom of speech, press,
assembly and religion.
- Due process for academic, attendance
and disciplinary measures,
as well as other issues which could impact the student’s ability to receive a free and appropriate education.
- Inspect, review and seek to amend educational records.
- Access to prevention
and intervention programs
STUDENT RESPONSIBILITIES
- Maintain a safe and orderly school environment conducive to teaching and learning.
- Know and obey all county and school rules and regulations relating to student conduct and achievement.
- Come to school on time and ready to learn each day.
- Present the school with a parent/guardian note for absences and tardiness.
- Work to your fullest potential in all academic and extracurricular activities.
- Respect school authority, which includes not only obeying school rules and regulations, but also conforming to the laws of the community, state and nation.
- Obey all instructions from all school employees in a positive and respectful manner.
- Dress in accordance with the dress code for school and school functions.
- Utilize school resources to develop appropriate problem solving skills.
- Ask questions to ensure understanding.
- Accept responsibility for actions.
- Maintain and uphold the highest standards of conduct, demeanor and sportsmanship during extracurricular events.
- Show respect and consideration for the personal and property rights of others and understand the need for cooperation with all members of the school community.
- Bring to school only those items and materials which are appropriate for the instructional program.
Parent Rights & Responsibilities
- Visit schools and classes at times that respect the
educational environment.
- Be treated with courtesy by all members of the school staff.
- Be informed of all services in special education.
- Organize and participate in organizations for parents.
- Be informed of academic requirements of any school program.
- Request a conference to (1) inspect their child’s cumulative record or (2) make corrections in conformity with Administrative Procedure 5125 and current state and federal government
guidelines. Participate in meaningful parent-teacher conferences to discuss
their child’s school progress and welfare.
- Be
informed of approved
procedures for seeking
changes in school policies and for appealing
administrative procedures.
- Expect reasonable protection for their child from
physical harm while under school authority.
- Inspect, review and seek to amend educational and
disciplinary records.
- Be informed of school policies and administrative decisions.
PARENT RESPONSIBILITIES
- Provide proof of a bona fide residence in Prince George’s
County.
- Provide required immunizations documents
to the school system.
- During kindergarten or first grade registration, provide
the school system with proof of the child’s age.
- Notify the school whenever child is absent.*
- Ensure child (5-18 years old) attends school regularly. **
- Assume primary responsibility for the discipline of the child.
- Model cooperation with school and transportation personnel.
- Respond to school personnel requests for information and meetings.
- Update contact information annually
Teacher/Staff Member Responsibilities
- Be prepared to teach and provide quality instruction
within the current curricular framework.
- Exhibit an attitude of respect for students that has a positive influence in helping them develop good citizenship traits.
- Remain knowledgeable about school
policies and rules,
and enforce them in a fair, impartial and consistent manner for all students.
- Communicate information regarding student progress
and achievement on a regular
and timely basis to students, parents and other involved professionals.
- Maintain an atmosphere that contributes to positive
student behavior.
- Provide daily classwork and assignments for students with lawful absences, including those students
on suspension.
- Develop and maintain a positive working
relationship with students
and staff.
- Strive to improve the quality of life throughout the
school community.
- Maintain an environment of mutual respect
and dignity.
- Encourage the use of appropriate counseling services.
- Report bullying, harassment or intimidation.
- Communicate policies and expectations to students and parents, including: course objectives and requirements, grading procedures, assignment deadlines and
classroom discipline plans.
- Mandated reporter of suspected child abuse and/or
neglect to Child Protective Services.
- Elevate reports of
bullying, harassment or intimidation to the school administrator for
investigation and resolution
School Administrator Responsibilities
- Support teaching and learning
by creating and maintaining a safe and orderly environment.
- Promote communication with all stakeholders and present opportunities for students, staff and parents to address grievances.
- Enforce the Student Rights
and Responsibilities Handbook
and ensure the fair, consistent and prompt resolution of concerns and infractions.
- Evaluate instructional programs
regularly and comprehensively.
- Support the development of and participation in appropriate extracurricular activities by students.
- Mandated reporter of suspected child abuse and/or
neglect to Child Protective Services.
- Process reports of bullying, harassment or intimidation.
*COMAR 13A.08.01, Administrative Procedure 5113: 2015-2018
**Comply with compulsory attendance law for their child (Annotated Code of Maryland Article, Section 7-301), Administrative Procedure 5113: 2015-2016 – 5-17 years old, 2016-17 – 5-18 years old
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SECTION 3: Annual Notification of Rights Under FERPA
The
Family Educational Rights
and Privacy Act (FERPA)
provides parents and students who are 18 years of age or older (“eligible students”) certain
rights with respect
to the student’s education records.
These rights are:
- The right
to inspect and review the student’s
education records within
45 days after
the day PGCPS
receives a request for access.
In accordance with Administrative Procedure
5125 and 5134, parents or eligible students should submit to the school princi-
pal a written request that identifies the records they wish to inspect. The
school principal will make arrangements for access and notify the parent or
eligible student of the time and place where the records may be inspected.
- The right
to request the
amendment of the
student’s education records that the
parent or eligible student believes are inaccurate, misleading, or otherwise
in violation of the student’s privacy
rights under FERPA.
Parents or eligible students who wish to ask a PGCPS
school to amend a record should write the school principal, clearly iden- tify
the part of the record they want changed, and specify why it should be changed.
If the school decides not to amend the record as requested by the parent or
eligible student, the school will notify the parent or eligible student of the
decision and of their right to a
hearing regarding the request for amendment. Additional information regarding
the hearing procedures will be
provided to the parent or eligible student when notified of the right to a hearing.
- The right
to provide written
consent before the school discloses personally identifiable information (PII) from the student’s education records, except to the extent
that FERPA authorizes disclosure without consent.
Please see the information under #5 below for exceptions
to the prior written consent rule.
- The right to file a complaint
with the U.S. Department of Education concerning alleged failures by a PGCPS school to comply with the requirements of FERPA.
The name and address of the office that administers FERPA
are:
Family Policy Compliance Office
U.S. Department of Education
400 Maryland Avenue, SW
Washington, DC 20202
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
- To other school officials, including teachers, within PGCPS
whom the school
has determined to have legitimate educational interests. This includes contractors,
consultants, volunteers, or other parties to whom the school has outsourced
institutional services or functions. A school official has a legitimate
educational interest if the official needs to review an education record in
order to fulfill his or her professional responsibility
- To officials of
another school district in which a student seeks or intends to enroll, or is
already enrolled if the disclosure is requested for purposes of the student’s enrollment or
transfer.
- To certain authorized
representatives of federal or State government.
- To organizations conducting studies for, or on behalf of, the school,
in order to: (a) develop,
validate, or administer predictive tests; (b) administer student aid programs; or (c)
improve instruction.
- To parents of an eligible student
if the student is a dependent for IRS tax purposes.
- To comply with a judicial order or
lawfully issued subpoena.
- To appropriate officials in
connection with a health or safety emergency.
- The school has designated as “directory information” and listed under #6 below.
- The right
to“opt out” of allowing PGCPS
to disclose directory information without prior
written consent. PGCPS
has designated the following
information as directory
information:
- Student’s name
- Email Address
- Telephone listing
- Participation in officially recognized activities and sports
- The most recent school attended
- Dates of attendance
- Grade level
- Honors and awards received
- Student ID number, user ID, or other unique personal that cannot be used to access education
records without a PIN, password, etc. (Note: A student’s social security number, in
whole or in part, cannot be used for this purpose.)
If
a parent does
not want PGCPS
to disclose directory information from a child’s education records without prior
written consent, the parent must notify the school principal/designee in writing within five (5) business days of receiving
the annual notification. The parent’s opt out shall be honored for one school year. The parent must re-submit
the opt-out notice upon receipt
of the an nual notification in subsequent school years.
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SECTION 4: Graduation Requirements
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
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.
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Graduation Requirements - Graduating Class of 2021 and beyond
Graduation Requirements
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SECTION 5: Student Attendance
Students shall be considered in attendance while instruction takes place face to face; 100% distance learning; a hybrid model; or other times when participating in school-sponsored activities during the school day, and when that participation is approved by the Chief Executive Officer (CEO), the school principal, or any persons duly authorized by the CEO or principal.
Face to face – students attend classes in the school buildings.
Distance learning – 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.
Hybrid – gives students the experience of face to face learning in a classroom and teacher-facilitated online instruction, and allows for students to be more independent during asynchronous learning.
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.
Lawful Absence
Absence from school, including absence for any portion of the day, shall be considered lawful only for the following reasons:
Death in the immediate family (i.e., parent, guardian, brother, sister, grandparent) oe extended family and close non-relative.
Illness of the student. The principal may require a physician’s certificate from the parent/guardian of a student reported absent for illness at least three school days. If the absences reach six days, a physician’s certificate will be required. If needed, student medical care may be available at a Prince George’s County Public Schools Wellness Center.
Pregnancy and parenting related conditions: absences due to labor, delivery, recovery, prenatal and postnatal medical appointment; absences due to an illness or medical appointment of the student’s child (after four days of such absences during a school year a physician’s note may be required); a parenting student is allowed a minimum of 10 days excused after the birth of a child; absences due to legal appointments related to family law.
Court Summons
Hazardous weather conditions that would endanger the health or safety of the student.
Work approved or sponsored by the school, the local school system, or the State Department of Education, accepted by the Chief Executive Officer or the school principal, or their designees, as reason for excusing the student.
Observance of a religious holiday
State of emergency
Suspension
Lack of authorized transportation (This shall not include students denied authorized transportation for disciplinary reasons.)
Health Exclusion, which includes immunizations and other health-related communicable or contagious diseases.
Absence due to Military Families. A lawful absence shall be granted to a student while visiting with a parent or legal guardian who is an active duty member of the uniformed services and has been called to duty for, is on leave from, or immediately returned from deployment to a combat zone. Military orders may be requested.
Other emergency or set of circumstances approved by the Chief Executive Officer or his/her designee, including but not limited to: civic engagement (limited to three days);college visits and interviews (limited to three days).
Mental Health Day - Students may receive as an excused absence one (1) day of absence in each semester of each school year for a student’s mental health needs. A note from a physician to excuse a student’s absence for mental health needs is not required.
Pregnant and Parenting Students
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/Truancy
Unlawful absence is defined as the act of a student being absent from school for a day or any portion of a day from an individual class for any reason other than those defined as lawful. Teachers are not required to provide make-up work for students when absences are unlawful. Habitual truancy is defined as being unlawfully absent for 20% or more days enrolled during the school year.
Possible Responses for Parents/Guardians for Unlawful Absences of Students
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.
Possible Responses for Students Who Regularly Miss School
Denial of opportunity to make-up class/homework assignments, tests and/or quizzes (for unlawful absences).
Referral to Pupil Personnel Services for possible referral to court for violation of the compulsory attendance law or to Juvenile Services for intake services.
Before and/or after school detention
Behavioral probation
Written contract
In-school suspension or intervention
Saturday School Program
Removal of school privileges
Reduction in grades or loss of credit
Restriction of extracurricular activities
Referral to an alternative educational program
Referral to Attendance Committee
Referral to community program
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SECTION 6: Coping with Problems
School Problems
If you have a problem related to
discipline, security, personal safety or vandalism, you should talk to:
- The nearest teacher, security or
administrator when there is a discipline or security problem. Explain what
happened and seek their guidance.
- The counselor, psychologist, pupil personnel worker or social worker to learn ways to deal with problems so you will feel safe and gain the skills to deal with
similar problems in the future.
- Always talk to your parent/guardian.
Personal Problems
For assistance with personal problems
that may impact
your school performance or your personal
happiness, please discuss
the problem with your parent/guardian.
Seek the assistance of the counselor or any adult that
you are comfortable with at your school. They may lead you to resources within
the school and/or community.
Talk to a peer. Many times fellow students are able to
help with problems. Talk to the school administrators, or if available, staff
in the Student Assistance Program.
Academic Problems
For assistance with an academic problem or
grade, you should:
- Talk to
your teacher when you are having difficulty with subjects, making poor grades
or need extra assistance. The teacher may ask for a conference with you and/or
your parent/guardian.
- Seek assistance from your counselor. They can help with
finding a peer that can assist you.
- Discuss the academic concern
with the assistant
principal/principal.
ALTERNATIVE EDUCATION OPTIONS FOR SCHOOL COMPLETION
There are a variety of PGCPS programs to assist students
who may need an alternative education option to overcome the chal- lenges to
learn, achieve at high academic levels and ultimately graduate.
There are alternative programs for students in grades
6-12 and alternative schools for recovery credit opportunities in grades 9-12.
Programs include:
Alternative Academy Programs
- Edgar Allan Poe Academy
- Annapolis Road Academy
- Green
Valley Academy
- Croom High School
- Tall Oaks High School
- Incarcerated Youth Program
Alternative School Programs
- Community-Based Classroom
- Crossland Evening High School
- Northwestern Evening High School
- Summer High School
- Adolescent Single
Parent Program
Physical, Sexual, Mental Abuse
No
student should be subjected to physical, sexual,
or mental abuse.
We do know, though,
that abuse can happen to any child regardless of race, socioeconomic status, religion, or culture.
If a student feels he or she is being abused, the student
should contact the counselor or the school administrator. If a parent feels
his/her child is being abused, the parent should contact the school’s counselor
or the school administrator.
If you have reasonable suspicion of child
abuse or neglect, you must contact your 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.
Bullying, Harassment or Intimidation
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.
What Is Bullying, Harassment or Intimidation?
Bullying, harassment and intimidation are anti-social
behaviors that are characterized by an intent to cause harm and an imbal- ance of power.
Bullying, harassment and intimidation is intentional behavior that
includes verbal, physical, written or intentional electronic communication that
creates a hostile educational environment by substantially interfering with a
student’s educational benefits, opportunities, or performance, or with a
student’s physical or psychological well-being. Bullying, harassment or
intimidation may be motivated by an actual or a perceived personal
characteristic including race, national origin, marital status, sex, sexual
orientation, gender identity, religion, ancestry, physical attributes,
socioeconomic status, familial status, or physical or mental ability or disability or is threatening or seriously intimidating; and, occurs on school property,
at a school activity or event, or on a school bus; or, substantially disrupts the orderly
operation of a school. Bullying, harassment or intimidation may be repeated or
have the potential to be repeated. Bullying, harassment or intimidation
includes discrimination.
Sexual Harassment
Any conduct that violates the policy on discrimination or
harassment committed by any student of either sex against students is inappropriate behavior. Conduct that is
of a sexual nature is the most commonly reported form of sexual harassment.
This conduct may include overt sexual solicitation, inappropriate touching,
sexual jokes and inquiries about a person’s
sex life. This includes unwanted sexual advances, requests for sexual
favors, and other verbal or physical contact of a sexual nature. Sexual
harassment also includes acts that are not overtly sexual, but rather are
directed at individuals based on their gender, such as profanity or rude
behavior that is gender-specific.
WHAT TO DO IF YOU
ARE BULLIED, HARASSED OR INTIMIDATED
- Report the behavior to any adult.
- Tell the bully to stop. Be firm and clear.
- Complete and submit the Bullying, Harassment, or
Intimidation (BHI) reporting form.
- Students may seek guidance, support
and/or advocacy in addressing matters
related to bullying,
harassment or intimidation.
Who Reports Allegations of Bullying, Harassment or Intimidation?
Anyone can report allegations of bullying, harassment and
intimidation. Students, parents, teachers, school administration, other staff,
school volunteers or the community-at-large may report these behaviors.
How Do I Report Bullying, Harassment or Intimidation?
Reports of bullying, harassment or intimidation may be
made directly to a teacher, counselor or administrator. Reporting is not
tattling or snitching. Reporting is providing information to an adult to
address behavior that must be stopped. Effective Novem- ber 1, 2019, an online
reporting process will replace the paper version for reporting. Reports of
bullying should be made via this online app only.
What Happens After the Report Is Submitted?
Once the report is submitted to the school, the
administration or the administrative designee will promptly and appropriately
conduct an investigation. Findings of the investigation will be documented on
the Bullying, Harassments or Intimidation Incident School Investigation Form.
The school will notify parents of the victim and the offender of the outcome of
the investigation once the investigation has been completed. The notification
must respect the confidentiality of the victim and the offender. Therefore,
specific information related to disciplinary consequences will not be provided
(Administrative Procedure 5143 Bullying, Harass- ment or Intimidation). If
bullying, harassment or intimidation is substantiated, the school team should
develop a plan of support.
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SECTION 7: PGCPS Code of Student Conduct
Student Conduct During Distance Learning and the Hybrid Learning Model
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, 100% distance learning and/or hybrid models. Students are expected to dress appropriately for instruction (e.g., no pajamas). The Student Code of Conduct is applicable during distance learning and may include an expanded set of intervention techniques including, but not limited to restricting/disabling video, microphone and chat access during distance learning. During distance learning, inappropriate behaviors which disrupt the learning environment include but are not limited to:
Inappropriate dress (e.g., no pajamas or other clothing prohibited under the Student Dress Code)
Disrespect
Bullying
Disruption
Indecent exposure
Illicit substance use (e.g., smoking)
Profanity
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. If the administrator finds the student responsible for the violation, he/she will determine the appropriate response within the Student Code of Conduct.
Technology
Students shall:
Know their login information
Report virtually to their scheduled class on time
Be respectful to adults and peers
Follow PGCPS technology equipment user agreement
Follow Use of Technology guidelines (provided in this handbook)
Students shall not:
Share their user account information or password with others
Attempt to bypass security restriction and computer devices, networks, or internet access
Use network account for non-school related activities
Copy licensed software, download or copy files without permission
Create, access, or distribute offensive, obscene, bullying or otherwise inappropriate materials
Capture images or recordings of other students or staff from another device
Use inappropriate screensavers
Use inappropriate background setting
Intentionally damage technology
Consequences for misuse may include, but are not limited to, suspension of equipment access, confiscation of the technological device, disciplinary action commensurate with the level of misconduct and/or legal action as appropriate. Complete guidelines for the acceptable use of technology are contained in Administrative Procedure 0700.
Wearing of Face Masks
One
of the best ways we can protect others from the Covid-19 virus is by wearing a
face covering/mask. Face coverings reduce airborne transmission of the virus.
All students, visitors, and staff must wear face coverings while inside PGCPS
facilities, at the bus stop and while being transported on buses by PGCPS
Department of Transportation. Face coverings are required by all adults and
students, and must be worn throughout the school day. Only students with medical conditions or disabilities
(IEP or Section 504 eligible) that have been approved will be permitted an
exemption according to the physician's documentation.
Failure to comply with these
guidelines will result in progressive discipline.
Elementary (Pre-K - 2)
The
classroom teacher should remind students to wear the mask/face covering. We
expect young learners will have to make an adjustment when returning to school
and learn to wear a mask all day. Constant daily reminders may be
required.
If the
student complies, the student may
continue in the hybrid learning model. Consider utilizing incentives when
students are adhering to safety protocols.
If the
student refuses, the teacher should
contact the administrator/designee to contact the parent to encourage the
student’s cooperation.
If these
actions are to no avail, the administrator should request that the student is
picked up from school.
When
this occurs repeatedly (three instances), the SIT team should investigate the
root cause for continued refusal. Based upon this information, the
administrator will determine if the student should return to distance
learning.
Remaining Grades (3-12)
First,
the teacher should instruct the student to wear the mask/face
covering.
If the
student complies, the student may
continue in the hybrid learning model.
When the
student refuses, an administrator
should be contacted.
The
parent should be contacted after the student is redirected by the
administrator.
If these
actions are to no avail, the parent should pick up the student from
school.
After which,
a conference should be held with the parent to determine whether the child
should be returned to virtual learning for a timeframe as determined by the
school administrator.
Recommended Time Frames for Grades (3-12) to Return to Virtual for Mask Refusal
First
instance of refusal - 1 day on virtual learning
Second
instance of refusal - 2 days on virtual learning
Third
instance of refusal - return back to virtual learning
Discipline Response Levels
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 fields trips, school
sponsored events, athletic functions, while being transported on PGCPS vehicles
and during any other school related extracurricular activity.
Administrators are encouraged to use the lowest Level of
Response to address inappropriate behavior. Serious behaviors that are deemed
harmful to the safe and orderly environment of the school will be addressed at
the highest level.
Response Level 1
These responses aim to teach and correct
inappropriate behavior so students can learn, act respectfully and contribute
to a safe environment. The classroom teacher or counselor will correct the
behavior of the student committing a minor offense. Teachers are encouraged to
try a variety of teaching and classroom management strategies. This response
can be used when the student has no history of prior incidents.
Interventions
- Contact parent via telephone, e-mail or text message
- Conduct a teacher or student conference
- Correct and provide verbal redirection in the classroom
- Establish the buddy teacher
system (placing a student in temporary time out in another classroom)
- Develop a daily behavior progress sheet
- Take time
with a student to reflect
on 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
Response Level 2
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.
Interventions
- Change in schedule or class
- Reprimand by appropriate administrator
- Parent/guardian notification
- Mentoring Program
- Revision to IEP/504 plan (for students with disabilities)
- Loss of privileges
- In-school suspension
- Detention
- Referral to Pupil Personnel Worker
- Restitution
- Conflict resolution and community conferencing
- Assignment of work projects
- Referral to community organizations
- Referral to School Psychologist
- Referral to School Instructional Team (SIT)
- Referral to IEP/504 team (students with disabilities)
- Functional Behavioral Assessment (FBA)/Behavioral
Intervention Plan
- Restorative approaches
Response Level 3
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.
Interventions
- Notify parent/guardian
- Referral to IEP/504 team (students with disabilities)
- Referral to Professional School Counselor
- Revision to IEP/504 plan (students
with disabilities) as needed
- Referral to Office of Student Engagement and School Support
- Referral to Pupil Personnel Worker
- Referral to School Instructional Team (SIT)
- Referral to community organizations
- Referral to Student Support Team (SST)
- Develop/Revise Functional Behavioral Assessment
- Assessment/Behavioral Intervention Plan
- Referral to School Psychologist
- Beautification Project
- In-school suspension
- Short-term suspension (1-3 days)
- Restorative approaches
Response Level 4
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 community and ending
self-destructive and serious behaviors.
Interventions
- Notify parent/guardian
- Functional Behavioral Assessment
- Behavioral Intervention
Plan
- Community conferencing or mediation
- Referral to community organizations
- Referral to Office of Student Engagement and School Support
- Referral to IEP/504 team (students with disabilities) for
manifestation determination
- Alternative Programs
- Suspension Request (long-term 4-10 days)
- Alternative Administrative Services
- Restorative approaches
Response Level 5
These responses involve the removal of a
student from the school environment for over 10 days because of the severity of
the be- havior. 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 activ- ity that affects the safety of others.
Interventions
- Behavioral Intervention
Plan
- Referral to community organizations
- Community Conferencing
- Referral to Office of Student Engagement and School Support
- Referral to IEP/504 team (students with disabilities) for
manifestation determination
- Alternative educational placement
- Behavioral Threat Assessment
- Extended suspension (between 11 and
45 days)
- Expulsion (45 days or longer; to be considered in most
extreme cases)
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PGCPS Code of Student Conduct: Pre-K - Grade 2 Disciplinary Response Levels
Maryland law restricts suspension and expulsion of students in Pre-K through
Grade 2. Principals/designees must consult with a
school psychologist or other mental health profession to determine if there is an imminent
threat of serious
harm to other students or staff that cannot be reduced or eliminated through
other interventions and supports. If all measures
have been exhausted, the child’s suspension cannot exceed five
school days. Expulsions of students in Pre-K through Grade 2 are limited to
circumstances required by Federal law.
Interventions
- Notify parent/guardian
- Behavior contract
- De-escalation
- School-based mentoring
- Restorative approaches
- Review of class rules
- Code of Conduct lessons
- Behavior Intervention Plan
- Check in, check out
- Conference with parent/guardian
- Parent shadowing
- Redirection
- Positive Behavior and Supports (PBIS)
- Referral to school-based student support
- Referral to Individual Education Plan (IEP) or 504 team
- Functional Behavioral Assessment
- Safety plan
- Threat determination
- In-school intervention
- Meeting with mental health professional
- Referral to community board services
- Crisis Prevention and Intervention (CPI)
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PGCPS Code of Student Conduct: Grades 3-12 Disciplinary Response Levels
POINT OF CONTACT CHART KEY
- DSS - Department of Social Services
- DSESS - Department of Student Services
- HD - Health Department
- PG - Police Department
- SE - Security
- SESS - Student Engagement and School Support
VIOLATION | | GRADE LEVEL | RESPONSE LEVEL | POINT OF CONTACT |
Academic Dishonesty | Dishonesty,
cheating, plagiarism | 3-12 | 1 | 2 | |
Alcohol | Use and possession | 3-12 | 2 | 3| 4 | SE | SESS | HD |
| Distribution, selling to students | 6-12 | 4 | 5 | SE | PG |
Arson/Fire | | 3-5 6-12 | 2 | 3 3 |
4 | 5 | SE |
Attack
(Physical) | Attack on
another student | 3-5 6-12 | 2 | 3 3|4 | |
| Serious bodily
injury to another student | 3-5 6-12 | 2 | 3 4 |
5 | SE | PG |
| Attack on an adult,
unintentional physical contact
with school personnel | 3-5 6-12 | 1 | 2 2 |
3 | |
| Attack on an adult, physically
attacking an adult including striking a staff member who is intervening in a
fight or other disruptive activity | 3-5 6-12 | 2 | 3 4 |
5 | |
| Attack on an
adult causing serious bodily injury | 3-5 6-12 | 2 | 3 5 | SE | PG |
Bomb
Threat | | 3-5 6-12 | 2 | 3 4 |
5 | SECURITY
WILL FOLLOW BOMB THREAT POLICY |
Bullying/ Harassment | Minor harassment (e.g., unwanted conduct that violates
a person’s dignity or creates an intimidating, hostile, degrading,
humiliating or offensive environ- ment for them) | 3-12 | 1 | 2 | |
| | SESS |
| Cyber bullying – Using information and communica- tion
technologies (e.g., email, mobile devices, text messages, instant messaging,
defamatory personal websites, personal polling sites 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 | |
| Serious bullying/harassment (e.g., persistent or
long-term harassment) | 3-12 | 3 | 4 | |
| Hazing – An act that subjects to potential harm
and is affiliated with
initiation into a student organization or team. Hazing
may involve an act committed against a student or a situation in which a
student is coerced into committing
an act. | 3-12 | 3 | 4 | SE |
Disruption | Talking out in class or talking out of turn; throw- ing
objects; picking on, bothering or teasing other students; inappropriate or unauthorized use of
PEDs; and other behavior that distracts from student learn- ing; directly
instigating or prompting others to cause a disruption | 3-12 | 1 | 2 | |
Destruction of Property | Property valued
below $500 | 3-5 6-12 | 1 | 2 2 | SE |
| Property valued
above $500 | 3-5 6-12 | 2 |
3 3 |
4 | |
Disrespect Towards Others | Making inappropriate gestures, symbols or com-
ments, or using
profane or offensive language | 3-12 | 1 | 2 3
DAYS MAXIMUM IN-SCHOOL SUSPENSION | |
| Using
verbal insults or put-downs, or lying to, mis- leading or giving false
information to school staff | 3-12 | 1 | 2 3
DAYS MAXIMUM IN-SCHOOL SUSPENSION | |
| The
refusal or willful failure to respond to or carry out a reasonable request by
authorized school personnel | 3-12 | 1 | 2 3
DAYS MAXIMUM IN-SCHOOL SUSPENSION | |
Dress Code/ School Uniform
Policy | Failure to comply
with dress code,
including school uniform | 3-12 | 1 | 2 | |
Drugs/Controlled Substances | Unauthorized use/possession of prescription drugs | 3-12 | 2 | 3| 4 | SESS |
Use/possession of illegal drugs or
paraphernalia including imitation or prescription (See page 26) | 3-12 | 3| 4 | SESS |
| Unauthorized possession, use or distribution of
over-the-counter medication | 3-12 | 3 | 4 | SESS |
| Distribution or selling illegal drugs/prescription drugs | 3-5 6-12 | 3 | 4 4 | 5 | SE | PG |
Failure to Come to Class
Prepared | 3-12 | 1 | |
Failure to Wear Identification
Badge | 3-12 | 1 | |
False
Alarm | | 3-12 | 2 IN-SCHOOL SUSPENSION | |
Fighting | Physical aggression with another
student (e.g., shoving or pushing) | 3-12 | 1 | 2 | SE |
| Physical aggression with another student that results
in minor injuries | 3-12 | 2 | 3 | SE |
| Fighting
resulting in serious bodily injury | 3-5 6-12 | 2 | 3 4 |
5 | SE |
Forgery | | 3-12 | 2 | |
Gambling | Gambling requiring the use of money
or exchangeable goods | 3-12 | 2 | SE |
Group
Fight | Group fight causing material
disruption to the school day | 6-12 | 3 | 4 | 5 | |
| Group fight
resulting in serious bodily injury | 3-5 6-12 | 2 | 3 4 |
5 | SE |
Internet/ Computer Misuse | Any
unauthorized or inappropriate use of technology related resources | 3-5 6-12 | 1 | 2 2 |
3 | |
Explosives | Possession,
use or distribution of explosives (does not include small fireworks) | 3-5 6-12 | 2 | 3 4 |
5 | SE |
Possession or Use of Weapons or Instruments Used as
Such | Other
weapons: possessing an implement that is likely to cause serious bodily harm,
without intent to use | 3-5 6-12 | 1 | 2 2 |
3 | 4 | 5 | SE | PG |
Use or attempt to use weapon | 3-5 6-12 | 5 5 | SE | PG |
| Other
guns: possessing a look-alike gun (e.g., water guns, toy guns) | 3-5 6-12 | 1 | 2 3 |
4 | SE | PG |
| Possessing an unloaded/operable non-firearm gun (e.g., pellet guns, BB guns, airsoft
gun) | 3-5 6-12 | 2 | 3 3 |
4 | 5 | SE | PG |
| Possessing
a loaded/operable non-firearm gun (e.g., pellet guns, BB guns, airsoft gun) | 3-5 6-12 | 2 | 3 3 |
4 | 5 | SE | PG |
| Possessing
firearms (e.g., hand guns) | 3-5 6-12 | 5 5 | SE | PG |
Sexual Misconduct | Sexual
harassment (e.g., unwelcome sexual advances; request for sexual favors; other
inappropriate verbal, written or physical conduct of a sexual nature) | 3-5 6-12 | 1 | 2 | 3 2 |
3 | 4 | |
| Sexual activity or sexual misconduct (e.g., indecent
exposure, engaging in sexual activity, soliciting and sexting) | 3-5 6-12 | 2 | 3 3 |
4 | SE |
| Intentionally engaging in a physical non-consensual
sexual attack on another | 3-5 6-12 | 3 4 |
5 | SE | PG | DSS |
Shakedown | Using
a threat (without a weapon) to get a person to turn over his property | 3-5 6-12 | 2 | 3 2 |
3 | SE |
Theft | Theft below $500 | 3-5 6-12 | 2 2 | |
| Theft $500 or more | 3-5 6-12 | 2 | 3 3 |
4 | SE |
Threat | Written
or verbal threat to a student | 3-12 | 1 | 2 | 3 | |
| Written or verbal threat to an adult | 3-5 6-12 | 2 | 3 3 |
4 | |
| Threat of mass violence | 3-5 6-12 | 2 | 3 4 |
5 | SE | DSESS |
Trespassing | | 3-12 | 2 | |
Tobacco Use | See page 27 | 3-12 | 1 | 2 | SESS |
Attendance Related Offenses | Leaving class or area without school permission | 3-12 | 1 | 2 | |
Persistent
or excessive tardiness to class or school | 3-12 | 1 | 2 | |
| Loitering | 3-12 | 1 | 2 | |
| Class cutting | 3-12 | 1 | 2 | |
| Unauthorized
departure from school | 6-12 | 1 | 2 In school suspension | |
Unauthorized Use of Electronic
and/or Portable ;Electronic Devices | 3-12 | 1 | 2 | |
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PGCPS Code of Student Conduct: Special Notes
Suspensions
Suspension/Expulsion of Students in Pre-Kindergarten, Kindergarten, First and Second Grades
Maryland law limits the instances in which suspension or expulsion my be used to correct inappropriate behavior and actions of PGCPS students who are enrolled in public pre-kindergarten programs or kindergarten, first or second grades. Only in certain cases may a student in these grades be disciplinarily removed from school. Specifically, a student may be disciplinarily removed if:
Expulsion from school is required by federal law (such as in the case of a student bringing a firearm or explosive device to school); or
In consultation with a school psychologist or other mental health professional, a school administrator determines that there is an imminent threat of serious harm to other students or staff that cannot be reduced or eliminated through interventions and supports and a suspension of not more than five (5) days is warranted.
If a student in Pre-K through second grade is expelled or suspended, schools must provide interventions and supports to address the student’s behavior. Some possible interventions may include:
Positive behavior interventions and supports;
A behavior intervention plan;
A referral to a student support team;
A referral to an individualized education program team; and
A referral for appropriate community-based services.
For Students With IEPs/504 Plans
When the school seeks to suspend students with disabilities for more than ten cumulative or consecutive days, the Individualized Education Program (IEP)/504 team must meet within ten days of the student’s removal from school. The purpose of this meeting is to determine whether or not the student’s behavior was a manifestation of the student’s disability. (Procedural Safeguards/Parental Rights)
If the IEP/504 team determines that the student’s conduct is a manifestation of the student’s disability, the student is returned to school immediately.
If the IEP/504 team determines that the conduct is not a manifestation of the student’s disability, the student is subject to the regular discipline procedures explained herein.
Regardless of whether the conduct is a manifestation of the disability, if the incident for which the student with an IEP is being disciplined involves a dangerous weapon, a controlled dangerous substance or serious bodily injury, the school system can unilaterally place a student in an alternative education setting for up to 45 school days.
Educational Services for Students With IEPs
Schools are required to provide students with IEPs a free, appropriate, public education (FAPE). While suspended beyond 10 days, students must continue to receive educational services so as to enable them to continue to participate in the general education curriculum and progress toward meeting the goals set out for them in the IEP. The educational services should be documented on the Manifestation Determination Worksheet and explained to the parent/guardian.
Educational Services for General Education Students and Students With 504 Plans
For short-term and long-term suspensions, work will be provided. For extended suspensions and expulsions, if the student is not placed in an alternative educational program the School Liaison will ensure on a weekly basis that daily classwork and assignments are provided, graded, recorded and returned to the student. The school liaison will communicate with the student and parent/guardian on a regular basis.
Tests and Examinations
Principals may allow a student to take tests and examinations missed while on suspension. A student temporarily returning to school or another location solely to take tests or examinations must be accompanied by his/her parent/guardian.
Conferences
Although the conference is held to resolve the status of the suspension of the student, it is not a legal proceeding or hearing. The conference allows an opportunity to exchange views regarding a student’s well being, and at times may include discussion of confidential information pertinent only to the parties immediately affected by the information. While the overall record of a student should be considered, the determination of whether a student has committed the misconduct of which he/she is charged must be based solely on information that relates to the specific incident. At all levels, the student and parent/guardian have the right to be represented by legal counsel, provided the parent/guardian gives his/her verbal consent for such representation, or if absent, gives written consent for representation. If the student and parent/guardian are to be represented by legal counsel, prior notification of this fact shall be given to the Chief Executive Officer or his/her designated representative.
Participation in School and School-Related Activities
Suspended students are not eligible to participate in any school functions or be on any Board of Education property for the entire period of their suspensions, except for attendance at previously scheduled appointments, and, if the student is a minor, only with the parent/guardian. This prohibition includes attendance at athletic events and other school-related activities.
Expulsions
Participation in School and School-Related Activities
Students who have been expelled from school are not eligible to participate in any school functions or be on any Board of Education property for the duration of their expulsions, except for attendance at previously scheduled appointments, and, if the student is a minor, only with the parent/guardian. This prohibition includes attendance at athletic events and other school-related activities.
Students Currently Expelled from Another School System
A student who enrolls or attempts to enroll in Prince George’s County Public Schools who has been expelled from or placed on an extended suspension from another school system, or has been expelled from an alternative middle or high school, may be denied attendance for a length of time equal to the time the student has been so expelled or on extended suspension.
Other
Restitution
If a student damages, destroys or substantially decreases the value of school property or any personal possessions on school property while committing an offense of this Code or any other law or regulation, the principal may require the student or parent/guardian to make restitution. The following is applicable in all cases except those which have been referred to the Department of Juvenile Services.
The principal may require restitution through financial payment, a student work project at the school or an appropriate combination of these.
If the principal orders financial restitution, the restitution amount is not to exceed the fair market value of the property.
The maximum amount of financial restitution that may be ordered by the principal is $2,500.
Search of Students
The principal, assistant principal, or school security staff may search a student. Additionally, a principal may designate, in writing, a teacher who may conduct searches while students are on a school-sponsored trip if he/she has a reasonable belief that a student has possession of an item, the possession of which is a criminal offense or a violation of other state law or PGCPS rules or regulations.
Authorized personnel conducting a search of the student’s person, possession, locker or assigned personal space will make a reasonable effort to inform the student prior to the search. Illegal items that are seized will be turned over to law enforcement personnel. All other items will be returned to the student or parent/guardian within a reasonable period of time.
Reportable Offenses (formerly Community Offenses)
Notice of a reportable offense, as defined in COMAR 13A.08.01.17, may not be the only basis for the suspension, reassignment, or expulsion of a student from school. If needed, the school system will make an appropriate educational program for every student who has been arrested by a law enforcement agency for a reportable offense. School administrators with parent/guardian input will determine whether a student’s presence in the home school creates a safety and/or security risk and develop the appropriate educational program. Appropriate educational programming and related services will be provided to an identified student with disabilities in accordance with the Individuals with Disabilities Education Act (IDEA) and corresponding state law.
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SECTION 8: Disciplinary Response Terms
Discipline should be both corrective and instructive and designed to foster growth
and understanding in the student.
Appropriate responses to misbehavior are determined by the age and maturity
of the student.
Interventions and Strategies
While there are instances in which formal
disciplinary measures must be used, teachers and administrators are encouraged
to de- velop and utilize a variety of informal disciplinary and guidance
strategies to maintain effective learning conditions. These strate- gies may
include but are not limited to:
After-School/Extracurricular Activities
Revoking a student’s right to participate
in extracurricular activities, including sports and clubs.
Alternatives to Drugs and Alcohol Program
(ADAP)
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.
Anti-Tobacco Use Program (ATUP)
ATUP is a consequence for violation of the Code of Student
Conduct prohibiting the sale, use, 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
par- ticipate.
Behavioral Intervention Plan
An
approach to correcting inappropriate or disruptive student behavior through
a plan designed by school staff to offer positive behavioral interventions, strategies and supports. This plan is appropriate for students with and without
disabilities.
Behavioral Probation
The principal or his/her designee may place any student
who has been involved in an act of Level I, II, or III misconduct on behav-
ioral probation in addition to, or
instead of, suspension. School
personnel must, however, perform an
investigation of the situa- tion; provide formal notice to the student and
parent/guardian, and an opportunity for a parent/guardian conference.
Behavioral probation should be for a definite period during which critical
examination and evaluation of the student’s progress is to take place.
Cafeteria
Duty/In-School Work Detail
Students participate in a school-based activity
that requires the student to spend time on a beautification project
in the school or on school grounds.
Community Conferencing
Allows students, school staff and others
involved in a conflict to discuss the conflict and to propose solutions.
Community Service
Allows students to participate in activities to serve and benefit the community. Examples
include working at a soup kitchen, clean- ing up public spaces,
helping at a health facility, etc.
Conference
Involves students, parents, guardians, teachers, school
staff and principals in discussion about student misbehavior and potential
solutions that address social, academic and personal issues related to the
behavior.
Conflict Resolution
Empowers students to take responsibility
for peacefully resolving conflicts.
Detention Hall
The principal, or teacher upon approval by the principal,
may establish a Detention Hall. The Detention Hall shall meet daily, or as
needed, before or after regular school hours, with the time for each session
determined by the administrator. The Detention Hall shall serve as an
alternative to a suspension for students who have been involved in persistent
minor Level I or Level II disciplinary infractions. The Detention Hall may be
organized to serve the needs of each individual school
Drugs/Controlled
Substances
Unauthorized use/possession of legal drugs; being under the influence of illegal drugs;
using/possessing illegal drugs;
distribut- ing/selling legal
or illegal drugs.
Functional Behavior Assessment
Involves gathering information about students’
inappropriate or disruptive behavior and
determining approaches that
school staff should take to correct or manage student behavior. This
information is used to develop a Behavioral Intervention Plan for the student.
Individualized Education Program (IEP) Team
A group of individuals who are responsible for
identifying and evaluating students with disabilities; developing, reviewing
and revising IEP’s for students with disabilities, as well as developing,
reviewing and revising Functional Behavior Assessments and Behavioral
Intervention Plans; and determining the placement of students with disabilities
in a least restrictive environment.
In-School Intervention
Removing a student from within the school building
from their regular
education program but the student
still afforded the op-
portunity to continue to:
- Appropriately progress in the general curriculum;
- Receive the special education and related services
specified in the student’s IEP, if the student is a student with a disability
in accordance
with the law;
- Receive instruction commensurate with the program
afforded to the student in the regular
classroom; and
- Participate with peers as they would in their current education program
to the extent appropriate. COMAR 13A.08.01.11(C)(2)(a).
In-School Suspension
In-school suspension is when the administrator determines
that a student’s conduct warrants removal from class but not the school
building. Removing the student within the school building from the student’s
educational program for up to but not more than 10 days in a school year for
disciplinary reasons by the school principal. The school principal will provide
the parent with a written notification of the in-school suspension.
Parent Outreach
Requires school staff to inform parents/guardians of
their child’s behavior and seek their assistance in correcting inappropriate or
disruptive behavior. Outreach made in writing or by telephone is intended to
make parents aware of the student’s behavior, task completion and achievement,
and can include a request for parents to accompany students to school for a
portion of the day
or all day. Parent Shadowing Involves parent/guardian
participating in a shadowing experience by accompanying their child to class(es)
for a specified period of time.
Police Contact or Report to Law
Enforcement/Juvenile Justice System
Reporting a student to law enforcement or to
the juvenile justice system. Schools must only refer a student to law
enforcement when the immediate safety of the student and/or other school
community members is threatened. This generally occurs in only the most serious
and extreme acts of criminal activity. Parents/guardians must be immediately
contacted.
Positive Behavior Intervention and Support Program
(PBIS)
A
program that uses data to enhance the capacity of schools to educate all students by developing research-based, school-wide and classroom discipline systems.
Peer Mediation
Conflict resolution
techniques in which students help other students deal with and develop
solutions to conflicts.
Referral to the Office of Student Engagement
and School Support
Occurs for behavior related to alcohol,
tobacco and/or substance abuse.
Referral to
School-Based Services
Referral to counselor, pupil personnel worker, health
care provider or social worker. Sessions can be individual, can include family
members or can be done in groups.
Reflective Essay
Students are assigned a writing activity to reflect on
the behavior that disrupted the learning environment. The assignment re- quires
the student to address the incident and identify ways to handle a like
situation in the future.
Response to
Intervention (RTI)
A multi-tier approach
to the early identification and support of students with learning and behavior
needs
Restorative Approaches
Restorative Approaches (RA), when implemented in schools,
creates a climate and culture that is inherently just, social, and racially
equitable. It develops healthy, productive responses to conflict that increase
connections between and among members of the school community. These practices
prevent and repair harm through dialogue that addresses behavioral consequences
in the form of individual and/or
collective accountability to promote safe school environments for students,
staff members, and families. RA include all stakeholders (students, staff
members, parents, and community partners) in the process to build and maintain
a sense of belonging, safety, and social
responsibility in the school community. In Prince George’s County Public Schools it may look like, but not limited
to, restorative chats/questions,
circles, academic circles, peer mediation, and community conferencing.
Saturday School
Requires students to attend school for a specified period
on Saturday to complete academic assignments and/or participate in a
school-based beautification project.
Schedule Adjustments
Requires a change in all or part of a student’s schedule.
School-based administrators will recommend options to meet the needs of
individual students.
Section 504 Team
A multidisciplinary team responsible for identifying,
evaluating and monitoring the provision of Section 504 of the Rehabilitation Act of 1973. The 504 team is comprised of
individuals knowledgeable about the student, the condition, 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 ser- vices.
Student Intervention Team (SIT) and Student
Support Team (SST)
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. See
Administrative Procedure 5124 - Student Intervention Team (SIT) and Student
Support Team (SST).
Teen Court
Referring students to a “court” of peer
jurors for resolution.
Temporary Removal from Class
Removing a student
within the school building from his or her regular education program.
Short-Term Suspension
A short-term suspension denies a student
the right to attend school and to take part in any school function for a period
of 1-3 days.
Review of Short-Term Suspension
A review of a short-term suspension shall not serve to
delay the suspension. A request for a review of a short-term suspension is
accepted as evidence that the parent/guardian wishes further consideration of
the results of the conference conducted by the principal or his/her designee
and/or the circumstances of the student’s conduct and suspension. If a parent
wishes a formal review of the suspension, the parent is to contact the Pupil
Personnel Worker to request the review. The Pupil Personnel Worker shall meet with the principal to review the
circumstances of the suspension and, if appropriate, meet with the principal
and parent together to resolve the request for a review.
Long-Term Suspension
A long-term suspension
denies a student the right to attend school and to take part in any school
function for 4-10 days.
Review of Long-Term
Suspension
A review of a long-term suspension shall not 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 Person- nel Worker to request
the review. The Pupil Personnel Worker shall meet with the principal to review
the circumstances of the suspension and, if appropriate, meet with the
principal and parent together to resolve the request for a review.
Extended Suspension
An extended suspension means the removal of a student
from a student’s regular program for a time period over 10 days but not longer
than 45 days for a violation for which the student has engaged in chronic and
extreme disruption of the educational pro-
cess that has created a substantial barrier to learning for other
students across the school day, and
other available and appropriate behavioral and disciplinary interventions have
been exhausted.
The extended suspension
can only occur if:
- The
Chief Executive Officer or designated representative has determined that the
student’s return to school prior to the comple- tion of the suspension period
would pose an imminent threat of serious harm to other students and staff.
- The Chief Executive Officer
or designated representative limits the duration
of the exclusion to the greatest extent practicable.
The principal will request the extended suspension from
the Chief Executive Officer/designee. A Pupil Personnel Worker (PPW) or CEO
designee will meet with the student, parent/guardian, and requesting school
within ten days of the student’s removal from school. After the conference, the
PPW will report his/her findings. If granted, notice of this decision must be
in writing and must inform the parent/guardian of the charges and policy or
policies violated. Appropriate and available behavioral support services may be
offered. If the principal’s request for extended suspension is not granted, the
student will be returned to school and the principal or his/her designee will
contact the parent/guardian to schedule and intake conference.
Appeal of Extended Suspension
A student who is suspended for more than ten school days
may appeal the decision to the Board of Education within ten days af- ter
determination. After receipt of the written request for appeal, the Board will
conduct a hearing. The parties may bring counsel and witnesses to the hearing.
The appeal to the Board does not stay the decision of the Chief Executive
Officer or designee. The Board will render its decision in writing within 45
days of the request for appeal.
Expulsion
An expulsion from school denies students the right to
attend their regular school program for 45 days or longer. The exclusion may
occur only under the following circumstances:
- The
Chief Executive Officer or designated representative has determined that the
student’s return to school prior to the comple- tion of the expulsion period
would pose an imminent threat of serious harm to other students or staff.
- The Chief Executive Officer or designated representative limits the duration of the exclusion
to the greatest period practicable.
The principal will request an expulsion from the Chief
Executive Officer/designee. Appropriate and available behavioral support
services may be offered. A due process hearing will be held within 10 school
days. If expelled, the student may be placed in an alternative program. If not
placed in an alternative program, missed classwork and assignments will be
provided via the School Liaison.
Appeal of Expulsion
A student who is expelled may appeal the decision of the
Chief Executive Officer or designee in writing to the Board of Education within
ten days after the determination.
Readmission After Expulsion
To be readmitted to a regular school program after
serving an expulsion, the student or the parent/guardian, acting for the stu-
dent, may apply to the Expulsion Review Board. If the student has not violated
any of the criminal laws of the State of Maryland or any other jurisdiction
during the period of expulsion, the Chief Executive Officer may readmit the
student.
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SECTION 9: Transportation and Bus Behavior
Riding the school bus
is an integral part of the school day for many students, and directives in this
Code apply fully to students when they ride the bus. Riding the bus is a
privilege. This privilege may be temporarily denied or permanently revoked if mis-
conduct jeopardizes the safe operation of the school bus or the safety of
students 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.
Bus Behavior Expectations
Bus Stop Behaviors
- Use your assigned bus stop.
- Wait in a quiet and orderly manner.
- Be aware, cautious and respectful of traffic.
- Respect private property.
- Avoid pushing.
Boarding the Bus
- Wait until the bus comes to a complete stop.
- Make sure the bus warning lights are activated before boarding.
- Board the bus when it is safe to do so.
- Avoid pushing and crowding.
- Upon
entering the bus, go directly
to an available or assigned
seat and remain
seated until the bus arrives
at the school or your
stop.
- Do
not use Portable Electronic Devices
(PEDs) while boarding
the bus.
Bus Behaviors
- Follow the instructions or directives of the bus driver.
- Do not eat or drink on the bus.
- Stay in your seat; keep aisles and exits clear.
- Keep your hands, arms, legs, head and other objects
inside of the bus window.
- Avoid the use of foul language or profanity.
- Be respectful of the rights and safety of others.
- PEDs
may be used on the bus if it does not impact
the safe operation of the bus. Actions which
may impact the safe operation of the bus include, but are not limited to, taking
pictures, videos, passing PEDs around, or using PEDs while it is dark outside
if the PED light causes distraction to the bus driver.
Exiting the Bus
- Remain in your seat until the bus comes to a complete stop.
- Do
not use PEDs while exiting
the bus.
- Exit
the bus in an orderly
and prompt manner.
- Exit at your assigned bus stop.
- Use
care when crossing
a street controlled by bus warning
lights.
Disciplinary
Responses
Level 1
- Corrected by bus driver
- Seat
change
- Student conference
- Parent conference
- Parent contact
Level 2
- Administrative Referral
- Parent contact
- Parent/student conference
- Bus Behavior Contract
Level 3
- Administrative Referral
- Possible restriction or
suspension of school bus riding
privileges
- Suspension of bus privileges
- Referral to Professional School Counselor
- Referral to Pupil Personnel Worker
- Short-term suspension
Level 4
- Administrative Referral with request for long-term suspension/extended suspension
- Suspension of bus privileges
- Referral to Professional School Counselor
- Referral to Pupil Personnel Worker
VIOLATION | GRADE LEVEL | RESPONSE LEVEL |
Damaging bus (vandalism) | 3-12 | 3 |
Eating or drinking on the bus | AG | 1 |
Fighting on the bus causing minimal disruption | 3-12 | 3 |
Fighting on the bus causing substantial disruption | 3-12 | 4 |
Heads, arms, and/or legs out of bus windows | AG | 1 | 2 |
Refusal or willful failure to respond to or carry out a
reasonable request by the school bus driver | AG | 1 | 2 | 3 |
Riding or attempting to ride unassigned bus without
authorization | 3-12 | 1 | 2 |
Sexual
misconduct | 3-5 6-12 | 1 | 2 | 3 2 |
3 | 4 |
Smoking/lighting matches/lighter | 3-12 | 1 | 2 | 3 |
Standing when seats are available | AG | 1 |
Threatening the driver or attendant | 3-5 6-12 | 2 | 3 3 |
4 |
Throwing or shooting objects on the bus | 3-12 | 2 | 3 |
Throwing objects from the bus | 3-12 | 2 | 3 | 4 |
Too loud; too boisterous (talking or speaking) | AG | 1 |
Using foul or abusive language | AG | 2 |
Using unassigned bus stop without authorization | 3-12 | 1 | 2 |
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SECTION 10: Policies and Procedures
System-Wide Dress Code
Including School Uniforms
Students attending Prince George’s County Public Schools should dress appropriately and in a way that is consistent with learning being a priority. Pajamas are not appropriate attire for school or distance learning.
Head
Dress
Head dress can be worn indoors for
religious or health reasons only.
Shirts and Blouses
Shirts and blouses should
be continuous from neckline to waist. The mid-section should
never be visible.
Tank tops and muscle shirts are not allowed.
Clothing with vulgar language, obscene pictures, weapons,
drugs/alcohol or drug paraphernalia and tobacco products
are not allowed. Identifiable gang/crew clothing or paraphernalia are not allowed.
Sheer clothing is not allowed.
Skirts, Dresses and Shorts
Skirts, dresses, and
shorts are no shorter than students’ fingertips when arms are hanging straight
down at their sides.
Pants
Pants should be worn and secured
at the waist. Pants should not be worn below the waist exposing undergarments. Tights, stretch
pants, leggings and spandex body suits must be worn with clothing
long enough to cover the buttocks.
Shoes
Shoes must be worn.
Portable Electronic Devices (PEDs)
PGCPS values
the use of technology as an important
tool to enhance the educational environment and encourage student in- novation. Students
are allowed to possess a portable electronic device (PED) while on school property, school buses, and dur-
ing field trips and other school sponsored events. However,
it is a violation of the PGCPS Code of Student Conduct
to use such devices in a manner that will disrupt
the school environment or impact the safe operation
of the school bus.
If permitted by school administrators, students may use
PEDs during the school day for instructional purposes, and at other times
approved by the principal/designee. When students do not have permission to use
PEDs, the devices must be turned off and be stored in the student’s pocket,
backpack, purse, locker or vehicle. If a student uses the PED without
permission, or refuses to com- ply with a reasonable request by authorized
school personnel, including school bus drivers, to turn off or store PEDs, the student will be referred to the school principal for
an appropriate response. In limited, emergency circumstances, principals may
confiscate PEDs until the student’s parent/guardian comes to the school to
retrieve it.
Guidelines
for the acceptable use of PEDs are continued in Administrative Procedure 5132.
Use of Technology
The increasing availability of technology creates
both opportunities and risks for students. Since the potential for harm from the
misuse of technology is significant, PGCPS has established guidelines by which students can use technology in a legal,
safe, pro- ductive and
ethical manner.
Google Apps for Education is a free
service to PGCPS students that includes the use of email, calendars, documents
and sites through the convenience of a web browser.
Students can communicate with teachers and peers, use easy to manage to-do-lists, access a calendar to keep dates organized, participate in online discussion boards and access online spreadsheets, documents and
presentations. For safety and security reasons,
students’ communication is limited to other PGCPS students and staff only.
All use of technology under these
guidelines is to be for legitimate educational purposes under the guidance or
direction of school system staff. Administrative Procedure 0700, Information
Technology Services Acceptable Usage Guidelines, defines technology as including“computers, scanners, digital cameras, video
projectors, video cameras,
cellphones, Nextel devices, PDA devices, and wireless
e-mail devices” and outlines the acceptable use of such technology by students.
The following conduct is prohibited while using the
school system network, accessing the school system network from outside of the
firewall, or while involved in situations under which this Code has
jurisdiction. Students shall not:
- Utilize the school system
computer network for any illegal
activity, including, but not limited
to, gaining or attempting to gain unauthorized access to resources, files or devices on the
network.
- Access “chat lines” or enter “chat rooms”
that are not part of a class
activity under the direct supervision of a teacher.
- Access or link to websites that contain material deemed
vulgar, offensive, or otherwise inappropriate, including, but not limited
to, websites promoting hatred, racial/religious/sexual discrimination, use of
illegal drugs/alcohol/tobacco, gaming or gambling, criminal activities or
computer/network hacking.
- Use or display copyrighted or otherwise licensed
or contractual material
without specific written permission or authorization from the appropriate party.
- Utilize the network for commercial purposes
or display any logo of any commercial entity not directly
related to Prince George’s
County Public Schools.
- Post, use or download any files which cause congestion or
impede network operations.
- Trespass in or vandalize another’s files, folders, data
or work.
- Post anonymous messages or in any way misrepresent one’s own
identity.
- Use an account password of another user.
- Use
abusive or otherwise
objectionable language in any message.
- Use e-mail or any portion of the PGCPS WAN to promote the annoyance, harassment or
attack of others.
- Take or facilitate
the theft or damage of data, equipment
or intellectual property,
including degrading or disrupting equipment of system performance.
Consequences for misuse may include, but are not limited to, suspension of equipment access,
confiscation of the technological
device, disciplinary action
commensurate with the level of misconduct and/or
legal action as appropriate. Complete
guidelines for the acceptable use of technology are contained in Administrative Procedure 0700.
Social Media
The school system does not govern the personal use of
technology outside of school. In instances where the use of devices create a threat to students, staff or
administration within the school environment and impedes opportunities for
learning, or impacts the safe operation of the school bus, the school will
apply disciplinary action in accordance with the Student Rights and
Responsibili- ties Handbook.
Social Media misuse includes internet/computer and the
misuse of other electronic devices that may have the impact of substan- tially
disrupting the educational environment. Social media is inclusive of, but not
limited to, web-based and mobile technologies, social networking sites, blogs,
instant messaging, twitter, social blogs and video based sites such as YouTube.
The most common misuse of social media is harassment via cyber bullying. When
cyber bullying takes the form of harassment of protected classes, it may be
prosecuted as a violation of a person’s civil rights.
Tips: Should
- Maintain privacy by not sharing passwords
and/or codes.
- Use telecommunications in school for educational purposes
only under the direction of a teacher.
- Use telecommunications or PEDs in school at other times, such as during lunch periods and extracurricular activities, if approved by school administrators.
- Report acts of cyber bullying, harassment or sexual
harassment to school staff. Do not respond to the harasser.
Tips: Should Not
- Share user names or passwords.
- Access and/or use social media websites
on school equipment.
- Access social media sites while in school, on school property
or while attending
school sponsored events.
- Post
photographs, videos and tweeted messages
of fights or threats of fights on social media sites.
- Use electronic devices to distribute/post abusive, harassing, bullying,
libelous, obscene, offensive,
profane, threatening, sexually explicit or illegal material
including photos and comments.
Violations in the Student
Rights and Responsibilities Handbook, Board Policies, and school rules while using
social media websites may result in a disciplinary response. Complete guidelines for the acceptable use of technology are contained in Administrative
Procedure 0700.
Alcohol and Other Drugs
Unlawful possession, use and/or distribution of any
Alcohol, Marijuana, Prescription Drugs, Controlled Dangerous Substances, Imi-
tation Controlled Substances, Synthetic Intoxicants, Inhalants, Other
Intoxicants, Drug Paraphernalia on school property, includ- ing 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.
POSSESSION implies that a student
has any of the above
substances on his/her
person or with his/her personal
property, or has under his/her control by placement of and knowledge of the whereabouts of the substance on Board of Education property
or other property on which he/she
is present, by virtue of being within
the jurisdiction of school authorities.
USE implies
that a student is reasonably known to have ingested any of the above substances
(e.g., drinking alcohol, smoking marijuana,
taking a pill, etc.) or is reasonably found to be under the influence of a substance
while under the jurisdiction of school
authorities.
DISTRIBUTION implies the transfer of any of the above substances to
any other person, with or without the exchange of money or other valuables.
Student Possessors with
Intent to Distribute
A student in possession of a quantity
of alcohol, controlled dangerous substances or other substances listed above in an amount which the principal could reasonably infer
was intended to be available
for distribution shall be charged
with Possession with Intent to Distribute and be subject
to the disciplinary guidelines outlined
for student distributors.
Student Distributors
If
the student has been found to have committed a distribution offense
under the provisions of this section,
the student shall be
expelled, not withstanding any mitigating circumstances. The Chief Executive Officer
may rescind the expulsion after the period of
expulsion if the student provides
documentation of satisfactory participation in an appropriate accredited alcohol/drug treatment
program.
Possession or Use of Alcohol or Other Drugs
First Offense
Any
student that is found to have committed
a first offense for use or possession of alcohol, controlled dangerous substance, drug paraphernalia and/or other substance will immediately 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 prin- cipal or his/her 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 or his/her 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 viola-
tion 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.
Noncom- pliance will result in an additional 7-day suspension.
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
alco- hol/controlled dangerous substance to the principal.
Tobacco and Tobacco Products
It
is a violation of the Code of Student Conduct
for students to use or possess any tobacco or nicotine products
on school prop- erty. The following is a summary
of the consequences for violating this section of the Code of Student
conduct:
First Offense
- Parental notification by referring administrator.
- Administrative referral to Office of Student Engagement
and School Support.
- Student must complete an appropriate tobacco
education program no later than four weeks from the date of the Code violation.
- Student must complete an appropriate tobacco
education program provided
by the Office of Engagement and School Sup- port no later than four weeks from the date of the code violation.
Second Offense
- Parental notification by referring administrator.
- Administrative referral to Office of Student Engagement
and School Support.
- Student is placed on suspension for one day.
- Conference with parent/guardian is scheduled.
- Student and parent/guardian will complete the Anti-Tobacco Use Program (ATUP) no later than four weeks from the date of the code violation.
Third Offense
- Parental notification by referring administrator.
- Administrative referral to Office of Student Engagement
and School Support.
- Student is placed on suspension for two days.
- Conference with parent/guardian is scheduled.
- Student and the parent/guardian will complete the Anti-Tobacco Use Program (ATUP) no later than four weeks from the date of the code violation.
Fourth and Subsequent
Offenses
Thereafter, for offenses beyond the third infraction of
the tobacco policy, the sanctions set forth in the Code of Student Conduct for
students who repeatedly violate any provisions of the Code shall apply.
Possession or Use of Weapons or Instruments
Used as Such
The
Board of Education strongly believes that any student
found in violation of this section
will serve an extended suspension or be expelled by the Chief Executive Officer.
- For students enrolled
in grades K through 5, the principal may use discretion as to responses
for possession or use of a
weapon.
- For students
enrolled in grades 6 through 12, principals may make a request for expulsion to
the Chief Executive Officer for the possession or use of a weapon by any student.
- In accordance with Maryland Annotated
Code, Education Article Sec. 7-305, when a student is expelled for possession
or use of a firearm, as defined in the
Glossary section of this handbook under Possession or Use of Weapons or
Instruments Used as Such, the student shall remain out of school for at least
one year. After one year, the student, or the parent/guardian,
acting for the student, may apply to
the Chief Executive Officer for readmission. As appropriate, the Chief
Executive Officer may order a shorter period of expulsion.
- The procedure for rescission of expulsion
for possession or use of a weapon is the same as for other expulsions. However, if a student has been expelled
previously for possession or use of a weapon and then readmitted through the
rescission of that expulsion, the student
will not be eligible for rescission if he/she is expelled again for possession or use of a weapon.
Gangs, Gang Activity
and Similar Destructive or Illegal Behavior
Gang, gang activity and similar destructive or illegal behaviors
are prohibited under the Code of Student
Conduct, in accordance with The Safe Schools
Act of 2010.
A student may not threaten an individual, or a friend or
family member of an individual, with use of physical force or violence to coerce, induce or solicit
the individual to participate in or prevent the individual from leaving a criminal gang; a) in a school
vehicle, or b) in or within 1000 feet of real property
owned or leased by the Board of Education. A student criminally charged with
participating in a criminal street gang may automatically be remanded to an
alternative education program by the court. When said behavior may substantially disrupt the
educational environment, the school will provide the family with a list of
community resources and proceed with Transfer
Requirements.
Behaviors may include, but are not limited
to:
- Gang
recruitment
- Gang initiation (hazing)
- Group fighting
- Bullying
- Bias harassment
- Defacing school property with gang graffiti
- Throwing gang signs
- Threatening to retaliate
against a student or staff for reporting said
behavior
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Board of Education Policies and Administrative Procedures
Administrative
Procedure 0600 | School Uniforms
Administrative Procedure 0700 | Information Technology Services Acceptable Usage Guidelines
Administrative Procedure 4170 | Discrimination and Harassment
Administrative Procedure 5052 | Alternative High School for Expelled
Students
Board of Education Policy 5113 | Pupil Attendance and Absence
Administrative
Procedure 5113 | Pupil
Attendance and Absence
Board of Education Policy 5115 | Student Appeals of Long-Term Suspensions
and Expulsions
Administrative
Procedure 5115 | Student
Appeals of Long-Term Suspensions and Expulsions
Administrative Procedure 5121 | Examinations and Grading for Elementary and
Secondary Schools
Board of Education Policy 5122 | Interscholastic and Extracurricular
Activities: Academic Policy Requirements for Participation
Administrative Procedure 5122 | 2.0 GPA Requirements for Participation
in Interscholastic Athletics and Extracurricular Activities.
Administrative Procedure 5123.2 | General Procedures Pertaining to
Promotion and Retention of Students.
Administrative Procedure 5124 | Student Intervention Team (SIT); Student Support Team (SST)
Board of Education Policy 5125 | Student Records
Administrative Procedure 5125 | Student Records
Administrative Procedure 5131.1 | School Bus Conduct
Board of Education Policy 5132 | Portable Electronic Devices
Administrative Procedure 5132 | Portable Electronic Devices
Administrative Procedure 5142 | Gangs, Gang Activity and Similar Destructive or Illegal Behavior
Board of Education Policy 5143 | Bullying, Harassment or Intimidation
Administrative Procedure 5145 | Suspected Child Abuse and Neglect
Administrative Procedure 5146 | Procedural Guidelines for Students Disabled Under Section 504 of
Rehabilitation Act of 1973
Board of Education Policy 5152 | Dress Code
Administrative Procedure 5152 | System-Wide Student Dress Code
Administrative Procedure 5158 | Middle School Athletic Association
Administrative Procedure 10201 | Disruptive Acts Requiring Security
Measures
Administrative Procedure 10301 | Court Proceedings
Procedural
Safeguards: Parental Rights
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SECTION 11: Glossary
Academic Dishonesty
Cheating – Providing, receiving or viewing answers
to quiz or test items or independent assignments. Having books,
notes/note- book or mobile devices out during test without permission.
Alcohol
Any beverages containing, but not limited
to, beer, wine, liquor or other intoxicating substances. (See pg. 26)
Arson/Fire
Attempting to, aiding
in, or setting any fire on school
property. This includes
unauthorized possession of a flammable liquid or materials with the intent to set fire.
Attendance Related Offenses
Absences, class-cutting, leaving without
permission from class, school, tardiness, and truancy.
Bomb Threat
The real or intentional false claim that
an explosive device is located on school property or at a school function.
Bullying, Harassment
or Intimidation
Bullying, harassment, or intimidation (BHI) are
anti-social behaviors that are characterized by an intent to cause harm and an
imbalance of power. Bullying,
harassment, or intimidation is intentional behavior that includes verbal,
non-verbal, physical, written, or intentional electronic communication that
creates a hostile environment by substantially interfering with a student’s
educational benefits, opportunities, or performance, or with a student’s
physical or psychological well-being. BHI may be motivated by an actual or a perceived personal
characteristic including race, national origin,
marital status, sex, sexual orientation, gender identity, religion, ancestry, physical attributes, socioeconomic status,
familial status, or physical or mental ability
or disability or is
threatening or seriously intimidating; and, occurs on school property, at a school
activity or event,
or on a school bus; or, substantially disrupts the orderly operation of a school.
BHI may be repeated or have the potential to be repeated.
Class Cutting/Truancy
Absence from school or classes for a
school day or a portion of the school day without school authorization or
parental consent.
Community Conferencing
A Community Conference is a meeting
of the community of people affected by behavior that caused harm. The
conference provides a forum in which the people involved or affected can seek ways to repair damage caused by an incident and to minimize further harm. An external
partner may be used to facilitate.
Conflicts
Conflicts are not characterized by an imbalance of power.
Conflicts are characterized by people having similar interests, but taking
different positions.
Conflict Resolution
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 facilitate the peaceful ending
of the conflict.
Destruction of Property
The act or attempted act of willful destruction or
defacement of school or private property either on or off the school grounds
where appropriate public school administrators have jurisdiction over students.
Disrespect Towards Others
To willfully
intimidate, insult, sexually harass, and/or engage in negative interaction by
use of body language, verbally or in writ- ing any member of the school staff,
student body and community members. The refusal or willful failure to respond
to or carry out a reasonable request by authorized school personnel.
Disruption
- Intentionally engaging in minor behavior that distracts from teaching/learning.
- Intentionally and persistently engaging
in minor behavior
that distracts from teaching/learning (e.g., talking out of turn, chewing gum, throwing small items, horseplay).
- Intentionally engaging in moderate to
serious behavior that distracts from teaching and learning and directly affects
the safety of others. (e.g., throwing harmful items, inciting a fight, disrupting
a fire drill).
Drugs
(See pg.
26)
Due Process
A student facing
suspension must be given oral or written notice of the allegations and the
opportunity to be heard.
Failure To Comply With Dress Code
Failure to adhere to policy governing
attire (see Administrative Procedure 5152).
Expulsion
The denial of the right of a student to be enrolled in or
attend any regular program within the Prince George’s County Public Schools,
such denial determined by the Chief Executive Officer or his/her designated
representative.
Explosives
The possession, use or threatened use of any explosives
or other such explosive instrument(s) capable of inflicting substantial bodily
injury.
False Alarms
The act of initiating a fire alarm or initiating a report
warning of a fire or an impending bombing or other catastrophe without cause.
Fighting
Physical aggression with another student that is designed
to or likely to cause physical harm and/or substantial disruption to the education
environment.
- Intentionally shoving, pushing or otherwise being physically aggressive.
- Intentionally engaging in a fight which may result in
minor cuts, scrapes or bruises.
- Intentionally engaging in a fight which may result in major injuries.
Forgery
The act of 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.
Gambling
The act of illegal betting for money or
valuables.
Gang or Criminal Gang
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.
Gang Activity
The
commission of, attempted commission of, conspiracy to commit or solicitation of two or more underlying crimes or acts by a juvenile that would be an underlying crime if committed
by an adult.
Group Fight
Any physical attack or actual fighting
by two or more students
against another group of students
consisting of two or more stu-
dents. Students who have been identified as being involved
in a group fight that resulted in serious bodily
injury, and/or caused serious disruption of the school day or school
environment, will be subject to disciplinary action.
Indecent Exposure
Deliberate exposure of the private parts of the body in a
lewd or indecent manner in a public place on school grounds or at a
school-related activity.
Internet/Computer
Misuse
Use of Internet and/or computer resources for purposes
other than legitimate educational activity under the direction of professional staff.
Loitering
Willful presence in a
school building or restricted area of same at unauthorized times.
Peer Mediation
A form of conflict resolution in which students
serve as mediators and help their
peers deal with and develop
solutions to conflicts.
Physical Attack
Physically pushing, hitting or otherwise attacking
another student, staff member or other person lawfully on school property. Any
assault that results in serious bodily injury will be considered a Level 5
offense.
Physical Attack on Adult
The act of assaulting, or an attempt to assault, any
administrator, teacher or other adult, either on school property or school bus
while in attendance at any school sponsored and supervised activity.
Plagiarism
Deliberately presenting the ideas, works
or statements of another as one’s own, without acknowledgement of the source.
Portable Electronic Device (PED)
An electronic device that emits an audible signal, visual
signal, vibration, displays a message, or otherwise summons the possessor.
This may include, but is not limited to: cell phones, paging devices,
electronic emailing devices, radios, tape players, CD players, DVD players,
video cameras, iPods or other MP3 players, portable video game players, laptop
computers, personal digital assistants (PDAs), cameras, iPads, e-readers and
any device that provides a connection to the Internet.
Possession of
Fireworks
The possession, use or threatened use of
any fireworks items such as lady fingers, sparklers, Roman candles or other
similar items.
Possession or Use of Weapons or Instruments Used As Such
- Possessing an implement that is likely
to cause serious
bodily harm, without
intent to use.
- Possessing an implement that is likely
to cause serious
bodily harm, with intent to use.
- Using as a weapon
an implement that is likely
to cause serious
bodily harm.
School Liaison
The school liaison serves as a contact between teachers
and students/parents/guardians during out-of-school suspensions or expulsions.
Sexual Activity
Sexual activity or
sexual misconduct (e.g., indecent exposure, engaging in sexual activity,
soliciting and sexting.)
Sexual Attack
Intentionally engaging
in a physical sexual attack on another.
Sexual Harassment
Behavior which includes, but is not limited to, verbal
or physical sexual
advances, pressure for sexual activity
and unwelcome sexually motivated touching, pinching, threats
or gestures of a sexual
nature; obscene or profane language
or humor; sexually oriented printed material; or demanding sexual
involvement accompanied by patting or intentional brushing
against; repeated sexual
verbal harassment.
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).
Shakedown/Strong
Arm/Extortion
The act of obtaining under duress or by threat,
borrowing, or attempting to borrow, any money or thing of value from a person
in the school, or at a school sponsored activity, unless both parties enter
into the agreement freely and without the presence of an implied or express
threat.
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 would include
substantial risk of death; temporary or permanent loss of, or loss of the use
of, any body part; unconsciousness; disfigurement; and/or prolonged physical
pain.
Suspension
The denial of the right of a student to attend school and
participate in all school-related activities for a period of time determined by
the principal or the Chief Executive Officer or designee. The student remains
enrolled in the school system and is eligible to receive and make-up all
homework/classwork missed during the period of suspension.
Theft
The act of taking or acquiring the
property of others without their consent.
Threat
Aggressive verbal or written language or gestures directed towards a student, a Prince George’s County employee and/or any other person lawfully on school property or during distance learning. A threat, which seems like a joke to you, could be taken seriously by someone else. This includes threats made verbally, via text, email, or posted on the internet. Students should avoid making threats. Students who have been found responsible for threats will face disciplinary action under the Code of Student Conduct, including suspension, transfer to a different school, and referral to law enforcement, if warranted.
Threat Assessment
A process that addresses a transient,
imminent substantive, or very substantive threat.
Threats of Mass Violence
A threat that places reasonable fear that a crime will be
committed, impacts a decline in school attendance, causes an evacuation from
the dwelling, storehouse, or public place, or requires individuals to remain
within the designated place for an undersigned period of time.
Tobacco Violations
The
act of possessing, using or distributing tobacco
or nicotine products
(including but not limited to cigarettes, e-cigarettes, ci- gars, pipe, tobacco, snuff, chewing tobacco
or smokeless tobacco)
anywhere on school
property and/or during
school-sponsored events.
Trespassing
Unauthorized presence on school
property after being warned to leave, or presence on school property
after being warned
not to come onto school property.
This includes while a student
is on suspension.
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.
Unauthorized Departure from School
Leaving school or a school-related
activity without the permission from parent and appropriate school official.
Unauthorized Possession, Use or Distribution of
Over-the-Counter Medication
The possession, use or distribution of unregulated
medications including, but not limited to, cold medications, cough syrup, pain
medications, antihistamines, herbal supplements, vitamins, and other
medications for sale without a physician’s prescription.
Unauthorized Use of
Electronic and/or Portable Communication Devices (PEDs)
(Excluding use of a device in a school
emergency or preapproved situation.) Persistently having
out a personal electronic device or
using a PED without permission, or inappropriately using a PED after student
has been warned.
Devices include cell phones,
music players, tablets, electronic gaming
devices and other
portable electronic devices.
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