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Manual de Derechos y Responsabilidades del Estudiante
Prince George’s County Public Schools (PGCPS) is committed to fostering positive, nurturing and engaging learning environments that support graduating all students to be college and career ready. To accomplish this, we must maintain safe schools for students and teachers.
Together, families, students, teachers, staff and administrators share the responsibility in creating and sustaining an environment that supports student achievement and well-being. By following the rights and responsibilities outlined in this handbook, you can help PGCPS become a safer and more supportive environment for all students and staff.
Good discipline is essential to academic success, and we believe it is possible to maintain disciplined, productive learning environments without excluding students from school, except in the most severe instances.
This handbook provides a framework for academic standards and student behavior to promote positive, supportive and inclusive learning environments to maximize student academic achievement and minimize student behavior issues. It is an outline of the expectations, rights and responsibilities of all members of our school community – a structure where students, families and teachers partner for student success.
This handbook and its contents are in effect during regularly scheduled school hours, as well as at other times and places, including 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.
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:
PGCPS is committed to preparing students for college and the world of work. The scholarship link on the student section at www.pgcps.org provides a database of regional, state and national scholarships from a variety of public and private sources. Deadlines and application requirements are included for each scholarship. Information regarding internships, career and summer opportunities is also available.
PGCPS 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.
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)
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 | 301-952-6255
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 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 (County Helpline) | 988 (National Suicide & Crisis Lifeline)
PGCPS respects the rights of all individuals to be treated equally and fairly to ensure that no individual is discriminated against based on race, color, sex, age, national origin, religion, sexual orientation, gender identity, gender expression or disability in the areas of freedom of expression, procedural and due process, personal rights and access to school programs. If you have questions about non-discrimination policies, please use the following contact information:
Non-discrimination policies 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:
Shaundricka Ranel, Esq.
Office of Equity Assurance
14201 School Lane, Room 210 | Upper Marlboro, MD 20772
240-573-7049
*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
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:
In accordance with Administrative Procedure 5125 and 5134, parents or eligible students should submit to the school principal a written request that identifies the records they wish to inspect. The school principal will make arrangements for access and notify the parent or eligible student of the time and place where the records may be inspected.
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.
Please see the information under #5 below for exceptions to the prior written consent rule.
The name and address of the office that administers FERPA are:
Family Policy Compliance Office
Student Privacy Policy Office | U.S. Department of Education
400 Maryland Avenue, SW
Washington, DC 20202
FERPA permits the disclosure of PII from students’ education records, without consent of the parent or eligible student, if the disclosure meets certain conditions found in §99.31 of the FERPA regulations, including disclosures
If a parent does not want PGCPS to disclose directory information from a child’s education records without prior written consent, the parent must notify the school principal/designee in writing within five (5) business days of receiving the annual notification. The parent’s opt out shall be honored for one school year. The parent must re-submit the opt-out notice upon receipt of the annual notification in subsequent school years.
This notice informs parents/guardians and eligible students (emancipated minors or those 18 and older) of their rights regarding conduct of surveys, collection and use of information for marketing purposes, and certain physical exams. These rights are spelled out in the Protection of Pupil Rights Amendment (20 U.S.C. § 1232h; 34 CFR Part 98). The law and regulations require educational institutions, such as Prince George’s County Public Schools (PGCPS) to notify parents/guardians and eligible students of their right to—
PGCPS developed and adopted administrative procedures regarding these rights, as well as arrangements to protect student privacy in the administration of protected surveys and the collection, disclosure, or use of personal information for marketing, sales, or other distribution purposes. PGCPS will directly notify parents/guardians and eligible students of these procedures at least annually at the start of each school year and after any substantive changes.
PGCPS also will directly notify parents/guardians and eligible students, by U.S. mail or e-mail, at least annually at the start of each school year, of the specific or approximate dates of the following activities, if PGCPS has identified the specific or approximate dates of the activities or surveys at that time; and provide an opportunity to opt a student out of participating in—
Parents/guardians and eligible students who believe their rights have been violated may file a complaint with the:
Student Privacy Policy Office | U.S. Department of Education
400 Maryland Avenue, SW Washington, D.C. 20202-4605
Phone: 1-800-USA-LEARN (1-800-872-5327)
Prince George’s County Public Schools’ students must satisfy credit, service learning, and assessment requirements to be eligible for graduation. See Administrative Procedure 6150 Educational Requirements and Options in Secondary Schools for detailed information.
Student Service-Learning is a learning experience for students in grades 6 -12 that combines meaningful service to the community with curriculum-based learning. Students improve their academic skills by applying what they learn in school to the real world; they then reflect on their experience to reinforce the link between their service and their learning.
Only approved activities may qualify for service-learning credit. Students must complete the student verification form to receive credit. Talk to your child’s Professional School Counselor or the school-based Service-Learning Coordinator assigned to the school.
Students shall be considered in attendance while instruction takes place face to face; on a Prince George’s County Public Schools online campus; or other times when participating in school-sponsored activities during the school day, and when that participation is approved by the Chief Executive Officer (CEO), the school principal or any person duly authorized by the CEO or principal.
Face to face – students attend classes in the school buildings.
Online campus – a form of education in which the main elements include physical separation of teachers and students during instruction and the use of various technologies to facilitate student-teacher and student-student communication.
Asynchronous – students learn the same material at different times and locations through online channels without real-time interaction.
Synchronous – students learn the same material at the same time through online or distance education that occurs in real time.
Absence from school, including absence for any portion of the day, shall be considered lawful only for the following reasons:
Absences from class due to use of the lactation space to nurse or express milk will be excused. In addition to Home and Hospital Teaching, pregnant and parenting students may make up work in ways by retaking a semester, participating in an online course credit recovery program, and continuing at the same pace with six extra weeks to complete the semester.
Unlawful absence is defined as the act of a student being absent from school for a day or any portion of a day from an individual class for any reason other than those defined as lawful. Teachers are not required to provide make-up work for students when absences are unlawful. Habitual truancy is defined as being unlawfully absent for 20% or more days enrolled during the school year.
By law, parents/guardians must ensure regular attendance for their school-aged children who are enrolled in the public schools. If a child has excessive unexcused absences, the parent/guardian may be convicted of a misdemeanor and imprisoned or fined by the courts. Additionally, any other adult who persuades or attempts to persuade a student to be unlawfully absent, or who harbors a child who is unlawfully absent, may also be convicted of a misdemeanor and imprisoned and/or fined.
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
If you have a problem related to discipline, security, personal safety or vandalism, you should talk to:
For assistance with personal problems that may impact your school performance or your personal happiness, please discuss the problem with your parent/guardian.
Seek the assistance of the school counselor, mental health clinician or any adult that you are comfortable with at your school. They may lead you to resources within the school and/or community.
You may also visit our Mental Health website at https://www.pgcps.org/offices/student-services/mental-health to find numbers you should call when you are in immediate crisis.
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.
For assistance with an academic problem or grade, you should:
Instructional delivery and academic support will be provided through a variety of venues: flexible scheduling; in-person instruction; individualized support and instruction using learning management systems (i.e. Edgenuity, Canvas); synchronous (live and interactive) and asynchronous (self-paced with teacher support) instruction; project-based learning; and Career & Technical Education (CTE).
Non-Traditional North (Grades 9-12) | 2112 Church Road | Bowie, MD 20716
Non-Traditional South (Grades 9-12) | 9400 Surratts Road | Cheltenham, MD 20623
Non-Traditional Middle School (Grades 6-8) | 2001 Shadyside Avenue | Suitland, MD 20746
Abuse can happen to any child regardless of race, gender expression, socioeconomic status, religion or culture. No student should be subjected to physical, sexual or mental abuse.
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.
These issues must be brought to the attention of school administration. Unresolved concerns may be elevated to the Director of Student Services. All types of bullying, harassment or intimidation are reported.
Bullying is unwanted, demeaning behavior among students that involves a real or perceived power imbalance. The behavior is repeated, or is highly likely to be repeated over time. To be considered bullying, the behavior must be intentional and include (1) an imbalance of power (students who bully use their physical, emotional social or academic power to control, exclude, or harm others and (2) repetition (bullying behaviors happen more than once or are highly likely to be repeated based on evidence gathered). Bullying can occur through verbal, physical or written conduct or electronic communication that creates a hostile educational environment by substantially interfering with a student’s educational benefits, opportunities, or performance, or with a student’s physical or psychological well-being.
Cyberbullying is bullying that takes place over digital devices like cell phones, computers, tablets or other electronic communication. Cyberbullying can occur through texting, apps, or online via social media, forums, or gaming where people can view, participate in, or share content. Cyberbullying includes sending, posting or sharing negative, harmful, false, or hurtful content about another student. It can include sharing personal or private information about someone else causing embarrassment or humiliation. “Electronic communication” means a communication transmitted by means of an electronic device, including, but not limited to, a telephone, cellular phone, computer, or pager.
Harassment includes actual or perceived negative actions that offend, ridicule, or demean another student with regard to race, ethnicity, national origin, gender identity, gender expression, religion, ancestry, physical attributes, socioeconomic status, physical or mental ability, or disability.
Intimidation is any communication or action directed against another student that threatens or induces a sense of fear and/or inferiority. Retaliation may be considered a form of intimidation.
Any conduct that violates the policy on discrimination or harassment committed by any student of either sex against students or staff is inappropriate. 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, gender identity, gender expression or sexual orientation. This includes unwanted sexual advances, requests for sexual favors, and other verbal or physical contact of a sexual nature. Sexual harassment also includes acts that are not overtly sexual, but rather are directed at individuals based on their gender, such as profanity or rude behavior that is gender-specific.
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.
All reports are to be submitted digitally via the Online Bullying, Harassment or Intimidation Reporting Application. Reports must be promptly and appropriately investigated by school administrators/designee, consistent with due process rights, using the Bullying, Harassment, or Intimidation Incident School Investigation Form within two (2) school days after receipt of a report. Submission of a report may be made via a web link enter stopbullying.pgcps.org into any internet browser, or visit the Apple App Store or Android Google Play Store using the search terms "PGCPS iStopbullying" to download to your mobile device.
Once the report is submitted to the school, the administration or the administrative designee will promptly and appropriately conduct an investigation. Findings of the investigation will be documented on the Bullying, Harassments or Intimidation Incident School Investigation Form. The school will notify parents of the targeted student and the offender of the outcome of the investigation once the investigation has been completed. The notification must respect the confidentiality of the targeted student and the offender. Therefore, specific information related to disciplinary consequences will not be provided (Administrative Procedure 5143 Bullying, Harassment or Intimidation). If bullying, harassment or intimidation is substantiated, the school team should develop a plan of support.
PGCPS is committed to providing a safe and orderly learning environment conducive to rigorous instruction. Students must maintain appropriate behaviors at all times whether face-to-face or in an approved online instruction.
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.
Students shall:
Students shall not:
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.
When responding to public health threats such as COVID-19, Maryland school districts have flexibility in determining mask-wearing policies. In July 2022, PGCPS transitioned from mandatory mask-wearing to a mask-optional policy for the first time since the onset of the pandemic.
In light of the highly contagious COVID-19 BA.5 variant, PGCPS returned to a mandatory mask policy in all schools and facilities on August 15, 2022. This decision was recommended by the Prince George’s County Health Department.
Mask policy is subject to change according to local and/or state health department guidance and Centers for Disease Control and Prevention (CDC) recommendations.
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 school hours. In addition, this procedure applies while a student is located on or off school property during field trips, school sponsored events, athletic functions, while being transported on PGCPS vehicles and during any other school related extracurricular activity.
Administrators are encouraged to use the lowest Level of Response to address inappropriate behavior. Serious behaviors that are deemed harmful to the safe and orderly environment of the school will be addressed at the highest level.
These responses aim to teach and correct inappropriate behavior so students can learn, act respectfully and contribute to a safe environment. The classroom teacher or counselor will correct the behavior of the student committing a minor offense. Teachers are encouraged to try a variety of teaching and classroom management strategies. This response can be used when the student has no history of prior incidents.
Interventions
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
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
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
These responses involve the removal of a student from the school environment for over 10 days because of the severity of the behavior. A student may be removed and/or referred to a Disciplinary Alternative Program or transferred to another Prince George’s County public school for behavior that seriously disrupts the educational environment in the school, the bus or at a school activity that affects the safety of others.
Interventions
Please refer to Chapter 18 of the Special Education Process Guide which sets forth the federal and state regulations that must be followed when a student with a disability under the Individual with Disabilities Education Act. is recommended for suspension or expulsion. Chapter 18 also provides the specific processes, timelines, and due process procedures that must be followed for a student with a disability when disciplinary procedures are implemented.
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 professionals 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.
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 |
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 | 4 5 |
SE | PG |
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 |
|
|
Bomb Threat Threat Behavior Assessment required |
|
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 environment for them) |
3-12 |
1 | 2 |
|
|
|
SESS |
||
|
Cyber bullying – Using information and communication 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. Minor harassment, defined above, that is repeated may rise to the level or serious bullying. Serious harassment may also include threats of physical violence, even if not repeated.) |
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 |
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 comments, 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, misleading 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 |
|
Disruption |
Talking out in class or talking out of turn; throwing objects; picking on, bothering or teasing other students; inappropriate or unauthorized use of PEDs; and other behavior that distracts from student learning; directly instigating or prompting others to cause a disruption |
3-12 |
1 | 2 |
|
Dress Code/ School Uniform Policy |
Failure to comply with dress code, including school uniform |
3-12 |
1 |
|
Drugs/Controlled Substances |
Unauthorized use/possession of prescription drugs |
3-12 |
2 | 3 |
SESS |
|
Use/possession of illegal drugs or paraphernalia including imitation or prescription (See page 26) |
3-12 |
3 |
SESS |
|
Unauthorized possession or use of over-the-counter medication |
3-12 |
2 | 3 |
SESS |
|
Unauthorized distribution of over-the-counter medication |
3-5 6-12 |
2 | 3 2 | 3 | 4 |
SESS |
|
Distribution or selling illegal drugs/prescription drugs |
3-5 6-12 |
3 | 4 4 | 5 |
SE | PG |
Explosives |
Possession, use or distribution of explosives (does not include small fireworks) |
3-5 6-12 |
2 | 3 4 | 5 |
SE |
Failure to Come to Class Prepared |
3-12 |
1 |
|
|
Failure to Wear a Face Mask
|
3-12 |
1 | 2 |
|
|
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 |
|
Possession/ Use of Firearms | Possessing firearms (e.g., hand guns) |
3-5 6-12 |
5 5 |
SE | PG |
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 |
4 | 5 4 | 5 |
SE | PG |
|
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 | 4 | 5 |
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 Behavior Threat Assessment Required |
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 |
Tobacco Use/Vaping |
3-12 |
1 | 2 |
SESS |
|
Trespassing |
|
3-12 |
2 |
|
Unauthorized Use of Electronic and/or Portable Electronic Devices
|
3-12 |
1 | 2 |
|
Suspension/Expulsion of Students in Pre-Kindergarten, Kindergarten, First and Second Grades
Maryland law limits the instances in which suspension or expulsion may 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:
A referral for appropriate community-based services.
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)
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.
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.
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.
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.
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.
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.
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.
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.
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, 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.
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.
Discipline should be both corrective and instructive and designed to foster growth and understanding in the student. Appropriate responses to misbehavior are determined by the age and maturity of the student.
While there are instances in which formal disciplinary measures must be used, teachers and administrators are encouraged to develop and utilize a variety of informal disciplinary and guidance strategies to maintain effective learning conditions. These strategies may include but are not limited to:
Revoking a student’s right to participate in extracurricular activities, including sports and clubs.
ADAP is an educational resource for the violation of the Code of Student Conduct. Students who have been suspended for alcohol or other drug offenses are required to participate in this program with their parents/guardians.
ATUP is a consequence for violation of the Code of Student Conduct prohibiting the sale, use, possession of tobacco in any form by students at all times on school property and school-sponsored activities. Students and parents/guardians are required to participate.
An approach to correcting inappropriate or disruptive student behavior through a plan designed by school staff to offer positive behavioral interventions, strategies and supports. This plan is appropriate for students with and without disabilities.
The principal or his/her designee may place any student who has been involved in an act of Level I, II, or III misconduct on behavioral probation in addition to, or instead of, suspension. School personnel must, however, perform an investigation of the situation; provide formal notice to the student and parent/guardian, and an opportunity for a parent/guardian conference. Behavioral probation should be for a definite period during which critical examination and evaluation of the student’s progress is to take place.
Students participate in a school-based activity that requires the student to spend time on a beautification project in the school or on school grounds.
Allows students, school staff and others involved in a conflict to discuss the conflict and to propose solutions.
Allows students to participate in activities to serve and benefit the community. Examples include working at a soup kitchen, cleaning up public spaces, helping at a health facility, etc.
Involves students, parents, guardians, teachers, school staff and principals in discussion about student misbehavior and potential solutions that address social, academic and personal issues related to the behavior.
Empowers students to take responsibility for peacefully resolving conflicts.
The principal, or teacher upon approval by the principal, may establish a Detention Hall. The Detention Hall shall meet daily, or as needed, before or after regular school hours, with the time for each session determined by the administrator. The Detention Hall shall serve as an alternative to a suspension for students who have been involved in persistent minor Level I or Level II disciplinary infractions. The Detention Hall may be organized to serve the needs of each individual school
Unauthorized use/possession of legal drugs; being under the influence of illegal drugs; using/possessing illegal drugs; distributing/selling legal or illegal drugs.
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.
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.
Removing a student from within the school building from their regular education program but the student still afforded the opportunity to continue to:
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.
Requires school staff to inform parents/guardians of their child’s behavior and seek their assistance in correcting inappropriate or disruptive behavior. Outreach made in writing or by telephone is intended to make parents aware of the student’s behavior, task completion and achievement, and can include a request for parents to accompany students to school for a portion of the day
or all day. Parent Shadowing Involves parent/guardian participating in a shadowing experience by accompanying their child to class(es) for a specified period of time.
Reporting a student to law enforcement or to the juvenile justice system. Schools must only refer a student to law enforcement when the immediate safety of the student and/or other school community members is threatened. This generally occurs in only the most serious and extreme acts of criminal activity. Parents/guardians must be immediately contacted.
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.
Conflict resolution techniques in which students help other students deal with and develop solutions to conflicts.
Occurs for behavior related to alcohol, tobacco and/or substance abuse.
Referral to counselor, pupil personnel worker, health care provider or social worker. Sessions can be individual, can include family members or can be done in groups.
Students are assigned a writing activity to reflect on the behavior that disrupted the learning environment. The assignment requires the student to address the incident and identify ways to handle a like situation in the future.
A multi-tier approach to the early identification and support of students with learning and behavior needs
Restorative Approaches (RA), when implemented in schools, creates a positive climate and culture that is inherently just, and socially and racially equitable. Restorative approaches build relationships, prevent and repair harm due to conflict and inappropriate behavior through dialogue in the form of individual and/or collective accountability to promote safe school environments for students, staff members, and families.
RA includes all stakeholders (students, staff members, families and community partners) in the process to build and maintain a sense of belonging, safety, and social responsibility in the school community. These approaches build the capacity for people to engage with one another in a way that fosters respect, dignity and mutual concern for all.
Circles used to address and repair harm due to minor conflict that happens due to inappropriate behavior or situations. It allows for all people involved to be supported and reach agreements on how to move forward.
One to one or small group setting to resolve lower level incidents between 2-3 people. Restorative conversations allow people to communicate with and listen to others empathetically.
Requires students to attend school for a specified period on Saturday to complete academic assignments and/or participate in a school-based beautification project.
Requires a change in all or part of a student’s schedule. School-based administrators will recommend options to meet the needs of individual students.
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 services.
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).
Referring students to a “court” of peer jurors for resolution.
Removing a student within the school building from his or her regular education program.
A short-term suspension denies a student the right to attend school and to take part in any school function for a period of 1-3 days.
A review of a short-term suspension shall not serve to delay the suspension. A request for a review of a short-term suspension is accepted as evidence that the parent/guardian wishes further consideration of the results of the conference conducted by the principal or his/her designee and/or the circumstances of the student’s conduct and suspension. If a parent wishes a formal review of the suspension, the parent is to contact the Pupil Personnel Worker to request the review. The Pupil Personnel Worker shall meet with the principal to review the circumstances of the suspension and, if appropriate, meet with the principal and parent together to resolve the request for a review.
A long-term suspension denies a student the right to attend school and to take part in any school function for 4-10 days.
A review of a long-term suspension shall not serve to delay the suspension. A request for a review of a long-term suspension is accepted as evidence that the parent/guardian wishes a formal review of the suspension, the parent is to contact the Pupil Personnel Worker to request the review. The Pupil Personnel Worker shall meet with the principal to review the circumstances of the suspension and, if appropriate, meet with the principal and parent together to resolve the request for a review.
Extended suspension means the exclusion of a student’s regular program for a time period between 11 and 45 school days; which only may occur under the following circumstances:
The principal will request the extended suspension from the CEO/designee. Parent/guardian will receive an investigative report from the Pupil Personnel Worker prior to the CEO/designee’s conference. A Pupil Personnel Worker or CEO’s designee will meet with the student, parent/guardian and requesting school within ten days of the student’s removal from school. After the conference, notice of the decision must be in writing and must inform the parent/guardian of the charges and policy or policies violated. Appropriate and available behavioral support services will be offered. If the principal’s request for an extended suspension is not granted, the student will be returned to school and the principal or his/her designee will contact the parent/guardian to schedule an intake conference.
A student who is suspended for more than ten school days may appeal the decision to the Board of Education within ten days after determination. After receipt of the written request for appeal, the Board will conduct a hearing. The parties may bring counsel and witnesses to the hearing. The appeal to the Board does not stay the decision of the Chief Executive Officer or designee. The Board will render its decision in writing within 45 days of the request for appeal.
An expulsion from school denies students the right to attend their regular school program for 45 days or longer. The exclusion may occur only under the following circumstances:
The principal will request an expulsion from the CEO or designee. Parent/guardian will receive an investigative report from the Pupil Personnel Worker prior to the CEO/designee’s conference. Appropriate and available behavioral support services may be offered. A due process hearing will be held within 10 school days. If expelled, the student may be placed in an alternative program. If not placed in an alternative program, missed classwork and assignments will be provided via the School Liaison.
A student who is expelled may appeal the decision of the Chief Executive Officer or designee in writing to the Board of Education within ten days after the determination.
To be readmitted to a regular school program after serving an expulsion, the student or the parent/guardian, acting for the student, may apply to the Expulsion Review Board. If the student has not violated any of the criminal laws of the State of Maryland or any other jurisdiction during the period of expulsion, the Chief Executive Officer may readmit the student.
Riding the school bus is an integral part of the school day for many students, and directives in this Code apply fully to students when they ride the bus. Riding the bus is a privilege. This privilege may be temporarily denied or permanently revoked if misconduct jeopardizes the safe operation of the school bus or the safety of students riding the bus.
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.
Level 1
Level 2
Level 3
Level 4
VIOLATION |
GRADE LEVEL |
RESPONSE LEVEL |
Bullying and Harassment
|
3-12 |
1 | 2 | 3 | 4 |
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 |
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 students attending the online campus.
Head dress can be worn indoors for religious or health reasons only.
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 are no shorter than students’ fingertips when arms are hanging straight down at their sides.
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 must be worn.
PGCPS values the use of technology as an important tool to enhance the educational environment and encourage student innovation. Students are allowed to possess a portable electronic device (PED) while on school property, school buses, and during field trips and other school sponsored events. However, it is a violation of the PGCPS Code of Student Conduct to use such devices in a manner that will disrupt the school environment or impact the safe operation of the school bus.
If permitted by school administrators, students may use PEDs during the school day for instructional purposes, and at other times approved by the principal/designee. When students do not have permission to use PEDs, the devices must be turned off and be stored in the student’s pocket, backpack, purse, locker or vehicle. If a student uses the PED without permission, or refuses to comply with a reasonable request by authorized school personnel, including school bus drivers, to turn off or store PEDs, the student will be referred to the school principal for an appropriate response. In limited, emergency circumstances, principals may confiscate PEDs until the student’s parent/guardian comes to the school to retrieve it.
Guidelines for the acceptable use of PEDs are continued in Administrative Procedure 5132.
The increasing availability of technology creates both opportunities and risks for students. Since the potential for harm from the misuse of technology is significant, PGCPS has established guidelines by which students can use technology in a legal, safe, productive and ethical manner.
Google Apps for Education is a free service to PGCPS students that includes the use of email, calendars, documents and sites through the convenience of a web browser. Students can communicate with teachers and peers, use easy to manage to-do-lists, access a calendar to keep dates organized, participate in online discussion boards and access online spreadsheets, documents and presentations. For safety and security reasons, students’ communication is limited to other PGCPS students and staff only.
All use of technology under these guidelines is to be for legitimate educational purposes under the guidance or direction of school system staff. Administrative Procedure 0700, Information Technology Services Acceptable Usage Guidelines, defines technology as including “computers, scanners, digital cameras, video projectors, video cameras, cellphones, Nextel devices, PDA devices, and wireless e-mail devices” and outlines the acceptable use of such technology by students.
The following conduct is prohibited while using the school system network, accessing the school system network from outside of the firewall, or while involved in situations under which this Code has jurisdiction. Students shall not:
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.
The school system does not govern the personal use of technology outside of school. In instances where the use of devices create a threat to students, staff or administration within the school environment and impedes opportunities for learning, or impacts the safe operation of the school bus, the school will apply disciplinary action in accordance with the Student Rights and Responsibilities Handbook.
Social Media misuse includes internet/computer and the misuse of other electronic devices that may have the impact of substantially disrupting the educational environment. Social media is inclusive of, but not limited to, web-based and mobile technologies, social networking sites, blogs, instant messaging, twitter, social blogs and video based sites such as YouTube. The most common misuse of social media is harassment via cyber bullying. When cyber bullying takes the form of harassment of protected classes, it may be prosecuted as a violation of a person’s civil rights.
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.
Unlawful possession, use and/or distribution of any Alcohol, Marijuana, Prescription Drugs, Controlled Dangerous Substances, Imitation Controlled Substances, Synthetic Intoxicants, Inhalants, Other Intoxicants, Drug Paraphernalia on school property, including Board of Education owned vehicles or while in attendance at any Board of Education sponsored and supervised activity, are prohibited under this Code.
Students who possess, use or distribute substances represented as or intended to be used as alcohol or a controlled dangerous substance will be treated by the rules and regulations of these procedures as if they were possessing, using or distributing alcohol or a controlled dangerous substance even though the substance itself may ultimately be determined not to be alcohol or a 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.
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.
If the student has been found to have committed a distribution offense under the provisions of this section, the student shall be expelled, notwithstanding 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.
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 principal 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.
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 violation to the Office of Student Engagement and School Support. The student must provide to their school and the Office of Student Engagement and School Support documentation stating the counseling appointment dates from the approved agency. Noncompliance will result in an additional 7-day suspension.
If a student commits a third offense under this section, it will result in a referral for more intense counseling services. All students suspended/expelled for alcohol/controlled dangerous substance offenses are to be requested to reveal their source of the alcohol/controlled dangerous substance to the principal.
It is a violation of the Code of Student Conduct for students to use or possess any tobacco or nicotine products on school property. The following is a summary of the consequences for violating this section of the Code of Student conduct:
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.
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.
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:
See the Board of Education Policies and Administrative Procedures
Cheating – Providing, receiving or viewing answers to quiz or test items or independent assignments. Having books, notes/notebook or mobile devices out during test without permission.
Any beverages containing, but not limited to, beer, wine, liquor or other intoxicating substances. (See pg. 26)
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.
Absences, class-cutting, leaving without permission from class, school, tardiness, and truancy.
The real or intentional false claim that an explosive device is located on school property or at a school function.
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 or staff member’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, gender expression, 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.
Absence from school or classes for a school day or a portion of the school day without school authorization or parental consent.
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 are not characterized by an imbalance of power. Conflicts are characterized by people having similar interests, but taking different positions.
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.
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.
To willfully intimidate, insult, sexually harass, and/or engage in negative interaction by use of body language, verbally or in writing 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.
(See pg. 26)
A student facing suspension must be given oral or written notice of the allegations and the opportunity to be heard.
Failure to adhere to policy governing attire (see Administrative Procedure 5152).
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.
The possession, use or threatened use of any explosives or other such explosive instrument(s) capable of inflicting substantial bodily injury.
The act of initiating a fire alarm or initiating a report warning of a fire or an impending bombing or other catastrophe without cause.
Physical aggression with another student that is designed to or likely to cause physical harm and/or substantial disruption to the education environment.
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.
The act of illegal betting for money or valuables.
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.
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.
Any physical attack or actual fighting by two or more students against another group of students consisting of two or more students. 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.
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.
Use of Internet and/or computer resources for purposes other than legitimate educational activity under the direction of professional staff.
Willful presence in a school building or restricted area of same at unauthorized times.
A form of conflict resolution in which students serve as mediators and help their peers deal with and develop solutions to conflicts.
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.
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.
Deliberately presenting the ideas, works or statements of another as one’s own, without acknowledgement of the source.
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.
The possession, use or threatened use of any fireworks items such as lady fingers, sparklers, Roman candles or other similar items.
The school liaison serves as a contact between teachers and students/parents/guardians during out-of-school suspensions or expulsions.
Sexual activity or sexual misconduct (e.g., indecent exposure, engaging in sexual activity, soliciting and sexting.)
Intentionally engaging in a physical sexual attack on another.
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, profane, or derogatory language or humor; sexually oriented printed material; or demanding sexual involvement accompanied by patting or intentional brushing against; repeated sexual verbal harassment based on gender identity or sexual orientation
Sexual harassment (e.g., unwelcome sexual advances; request for sexual favors; and other inappropriate verbal, written or physical conduct of a sexual nature).
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.
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.
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.
The act of taking or acquiring the property of others without their consent.
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.
A process that addresses a transient, imminent substantive, or very substantive threat.
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.
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.
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.
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.
Leaving school or a school-related activity without the permission from parent and appropriate school official.
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.
(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.