Student Rights and Responsibilities Handbook

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Download the Acknowledgment of Review of the Students Rights and Responsibilities Handbook - Form

Dear Students and Families,

Welcome to a new school year in Prince George’s County Public Schools!

As we embark on this journey together, we do so with a shared commitment to our strategic framework, Forward by Design — a vision that calls us to intentionally create schools where every student is known, supported, challenged, and prepared to thrive in an ever-changing world.

At PGCPS, we believe that strong schools are built on a foundation of respect, responsibility, belonging, and high expectations. The Student Rights and Responsibilities Handbook serves as an important guide in helping us create and sustain learning environments where every student can achieve success academically, socially, and emotionally.

This handbook is more than a collection of policies and procedures. It reflects our collective commitment to fostering safe, welcoming, and engaging school communities, where students are empowered to learn, grow, and contribute positively. It outlines the rights students are afforded, the responsibilities they are expected to uphold, and the supports available to help them navigate challenges and reach their full potential.

Students, I encourage you to review this handbook carefully and embrace the opportunities before you. Your choices, actions, and contributions help shape the culture of your school and influence the success of your peers.

Families, thank you for your partnership. Your engagement is essential to ensuring that our students flourish. I encourage you to review this handbook with your child and use it as a resource throughout the school year as we work together to support their growth and achievement.

As we move Forward by Design, let us continue to build a school system where every student feels valued, every voice is heard, and every learner has access to the opportunities they deserve. Through collaboration, accountability, and a relentless focus on student success, we will create a brighter future for all.

Thank you for being part of the PGCPS community. I look forward to all that we will accomplish together in the year ahead.

With gratitude and optimism,
Warm regards,

Shawn Joseph, Ed.D.
Superintendent of Schools
Prince George’s County Public Schools

Prince George’s County Board of Education

• Branndon D. Jackson, Chair, District 6
• Vacant, District 2
• Tiffini Andorful, Ph.D, District 1
• Pamela Boozer-Strother, MBA, CAE, District 3
• Aimee Olivo, MBA, District 4
• Robin Brown, M.A., District 5
• Phelton C. Moss, Ph.D., Vice Chair, District 7
• Zakyia Goins-McCants, M.S. Ed, District 8
• Lolita E. Walker, MBA, PCC District 9
• Sydney J. Mosley, Student Member of the Board (SMOB)
• Shawn Joseph, Ed.D., Superintendent and Secretary/Treasurer

Prince George’s County Public Schools Executive Cabinet

• Shawn Joseph, Ed.D., Superintendent of Schools
• Dr. Deann Collins, Chief of Staff
• Dr. Dana Edwards, Chief of Human Resources
• Dr. Charoscar Coleman, Chief of Operations
• Dr. Carletta T. Marrow, Chief of Schools
• Darnell, L. Henderson, Esq., General Counsel
• Counsel Lisa Howell, Chief Financial Officer
• Denise Douglas, Associate Superintendent of Communications & Community Engagement
• Dr. Douglas Strader, Chief of Accountability
• Dr. Judith White, Chief of Academics
• Dr. Andrew Zuckerman, Chief of Information Technology

Nondiscrimination Statement

It is the policy of the State of Maryland that all public and publicly funded schools and school programs operate in compliance with:

Title VI of the Federal Civil Rights Act of 1964; and Title 26, Subtitle 7 of the Education Article of the Maryland Code, which states that public and publicly funded schools and programs may not:

1. Discriminate against a current student, a prospective student, or the parent or guardian of a current or prospective student on the basis of race, ethnicity, color, religion, sex, age, national origin, marital status, sexual orientation, gender identity, or disability;
2. Refuse enrollment of a prospective student, expel a current student, or withhold privileges from a current student, or a prospective student because of an individual’s race, ethnicity, color, religion, sex, age, national origin, marital status, sexual orientation, gender identity, or disability; or
3. Discipline, invoke a penalty against, or take any other retaliatory action against a student or parent or guardian of a student who files a complaint alleging that the program or school discriminated against the student, regardless of the outcome of the complaint.

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

Introduction

Prince George’s County Public Schools (PGCPS) is committed to fostering positive, nurturing, healthy and engaging learning environments that support graduating all students to be college and career ready. To accomplish this, we must maintain safe schools for students and teachers.

Together, families, students, teachers, staff and administrators share the responsibility in creating and sustaining an environment that supports student achievement and well-being. By following the rights and responsibilities outlined in this handbook, you can help PGCPS become a safer and more supportive environment for all students and staff.

Good discipline is essential to academic success, and we believe it is possible to maintain disciplined, productive learning environments without excluding students from school, except in the most severe instances.

This handbook provides a framework for academic standards and student behavior to promote positive, supportive and inclusive learning environments to maximize student academic achievement and minimize student behavior issues. It is an outline of

the expectations, rights and responsibilities of all members of our school community – a structure where students, families and teachers partner for student success.

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 in school vehicles, school sponsored events, field trips and athletic functions where school administrators have authority over students. In addition, it applies to any out of school behavior that has a direct and substantial effect on the order of the school. This includes the Middle College and online campuses.

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; and
• Provide the student appeals process and

College and Career Ready

PGCPS supports students in their college and career goals with Career and Technical Education (CTE) and college readiness programming. There are opportunities that support students’ readiness for successful entry into a college and/or career. The college readiness web page at www.pgcps.org/collegereadiness is designed to help students and parents, as well as staff, to navigate through the wealth of information about preparing for and applying to college. It includes information on our district programs and opportunities for students as well as the regional and national information sites that will give all our students what they need to know to be successful!

PGCPS middle and high school students are able to access the Schoolinks college and career readiness platform. Students can log in and access tools to research colleges, browse scholarships, keep a list of favorite careers, and track college applications. Schoolinks is linked with Synergy so student data and other information will be updated on a nightly basis. Students will access their accounts via Clever, which can be accessed from the PGCPS district website. Students will benefit from college and career readiness activities such as:

• Researching careers and 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; and
• Participation in the MSDE Senior Exit Survey for 12th graders.

Scholarships Database

PGCPS remains steadfast in its commitment to preparing students for postsecondary success and workforce readiness. Scholarships are accessible through the division’s college and career readiness platform, SchooLinks, which serves as a centralized database of opportunities. Students may access the platform through Clever, while parents and guardians can establish a dedicated account at www.schoolinks.com to engage with available resources. The SchooLinks database includes a comprehensive collection of regional, state, and national scholarships sourced from both public and private organizations. Each listing provides detailed information regarding eligibility criteria, application requirements, and submission deadlines to support informed decision-making. Additionally, the platform offers access to internships, career exploration opportunities, and summer enrichment programs, further reinforcing students’ college, career, and life readiness trajectories.

Resources for Students and Families

Synergy Family Portal

PGCPS has replaced our previous student information system, SchoolMAX, with Synergy as our new student information system. ParentVUE and StudentVUE allow parents/guardians and students, respectively, to login from any computer to view information, including attendance records, assignments and grades.     Parents can find the Synergy ParentVUE Guide at the following link: https://tinyurl.com/5fhuvee2.

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

• Appeals and Hearings | 301-952-6195
• Area 1 - Elementary Schools Office | 301-952-6583
• Area 2 - Middle Schools Office | 301-952-6584
• Area 3 - High Schools & Non-Traditional Programs Office | 301-952-6585
• Athletics | 301-952-6050
• Board of Education Office | 301-952-6115
• Early Learning Programs | 301-808-8240
• English Language Development (ELD) (formerly ESOL) | 301-445-8450
• Fair Practices | 301-952-6156
• Family & Community Partnerships | 301-618-7356
• Fingerprinting and Background Office | 301-952-6775 - 301-952-7831
• Food & Nutrition Services | 301-952-6580
• GED (Adult Education) | 301-546-8350 or 301-546-0891
• Home & Hospital Teaching | 301-567-8642
• Home School Office | 301-333-1001
• International Student Admissions & Enrollment | 301-445-8460
• Innovation and Performance Area | 301-669-6011
• McKinney Vento Program | 301-925-2482
• Mental Health | 240-455-5105
• Neediest Kids Program | 301-780-5910
• Ombudsman | 301-952-6519
• Out of Home Care | 301-780-5910
• Professional School Counseling Services | 301-567-8669
• Psychological Services | 301-431-5630
• Pupil Personnel Services | 301-780-5910
• School Health | 301-749-4722
• Section 504 | 301-952-6255
• Special Education | 301-618-8355
• Specialty Programs and The Arts | 301-808-8150
• Student Enrollment Services | 301-952-6300
• Student Records, Transfers & Archival Services | 301-567-8751
• Student Service-Learning | 301-567-8669
• Superintendent of Schools | 301-952-6008
• Teaching, Learning, and Innovation |
• Transportation | 301-817-0535

Community Resources

Department of Social Services | 301-909-7000 Emergency Financial Assistance | 301-909-6000 Emergency Food Assistance | 301-909-6343 Health Department | 301-883-7879

Homeless Hotline | 1-888-731-0999 Maryland Crisis Hotline | 1-800-422-0009

Suicide Hotline | 301-864-7130 (County Helpline) | 988 (National Suicide & Crisis Lifeline) Maryland Safe Schools Tipline | 1-833-MD-B-SAFE / 1-833-632-7233

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, gender identity, gender expression or disability in the areas of freedom of expression, procedural and due process, personal rights and access to school programs. If you have questions about non-discrimination policies, please use the following contact information:

Non-discrimination policies under Section 504 for students with disabilities:

504 Coordinator
7711 Livingston Road | Oxon Hill, MD 20745 Phone: 301-952-6255

For non-discrimination policies based on gender, race, religion, sexual orientation and disability:

Equity Assurance Office
14201 School Lane, Room 202 | Upper Marlboro, MD 20772 Phone: 301-952-6156 | equity@pgcps.org

To report complaints of sexual harassment, sexual assault, dating violence or discrimination and Title IX non-compliance:

EEO Administrator/Title IX Coordinator
14201 School Lane, Room 202 | Upper Marlboro, MD 20772 Phone: 301-952-6156

Stakeholder Rights & Responsibilities

This document outlines various stakeholders’ rights and responsibilities. The responsibilities of all stakeholders are outlined below. All teachers, staff, and adults have the right to be treated with dignity and respect.

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, free of harassment, accepting of diversity and conducive to

learning where high standards and educational equity are stressed;

• Be treated with courtesy by all members of the school staff;
• Enjoy meaningful freedom of speech, press, assembly (peaceful demonstrations) and religion;
• To appeal the denial of a planned demonstration to the Area Office;
• 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 (students 18 years of age or older); and
• Access to prevention and intervention

STUDENT RESPONSIBILITIES

• Maintain a safe and orderly school environment free of harassment where diversity is accepted and conducive to teaching and learning;
• Know and obey all county and school rules relating to student conduct and achievement;
• Come to school on time and ready to learn each day;
• Pass through security enhancement equipment at schools where they are installed;
• Present the school with a parent/guardian note for absences and tardiness;
• Work to their 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;
• All student demonstrations must be organized by students or student led The student organizer(s) must meet with the school administration to coordinate the planned event and is encouraged to schedule this meeting no fewer than two

days before the planned event. If the planned demonstration or the actions of the demonstrators differ from the agreement, disciplinary actions may follow based on the Code of Student Conduct.

Parent/Guardian Rights & Responsibilities

PARENT/GUARDIAN RIGHTS

• Visit schools and classes at times that respect the educational environment;
• Be treated with courtesy by all members of the school staff;
• Be informed of all services in special education;
• Organize and participate in organizations for parents;
• Be informed of academic requirements of any school program;
• Understand program and school academic requirements;
• 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 requirements;
• 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 decisions;
• Expect reasonable protection for their child from physical harm while under school authority;
• Inspect, review and seek to amend educational and disciplinary records; and
• Be informed of pertinent school policies and administrative

PARENT/GUARDIAN RESPONSIBILITIES

• Provide proof of a bona fide residence in Prince George’s County;
• Provide required immunization documents to PGCPS;
• During registration, provide PGCPS with proof of the child’s age;
• Notify the school whenever child is absent;*
• Ensure child (5 and under 18 years old) attends school regularly;**
• Monitor student’s attendance and grades via Synergy and other electronic platforms;
• 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;
• Treat all members of the school community, including students and staff, with respect to promote a school environment that is free of harassment and accepting of diversity;
• Be knowledgeable of and adhere to requirements outlined in the Code of Conduct for Families, Volunteers and Visitors; and
• Monitor their child’s/children’s use of social media outside of school that may negatively impact their child’s/children’s or other student’s educational

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;
• Be familiar with Board policies and administrative procedures, as well as school protocols, 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 free of harassment and accepting of diversity;
• 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;
• Promptly 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;
• Serve as a mandated reporter of suspected child abuse and/or neglect to Child Protective Services;
• Elevate reports of bullying, harassment or intimidation of students or other staff members to the school administrator for investigation and resolution;
• Be aware that students who wish to participate in demonstration(s) approved by the school administration may not be penalized. Academic makeup work will be permitted in accordance with Administrative Procedure 5113 – Student Attendance, Absence and Truancy.
• Adhere to the expectations and standards of conduct that PGCPS expects of employees in accordance with the Employee Code of Conduct.

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;
• Promote an environment that is free of harassment and accepting of diversity;
• Enforce the Student Rights and Responsibilities Handbook and ensure the fair, consistent and prompt resolution of concerns;
• Be knowledgeable of and adhere to requirements outlined in the Code of Conduct for Families, Volunteers and Visitors; and
• Monitor student’s use of social media outside of school that may impact their child’s or other student’s educational opportunities;
• Meet with the student organizer(s) of a demonstration at least two days prior to coordinate the event including time, location, means of demonstration and number of expected participants. Students must be allowed the right to choose the means of demonstration except where there is a safety issue or other infringements of the Code of Student Conduct; and
• The school, administration, and PGCPS assume no responsibility or endorsement of the student demonstration(s). All state regulations per COMAR will apply per Board Policy 5211.

School Resource Officer Responsibilities

• Provide visible security presence in assigned school and serve as a positive role model for students to prevent juvenile delinquency;
• Confer with school administration to develop strategies to prevent or minimize dangerous situations on or near school grounds;
• Conduct routine foot patrols of the interior and exterior of school grounds;
• Assist with traffic safety and enforcement activities in and around assigned school areas;
• Coordinate assistance at major school events such as athletic events, large dances, or other activities;
• Attend regular security and administrative staff meetings;
• Improve security measures within the school grounds;
• Provide professional advice to students with problematic issues;
• Provide referrals to students and their families to the appropriate agencies for assistance when a need is determined;
• Cooperate with duly authorized county, state or federal police officers as well as investigators of the Prince George’s County Fire Marshall’s Office, representatives of the Prince George’s County Department of Juvenile Services, State’s Attorney’s Office and caseworkers of the Prince George’s County Department of Social Services in accordance with Administrative Procedure 5144 - Cooperation with Law Enforcement Officers and Government Officials Contacting Students;
• Conduct thorough and professional investigations of criminal activity; and
• Work in partnership with citizens to assist in finding resolutions to immediate community
• Utilize de-escalation techniques and support restorative practices when appropriate to reduce conflict and avoid unnecessary criminalization of student behavior.

SECTION 3: Annual Notification of Rights

Rights Under Family Educational Rights and Privacy Act

The Family Educational Rights and Privacy Act (FERPA) provides parents, legal guardians, and students who are 18 years of age or older (“eligible students”) certain rights with respect to the student’s education records. Administrative Procedure 5134 – Family Educational Rights and Privacy Act Annual Notice and Directory Information codifies FERPA rights in PGCPS. Under FERPA, a Parent is any one of the following and recognized as the individual(s) legally responsible for the student:

• Biological Parent – A natural parent whose parental rights have not been terminated.
• Adoptive Parent – A person who has legally adopted the student and whose parental rights have not been terminated.
• Custodian – A person or an agency appointed by the court as the legal custodian of the student and granted parental rights and responsibilities.
• Guardian – A person who has been placed by the court in charge of the affairs of the student and granted parental rights and responsibilities.
• Caregiver – A non-parent/guardian adult who exercises care, custody or control over the student and who satisfies the re-quirements to be authorized as an informal kinship care provider under Administrative Procedure 5118.1 – Informal Care Arrangements and the Enrollment of Nonresident Student.
• Emancipated minor – a student, under the age of nineteen (19), who is either married, or is enlisted in the military service, or unmarried and has voluntarily left home without financial support from the student’s parent(s), or the student has been declared emancipated by a court of law and the conditions leading to that declaration remain unchanged.

These rights are:

1. The right to inspect and review the student’s education records within 45 calendar days after the day PGCPS receives a request for access.

In accordance with Administrative Procedure 5125 and 5134, schools will endeavor to make records available for review as quickly as possible but no later than 45 days after a request is received. Parents or eligible students will be granted access to the records they wish to inspect within 45 calendar days after the principal receives a written request from a person authorized to review the records. Within three (3) business days, the school principal will make arrangements for access and notify the parent or eligible student of the time and place where the records may be inspected.

2. The right to request the amendment of the student’s education records that the parent or eligible student believes are inaccurate, misleading, or otherwise in violation of the student’s privacy rights under FERPA.

Parents or eligible students seeking to amend an education record should submit a written request to the school principal. This request must clearly identify the specific portion of the record to be changed and provide the reason(s) for the amendment.

The school principal must provide a written decision within 5business days. If the request to amend the record is denied, this written notice must clearly inform the parent or eligible student of the decision. To appeal a principal’s decision, the parent must submit a written request and a copy of the initial determination to the appropriate Area Office within five (5) business days. If the parent remains unsatisfied, a further appeal of the Area Office’s decision may be filed with the Office of Appeals within five (5) business days. Upon receipt of this request, a hearing will be scheduled within 30 days.

If the hearing reveals that the record is inaccurate, misleading, or violates privacy rights, the Office will amend the record and provide written notification; otherwise, the parent or eligible student may append a statement to the file contesting the information or the decision. PGCPS will maintain this statement as a permanent part of the record and include it in all future disclosures of the related information.

3. The right to inspect instructional materials used as part of the educational curriculum.
4. 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 Rights of Secondary school students for exceptions to the prior written consent rule.

5. 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:

Student Privacy Policy Office | U.S. Department of Education 400 Maryland Avenue, SW | Washington, DC 20202

6. 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 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
  • PGCPS-issued 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
  • Enrollment status
  • Participation in officially recognized activities and sports, weight and height of members of athletic teams, etc.

Rights of Secondary School Students

This notice informs parents that a military recruiter of secondary students may request and receive the secondary student’s name, address, and phone number unless they opt out. The parent (or eligible student) can opt-out by sending PGCPS a written notification within five days of receiving the annual notification.

Rights Under the Protection of Pupil Rights Amendment (PPRA)

This notice informs parents/guardians and eligible students (emancipated minors or those 18 and older) of their rights regarding conduct of surveys, collection and use of information for marketing purposes, and certain physical exams. These rights are spelled out in the Protection of Pupil Rights Amendment (20 U.S.C. § 1232h; 34 CFR Part 98). The law and regulations require educational institutions such as PGCPS to notify parents/guardians and eligible students of their right to:

1. Provide or withhold consent before students are required to submit to a survey that concerns one or more of the following protected areas (“protected information survey”) if the survey is funded in whole or in part by a program of the U.S. Department of Education (USDE):

• Political affiliations or beliefs of the student or student’s parent/guardian
• Mental or psychological problems of the student or student’s family
• Sexual behavior or attitudes
• Illegal, antisocial, self-incriminating or demeaning behavior
• Critical appraisals of others with whom participants have close family relationships
• Legally recognized privileged relationships, such as with lawyers, doctors, or ministers
• Religious practices, affiliations or beliefs of the student or parents/guardians
• Income, other than as required by law to determine program eligibility

2. Receive notice and an opportunity to inspect any third party survey, protected information survey, instrument collecting student information for the purposes of marketing or selling such information, or instructional material used as part of the student’s educational curriculum.
3. Receive notice and an opportunity to opt a student out of:

• Any other protected information survey, regardless of funding;
• Any nonemergency, invasive physical exam or screening required as a condition of attendance administered by the school or its agent and not necessary to protect the immediate health and safety of a student, except for lead, hearing or vision screening or any physical exam or screening permitted or required under state law; and
• Any activities involving collection, disclosure, or use of personal information obtained from students for marketing or to sell or otherwise distribute the information to others.

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:

• Collection, disclosure, or use of personal information for marketing, sales or other distribution;
• Administration of any protected information survey not funded in whole or in part by USDE; and
• Any non-emergency, invasive physical examination or screening as described above.

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)

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 and Administrative Procedure 6151 Student Service-Learning Graduation Guidelines 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. All 8th-grade students must earn a minimum of eight (8) hours of service learning as a requirement for promotion to high school.

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.

SECTION 5: Student Attendance

Student Attendance Policy

Students shall be considered in attendance while instruction takes place face to face; on a Prince George’s County Public Schools online campus; or other times when participating in school-sponsored activities during the school day, and when that participation is approved by the Superintendent, the school principal or any persons duly authorized by the Superintendent or principal.

Face to face – students attend classes in the school buildings.

Online Campus – a form of education in which the main elements include physical separation of teachers and students during instruction and the use of various technologies to facilitate student-teacher and student-student communication.

Asynchronous – students learn the same material at different times and locations through online channels without real-time interaction.

Synchronous – students learn the same material at the same time through online or distance education that occurs in real time.

Students Reporting Late to School

It is imperative for students to be on time at the beginning of the school day and on time at the beginning of each class. The official school attendance documentation is recorded during this time. Schools are required to admit students to school regardless of the time they arrive.

However, students who arrive late to school must report first to the appropriate administrative office to obtain a late pass before being admitted to any classroom or other area of the school. This pass must be shown to all of the student’s teachers as the student reports to each class during the day, as well as to teachers of any missed classes during the next school day. If the student does not obtain and show the pass to all teachers, the tardy will be UNEXCUSED. Additionally, for the tardiness to be excused, students are required to bring a note from the parent/guardian explaining the reason for the tardiness.

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) or 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 ab-sent for illness at least three school days. If the absences reach six days, a physician’s certificate will be required;
• Behavioral health needs: The principal or a pupil personnel worker shall require a licensed or certified mental health practitio-ner’s certificate from the parent or guardian of a student reported continuously absent for behavioral health needs;
• Pregnancy and parenting related conditions: absences due to labor, delivery, recovery, prenatal and postnatal medical ap-pointment; 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 Superintendent 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 guard-ian 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;
• 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. These days are to be used at the discretion of the student and/or caregiver. A note from a physician to excuse a student’s absence for mental health needs is not required. Mental health days may not be assigned by an administrator/designee, nor may they be used as a substitute for suspension or any other punitive or disciplinary measure; and
• Other emergency or set of circumstances approved by the Superintendent/designee, including but not limited to: Participating in civic engagement , including testifying virtually or in person at a hearing of a legislative body, meeting with members of the legislative body, contributing to the consideration, development, or implementation of policy issues, or participation in the Maryland General Assembly Page Program; college visits and interviews (limited to three days); and technical issues during approved online instruction only, such as broken equipment or internet outages (limited to five days). The technical issues must be immediately communicated to the student’s teacher and designated school staff.

Pregnant and Parenting Students

Absences from class due to use of the lactation space to breastfeed 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/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.

Available 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 Multi-Tiered Systems of Support (MTSS) Team
• Referral to community program

SECTION 6: Coping with Challenges

School Challenges

If you have a challenge 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
• A school-based mental health professional (such as a school counselor, school psychologist, mental health clinician, or school 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. If you are having difficulty locating one of these people at your school you can email mentalhealth@pgcps.org and someone will assist you.

• Always talk to your parent/guardian.

Personal Challenges

For assistance with personal challenges that may impact your school performance or your personal happiness, please discuss the challenge with your parent/guardian. Seek the assistance of the school counselor, mental health clinician or any adult that you are comfortable with at your school. They may lead you to resources within the school and/or community. Talk to a peer. Many times fellow students are able to help with the challenge.

Students 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.

Medical and Mental Health Challenges

If you are experiencing a mental health crisis, such as thoughts of self-harm or suicide, hearing or seeing things that are not there, thoughts to harm others, or substance use issues, access the 988 Helpline (link: https://988helpline.org/). This resource is available 24/7 via phone call or text. You may also visit our Mental Health website at www.pgcps.org/offices/student-services/mental-health to find other mental health resources.

A school-based nurse is available daily to support students with both chronic and acute health challenges. Students may access the health room as needed; parental consent is not required for routine visits or care during the school day. After a nursing assessment is conducted and training has occurred, a student may be able to self-carry medications (see AP 5163 Medication and Treatments). No discipline can occur for the students approved to self carry.

Students will have access to telehealth services while in school to support their physical and mental health needs. This initiative is designed to provide timely and convenient access to healthcare professionals, ensuring students can receive necessary medical advice, mental health counseling, and other health-related services without having to leave the school premises. By integrating telehealth into the school environment, we aim to enhance student well-being and academic success.

Access can only be allowed with parental consent on file.

Parents may sign up to provide consent to begin telehealth services at the following link: https://getstarted.hazel.co/district/ pgcps. For additional mental health support, students should see their School Counselor or Mental Health Clinician located within their schools. For further information, they should visit our system’s mental health website at https://www.pgcps.org/offices/ student-services/mental-health or email their questions to mentalhealth@pgcps.org.

Academic Challenges

For assistance with an academic challenge or grade, students should:

• Talk to their teacher when having difficulty with subjects, making poor grades or need extra assistance. The teacher may ask for a conference with the student and their parent/guardian.
• Seek the assistance of a school-based mental health professional or another trusted adult at your 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

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 Programs:

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

Physical, Sexual, Mental Abuse

Abuse can happen to any child regardless of race, gender expression, disability, socioeconomic status, religion or culture. No student should be subjected to physical, sexual or mental abuse.

If a student feels they are being abused, the student should contact the school counselor or the school administrator. If a parent feels their child is being abused, the parent should contact the school counselor or the school administrator.

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

Student Code of Conduct

For the Student Code of Conduct, view Sections 7-11.

SECTION 7: PGCPS Behavioral Expectations

PGCPS is committed to providing a safe and orderly learning environment conducive to rigorous instruction. Students must maintain appropriate behaviors at all times whether face-to-face or in an approved online instruction. Setting clear behavior expectations for students is essential for creating a positive and effective learning environment. Outlined below are the key behavior expectations.

Alcohol, Drugs, Controlled Substances and Other Substances

Unlawful possession, use and/or distribution of any Alcohol, Marijuana, Prescription Drugs, Controlled Dangerous Substances, Imitation Controlled Substances, Synthetic Intoxicants, CBD products intended for consumption and ingestion, Inhalants, other Intoxicants including THC and/or K2, on school property, including Board of Education owned vehicles or while in attendance at any Board of Education sponsored and supervised activity, are prohibited under this Code.

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

Students who have been trained in the administration of Narcan are permitted to carry Narcan (naloxone) on school premises without fear of disciplinary repercussions. In conjunction with Board Policy 0112, this policy is enacted to ensure the safety and well-being of all students, recognizing the importance of timely intervention in cases of opioid overdose. Students who choose to carry Narcan must do so responsibly and in accordance with school guidelines to ensure it is accessible in emergency situations.

Possession implies that a student has any of the above substances on their person or with their personal property or has under their control by placement of and knowledge of the whereabouts of the substance on Board of Education property or other prop-erty on which they are present, by virtue of being within the jurisdiction of school authorities.

Use implies that a student is reasonably known to have ingested any of the above substances (e.g., drinking alcohol, smoking, marijuana, taking a pill, etc.) or is reasonably found to be under the influence of a substance while under the jurisdiction of school authorities.

Distribution implies the transfer of any of the above substances to any other person, with or without the exchange of money or other valuables.

Student Possessor with Intent to Distribute – A student found in possession of alcohol, controlled dangerous substances or other substances listed under the heading Alcohol, Drugs, Controlled Substances and other Substances with the intent to distribute shall be in violation of a Student Code of Conduct, Level 5 infraction. The intent to distribute may be inferred by the totality of the facts and circumstances of the matter, including, but not limited to, the weight of the substance, the amount of the substance, the packaging, the presence of a scale, cash or paraphernalia, the student’s statement and other witness statements. “Possession” means actual possession, constructive possession or joint possession as defined by Maryland law.

Alcohol, Controlled Dangerous Substances, Drug Paraphernalia and/or Other Substances

Bullying, Harassment or Intimidation

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.
• For student-to-student incidents, complete and submit the online Bullying, Harassment, or Intimidation (BHI) form via the Bullying Reporting App at stopbullying.pgcps.org.
• For incidents involving a staff member, contact the Office of Equity Assurance per Administrative Procedure 4170.

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 must report these behaviors.

How Do I Report Bullying, Harassment or Intimidation?

All reports are to be submitted digitally via the Online Bullying, Harassment or Intimidation Reporting App. Reports must be promptly and appropriately investigated by school administrators/designee, consistent with due process rights, using the Bullying, Harassment, or Intimidation Incident School Investigation form within two (2) school days after receipt of a report.

Submission of a report may be made via a web link by entering stopbullying.pgcps.org into any internet browser, or visit the Apple App Store or Android Google Play Store using the search terms “PGCPS iStopbullying” to download to your mobile device.

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 within five (5) school days. The school will notify parents of the targeted student and the alleged offender student of the outcome of the investigation once the investigation has been completed. The notification must respect the confidentiality of the targeted student and the alleged offender student; therefore, specific information related to disciplinary consequences will not be provided (See Administrative Procedure 5143 - Bullying, Harassment or Intimidation). If bullying, harassment or intimidation is substantiated, disciplinary consequences will be given to the offender student; and the school team is to develop a plan of support for both the targeted student and the offender student.

Disrespect and Disruption

Before a discipline consequence is assigned to a student for an act of disrespect or disruption, administrators must confer with the student or school counselor to assess whether the student has experienced a recent traumatic or distressing event (family displacement, sudden death, etc. that either may have contributed to the student’s behavior or contributed to the perception that the student is being disrespectful. If it is determined that there is an intervening cause of the behavior or perceived behavior, administrators must ensure the student receives the necessary counseling support.

Examples of Egregious Acts of Disrespect

Verbal Abuse

Includes but is not limited to a student repeatedly uses of offensive (e.g., sexually inappropriate, racially discriminatory, etc.) language and derogatory remarks toward a teacher or adult in the building and/or during a lesson; derogatory remarks about a person’s race, gender, or appearance; speaking loudly, aggressively, and/or challenging the authority of the staff member, especially in a way meant to undermine their position and/or invade staff’s personal space.

Public Humiliation

Includes but is not limited to such statements/behaviors as mocking or imitating a teacher’s accent, attacking their teaching methods in class; spreading false rumors; sharing private information; or placing staff pictures on social media with comments.

Insubordination/Blatant Defiance

Behavior or statements to refuse multiple direction/redirection from staff, including but not limited to refusals to turn over contraband, lower hoods, remove hats, etc. or refusing to enter class or walking out of class.

Schoolwide Disrespect/Disruption

During assemblies, school events, or any school setting outside the classroom, engaging in inappropriate behavior or statements, including but not limited to heckling, shouting, inappropriate gestures, starting/or inciting fights.

Impact to the Testing Environment

Failure to adhere to assessment protocols which impacts the testing environment of others.

Disrupting Schoolwide Safety Protocols

Failure to follow directives and evacuation procedures during significant safety drills (fire, evacuation, earthquake, lockdown, etc.)

Egregious and repeated acts of disrespect or disruption would be escalated to the next level of disciplinary consequences.

Dress Code

Students attending PGCPS should dress appropriately and in a way that is consistent with learning being a priority. Students are expected to adhere to policies governing attire, except for attire required by a religious organization. Failure to adhere to these requirements may result in a discipline violation.

Clear Backpacks

Clear backpacks are required for 9th through 12th graders and students in the Non-Traditional Programs (North, South and Middle). Students may carry a small, non-clear pouch in their backpack to hold personal items, such as cellphones, money and hygiene products. At present, clear backpacks are optional for students in grades 6-8.

Head Dress

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

Shoes

Shoes must be worn.

Shirts & Blouses

Shirts and blouses should be continuous from neckline to waist. The mid-section should never be visible. Tank tops and muscle shirts are not allowed. Clothing with vulgar language, obscene pictures, weapons, drugs/alcohol, drug paraphernalia, or tobacco products are not allowed. Identifiable gang/crew clothing or paraphernalia are not allowed. Sheer clothing is not allowed.

Skirts, Dresses & Shorts

Skirts, dresses, and shorts must be no higher than the student’s fingertips when the student’s arms are hanging straight down at the student’s side.

Pants

Pants should be secured at the waist. Pants should not be worn below the waist exposing undergarments. Tights, stretch pants, leggings and spandex body suits must be worn with clothing long enough to cover the buttocks.

Gangs, Gang Activity and Similar Destructive or Illegal Behavior

Gangs, gang activity and similar destructive or illegal behaviors are prohibited under the Code of Student Conduct, in accordance with The Safe Schools Act of 2010. A student may not threaten an individual, or a friend or family member of an individual, with use of physical force or violence to coerce, induce or solicit the individual to participate in or prevent the individual from leaving a criminal gang; a) in a school vehicle, or b) in or within 1000 feet of real property owned or leased by the Board of Education.

A student criminally charged with participating in a criminal street gang may automatically be remanded to an alternative education program by the court. When said behavior might substantially disrupt the educational environment, the school will provide the family with a list of community resources and proceed with a school transfer. Behaviors may include, but are not limited to:

• 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

Reportable Offenses (formerly Community Offenses)

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

Search of Students

All student searches must be in compliance with Board Policy 2804, Search and Seizure (4/25/24). Such searches shall be conducted only by authorized persons with due recognition and deference for the human dignity of those being searched. An authorized searcher may make a reasonable search of a student on school property or during a school-sponsored activity if the authorized searcher has a reasonable basis, at the inception of the search, to believe that the student is in current possession of an item or items, the possession of which is a violation of the Student Code of Conduct, any Board policy, PGCPS administrative procedure, or law, or a criminal offense under the laws of Maryland. Any search of a student must be made in the presence of a third party who must be a PGCPS employee.

Social Media

PGCPS ordinarily does not govern the personal use of technology outside of school. However, in instances where the use of social media has a direct effect on the order of the school, including but not limited to, creating an actual, potential or perceived threat to students, staff or administration within the school environment and/or interfering with the educational process and/or the safety of the school environment – including but not limited to, the school campus, PGCPS vehicles and school activities – the school reserves the right to apply disciplinary action in accordance with this Handbook.

Social media misuse includes internet/computer and the misuse of other electronic devices that may have the impact of substantially disrupting the educational environment. Social media is inclusive of, but not limited to, web-based and mobile technologies, social networking sites, blogs, instant messaging, X (formerly Twitter), social blogs and video-based sites such as YouTube. The most common misuse of social media is cyberbullying. When cyberbullying takes the form of harassment of a protected characteristic, it may be prosecuted as a violation of a person’s civil rights. Parents are strongly encouraged to monitor their child’s use of social media outside of school, which may impact their child’s or other student’s educational opportunities.

Violations of the Student Rights and Responsibilities Handbook, Board Policies, or Administrative Procedures pertaining to social media may result in a disciplinary response. Complete guidelines for the acceptable use of technology are contained in Administrative Procedure 5180 - Student Use of Social Media in Schools.

Technology

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

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

All use of technology under these guidelines is to be for legitimate educational purposes under the guidance or direction of school system staff. The following conduct is prohibited while using the PGCPS network:

• Utilize the PGCPS 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 PGCPS;
• Post, use or download any files which cause congestion or impede network operations;
• Utilize technology, including AI, to misrepresent themselves or someone else, including the creation of deepfakes and/or any video, audio or digitally altered images of face, body, or voice to misrepresent or falsely share information;
• 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, harassing or otherwise objectionable language in any message;
• Use e-mail or any portion of the PGCPS Wide Area Network (WAN) to promote the annoyance, harassment, bullying, or attacking of students or staff members;
• Take or facilitate the theft or damage of data, equipment or intellectual property, including degrading or disrupting equipment of system performance; or
• Copy licensed software, download or copy files without permission;
• Capture images of other students or staff from another device;
• Use inappropriate screensavers and inappropriate background settings;
• Intentionally damage technology;
• Unauthorized use of AI systems, including any use not explicitly directed by staff; or
• Provide personally identifiable information (PI) to unauthorized or unapproved recipients.

Consequences for misuse may include, but are not limited to, suspension of equipment access, confiscation of the technological device, disciplinary action commensurate with the level of misconduct and/or legal action as appropriate. Complete guidance for the acceptable use of technology is contained in Administrative Procedure 0700.

Students shall:

• 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)

Tobacco, Nicotine Products & Vaping

It is a violation of the Code of Student Conduct for students to use or possess any tobacco or nicotine products, including but not limited to, vaping products on school property. Vaping and use of vaping paraphernalia shall be presumed to be used to ingest tobacco, tobacco products unless there is a preponderance of evidence that another substance was ingested or intended to be ingested in the school using vape paraphernalia.

Transportation and Bus Behavior

Riding the school bus is an integral part of the school day for many students, and directives in this Code apply fully to students when they ride the bus. Riding the bus is a privilege. This privilege may be temporarily denied or permanently revoked if misconduct jeopardizes the safe operation of the school bus or the safety of students and/or staff riding the bus. Students on school buses will be subject to audiovisual camera surveillance with posted notification. Audiovisual recordings may be used as part of an investigation in a student discipline matter on the bus. School suspension is a possible option. Students are expected to observe the following rules for safety and courtesy on the bus.

At the Bus Stop

• 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.
• When crossing the street, wait for the school bus driver to signal to proceed. Look left, right, left while crossing to enter or depart the bus.
• 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.

Riding the Bus

• Follow the instructions or directives of the bus driver and/or aide (if applicable).
• 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. Avoid 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.
• When crossing the street look left, right, left while crossing to depart the bus.
• Use care when crossing a street controlled by bus warning lights.

Trespassing

Trespassing for the purposes of this Handbook includes the following:

• Any student, who while serving a suspension, has an unauthorized presence on any PGCPS property, after being warned not to come onto school property;
• Any student who enters a school building or school campus and knows or should have known that they are not permitted to enter the school building or school campus has committed a trespass; or unauthorized presence on school property after being warned to leave;
• Any student who facilitates the unauthorized entry of another into a school building at a point of entry other than the school’s designated point of entry, which includes propping doors open;
• Any student who commits a Code of Conduct violation while trespassing; or
• Facilitating unauthorized entry of another resulting in fighting, weapons possession, firearm possession, theft, threats, drugs/tobacco/alcohol and/or a material disruption to the school (Level 5).

SECTION 8: Disciplinary Interventions & Strategies

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:

504 Team

A multidisciplinary team responsible for identifying, evaluating and monitoring the provision of accommodations under Section 504 of the Rehabilitation Act of 1973. The 504 team is composed of individuals knowledgeable about the student, disabilities, evaluation procedures, and placement options. The school-based team serves to ensure that students with disabilities are provided the same educational access to school curriculum, activities and programs as their non-disabled peers through reasonable accommodations and services.

Affective Statements

An informal process, usually an “I” statement that shares observations and feelings conveying how a behavior affects someone. This process can be used with both positive and negative behaviors. If responding to a negative behavior, an affective statement also shares the needs and requests in order to express the desired behavior. Affective statements teach empathy.

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, and/or possession of tobacco in any form by students at all times on school property and school-sponsored activities. Students and parents/guardians are required to participate.

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 designee may place any student who has been involved in an act of Level 1, 2, 3 or 4 misconduct on behavioral probation in addition to, or instead of, suspension. School personnel must, however, perform an investigation of the situation; provide formal notice to the student and parent/guardian, and an opportunity for a parent/guardian conference. Behavioral probation should be for a definite period during which critical examination and evaluation of the student’s progress is to take place.

Cafeteria Duty/In-School Work Detail

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

Community Conferencing

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

Community Service

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

Conference

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

Conflict Resolution

An attempt to resolve individual/group conflicts by actively communicating information about their conflicting motives or ideologies to the rest of the group by engaging in collective negotiation. The goal is to empower students to take responsibility for peacefully resolving conflicts.

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.

Individualized Education Program (IEP) Team

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

In-School Suspension

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.

Manifestation Determination

Is applicable to students with known and suspected disabilities, including but not limited to students with Individualized Education Plans and 504 Accommodations. COMAR Md. Code Regs. Section 13A.08.03.08 - Manifestation Determination and Section 504 of the Rehabilitation Act of 1973.

The IEP and 504 team shall meet to determine whether a student’s behavior that resulted in a disciplinary removal is a manifestation of the student’s disability each time the student is subject to a removal:

• As set forth in Regulation 13A.08.03.03(B) of this chapter; and Section 504 of the Rehabilitation Act of 1973.
• That constitutes a change of placement in accordance with Regulation 13A.08.03.05 of this chapter; or and Section 504 of the Rehabilitation Act of 1973; or
• To an interim alternative educational setting in accordance with Regulation 13A.08.03.06 of this chapter and Section 504 of the Rehabilitation Act of 1973.

The IEP team and 504 team shall meet within 10 school days of the date when school personnel take disciplinary action for the removal of a student with a disability:

• To determine whether the student’s behavior that resulted in disciplinary removal is a manifestation of the student’s disability; and
• The services to be provided during the removal in accordance with Regulation 13A.08.03.06(C) and Section 504 of the Rehabilitation Act of 1973 to ensure the provision of FAPE.

Multi-Tiered Systems of Support (MTSS)

Multi-Tiered Systems of Support (MTSS) teams, formerly known as Student Intervention Teams (SIT)/Student Support Team (SST), are school-based committees charged with helping the school provide all students with the opportunity to learn and progress in the general curriculum. This team recognizes 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 MTSS Team.

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 (PBIS)

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

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

Reflective Essay

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

Restorative Approaches

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.

Restorative Circle

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.

Restorative Conversations/Chats

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.

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.

Teen Court

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

Temporary Removal from Class

Removing a student within the school building from their regular education program.

SECTION 9: Disciplinary 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 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.

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 (affective statements, restorative chat)
• Referral to school-based mental health professional

Response Level 2

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

Interventions

• Change in schedule or class
• Reprimand by appropriate administrator
• Notify parent/guardian
• Revision to IEP/504 plan (for students with disabilities)
• Loss of privileges
• In-school suspension
• Detention
• Referral to Pupil Personnel Worker and/or School Psychologist
• Restitution
• Assignment of work projects
• Conflict resolution and community conferencing
• Functional Behavioral Assessment (FBA)
• Referral to school-based mental health professional.
• Referral to community organizations
• Restorative Approaches (restorative conversation/chat)
• Referral to Multi-Tiered Systems of Support (MTSS) Team
• In-school intervention

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 Assignment of work projects
• Referral to IEP/504 plan (for students with disabilities)
• Assessment / Behavioral Intervention Plan
• Referral to Office of Student Engagement and School Support
• Referral to school-based mental health professional
• Referral to Multi-Tiered Systems of Support (MTSS) Team
• Referral to community organizations
• Develop/revise Functional Behavioral Assessment
• In-school suspension
• Beautification Project
• Short-term suspension (1-3 days)
• Restorative Approaches (restorative conversations/chats, restorative circle)
• School-based mental health professional completes a Suspension Re-Entry Check-In form

Response Level 4

Long-term suspension (4-10 days) is 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. In addition to Response Level 1-3 Interventions:

Interventions

• Notify parent/guardian
• Referral to school-based mental health professional
• 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 (restorative circle, community conference)
• Professional school counselor, mental health clinician or school psychologist School-based mental health professional completes a Suspension Re-Entry Check-In

Response Level 5

These responses involve the removal of a student from the school environment for over 10 school days because of the severity of the behavior. A student may be removed and/or referred to a Non-Traditional Program or transferred to another PGCPS 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. In addition to Response Level 1-4 Interventions:

Interventions

• Referral to school-based mental health professional
• Behavioral Intervention Plan;
• Community conferencing or mediation;
• Referral to Office of Student Engagement and School Support;
• Referral to IEP / 504 Team;
• Functional Behavioral Assessment;
• Restorative Circle;
• Restorative Approaches;
• Behavioral Threat Assessment;
• Request for Extended Suspension from the Pupil Personnel Worker (between 11 and 44 days); or
• Expulsion (45 days or longer; to be considered in most extreme cases)

Note: In accordance with COMAR 13A.08.01.12-1, and the Annotated Code of Maryland, Criminal Law Article, § 4-102, when a student is expelled for possession or use of a firearm, the student shall remain out of school for a minimum of one year. After one year, the student, or the parent/guardian, acting for the student, may apply to the Superintendent for readmission.

Pre-K - Grade 2 Disciplinary Response Levels

Suspension and expulsion of students in Pre-K through Grade 2 is limited by state law and regulation. Md. Code Ann., Educ. 7-305.1; COMAR 13A.08.01.11. Principals/designees must (1) consult with a school psychologist or other mental health professionals (2) to determine if there is an imminent threat of serious harm to other students or staff that (3) cannot be reduced or eliminated through other interventions and supports.

The Suspension Checklist: Pre K - Grade 2 must be completed by the school administrator and be uploaded to the Google form. If all measures have been exhausted, the child’s suspension cannot exceed five school days. Students in Pre-K through Grade 2 may only be expelled as allowed by Federal law.

Pre-K - Grade 2 Interventions

• Behavior Contract
• Behavior Intervention Plan
• Check in/check out
• Code of Conduct lessons
• Conference with parent/guardian
• Crisis Prevention and Intervention (CPI)
• De-escalation
• Functional Behavioral Assessment
• In-school intervention
• Consult with a professional school counselor, school psychologist or other mental health professional
• Notify parent/guardian
• Parent shadowing
• Positive Behavior and Supports (PBIS)
• Referral to Multi-Tiered Systems of Support (MTSS) Team
• Referral to school-based student support
• Referral to Individualized Education Program (IEP) or 504 team
• Referral to community-based services
• Restorative approaches
• Review of class rules
• Safety plan
• School-based mentoring
• Social Emotional Foundations for Early Learning (SEFEL)
• Threat Assessment

SECTION 10: Overview of Out-of-School Suspensions

COMAR 13A.08.01.11 – Disciplinary Action, provides regulatory guidance on the authority to impose out-of-school suspensions for student disciplinary consequences. Out-of-school suspension may be appropriate when other interventions and disciplinary measures have been exhausted or deemed ineffective in addressing student behavior that poses a threat to the safety of others or disrupts the learning environment. COMAR 13A.08.01.11(A)(6) requires that student exclusion is utilized as a last resort option and is limited to the shortest period practicable.

Students with IEPs and 504s and students who have or may have a disability who are recommended for suspension or expulsion students may be entitled to have a manifestation determination meeting to review whether the behavior that led to the suspension recommendation was related to a disability.

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 school days.

Procedure for Disputing a 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 school days if a parent/guardian disputes the issuance of a short-term suspension, the parent/guardian shall contact the Pupil Personnel Worker within ten (10) days of the student’s first day of suspension. The Pupil Personnel Worker shall meet with the principal to review the circumstances of the suspension and, if appropriate, meet with the principal and parent/guardian 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 school days.

Procedure for Disputing a Long-Term Suspension

A review of a long-term suspension shall not serve to delay the suspension. If a parent/guardian disputes the issuance of a long-term suspension, the parent/guardian shall contact the Pupil Personnel Worker within ten (10) days of the student’s first day of suspension. The Pupil Personnel Worker shall meet with the principal to review the circumstances of the suspension and, if appropriate, meet with the principal and parent/guardian.

Extended Suspension

An extended suspension is the exclusion of a student from the regular school program for a period between 11 and 45 school days. The Superintendent’s designee for issuing final decisions on extended suspensions is the Office of Appeals and Hearings. An extended suspension may be granted if:

• The student’s return to school prior to the completion of the suspension would pose an imminent threat of serious harm to other students and/or staff; or
• The student has engaged in a chronic and extreme disruption of the educational process that has created a substantial barrier to learning for other students across the school day and other available and appropriate behavioral and disciplinary interventions have been exhausted.

Expulsion

An expulsion from school denies students the right to attend their regular school program for 45 school days or longer. The Superintendent’s designee for issuing final decisions on expulsions is the Office of Appeals and Hearings. An expulsion may occur only if:

• The student has violated a Level 5 infraction in the Student Code of Conduct; and
• The Office of Appeals and Hearings has determined that the student’s return to school prior to the completion of the expulsion period would pose an imminent threat of serious harm to other students or staff.

Procedures for Extended Suspensions and Expulsions

1. On the day a student is recommended for an extended suspension or expulsion, the principal must provide written notification to the parent/guardian that articulates the policy violated and pending disciplinary request.

2. The principal will notify the Pupil Personnel Worker and the Office of Appeals and Hearings within 24 hours of the incident by emailing the Office of Appeals and Hearings at appeals.office@pgcps.org with required incident information.

3. The Pupil Personnel Worker will serve as the Superintendent’s designee for the purpose of conducting a thorough investigation of the incident and making a determination as to whether an extended suspension or expulsion is warranted. If the determination is in the affirmative, the Pupil Personnel Worker will submit relevant documents within five school days of the student’s first day of suspension to the Office of Appeals and Hearings.

4. The parent/guardian will receive an investigative report from the Pupil Personnel Worker prior to the conference. Appropriate and available behavioral support services will be offered.

5. As required by COMAR, 13A.08.01.11C(4)(f), the Office of Appeals and Hearings will schedule and conduct the conference before the student’s tenth consecutive day of suspension. The Office of Appeals and Hearings will issue a written determination indicating whether the request for extended suspension or expulsion will be upheld, denied, or modified. A parent/guardian has the right to appeal any determination issued by the Office of Appeals and Hearings to the Board of Education within ten calendar days of the date of issuance.

   • This due process 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 they are charged must be based solely on information that relates to the specific incident.
   • The student and parent/guardian have the right to be represented by legal counsel, provided the parent/guardian gives their 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 Office of Appeals and Hearings.

Appealing an Extended Suspension or Expulsion

A parent has the right to appeal the decision for an extended suspension or expulsion to the Board of Education within ten calendar days of the written letter from the Office of Appeals and Hearings. Written statements of appeal inclusive of new information or additional supporting evidence, must be sent to the Board of Education, Attn: Board Appeals at Prince George’s County Public Schools, 14201 School Lane, Upper Marlboro, MD 20772 or via email at board.appeals@pgcps.org.

Change of School Assignment

The Office of Appeals and Hearings may involuntarily transfer a student if after careful review and, based upon a preponderance of evidence, the Office determines that the health, safety or welfare of students would be substantially at risk by maintaining the student in their current school assignment. The parent / legal guardian and student will be informed of the reasons for the transfer.

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. COMAR 13A.08.01.11(C)(5)

Students Currently Expelled from Another School System

A student who has been expelled from or placed on an extended suspension from another school system or who has been expelled from an alternative middle or high school and who enrolls or attempts to enroll in PGCPS, may be denied attendance for a length of time equal to the time the student has been expelled or suspended by the other school system or alternative school. The Office of Appeals and Hearings will conduct a conference to review and determine educational services for entering students.

Suspension and Expulsion of Students with Disabilities

Please refer to Chapter 18 of the Special Education Process Guide which sets forth the federal and state regulations that must be adhered to when students with disabilities under the Individuals with Disabilities Education Act (IDEA) are recommended for suspension or expulsion. Chapter 18 also provides the specific processes around manifestation determinations, the provision of a Free Appropriate Public Education (FAPE) for disciplinary removals upon the 11th school day, disciplinary timelines, prohibited suspensions based on identified disabilities, and due process procedures that must also be adhered to when considering disciplinary removals for students with disabilities. For details on accommodations for students under Section 504, see Administrative Procedure 5146 Procedural Guidelines for Students Disabled Under Section 504 of Rehabilitation Act of 1973.

Educational Services for Students with IEPs

Schools are required to provide students with IEPs a free, appropriate, public education (FAPE). When a student with an IEP, or a student who may have a disability that is causing behavior that led to a suspension, is suspended for more than 10 school days during the school year, the school must hold a manifestation determination meeting to determine if the behavior that led to the suspension is related to the student’s known or suspected disability.

These students must continue to receive educational services in order to continue to participate in the general education curriculum and make progress toward their IEP goals. The educational services should be documented on the Manifestation Determination Worksheet and explained to the parent/guardian.

The instructional setting for the provision of educational services to a student who has been removed from school in accordance with COMAR 13A.05.01.10 may not be a student’s home beginning on the 11th day of removal. During disciplinary removals, a FAPE Service Log must be maintained to document services provided to students with IEPs. The PGCPS FAPE Service Log is located at this link: PGCPS FAPE Log.

Educational Services for General Education Students and Students With 504 Plans

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

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 their parent/guardian and obtain prior permission from the principal.

SECTION 11: Disciplinary Response Matrix (Grades 3-12)

The following disciplinary response matrix serves as a guide to establish a fair, equitable, and supportive disciplinary framework that promotes positive behavior, addresses underlying issues, and fosters a safe and inclusive learning environment for all students. Disciplinary consequences shall be based on a thorough assessment of the circumstances of each case that may include a student’s disciplinary history, interventions provided, the effect of the misconduct on the school environment, and relative mitigating facts.

Escalated or repeated behaviors may result in further responses according to the Student Code of Conduct. The student will receive due process, beginning with referral to the administrator with written documentation by the referring adult, contact to parent/guardian, and an opportunity to present what happened.

SECTION 12: Glossary

Academic Dishonesty

Cheating, plagiarism, unauthorized use of artificial intelligence (AI), providing, receiving or viewing answers to quiz or test items or independent assignments. Utilizing books, notes/notebook, mobile devices or other support resources during tests without permission. Plagiarism means to deliberately present the ideas, work, or statements of another as one’s own, without acknowledgement of the source.

Artificial Intelligence

Board of Education Policy 0123 (Artificial Intelligence) defines Artificial Intelligence (AI) as a system of machine learning that is capable of performing complex and original tasks such as problem-solving, learning, reasoning, understanding natural language, and recognizing patterns in data. AI systems use algorithms, data, and computational power to simulate cognitive functions and make autonomous decisions, enabling them to perform a wide range of tasks and improve their performance over time through learning and adaptation.

Assault/Adult

An assault is one of the following: intentional or reckless offensive physical contact with another OR an attempt to cause offensive physical contact OR a physical act intended to frighten another with immediate physical contact and the apparent ability to make physical contact. A battery is a type of assault. Specifically, a battery is intentional or reckless offensive physical contact with another.

Any student who is found to have committed assault or battery (intentional or unintentional) upon an adult at school, on school property, or at a school supervised activity shall be recommended for appropriate disciplinary action up to and including an expulsion. Aggravating factors, including presence of a weapon or injuries sustained, will escalate the response level.

Assault/Student

Intentional, harmful or offensive physical contact with another person:

• Jumping/Banking – Two or more persons intentionally attack participate in an assault on one student;
• Fighting as an assault: A student participating in a fight is committing an assault. An assault may be excused by self-defense if the student meets the self-defense criteria.

Behavior Threat Assessment

A comprehensive structured group process used to identify, assess and manage the risk of threats of targeted violence posed by an individual or group. A threat assessment process provides preventive and intervention measures for students, staff, volunteers, contractors and other non-affiliated individuals whose behaviors pose a threat to the safety of the school environment. Addressing the safety and mental health needs of all parties involved in this process is a top priority.

Bias Behavior and Language

Intentional conduct, including verbal, physical, graphic or written conduct, or an intentional electronic communication directed towards a person or groups of persons that:

• 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;
• Is based on an actual or perceived characteristic of a person or a group of persons, including race, color, religion, gender, gender identity, sexual orientation, age, national origin, ethnicity, marital status, disability, or homelessness; and
• Occurs on school property, at a school activity or event, or on a school bus; or on a school issued device; or substantially disrupts the orderly operation of a school regardless of where the incident occurs.

Breaking and Entering

Unauthorized entry upon a school building with either the intent to commit a Code of Conduct Infraction, including, but not limited to, trespassing, theft and or vandalism or the subsequent commission of a Code of Conduct infraction. ‘Breaking’ means creating an opening such as breaking or opening a window or pushing open a door. Breaking includes entry by fraud, trick or force. ‘Entry’ occurs if any part of the student’s body enters the structure. A student in violation of this rule is trespassing.

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 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.

CBD

Cannabidiol, which is one of the many chemical compounds found in the cannabis plant.

Disrespect and Disruption

Disrespect is to willfully intimidate, insult, and/or negative interaction by use of body language, verbally or in writing to any member of the school staff, student body or community; or the refusal or willful failure to respond to or carry out a reasonable request by authorized school personnel.

Disruption is talking out in class; throwing objects; picking on, bothering or teasing other students; inappropriate or unauthorized use of PEDs; and other behavior that distracts from student learning; directly instigating or prompting others to cause a disruption.

Due Process

Due process, in the context of school suspensions, refers to the legal rights and procedural safeguards afforded to students to ensure fair treatment. Due process also ensures that students subject to suspension in excess of ten days receive notice and have the opportunity to be heard before an impartial decision-maker. In addition, Prince George’s County Public Schools Administrative Procedure 5115 provides for the right to appeal extended suspensions (11-44 days) and expulsions (45 days or more) to the Board of Education.

Edibles

Refers to food or beverage products that contain cannabinoids, such as tetrahydrocannabinol (THC) or cannabidiol (CBD), derived from the cannabis plant. These products are consumed orally and can include a wide range of items, such as cookies, brownies, candies, chocolates, gummies, beverages, and more.

When people refer to “edibles” as a drug, they are often specifically referring to cannabis-infused edibles that contain THC, the psychoactive compound in cannabis. THC is responsible for the “high” or intoxicating effects commonly associated with cannabis use. Use of edibles containing THC, carries potential risks, including impairment, dependence, negative mental health effects, and legal implications.

Extortion/Shakedown/Robbery

Taking property, or attempting to do so, or conspiring to do so, from someone else or from their presence and control, by force or threat of force, including, but not limited to, verbal threats, physical threats, use or display of a weapon, or other forms of intimidation. This includes force or threat of force used to frighten another into relinquishing control of property.

Firearm Possession or Use

Students are prohibited from bringing firearms to school or being in possession of a firearm while in school. A firearm in this section means a firearm as defined by 18 U.S.C. 921 and includes antique firearms: (A) any weapon (including a starter gun) which will or is designed to or may readily be converted to expel a projectile by the action of an explosive; (B) the frame or receiver of such weapon; (C) any firearm muffler or firearm silencer; or (D) any destructive device, including but not limited to ‘ghost guns.

Free Appropriate Public Education (FAPE)

Eligible students with disabilities receive specialized educational services which are tailored to their individual needs and designed to provide educational benefit.

Gambling

Gambling is defined as the illegal betting for money or valuables and is prohibited on school property.

Gangs, Gang Activity and Similar Destructive or Illegal Behavior

A gang or criminal gang for the purposes of this Handbook is defined as a group or association of three or more persons whose members: (a) individually or collectively engage in a pattern of criminal activity; (b) have as one of their primary objectives or activities the commission of one or more underlying crimes, including acts by juveniles that would be underlying crimes if committed by adults; and (c) have in common an overt or covert organizational or command structure

Imminent Threat of Harm

“Imminent threat of serious harm to other students and/or staff, for disciplinary matters according to the State Board of Education is a threat which is ‘ready to take place; happening soon.” An imminent threat is more than a mere possibility that a safety issue may occur--it is likely to occur. Determination of an imminent threat of serious harm to other students and/or staff should be determined on a case-by-case basis. The analysis should take into account the incident, the student and the school and its environment. Except in the cases involving firearms, schools should never determine ‘imminent threat’ on the basis of a zero tolerance or similar policy.

Indecent Exposure

Deliberate exposure of the private parts of the body in a public place on school grounds or at a school-related activity.

Loitering

Willful presence in a school building or restricted area of same without permission.

Material Disruption to School

A material disruption to the school is a significant interruption to the delivery of educational services to a large number of students OR a significant interruption to a large-scale, school-wide operation including arrival, dismissal and transitions. Group fights may cause other types of disruptions, but the only material disruptions are the two types listed above. Other disruptions are only material if they cause one of the two types of material disruptions listed above, i.e. a significant interruption to the delivery of educational services to a large number of students. OR a significant interruption in large school operations including arrival, dismissal and transitions.

Negligent

Failure to take ordinary care to prevent harm to objects or other people. Determining “ordinary care” should take into account age and maturity level. An example of negligence would be horseplay by students where they do not take into consideration making contact with objects or others in their surroundings

Non-Firearm Guns, Other Weapons

Students are prohibited from bringing any look-alike guns (water or toy guns) or non-firearm guns (pellet guns, BB guns, airsoft gun, gel blaster, or other weapons or implements likely to cause serious bodily harm) on school property. Students in violation will be subject to disciplinary action.

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.

Self-Defense and Defense of Others

The act of committing an assault either to defend oneself or defend another. Self-Defense/Defense of Others will only apply if the student proves, by a preponderance of evidence, that the student:

• Had no time to leave the location of the fight before engaging in self-defense or defense of others;
• Had no time or opportunity to summon help;
• Employed the least amount of force necessary;
• Could not have safely retreated rather than fight; and
• Could have taken no other action to adequately protect the student involved in the fight.

School Liaison

The school liaison serves as a contact between teachers and students/parents/guardians during out-of-school suspensions or expulsions.

Sexual Harassment

Any conduct that violates Administrative Procedure 0104 - Title IX Discrimination and Harassment on the Basis of Sex against students or staff is inappropriate. Conduct that is of a sexual nature may include overt sexual solicitation, inappropriate touching, sexual jokes and inquiries about a person’s sex life, gender identity, gender expression or sexual orientation. This includes unwanted sexual advances, requests for sexual favors, and other verbal or physical contact of a sexual nature. Sexual harassment also includes acts that are not overtly sexual, but are directed at individuals based on their gender, such as gender specific profanity or rude behavior.

Sexual Misconduct

Sexual harassment – e.g., unwelcome sexual advances, request for sexual favors, and other inappropriate verbal, written, or physical conduct of a sexual nature

Sexual misconduct – e.g., indecent exposure, engaging in sexual activity, soliciting, and sexting

Sexual attack – any physical, non-consensual offensive physical contact with another for the purpose of sexual gratification where the student knew or should have known the contact was non-consensual at the time contact was made. Contact with an intimate area of the body shall be presumed to be for the purpose of sexual gratification.

Serious Bodily Injury

Severe physical damage or harm caused to the structure or function of the body caused by an outside agent or force requiring extensive medical treatment or hospitalization. Such injuries should include substantial risk of death; temporary or permanent loss of, or loss of the use of, any body part, organ, or mental faculty; unconsciousness; disfigurement; and/or prolonged physical pain.

THC

Tetrahydrocannabinol (THC) is the psychoactive compound in cannabis. THC is responsible for the “high” or intoxicating effects commonly associated with cannabis use.

Threat

A threat is an expression of an intent to cause physical harm to someone. The threat may be expressed or communicated behaviorally, orally, visually, in writing, electronically, or through any other means; and is considered a threat regardless of whether it is observed by or communicated directly to the target of the threat or observed by or communicated to a third party; and regardless of whether the target of the threat is aware of the threat. Threats may be direct (“I am going to beat you up.”), indirect (“I’m going to get him.”) or conditional (“Give me your money or you will regret it.”).

Threat of Mass Violence

A threat of mass violence is a threat which would cause a reasonable person to fear that an act intended to kill or injure multiple people in the same site or location would be committed at or near the time the threat is communicated and:

• Persons located at the site or location where the threatened act was to occur are directed to shelter in place until the threat is investigated; or
• The site or location where the threatened act was to occur is temporarily evacuated until the threat is investigated. The threat assessment team will conduct a threat assessment through appropriate student interviews and record reviews.

Trespassing

Trespassing is unauthorized entry upon the building or grounds of Prince George’s County Public Schools OR unauthorized entry after having been banned OR allowing unauthorized entry of another into the building or onto the grounds of Prince George’s County Public Schools. Students who permit unauthorized entry by another, for example through a side door, shall be subject to disciplinary action under the Student Code of Conduct. Any student who facilitates unauthorized entry by another where the intruder either intends to commit an unlawful act, intends to commit an act which would be a violation of the Student Code of Conduct or commits such an act (unlawful or an act which violates the code of conduct) will subject the facilitating student to discipline up to and including expulsion.

Truancy

Being unlawfully absent from school for 8 days or more in a quarter, 15 days in a semester, or 20 days in a school year. Md. Code, Education § 7–302.2

Vaping

The act of inhaling and exhaling vapor produced by an electronic cigarette (e-cigarette) or similar device., which burn tobacco, nicotine, THC CBD or K2 to produce smoke, e-cigarettes and vaping devices use a battery-powered heating element to vaporize a liquid solution, commonly known as e-liquid or vape juice.