Student Rights and Responsibilities Handbook

Student Rights and Responsibilities Handbook.pdf

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

Dear Students and Families,

As we embark on another academic year, I am honored to welcome you to the Prince George’s County Public Schools (PGCPS) community. Each year, we strive to foster a safe, supportive, and empowering environment where every student can thrive. A crucial part of achieving this goal is ensuring that all members of our community understand their rights and responsibilities within our schools.

The Student Rights and Responsibilities Handbook is designed to be a valuable resource for you, providing clear guidelines and expectations that promote fairness, respect and accountability. By familiarizing yourself with this handbook, you are taking an important step in contributing to a positive school culture that supports the success and well-being of every student.

This handbook is not just a list of rules - it is a reflection of our commitment to creating a learning environment where every student feels valued and respected. It outlines the behaviors we expect from all students and details the supports and interventions available to help you make the best choices for your education and future.

Parents and guardians, I encourage you to review this handbook with your child. Your partnership is essential to reinforcing the values and standards that will guide our students toward becoming responsible and engaged citizens.

As we move forward together, let us remember that each of us has a role to play in making our schools a place where everyone feels safe, respected, and motivated to learn. I am confident that by working together - students, families, educators, and community members - we can achieve great things this year.

Thank you for your ongoing commitment to the success of our students, and have a great school year!

Warm regards,

Millard House II
Superintendent
Prince George’s County Public Schools

It is the policy of the State of Maryland that all public and publicly funded schools and school programs operated in compliance with: Title VI of the Federal Civil Rights Act of 1964; and Title 26, Subtitle 7 of the Education Article of the Maryland Code, which states that public and publicly funded schools and programs may not:

(I) Discriminate against a current student, a prospective student, or the parent or guardian of a current or prospective student on the basis of race, ethnicity, color, religion, sex, age, national origin, marital status, sexual orientation, gender identify , or disability;

(II) Refuse enrollment of a prospective student, expel a current student, or withhold privileges from a current student, or a prospective student because of an individual’s race, ethnicity, color, religion, sex, age, national origin, marital status, sexual orientation, gender identity, or disability; or

(III) Discipline, invoke a penalty against, or take any other retaliatory action against a student or parent or guardian of a student who files a complaint
alleging that the program or school discriminated against the student, regardless of the outcome of the complaint.

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 or the behavior has a direct 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 procedures.

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

Resources for Students and Families

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 view the Synergy ParentVue Guide here.

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 Office | 301-952-6585
• Board of Education Office | 301-952-6115 
• Early Learning Programs | 301-808-2707
• English Language Development (ELD) (formerly ESOL) | 301-445-8450
• Equity Assurance Office | 301-952-6156
• Family & School Partnerships | 301-618-7356 
• Fingerprinting | 301-952-6775
• Food & Nutrition Services | 301-952-6580 
• Fostering Connections | 301-780-5910 
• GED (Adult Education) | 301-546-8350 or 301-546-0891 
• Health Services | 301-749-4722
• Home & Hospital Teaching | 301-567-8642
• International Student Admissions & Enrollment | 301-445-8460 
• McKinney Vento Program | 301-925-2482
• Mental Health | 240-455-5105
• Neediest Kids Program | 301-780-5910
• Psychological Services | 301-431-5630
• Pupil Accounting & School Boundaries | 301-952-6300 
• Pupil Personnel Services | 301-780-5910
• School Counseling | 301-567-8669
• School Health | 301-749-4722
• Section 504 | 301-952-6255
• Special Education | 301-618-8355
• Student Appeals | 301-952-6195
• Student Records, Transfers & Archival Services | 301-567-8751 
• Student Service-Learning | 301-567-8669
• Transportation | 301-817-0535

COMMUNITY RESOURCES

• Community Crisis Hotline | 1-800-422-0009 
• Department of Social Services | 301-909-7000 
• Emergency Financial Assistance | 301-909-6000 
• Emergency Food Assistance | 301-909-6343
• 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)

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
301-952-6255

For non-discrimination policies based on gender, race, religion, sexual orientation, and disability:
Equity Assurance Office
14201 School Lane, Room 202 | Upper Marlboro, MD 20772
301-952-6156 | equity@pgcps.org

To report complaints of sexual harassment, sexual assault, dating violence or discrimination and Title IX non-compliance:
Paulette Walker, EEO Administrator/Title IX Coordinator
14201 School Lane, Room 202 | Upper Marlboro, MD 20772
301-952-6156 | paulette.walker@pgcps.org

Student 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;
• 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 programs.

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 groups. 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; and
• 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 and Responsibilities

Parent/Guardian Rights

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 (5-18 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 opportunities.

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 pun- ished. 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 opportuni- ties;
• 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 laws 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 problems.

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 requirements 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 days after the day PGCPS receives a request for access.
   

   In accordance with Administrative Procedure 5125 and 5134, parents or eligible students will be granted access within three (3) business days to the records they wish to inspect after students should submit to the school principal a written request has been received. The school principal will make arrangements for access and notify the parent or eligible student of the time and place where the records may be inspected.

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

   Parents or eligible students who wish to ask a PGCPS school to amend a record should submit a written request to the school principal, clearly identify the part of the record they want changed and specify why it should be changed. The building administrator or designee must provide a written decision within 10 school days. If the school decides not to amend the record, the school will provide the parent or eligible student with a written decision. The parent can elevate the request to the Area Office for review. The request to appeal must be submitted in writing to the Area Office and include the building administrator or designee’s written decision. Additional information regarding the hearing procedures will be provided to the parent or eligible student when notified of the right to a hearing.

3. The right to provide written consent before the school discloses personally identifiable information (PII) from the student’s education records, except to the extent that FERPA authorizes disclosure without consent.
   

   Please see the information under #5 below for exceptions to the prior written consent rule.

4. The right to file a complaint with the U.S. Department of Education concerning alleged failures by a PGCPS school to comply with the requirements of FERPA.
   

   The name and address of the office that administers FERPA are:
   Family Policy Compliance Office
   Student Privacy Policy Office | U.S. Department of Education
   400 Maryland Avenue, SW
   Washington, DC 20202

5. FERPA permits the disclosure of PII from students’ education records, without consent of the parent or eligible student, if the disclosure meets certain conditions found in §99.31 of the FERPA regulations, including disclosures

• To other school officials, including teachers, within PGCPS whom the school has determined to have legitimate educational interests. This includes contractors, consultants, volunteers, or other parties to whom the school has outsourced institutional services or functions. A school official has a legitimate educational interest if the official needs to review an education record in order to fulfill his or her professional responsibility
• To officials of another school district in which a student seeks or intends to enroll, or is already enrolled if the disclosure is requested for purposes of the student’s enrollment or transfer.
• To certain authorized representatives of federal or State government.
• To organizations conducting studies for, or on behalf of, the school, in order to: (a) develop, validate, or administer predictive tests; (b) administer student aid programs; or (c) improve instruction.
• To parents of an eligible student if the student is a dependent for IRS tax purposes.
• To comply with a judicial order or lawfully issued subpoena.
• To appropriate officials in connection with a health or safety emergency.
• The school has designated as “directory information” and listed under #6 below.

6. The right to “opt out” of allowing PGCPS to disclose directory information without prior written consent. PGCPS has designated the following information as directory information:

• Student’s name
• 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.

If a parent does not want PGCPS to disclose directory information from a child’s education records without prior written consent, the parent must notify the school principal/designee in writing within five (5) business days of receiving the annual notification. The parent’s opt out shall be honored for one school year. The parent must re-submit the opt-out notice upon receipt of the annual notification in subsequent school years.

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
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

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 for detailed information.

Student Service-Learning

Student Service-Learning is a learning experience for students in grades 6 -12 that combines meaningful service to the community with curriculum-based learning. Students improve their academic skills by applying what they learn in school to the real world; they then reflect on their experience to reinforce the link between their service and their learning.

Only approved activities may qualify for service-learning credit. Students must complete the student verification form to receive credit. Talk to your child’s Professional School Counselor or the school-based Service-Learning Coordinator assigned to the school.

Graduation Requirements - Graduating Class of 2021 and beyond

Graduation Requirements

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 person duly authorized by the Superintendent or principal.

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

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

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

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

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 absent 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 practitioner’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 appointment; absences due to an illness or medical appointment of the student’s child (after four days of such absences during a school year a physician’s note may be required); a parenting student is allowed a minimum of 10 days excused after the birth of a child; absences due to legal appointments related to family law;
• Court Summons;
• Hazardous weather conditions that would endanger the health or safety of the student;
• Work approved or sponsored by the school, the local school system, or the State Department of Education, accepted by the 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 guardian who is an active duty member of the uniformed services and has been called to duty for, is on leave from, or immediately returned from deployment to a combat zone. Military orders may be requested;
• Mental Health Day - Students may receive as an excused absence one (1) day of absence in each semester of each school year for a student’s mental health needs. A note from a physician to excuse a student’s absence for mental health needs is not required; and
• Other emergency or set of circumstances approved by the Superintendent or his/her designee, including but not limited to: civic engagement (limited to three days); college visits and interviews (limited to three days); 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 nurse or express milk will be excused. In addition to Home and Hospital Teaching, pregnant and parenting students may make up work in ways by retaking a semester, participating in an online course credit recovery program, and continuing at the same pace with six extra weeks to complete the semester.

Unlawful Absence/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 Possible Responses for Students Who Regularly Miss School

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

SECTION 6: Coping with Problems

School Problems

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

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

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

Students may also visit our Mental Health website at www.pgcps.org/offices/student-services/mental-health to find numbers you should call when you are in immediate crisis.

Medical and Mental Health Problems

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 Problems

For assistance with an academic problem 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 assistance from the counselor. They can help with finding a peer that can assist you.
• Discuss the academic concern with the assistant principal/principal. 

ALTERNATIVE EDUCATION OPTIONS FOR SCHOOL COMPLETION

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 property on which they are present, by virtue of being within the jurisdiction of school authorities.

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

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

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

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 acknowledgment 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.

Teachers will guide and monitor the use of AI in the classroom setting and during instruction, ensuring that it aligns with Board policies and PGCPS administrative procedures. Inappropriate use of AI in which Board policies and/or PGCPS administrative procedures, or State and federal laws and regulations have been violated, may result in disciplinary action. (Board Policy 0123, pg. 3)

Attack/Assault or Battery of an Adult

Assault is defined as attempting to cause serious physical injury to another person intentionally, knowingly, or recklessly. To demonstrate an assault, there must be (1) an intentional threat or attempt to do bodily harm, (2) the apparent ability to do bodily harm, and (3) result in the immediate placement of a person in fear of bodily harm. No bodily contact is necessary. An assault may be communicated verbally, in writing or online.

Battery is defined as unlawful physical contact with another person without their consent. The contact must be intentional, harmful or offensive.

Unintentional battery may occur when a student unintentionally strikes an adult when the adult is breaking up a fight or other disruptive activity.

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

Attack/Fighting

Intentional, harmful or offensive physical contact with another person:

Jumping/Banking – Two or more persons intentionally attack one student;

Fighting – Mutual combat where two students consent by words or actions to fight each other (one versus one)

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.

Intimidation is any communication or action directed against another student that threatens or induces a sense of fear and/or inferiority. Retaliation may be considered a form of intimidation.

What to Do If You Are Bullied, Harassed or Intimidated

• Report the behavior to any adult.
• Tell the bully to Be firm and clear.
• Complete and submit the online Bullying, Harassment, or Intimidation (BHI) form via the Bullying Reporting App at pgcps.org.

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

SECTION 8: Disciplinary Interventions & Strategies

Long-Term Suspension

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

Review of Long-Term Suspension

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

Extended Suspension

Extended suspension means the exclusion of a student’s regular program for a time period between 11 and 45 school days; which only may occur under the following circumstances:

1. The Superintendent/designee has determined that
   1. 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
   2. 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.
2. The Superintendent/designee limits the duration of the exclusion to the shortest period practicable, and
3. The school system provides the excluded student with comparable services and appropriate behavioral support services to promote successful return to the student’s regular academic program.

The principal will request the extended suspension from the Superintendent/designee. Parent/guardian will receive an investigative report from the Pupil Personnel Worker prior to the Superintendent/designee’s conference. A Pupil Personnel Worker or Superintendent’s designee will meet with the student, parent/guardian and requesting school within ten days of the student’s removal from school. After the conference, notice of the decision must be in writing and must inform the parent/guardian of the charges and policy or policies violated. Appropriate and available behavioral support services will be offered. If the principal’s request for an extended suspension is not granted, the student will be returned to school and the principal or his/her designee will contact the parent/guardian to schedule an intake conference.

Appeal of Extended Suspension

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

Expulsion

An expulsion from school denies students the right to attend their regular school program for 45 days or longer. The exclusion may occur only under the following circumstances:

1. The Superintendent or designated representative has determined that the student’s return to school prior to the completion of the expulsion period would pose an imminent threat of serious harm to other students or staff.
2. The Superintendent or designated representative limits the duration of the exclusion to the shortest period practicable.
3. The school system provides the excluded student with comparable services and appropriate behavioral support services to
   promote successful return to the student’s regular academic program.

The principal will request an expulsion from the Superintendent or designee. Parent/guardian will receive an investigative report from the Pupil Personnel Worker prior to the Superintendent/designee’s conference. Appropriate and available behavioral support services may be offered. A due process hearing will be held within 10 school days. If expelled, the student may be placed in an alternative program. If not placed in an alternative program, missed classwork and assignments will be provided via the School Liaison.

Appeal of Expulsion

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

Readmission After Expulsion

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

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 schools hours. In addition, this procedure applies while a student is located on or off school property during field trips, school sponsored events, athletic functions, while being transported on PGCPS vehicles and during any other school related extracurricular activity.

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

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 Professional School Counselor or Mental Health Clinician

Response Level 2

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

Interventions

• Change in schedule or class
• Reprimand by appropriate administrator
• Parent/guardian notification
• Mentoring Program
• Revision to IEP/504 plan (for students with disabilities)
• Loss of privileges
• In-school suspension
• Detention
• Referral to Pupil Personnel Worker
• Restitution
• Conflict resolution and community conferencing
• Assignment of work projects
• Referral to Professional School Counselor or Mental Health Clinician
• Referral to community organizations
• Referral to School Psychologist
• Referral to School Instructional Team (SIT)
• Referral to IEP/504 team (students with disabilities)
• Functional Behavioral Assessment (FBA)/Behavioral Intervention Plan
• Restorative approaches (restorative conversation/chat)
• 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
• Referral to IEP/504 team (students with disabilities)
• Referral to Professional School Counselor or Mental Health Clinician
• Revision to IEP/504 plan (students with disabilities) as needed
• Referral to Office of Student Engagement and School Support
• Referral to Pupil Personnel Worker
• Referral to School Instructional Team (SIT)
• Referral to community organizations
• Referral to Student Support Team (SST)
• Develop/Revise Functional Behavioral Assessment
• Assessment/Behavioral Intervention Plan
• Referral to School Psychologist
• Beautification Project
• In-school suspension
• Short-term suspension (1-3 days)
• Restorative approaches (restorative conversations/chats, restorative circle)
• Professional school counselor, mental health clinician or school psychologist completes a Suspension Re-Entry Check-In

Response Level 4

Long-Term Suspension (4-10 days) - Appropriate for behavior that significantly disrupts the educational environment in the school, on the bus or at school activities and affects the safety of others. These responses focus on the safety of the school com- munity and ending self-destructive and serious behaviors. In addition to Response Level 1-3 Interventions:

Interventions

• Notify parent/guardian
• Referral to Professional School Counselor or Mental Health Clinician
• 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 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 days because of the severity of the behavior. A student may be removed and/or referred to a Disciplinary Alternative Program or transferred to another Prince George’s County public school for behavior that seriously disrupts the educational environment in the school, the bus or at a school activity that affects the safety of others.

Interventions

• Referral to Professional School Counselor or Mental Health Clinician
• Behavioral Intervention Plan
• Referral to community organizations
• Community Conferencing
• Referral to Office of Student Engagement and School Support
• Referral to IEP/504 team (students with disabilities) for manifestation determination
• Alternative educational placement
• Behavioral Threat Assessment
• Extended suspension (between 11 and 45 days)
• Expulsion (45 days or longer; to be considered in most extreme cases)

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
• Meeting with mental health professional
• Notify parent/guardian
• Parent shadowing
• Positive Behavior and Supports (PBIS)
• 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 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

If a parent disputes the issuance of a short-term suspension, the parent shall contact the Pupil Personnel Worker within five days of the student’s first day of suspension. The Pupil Personnel Worker shall meet with the principal to review the circumstances of the suspension and, if appropriate, meet with the principal and parent together to resolve the request for a review.

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 disputes the issuance of a long-term suspension, the parent shall contact the Pupil Personnel Worker within five days of the student’s first day of suspension. The Pupil Personnel Worker shall meet with the principal to review the circumstances of the suspension and, if appropriate, meet with the principal and parent.

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:

1. 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
2. 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:

1. The student has violated a Level 5 infraction in the Student Code of Conduct; and
2. 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 supportingive evidence, must be sent to the Board of Education, Attn: Board Appeals at Prince George’s County Public Schools, 14201 School Lane, Upper Marlboro, MD 20772 or via email at board.appeals@pgcps.org.

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.

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

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.

CBD

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

Due Process

Due process in the context of school suspensions refers to the legal rights and procedural safeguards afforded to students to ensure fair treatment before they are suspended from school. Due process ensures that students subject to suspension receive notice, have the opportunity to be heard before an impartial decision-maker, have the right to appeal; and are not unjustly deprived of their right to an education.

Edibles

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

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

Free Appropriate Public Education (FAPE)

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

Imminent Threat of Harm

Imminent threat of serious harm is defined as “likely and immediate danger of significant physical injury.”

Indecent Exposure

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

Loitering

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

Restitution

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

• 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
• 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

School Liaison

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

Serious Bodily Injury

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

THC

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

Threat

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

Truancy

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

Vaping

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