Dear Students, Parents and Guardians,
Prince George’s County Public Schools serves over 124,000 students. The school system offers broad and varied academic programs to ensure every student excels under the guidance of talented, caring and committed staff members. From preschoolers learning the alphabet to high school seniors taking Advanced Placement courses and awaiting college acceptance, and for every grade in between, Prince George’s County Public Schools is committed to serving the academic needs of each and every student. We are equally committed to preparing our students to be college and/or career ready upon graduation.
Students, make a decision to give 100% in class every day and be guided by respect, responsibility, reliability, honesty and integrity. These principles are the foundation for students’ success in Prince George’s County Public Schools.As your child’s first teacher and our partner in education, we encourage parents and guardians to continue an active role in their child’s academics by visiting the school on a regular basis, supporting our teachers’ educational process, participating with the Parent-Teacher Association (PTA) and volunteering in a classroom or within the school. Your consistent support and active involvement increases your child’s academic experience and allows you to celebrate each and every success your child achieves in Prince George’s County Public Schools.To ensure students continue to learn in a safe and supportive environment, we have developed the Student Rights and Responsibilities Handbook. This handbook is designed to outline the expectations for students and parents/ guardians, as well as the procedures to teach students decision-making and problem-solving skills, along with consistently applying rules, expectations and discipline in our schools.Please review the contents of this handbook with your child and make sure they are aware of the opportunities and their rights and responsibilities as a member of the Prince George’s County Public Schools’ community.With the support of students, parents and guardians – along with the continued dedication of teachers and staff – PGCPS will continue to soar and reach great heights for student success.
Together we will have a great year!
Kevin M. Maxwell, Ph.D. Chief Executive OfficerPrince George’s County Public Schools
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Under the esteemed leadership of the Board of Education, PGCPS is committed to graduating all students to be college and/or career ready. This is achieved through fostering positive, nurturing and engaging learning environments.We aim to equip our students with the knowledge, skills and resources to compete on a global level. We are also committed to maintaining a safe school environment for students and teachers.
Good discipline is essential to academic success; however, good discipline is not something that just happens. Discipline – like mathematics and reading – must be taught. We believe that it is possible to maintain disciplined, productive learning environments without excluding students from school except in the most severe instances. Four words provide the recipe for discipline in PGCPS: Prevention, Intervention and Progressive Discipline. Utilizing a common sense, age-appropriate,5-level discipline approach, school environments will thrive. As discipline improves, academic performance improves.This handbook provides a framework for academic standards and positive student behavior. The contents promote positive, supportive and inclusive learning environments that maximize students’ academic achievement and minimize students’ behavior issues. It explains the expectations, rights and responsibilitiesof all members of the school community. The handbook creates a structure where students, parents and teachers forge education partnerships and relationships critical to students’ success.
This handbook and its contents are in effect during regularly scheduled schoolhours, as well as at other times and places, including school sponsored events, field trips and athletic functions where school administrators have authority over students or the behavior has a direct effect on the order of the school.
The College and Career Ready Program oversees all the programs and student opportunities for students that support their readiness for successful entry into a college and/or a career. This web page at www1.pgcps.org/collegecareer is designed to help students and parents (and staff as well) navigate through the wealth of in- formation about getting prepared for college. It includes information on our district programs and opportunities for students as well as the regional and national infor- mation sites that will give all our students what they need to know to be successful!Content includes:
PGCPS is committed to preparing students for college and the world of work. The scholarship link on the student section at pgcps.org provides a database of regional, state and national scholarships from a variety of public and private sources. Dead- lines and application requirements are included for each scholarship. Information regarding internships, career and summer opportunities is also available.
PGCPS respects the rights of all individuals to be treated equally and fairly to ensure that no individual is discriminated against based on race, color, sex, age, national origin, religion, sexual orientation, or disability in the areas of freedom of expression, procedural and due process, personal rights and access to school programs. If you have questions about non-discrimination policies, please use the following contact information:Non-discrimination policies for students with disabilities under Section 504:Natasha Jones, Section 504 Coordinator7711 Livingston RoadOxon Hill, MD 20745301-952-6255
For non-discrimination policies based on gender, race, religion, sexual orientation, and disability: Amana Simmons, Esq., EEO Advisor14201 School Lane, Room 210Upper Marlboro, MD 20772240-573-7049
The Family Educational Rights and Privacy Act (FERPA) provides parents and students who are 18 years of age or older (“eligible students”) certain rights with respect tothe student’s education records. These rights are:
Effective with the Graduating Classes of 2009 through 2017 (entering freshman in Fall 2013), the graduation requirements to earn a Maryland High School diploma are:
Specific Credit Requirements
√ 1 in
Algebra 1 or
Algebra 1 Common Core
√ 1 in Geometry or Geometry Common Core
√ 1 additional mathematics
√ 1 in Biology
√ 2 additional credits that must include laboratory experience in any or all
of the following areas: earth science, life science, physical science
√ 1 in U.S. History
√ 1 in Local, State, and National Government
√ 1 in World History
.50 credit √ Your
.50 credit √ Health Issues
√ Foundations of Technology
2 credits of either World
Language or American Sign Language (both
credits must be in the
same language per local
3 credits in electives
2 credits of Advanced Technology Education and 3 credits in electives
Complete (4–9 credits) a Maryland State
Department of Education (MSDE)-Approved sequence of courses
and any remaining credits in electives
Credits: Twenty-one (21) credits are required. Per COMAR 13A.03.02.01C, PGCPS has notified the Maryland State
Department of Education (MSDE)
that four (4) credits must be earned
after completion of Grade 11.
Enrollment: The student
shall satisfactorily complete four years of approved study
beyond the 8th grade unless
on an approved option.
Student Service-Learning: The student shall
complete a locally-developed, state-approved program that includes service learning
infusion in designated courses, preparation, reflection and a specified number
of hours of independent service..
**Completer refers to a
specified sequence of courses required for completing graduation
Effective with the Graduating Class of 2018 (entering freshman in Fall 2014), graduation requirements to earn a Maryland High School diploma are as follows:
√ 1 in Algebra 1 Common Core
√ 1 in Geometry Common Core
√ 1 in Algebra 2 Common Core
√ 2 additional credits that must include laboratory experience in any or all of the following areas: earth science, life science, physical science
School Year 2014-2015 - Grade 9
School Year 2015-2016 - Grade 10
School Year 2016-2017 - Grade 11
*College and Career Ready Determination
School Year 2017-2018 - Grade 12
.50 credit √ Your Personal
Completer** and Electives
2 credits of either World
Language or American Sign Language (both
credits must be in the
same language per local
2 credits in electives
2 credits of Advanced Technology Education and 2 credits in electives
Student Service-Learning: The student shall
complete a locally-developed, state-approved program that includes service learning
infusion in designated courses, preparation, reflection and a specified number
of hours of independent service.
**Completer refers to a
specified sequence of courses required for completing graduation requirements
2014-2015: Grade 9 - PARCC English 9; PARCC Algebra 1; HSA Biology; HSA Government2015-2016: Grade 10 - PARCC English 10; PARCC Algebra 1, Geometry, or Algebra 2; HSA Biology; HSA Government2016-2017: Grade 11 - PARCC English 11*; PARCC Algebra 1, Geometry, or Algebra 2; HSA Biology; HSA Government. *College and Career Ready Determination2017-2018: Grade 12 PARCC Algebra 1, Geometry, or Algebra 2, HSA Government, Transition courses if student is not college and career ready
Absence from school, including absence for any portion of the day, shall be considered lawful only for the following reasons:
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. Truancy is defined as unlawfully absent for 8 days or more in a quarter, 15 days in a semester, or 20 days in a school year.
If you have a problem related to discipline, security, personal safety or vandalism, you should talk to:
For assistance with an academic problem or grade, you should:
No student should be subjected to physical, sexual, or mental abuse. We do know, though, that abuse can happen to any child regardless of race, socioconomic status, religion, or culture.If a student feels he or she is being abused, the student should contact the counselor or the school administrator. If a parent feels his/her child is being abused, the parent should contact the school’s counselor or the school administrator.If you have reasonable suspicion of child abuse or neglect, you must contact your lo- cal Department of Social Services or the Police Department. Prince George’s Depart- ment of Social Services may be reached at their Hot Line 301-909-2450 or during the evenings and weekends at 301-699-8605.
There are a variety of PGCPS programs to assist students who may need an alternative education option to overcome the challenges to learn, achieve at high academic levels and ultimately graduate. There are alternative programs for students in grades 6-12 and alternative schools for recovery credit opportunities in grades 9-12. Programs include:
Bullying, harassment and intimidation are anti-social behaviors that are characterized by an intent to cause harm and an imbalance of power. Bullying, harassment and intimidation is intentional behavior that includes verbal, physical, written or intentional electronic communication that creates a hostile educational environment by substantially interfering with a student’s educational benefits, opportunities, or performance, or with a student’s physical or psychological well-being. Bullying, harassment or intimidation may be motivated by an actual or a perceived personal characteristic including race, national origin, marital status, sex, sexual orientation, gender identity, religion, ancestry, physical attributes, socio-economic status, familial status, or physical or mental ability or disability or is threatening or seriously intimidating; and, occurs on school property, at a school activity or event, or on a school bus; or, substantially disrupts the orderly operation of a school. Bullying, harassment or intimidation may be repeated or have the potential to be repeated. Bullying, harassment or intimidation includes discrimination.
Anyone can report allegations of bullying, harassment and intimidation. Students, parents, teachers, school administration, other staff, school volunteers or the community-at-large may report these behaviors.
Reports of bullying, harassment or intimidation may be made directly to a teacher, counselor or administrator. Reporting is not tattling or snitching. Reporting is providing information to an adult to address behavior that must be stopped. All reports should be documented in writing on the Bullying, Harassment or Intimidation Reporting Form. The form is available in schools, in this handbook and on the PGCPS website. The electronic form allows anyone to report directly to the school administrator or designee in a confidential format.
Once the report is submitted to the school, the administration or the administrative designee will promptly and appropriately conduct an investigation. Findings of the investigation will be documented on the Bullying, Harassments or Intimidation Incident School Investigation Form. The school will notify parents of the victim and the offender of the outcome of the investigation once the investigation has been completed. The notification must respect the confidentiality of the victim and the offender. Therefore, specific information related to disciplinary consequences will not be provided (Administrative Procedure 5143 Bullying, Harassment or Intimidation). If bullying, harassment or intimidation is substantiated, the school team should develop a plan of support.
Any conduct that violates the policy on discrimination or harassment committed by any student of either sex against students is inappropriate behavior. Conduct that is of a sexual nature is the most commonly reported form of sexual harassment. This conduct may include overt sexual solicitation, inappropriate touching, sexual jokes and inquiries about a person’s sex life. This includes unwanted sexual advances, requests for sexual favors, and other verbal or physical contact of a sexual nature. Sexual harassment also includes acts that are not overtly sexual, but rather are directed at individuals based on their gender, such as profanity or rude behavior that is gender-specific.These issues must be brought to the attention of school administration. Unresolved concerns may be elevated to the Executive Director of Student Services. Remember, all types of bullying, harassment or intimidation are reported on the reporting form.
The Level of Responses and Interventions chart below is used to correct inappropriate behavior and actions of PGCPS students. If interventions are successful, a referral to the school administrator may not be necessary. These interventions aim to teach, correct and replace behaviors so students can learn and demonstrate safe and respectful behaviors. Staff members are encouraged to implement a variety of teaching and classroom management strategies.Staff members are encouraged to implement various levels of responses and interventions with students at all times during regularly scheduled schools hours. In addition, this procedure applies while a student is located on or off school property during fields trips, school sponsored events, athletic functions, while being transported on PGCPS vehicles and during any other school related extracurricular activity.Administrators are encouraged to use the lowest Level of Response to address inappropriate behavior. Serious behaviors that are deemed harmful to the safe and orderly environment of the school will be addressed at the highest level.
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.
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.
If a student disrupts the school environment and/or school related activities, a short-term suspension of 1-3 days may be given by the principal to a student committing theviolation because of the severity of the behavior. The duration of the short-term removal is to be limited as much as practicable while adequately addressing the behavior through the use of interventions and responses.
Long-Term Suspension (4-10 days) and Extended Suspension (11-45 days) and/or referral to aDisciplinary Alternative Program – 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.
These responses involve the removal of a student from the school environment for 45 daysor longer because of the severity of the behavior. A student may be expelled and/or referred to a Disciplinary Alternative Program for behavior that seriously disrupts the educational environment in the school, on the bus or at a school activity that affects the safety of others.
The chart will identify common areas of behavior that result in a Level of Response by PGCPS.
AG: All GradesPK-5: Prekindergarten - Fifth Grades6-12: Sixth through Twelfth Grades
1 | 2 | 3 | 4 | 5
HD: Health DepartmentSE: SecuritySA: Safe & Drug-Free SchoolsPG: Police DepartmentDSS: Department of Social ServicesDSESS: Department of StudentEngagement and School Support
1 | 2
2 | 3 | 4 | 5
SE | SA | HD
selling to students
4 | 5
2 | 3
3 | 4 | 5
on another student
3 | 4
bodily injury to another student
on an adult, unintentional
with school personnel
on an adult, physically
attacking an adult including striking
who is intervening in a fight or other disruptive activity
on an adult causing serious bodily
harassment (e.g., unwanted conduct that
violates a person’s
dignity or creates
an intimidating, hostile, degrading, humiliating or
bullying – Using information
2 | 3
(e.g., email, mobile
devices, text messages, instant
personal polling sites or
combination of these) to
support deliberate repeated
an individual or group with the intention
psychologically intimidating others
bullying/harassment (e.g., persistent or long-term harassment)
Hazing – An act
that subjects to potential
harm and is affiliated
initiation into a student organization
or team. Hazing may involve
act committed against a
student or a situation in which a student
coerced into committing
Talking out in class or talking out of turn; throwing
1 | 2
picking on, bothering or teasing other students; inappropriate or
unauthorized use of PEDs; and other behavior that
student learning; directly instigating or prompting others to cause a disruption
valued below $500
valued above $500
Making inappropriate gestures, symbols or comments, or using profane or offensivelanguage
1-3 DAYS MAXIMUM
aggression with another student (e.g., shoving
aggression with another student that
results in minor injuries
in serious bodily injury
requiring the use of money or exchangeable
fight causing material disruption to the
Group fight resulting
in serious bodily injury
unauthorized or inappropriate use of technology related
2 | 3 | 4
use or distribution of explosives (does
not include small
POSSESSION OR USE OF
weapons: possessing an implement that
is likely to cause
bodily harm, without intent to
2 | 3
| 4 | 5
Use or attempt
to use weapon
SE | PG
guns: possessing a look-alike gun (e.g., water guns,
an unloaded/inoperable non-firearm gun
(e.g., pellet guns, BB guns)
an unloaded/operable non-firearm gun
firearms (e.g., hand guns)
harassment (e.g., unwelcome sexual
sexual favors; other inappropriate
verbal, written or physical
conduct of a sexual nature)
activity or sexual misconduct
(e.g., indecent exposure,
in sexual activity, soliciting and sexting)
engaging in a physical sexual
attack on another
SE | PG | DSS
a threat (without a weapon)
to get a person to turn over his property
Using a threat
(with a weapon) to get a person to turn over his property
Theft $500 or more
Written or verbal
threat to a student
1 | 2 | 3
Written or verbal
threat to an adult
Leaving class or area
without school permission; unauthorized
or excessive tardiness
to class or school
When the school seeks to suspend students with disabilities for more than ten cumulative or consecutive days, the Individualized Education Program (IEP)/504 team must meet within ten days of the student’s removal from school. The purpose of this meeting is to determine whether or not the student’s behavior was a manifestation of the student’s disability. (Procedural Safeguards/Parental Rights)
Regardless of whether the conduct is a manifestation of the disability, if the incident for which the student with an IEP is being disciplined involves a dangerous weapon, a controlled dangerous substance or serious bodily injury, the school system can unilaterally place a student in an alternative education setting for up to 45 school days.
Educational Services for Students With IEPs
Schools are required to provide students with IEPs a free, appropriate, public education (FAPE). While suspended, students must continue to receive educational services so as to enable them to continue to participate in the general education curriculum and progress toward meeting the goals set out for them in the IEP. The educational services should be documented on the Manifestation Determination Worksheet and explained to the parent/guardian.
For short-term and long-term suspensions, work will be provided. For extended suspensions and expulsions, if the student is not placed in an alternative educational program the School Liaison will ensure on a weekly basis that daily classwork and assignments are provided, graded, recorded and returned to the student. The school liaison will communicate with the student and parent/guardian on a regular basis.
Principals may allow a student to take tests and examinations missed while on suspension. A student temporarily returning to school or another location solely to take tests or examinations must be accompanied by his/her parent/guardian.
Although the conference is held to resolve the status of the suspension of the student, it is not a legal proceeding or hearing. The conference allows an opportunity to exchange views regarding a student’s well being, and at times may include discussion of confidential information pertinent only to the parties immediately affected by the information. While the overall record of a student should be considered, the determination of whether a student has committed the misconduct of which he/she is charged must be based solely on information that relates to the specific incident. At all levels, the student and parent/ guardian have the right to be represented by legal counsel, provided the parent/guardian gives his/her verbal consent for such representation, or if absent, gives written consent for representation. If thestudent and parent/guardian are to be represented by legal counsel, prior notification of this fact shall be given to the Chief Executive Officer or his/her designated representative.
Suspended students are not eligible to participate in any school functions or be on any Board of Education property for the entire period of their suspensions, except for attendance at previously scheduled appointments, and, if the student is a minor, only with the parent/guardian. This prohibition includes attendance at athletic events and other school-related activities.
Students who have been expelled from school are not eligible to participate in any school functions or be on any Board of Education property for the duration of their expulsions, except for attendance at previously scheduled appointments, and, if the student is a minor, only with the parent/guardian. This prohibition includes attendance at athletic events and other school-related activities.
A student who enrolls or attempts to enroll in Prince George’s County Public Schools who has been expelled from or placed on an extended suspension from another school system, or has been expelled from an alternative middle or high school, may be denied attendance for a length of time equal to the time the student has been so expelled or on extended suspension.
If a student damages, destroys or substantially decreases the value of school property or any personal possessions on school property while committing an offense of this Code or any other law or regulation, the principal may require the student or parent/guardian to make restitution. The following is applicable in all cases except those which have been referred to the Department of Juvenile Services.
The principal, assistant principal, or school security staff may search a student. Additionally, a principal may designate, in writing, a teacher who may conduct searches while students are on a school-sponsored trip if he/she has a reasonable belief that a student has possession of an item, the possession of which is a criminal offense or a violation of other state law or PGCPS rules or regulations.Authorized personnel conducting a search of the student’s person, possession, locker or assigned personal space will make a reasonable effort to inform the student prior to the search. Illegal items that are seized will be turned over to law enforcement personnel. All other items will be returned to the student or parent/guardian within a reasonable period of time.
Notice of a reportable offense, as defined in COMAR 13A.08.01.17, may not be the only basis for the suspension, reassignment, or expulsion of a student from school. If needed, the school system will make an appropriate educational program for every student who has been arrested by a law enforcement agency for a reportable offense. School administrators with parent/guardian input will determine whether a student’s presence in the home school creates a safety and/or security risk and develop the appropriate educational program. Appropriate educational programming and related services will be provided to an identified student with disabilities in accordance with the Individuals with Disabilities Education Act (IDEA) and corresponding state law.
Discipline should be both corrective and instructive and designed to foster growth and understanding in the student. Appropriate responses to misbehavior are determined by the age and maturity of the student.
While there are instances in which formal disciplinary measures must be used, teachers and administrators are encouraged to develop and utilize a variety of informal disciplinary and guidance strategies to maintain effective learning conditions. These strategies may include but are not limited to:
Revoking a student’s right to participate in extracurricular activities, including sports and clubs.
An approach to correcting inappropriate or disruptive student behavior through a plan designed by school staff to offer positive behavioral interventions, strategies and supports. This plan is appropriate for students with and without disabilities.
The principal or his/her designee may place any student who has been involved in an act of Level I, II, or III misconduct on behavioral probation in addition to, or instead of, suspension. School personnel must, however, perform an investigation of the situation; provide formal notice to the student and parent/ guardian, and an opportunity for a parent/guardian conference. Behavioral probation should be for a definite period during which critical examination and evaluation of the student’s progress is to take place.
Students participate in a school-based activity that requires the student to spend time on a beautification project in the school or on school grounds.
Allows students, school staff and others involved in a conflict to discuss the conflict and to propose solutions.
Allows students to participate in activities to serve and benefit the community. Examples include working at a soup kitchen, cleaning up public spaces, helping at a health facility, etc.
Involves students, parents, guardians, teachers, school staff and principals in discussion about student misbehavior and potential solutions that address social, academic and personal issues related to the behavior.
Empowers students to take responsibility for peacefully resolving conflicts.
The principal, or teacher upon approval by the principal, may establish a Detention Hall. The Detention Hall shall meet daily, or as needed, before or after regular school hours, with the time for each session determined by the administrator. The Detention Hall shall serve as an alternative to a suspension for students who have been involved in persistent minor Level I or Level II disciplinary infractions. The Detention Hall may be organized to serve the needs of each individual school.
Unauthorized use/possession of legal drugs; being under the influence of illegal drugs; using/possessing illegal drugs; distributing/selling legal or illegal drugs.
Involves gathering information about students’ inappropriate or disruptive behavior and determining approaches that school staff should take to correct or manage student behavior. This information is used to develop a Behavioral Intervention Plan for the student.
A group of individuals who are responsible for identifying and evaluating students with disabilities; developing, reviewing and revising IEP’s for students with disabilities, as well as developing, reviewing and revising Functional Behavior Assessments and Behavioral Intervention Plans; and determining the placement of students with disabilities in a least restrictive environment.
In-school suspension is when the administrator determines that a student’s conduct warrants removal from class but not the school building. Removing the student within the school building from the student’s educational program for up to but not more than 10 days in a school year for disciplinary reasons by the school principal. The school principal will provide the parent with a written notification of the in-school suspension.
Requires school staff to inform parents/guardians of their child’s behavior and seek their assistance in correcting inappropriate or disruptive behavior. Outreach made in writing or by telephone is intended to make parents aware of the student’s behavior,task completion and achievement, and can include a request for parents to accompany students to school for a portion of the day or all day.
Involves parent/guardian participating in a shadowing experience by accompanying their child to class(es) for a specified period of time.
Reporting a student to law enforcement or to the juvenile justice system. Schools must only refer a student to law enforcement when the immediate safety of the student and/or other school community members is threatened. This generally occurs in only the most serious and extreme acts of criminal activity. Parents/guardians must be immediately contacted.
A program that uses data to enhance the capacity of schools to educate all students by developing research-based, school-wide and classroom discipline systems.
Conflict resolution techniques in which students help other students deal with and develop solutions to conflicts.
Occurs for behavior related to alcohol, tobacco and/or substance abuse.
Referral to counselor, pupil personnel worker, health care provider or social worker. Sessions can be individual, can include family members or can be done in groups.
Students are assigned a writing activity to reflect on the behavior that disrupted the learning environment.The assignment requires the student to address the incident and identify ways to handle a like situation in the future.
A multi-tier approach to the early identification and support of students with learning and behavior needs
Interventions and responses designed to identify and address the harm caused by an incident. A plan will be developed to heal and correct the situation with the student who caused the harm.
Requires students to attend school for a specified period on Saturday to complete academic assignments and/or participate in a school-based beautification project.
Requires a change in all or part of a student’s schedule. School-based administrators will recommend options to meet the needs of individual students.
A multidisciplinary team responsible for identifying,evaluating and monitoring the provision of Section 504 accommodations, modifications and services to students with disabilities. This 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.
Usually consists of the school principal, nurse, pupil personnel worker, psychologist, teachers, and external agency representatives who help develop prevention and intervention techniques and may recommend classroom instructional strategies or additional instructional supports to assist the child. The team will meet on a regular basis to monitor the child’s progress and make additional recommendations for interventions, if needed.
Referring students to a “court” of peer jurors for resolution.
Removing a student within the school building from his or her regular education program.
A short-term suspension denies a student the right to attend school and to take part in any school function for a period of 1-3 days.
A review of a short-term suspension shall not serve to delay the suspension. A request for a review of a short-term suspension is accepted as evidence that the parent/guardian wishes further consideration of the results of the conference conducted by the principal or his/her designee and/or the circumstances of the student’s conduct and suspension. If a parent wishes a formal review of the suspension, the parent is to contact the Pupil Personnel Worker to request the review. The Pupil Personnel Worker shall meet with the principal to review the circumstances of the suspension and, if appropriate, meet with the principal and parent together to resolve the request for a review.
A long-term suspension denies a student the right to attend school and to take part in any school function for 4-10 days.
A review of a long-term suspension shall not serveto 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.
An extended suspension means the removal of a student from a student’s regular program for a time period over 10 days but not longer than 45 days fora violation for which the student has engaged in 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.The extended suspension can only occur if: a. The Chief Executive Officer or designated representative has determined that the student’s return to school prior to the completion of the suspension period would pose an imminent threat of serious harm to other students and staff. b. The Chief Executive Officer or designated representative limits the duration of the exclusion to the greatest extent practicable. The principal will request the extended suspension from the Chief Executive Officer/designee. A Pupil Personnel Worker (PPW) or CEO designee will meet with the student, parent/guardian, and requesting school within ten days of the student’s removal from school. After the conference, the PPW will report his/her findings. If granted, notice of this decision must be in writing and must inform the parent/guardian of the charges and policy or policies violated. Appropriate and available behavioral support services may be offered. If the principal’s request for extended suspension is not granted, the student will be returned to school and the principal or his/her designee will contact the parent/guardian to schedule and intake conference.
A student who is suspended for more than ten school days may appeal the decision to the Board of Education within ten days after determination. After receipt of the written request for appeal, the Board will conduct a hearing. The parties may bring counsel and witnesses to the hearing. The appeal to the Board does not stay the decision of the Chief Executive Officer or designee. The Board will render its decision in writing within 45 days of the request for appeal.
An expulsion from school denies students the right to attend their regular school program for 45 days or longer. The exclusion may occur only under the following circumstances:a. The Chief Executive Officer 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.b. The Chief Executive Officer or designated representative limits the duration of the exclusion to the greatest period practicable.The principal will request an expulsion from the Chief Executive Officer/designee. Appropriate and available behavioral support services may be offered. A due process hearing will be held within 10 school days. If expelled, the student may be placed in an alternative program. If not placed in an alternative program, missed classwork and assignments will be provided via the School Liaison.
A student who is expelled may appeal the decision of the Chief Executive Officer or designee in writing to the Board of Education within ten days after the determination.
To be readmitted to a regular school program after serving an expulsion, the student or the parent/guardian, acting for the student, may apply to the Expulsion Review Board. If the student has not violated any of the criminal laws of the State of Maryland or any other jurisdiction during the period of expulsion, the Chief Executive Officer may readmit the student.
Riding the school bus is an integral part of the school day for many students, and directives in this Code apply fully to students when they ride the bus. Riding the bus is a privilege. This privilege may be temporarily denied or permanently revoked if misconduct jeopardizes the safe operation of the school bus or the safety of students riding the bus. School suspension is a possible option. Students are expected to observe the following rules for safety and courtesy on the bus
Parents are responsible for the supervision and safety of students from home until they board the bus, as well as from the bus stop to home.
System-Wide Dress CodeStudents attending Prince George’s County Public Schools should dress appropriately and in a way that is consistent with learning being a priority.Head DressHead dress can be worn indoors for religious or health reasons only.Shirts and BlousesShirts and blouses should be continuous from neckline to waist. The mid-section should never be visible. Tank tops and muscle shirts are not allowed.Clothing with vulgar language, obscene pictures, weapons, drugs/alcohol or drug paraphernalia and tobacco products are not allowed. Identifiable gang/crew clothing or paraphernalia are not allowed. Sheer clothing is not allowed.Skirts, Dresses and Shorts Skirts, dresses, and shorts are no shorter than students’ fingertips when arms are hanging straight down at their sides.PantsPants should be worn and secured at the waist. Pants should not be worn below the waist exposing undergarments.Tights, stretch pants, leggings and spandex body suits must be worn with clothing long enough to cover the buttocks.ShoesShoes must be worn.Portable Electronic Devices (PEDs) PGCPS values the use of technology as an important tool to enhance the educational environment and encourage student innovation. Students are allowed to possess a portable electronic device (PED) while on school property, school buses, and during field trips and other school sponsored events. However, it is a violation of the PGCPS Code of Student Conduct to use such devices in a manner that will disrupt the school environment or impact the safe operation of the school bus.If permitted by school administrators, students may use PEDs during the school day for instructional purposes, and at other times approved by the principal/designee. When students do not have permission to use PEDs, the devices must be turned off and be stored in the student’s pocket, backpack, purse, locker or vehicle. If a student uses the PED without permission, or refuses to comply with a reasonable request by authorized school personnel, including school bus drivers, to turn off or store PEDs, the student will be referred to the school principal for an appropriate response. In limited, emergency circumstances, principals may confiscate PEDs until the student’s parent/guardian comes to the school to retrieve it.Guidelines for the acceptable use of PEDs are continued in Administrative Procedure 5132.Use of TechnologyThe increasing availability of technology creates both opportunities and risks for students. Since the potential for harm from the misuse of technology is significant, PGCPS has established guidelines by which students can use technology in a legal, safe, productive and ethical manner.Google Apps for Education is a free service to PGCPS students that includes the use of email, calendars, documents and sites through the convenience of a web browser. Students can communicate with teachers and peers, use easy to manage to-do-lists, access a calendar to keep dates organized, participate in online discussion boards and access online spreadsheets, documents and presentations. For safety and security reasons, students’ communication is limited to other PGCPS students and staff only.All use of technology under these guidelines is to be for legitimate educational purposes under the guidance or direction of school system staff. Administrative Procedure 0700, Information Technology Services Acceptable Usage Guidelines, defines technology as including “computers, scanners, digital cameras, video projectors, video cameras, cellphones, Nextel devices, PDA devices, and wireless e-mail devices” and outlines the acceptable use of such technology by students.The following conduct is prohibited while using the school system network, accessing the school system network from outside of the firewall, or while involved in situations under which this Code has jurisdiction. Students shall not:
Consequences for misuse may include, but are not limited to, suspension of equipment access, confiscation of the technological device, disciplinary action commensurate with the level of misconduct and/or legal action as appropriate. Complete guidelines for the acceptable use of technology are contained in Administrative Procedure0700.Social MediaThe school system does not govern the personal use of technology outside of school. In instances where the use of devices create a threat to students, staff or administration within the school environment and impedes opportunities for learning, or impacts the safe operation of the school bus, the school will apply disciplinary action in accordance with the Student Rights and Responsibilities Handbook.Social Media misuse includes internet/ computer and the misuse of other electronic devices that may have the impact of substantially disrupting the educational environment. Social media is inclusive of, but not limited to, web-based and mobile technologies, social networking sites, blogs, instant messaging, twitter, social blogs and video based sites such as YouTube. The most common misuse of social media is harassment via cyber bullying. When cyber bullying takes the form of harassment of protected classes, it may be prosecuted as a violation of a person’s civil rights.Tips: Should
Tips: Should Not
Violations in the Student Rights and Responsibilities Handbook, Board Policies, and school rules while using social media websites may result in a disciplinary response. Complete guidelines for the acceptable use of technology are contained in Administrative Procedure 0700.Alcohol and Other Drugs Unlawful possession, use and/or distribution of any Alcohol, Marijuana, Prescription Drugs, Controlled Dangerous Substances, Imitation Controlled Substances, Synthetic Intoxicants, Inhalants, Other Intoxicants, Controlled or Drug Paraphernalia on school property, including Board of Education owned vehicles or while in attendance at any Board of Education sponsored and supervised activity, are prohibited under this Code.Students who possess, use or distribute substances represented as or intended to be used as alcohol or a controlled dangerous substance will be treated by the rules and regulations of these procedures as if they were possessing, using or distributing alcohol or a controlled dangerous substance even though the substance itself may ultimately be determined not to be alcohol or a controlled dangerous substance.
Student Possessors with Intent to DistributeA student in possession of a quantity of alcohol, controlled dangerous substances or other substances listed above in an amount which the principal could reasonably infer was intended to be available for distribution shall be charged with Possession with Intent to Distribute and be subject to the disciplinary guidelines outlined for student distributors.Student DistributorsIf the student has been found to have committed a distribution offense under the provisions of this section, the student shall be expelled, not withstanding any mitigating circumstances. The Chief Executive Officer may rescind the expulsion after the period of expulsion if the student provides documentation of satisfactory participation in an appropriate accredited alcohol/drug treatment program.Possession or Use of Alcohol or Other DrugsFirst OffenseAny student that is found to have committed a first offense for use or possession of alcohol, controlled dangerous substance, drug paraphernalia and/or other substance will immediately have a “Notification of Request for Expulsion” filed by their school administrator and receive a short term suspension. That student will also be granted the opportunity to opt for the alternative to expulsion which is mandatory counseling sessions. The principal or his or her designee will provide the student’s parent/guardian with a list of community agencies that can provide the mandatory two counseling sessions. The school must call in the violation to the Safe and Drug-Free Schools Office. The student must provide to their school and the Safe and Drug-Free Schools Office documentation stating the counseling appointment date from the approved agency.Second OffenseIf a student is readmitted after an expulsion has been rescinded in accordance with the above condition and there is a further offense under this section, the principal or his/her designee will provide the students parent/guardian with a list of community agencies that can provide four mandatory counseling sessions. The school must call in the violation to the Safe and Drug-Free Schools Office. The student must provide to their school and the Safe and Drug-Free Schools Office documentation stating the counseling appointment date from the approved agency. Non-compliance in the alternative to expulsion will result in the “Notification of Request for Expulsion.”Third OffenseIf a student is readmitted after the expulsion has been rescinded in accordance with the above condition and there is a further offense under this section, the Chief Executive Officer may not rescind that expulsion.• Any recision for a third or further offense must be ordered by the Board of Education. All students suspended/ expelled for alcohol/controlled dangerous substance offenses are to be requested to reveal their sourceof the alcohol/controlled dangerous substance to the principal.Tobacco and Tobacco ProductsIt is a violation of the Code of Student Conduct for students to use or possess any tobacco or nicotine products on school property. The following is a summary of the consequences for violating this section of the Code of Student conduct:First Offense
Fourth and Subsequent Offenses Thereafter, for offenses beyond the third infraction of the tobacco policy, the sanctions set forth in the Code of Student Conduct for students who repeatedly violate any provisions of the Code shall apply.Possession or Use of Weapons or Instruments Used as SuchThe Board of Education strongly believes that any student found in violation of this section will serve an extended suspension or be expelled by the Chief Executive Officer.
Gangs, Gang Activity and Similar Destructive or Illegal Behavior
Gang, gang activity and similar destructive or illegal behaviors are prohibited under the Code of Student Conduct, in accordance with The Safe Schools Act of 2010.A student may not threaten an individual, or a friend or family member of an individual, with use of physical force or violence to coerce, induce or solicit the individual to participate in or prevent the individual from leaving a criminal gang; a) in a school vehicle, or b) in or within 1000 feet of real property owned or leased by the Board of Education. A student criminally charged with participating in a criminal street gang may automatically be remanded to an alternative education program by the court. When said behavior may substantially disrupt the educational environment, the school will provide the family with a list of community resources and proceed with Transfer Requirements.Behaviors may include, but are not limited to:
Administrative Procedure 0700 Information Technology Services Acceptable Usage Guidelines
Prince George's County Public SchoolsSasscer Administration Building
14201 School Lane
Upper Marlboro, MD 20772
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