PARENT/STUDENT HANDBOOK

AND STUDENT CODE OF CONDUCT

2024–2025 School Year
 Table of Contents

Introduction.............................................................................................................. 1

Philosophy of Discipline....................................................................................... 2

Expectations and Responsibilities............................................................................... 3

Student Expectations............................................................................................ 3

Staff Responsibilities............................................................................................. 3

Parent/Guardian Responsibilities........................................................................... 4

Community Partners Support................................................................................ 4

Multi-Tiered Systems of Support............................................................................ 4

Restorative Practices............................................................................................. 4

Application of the Student Code of

Conduct and Levels of Response............................................................................ 5

Levels of Progressive Discipline.................................................................................. 6

School Safety and Student Conduct Guidelines............................................................ 8

Factors Impacting Behavior

Intervention and Safety Decisions.......................................................................... 8

School and Workplace Safety................................................................................. 8

Search and Seizure............................................................................................... 8

Ranges of Consequences for Violation

of the Student Code of Conduct............................................................................. 9

Rights to Continued Access to

Instruction........................................................................................................... 10

Parent/Guardian/Student Concern

Process................................................................................................................ 10

Student Discipline Matrix........................................................................................... 12

Important Topics to Discuss with Your Child............................................................... 20

Student Rights and Responsibilities............................................................................ 25

Introduction
Frederick County Public Schools (FCPS) strives to create safe, positive, healthy, and inviting school climates that foster
respect, responsibility, trustworthiness, fairness, caring, and good citizenship. It is the responsibility of administrators,
staff, and parents/ families working together to teach students the behavior, social, and emotional skills needed to be
successful in schools and in life. School is a safe place to learn, to make mistakes, and to explore new ideas. Students
learn to collaborate, develop empathy for others, manage and express their emotions and behaviors in healthy ways,
and take responsibility for their actions. Skills including self-awareness, self-discipline, social-awareness, cultural
competency, developing positive relationships, and responsible decision-making are taught in various ways throughout a
student’s FCPS academic career.

The FCPS Board of Education Policy 403 Student Discipline provides a philosophy of behavior intervention that
is rehabilitative, restorative, and educational. Discipline is to be fair and equitable. Behavioral expectations and
consequences are to be clearly communicated and implemented consistently in alignment with the FCPS Student Code
of Conduct. FCPS Board Policies 117 Anti Racism, 443 Creating Welcoming and Affirming Schools for Transgender and
Gender Nonconforming Students, and 444 Educational Equity and Excellence further affirm the expectations of student
discipline in order to ensure equitable access to educational opportunities for all FCPS students.

The FCPS Student Code of Conduct provides a framework to foster positive behavior in alignment with the school
system’s core mission of demonstrating excellence in the following goal areas:

All students are expected to demonstrate behavior in alignment with the expectations contained in this document.
Parents/guardians are encouraged to read and reinforce the expectations with their children. Questions or comments
about the handbook should be directed to your school’s principal or to the FCPS Student Services Department at
(301) 644-5238.

FCPS PARENT/STUDENT HANDBOOK AND STUDENT CODE OF CONDUCT 1

INTRODUCTION

Philosophy of Discipline
The Frederick County Board of Education Policy 403 and Regulation 403-01 Student Discipline set forth the expectation
that all schools will have a safe, positive, healthy, and inviting environment, which fosters respect, responsibility,
trustworthiness, fairness, caring, and good citizenship.

Each school is expected to cultivate student engagement, celebrate student achievement, and proactively develop and
maintain positive school cultures that prevent misbehavior.

Schools are communities in which positive behavior is expected, modeled, and learned best within an environment
of mutual respect and dignity. In order to grow into healthy, productive adults, students require respectful learning
environments where each person is valued and is trusted to contribute positively to the creation and maintenance of the
community.

When that community is disrupted, FCPS educators and administrators seek to understand, acknowledge, and address
the underlying causes of the disruption. Students are afforded opportunities to learn from their mistakes, correct any
harm that results from their behavior, and restore relationships that are disrupted.

FCPS utilizes a multi-tiered system of support for students, which includes a continuum of instructional strategies
and behavior interventions to support the teaching and learning process. Staff receive training on how to implement
positive behavior support to maximize students’ availability for learning. When a disciplinary approach is necessary,
administrators apply progressive discipline (escalating consequences for patterns of inappropriate behavior which have
persisted, despite less intensive consequences) whenever appropriate.

2 FCPS PARENT/STUDENT HANDBOOK AND STUDENT CODE OF CONDUCT

Expectations and Responsibilities
Student Expectations Staff Responsibilities
Through the implementation of the FCPS Multi-tiered FCPS staff work to create a safe, positive, healthy, and
Systems of Support Framework, students are informed inviting school environment for all students and adults
and taught appropriate behavioral expectations for that is conducive to teaching and learning. They serve as
school, school-sponsored events, and FCPS-sponsored the caring adults in schools, who play an important role
transportation. in building strong relationships with students to enhance
social and emotional competencies and decrease their
FCPS believes that when students are provided with likelihood of engaging in disruptive behaviors.
clear expectations and are regularly acknowledged for
FCPS staff members are responsible to:
appropriate behavior, they are less likely to demonstrate
• Be knowledgeable about FCPS policies, regulations, and
misbehavior.
available resources to support students and staff.

Students are expected to: • Investigate disciplinary infractions in a timely manner,

this includes questioning student and adult witnesses and
• Come to school everyday on time and ready to learn. providing due process for students consistent with Maryland
• Engage in all learning experiences. law and the common law doctrine of in loco parentis which
does not require consent or prior notification to the parent.
• Complete independent learning experiences and submit
assignments in a timely manner. • Establish a positive school culture that focuses on building
relationships with staff, students, families and community
• Give their best effort and persist in their work.
through restorative practices.
• Seek clarification, when needed, to understand the
• Support students’ social-emotional skills development
expectations for grading and attendance.
by providing a safe, nurturing, and inclusive culture that
• Set personal goals and be aware of their academic progress. embraces diversity and racial equity.
• Ask questions and actively seek assistance from teachers and • Plan and implement high-quality, engaging instruction that
other school staff when they need support. meets the needs of diverse learners using Maryland College
and Career Readiness standards and FCPS curriculum.
• Build positive and supportive relationships with students
and staff, demonstrating the acceptance of differences, • Ensure identified students receive required English Learner
with regards to, but not limited to, ability (cognitive, social- and Special Education services, Section 504 accommodations,
emotional, and physical), age, ethnicity, family structure, and other necessary supports to address diverse learning
gender, gender expression, gender identity, language, needs.
nationality, national origin, race, religion, sexual orientation, • Monitor, support, and foster a classroom community where
and socioeconomics. all students can learn in a positive, supportive, safe, and
welcoming environment.
• Practice self-care strategies and seek support when needed.
• Encourage students to establish a learning environment that
• Be knowledgeable about school behavioral expectations and
supports their engagement.
available resources.
• Accept and support students’ identities and experiences
• Recognize how their actions affect other students and school
with regards to, but not limited to, ability (cognitive, social-
staff and, if harm occurs, engage in the process to restore emotional, and physical), age, ethnicity, family structure,
relationships. gender, gender expression, gender identity, language,
• Avoid participating in any behavior or activity that nationality, national origin, race, religion, sexual orientation,
intentionally or unintentionally causes harm to self or others. and socioeconomics. Demonstrate how diverse backgrounds
enhance the educational experience.
• Contribute to a positive classroom community where all
students are able to learn in a supportive, safe, and welcoming • Acknowledge and seek to correct personal biases and
environment. assumptions about students’ backgrounds.

• Seek and participate in opportunities to express values, • Communicate with families in a timely manner that is
opinions, beliefs, and perspectives in a respectful and civil accessible and easily understood.
manner. • Collaborate with families to enhance learning opportunities,
personal and academic growth, and school success for all
students.
• Acknowledge positive and appropriate student behavior.
• Administer discipline fairly, consistently, and equitably, as
required, to eliminate disproportionate disciplinary practices.

FCPS PARENT/STUDENT HANDBOOK AND STUDENT CODE OF CONDUCT 3

EXPECTATIONS AND RESPONSIBILITIES

• Apply de-escalation strategies and provide time and space for

students and/or staff to reset. Request support as needed.
Multi-Tiered Systems of Support
• Model regular and predictable attendance.
FCPS uses a continuum of instructional strategies and
• Utilize disciplinary practices that allow the student to remain behavior intervention responses to support the teaching
in the learning environment as much as possible and learning process. There are three tiers:

Parent/Guardian Responsibilities Tier 1: Universal Supports

Serves as the foundation for behavior and academics,
Parents serve as their child’s first and most important and are provided for ALL students, including those also
teacher, and this responsibility continues throughout the receiving interventions from Tier 2 or Tier 3. A robust,
rest of their life. As students grow and mature, parents/ data-informed Tier 1 will successfully meet the needs of
guardians should continue to talk with their children eighty to ninety percent of students.
about appropriate conduct at school and help their
children be active participants in creating and promoting Tier 2: Targeted Intervention
a positive, supportive, safe, and welcoming school This level of support focuses on addressing specific
environment that is conducive to teaching and learning. under- developed skills of some students, some of the
time. Tier 2 supports are often provided within small
Parents/guardians are responsible to: student groups by specialized personnel (intervention
• Support their child’s attendance and engagement in all teacher, school counselor, social worker, etc), but can also
learning experiences. be individualized when appropriate. Tier 2 supports are
• Create a learning environment at home to support their child’s intended to help students develop the skills they need to
academic and social-emotional learning.
succeed at school.
• Encourage and reinforce the importance of their child building
positive relationships by valuing and respecting diversity. Tier 3: Intensive, Individualized Interventions
• Support their child in learning and using self-care strategies to The most intensive interventions and take an
help achieve their goals and maintain well- being. individualized approach of developing and carrying
• Establish regular communication with their child’s teachers to out interventions. At this level, schools typically rely on
clarify learning expectations and support academic and social- formal assessments to determine a student’s need and
emotional progress.
develop an individualized support plan. Student plans
• Encourage their child to seek assistance and support from often include goals related to both academics as well as
FCPS staff and advocate for them when necessary.
behavioral support. (Center for PBIS, 2022)
• Be active in their child’s educational growth by participating in
family activities that support learning and well-being outside Restorative Practices
of the school setting.
• Send their child to school prepared and ready to learn and, Building on FCPS’s commitment to equity, FCPS is
upon returning home, encourage them to complete homework
continuing to work to embed equity, restorative practices,
and other school assignments.
and trauma-informed care and rehabilitation as part of
• Review Schoology for student progress reports to monitor
our schools’ culture, climate, and expectations.
attendance and academic progress.
• Be knowledgeable about FCPS policies, regulations, and Restorative Practices is a continuum of relationship-
available resources to support their child.
focused processes that include preventative, proactive,
• Reinforce lessons learned from disciplinary consequences. and responsive measures for both staff and students.
• Reimburse FCPS for any financial obligations incurred by their These practices help to create a sense of, and a
child in school. This includes lost books, FCPS digital devices, commitment to, community that helps to prevent and
damage to property, etc.
address conflict and wrongdoing, as follows:

Community Partners Support • focus on the harm caused by wrongdoing more than the rule
or law that was broken;
FCPS proudly partners with many organizations to make a • empower those who have been harmed, and demonstrate
sustainable impact on student success and the mission of equal concern for their needs within the discipline process;
the school system. Across the district, we have community • support individuals who have harmed others, while
partners in our schools that provide their time, resources, encouraging them to take personal responsibility for their
and/or financial support. We believe that partnerships are actions and understand, accept, and fulfill their obligation to
repair the harm that has occurred;
an integral component to school and student success.

4 FCPS PARENT/STUDENT HANDBOOK AND STUDENT CODE OF CONDUCT

 EXPECTATIONS AND RESPONSIBILITIES

• encourage collaboration and reintegration, rather than

punishment and isolation;
Application of the Student Code of
• involve individuals who have harmed others in the decision
Conduct and Levels of Response
making around consequences; and
The behavior interventions/consequences apply to
• anticipate and address situations that may challenge a school
students at all times while they are on FCPS property
community, such as physical conflict or re-entry of members
into the community who have been apart for disciplinary
or attending a FCPS-sponsored event. FCPS property is
reasons. defined as any school or other FCPS facility, including
grounds owned or operated by FCPS, and FCPS-sponsored
Unlike using only the traditional approach to discipline, transportation. Student conduct occurring outside school
which focuses on blame, broken rules, and punishment, hours and away from school property may be subject to
restorative- focused approach asks three very different disciplinary action if the principal reasonably believes
questions: that the conduct threatens the health or safety of students
or staff in the school setting, or if conduct causes or is
1. Who was hurt? reasonably expected to cause substantial disruption or
2. What are the needs of those affected, and what needs to be material interference with school activities.
done to repair the harm?
3. Who has the obligation to address these needs, repair the Discipline is intended to teach and motivate students
harm, and restore the relationship? to demonstrate appropriate behavior. FCPS utilizes
progressive discipline (escalating consequences
Restorative Practices implementation is a mindset shift
for patterns of inappropriate behavior which have
that requires diligence for adoption, implementation,
persisted despite less intensive consequences) whenever
and adaptation. This change in mindset is essential to
appropriate. FCPS embraces progressive discipline as a
creating truly restorative school communities, where the
framework to respond to and resolve student discipline
focus is on relationships, collaboration, and engagement
matters. Progressive discipline is designed to aid students
among students, staff, families, and the greater school
in correcting their misconduct, and it encourages students
community. FCPS offers districtwide training in the to be responsible citizens of the school community.
fundamentals of restorative practices.
Progressive discipline should promote positive student
Elementary, middle and high schools are encouraged to
behavior, state unacceptable behavior, and establish clear
use restorative approaches to build community, resolve
and fair discipline responses for unacceptable behavior.
conflict, and restore relationships. All stakeholders in
Disciplinary responses are administered in proportion
a community, including students, staff, parents, and
to the severity of the unacceptable behavior, its impact
community benefit from restorative practices.
on the school environment, the student’s age and grade
NOTE: There may be instances when Restorative Practices level, the student’s previous discipline history, and other
are not appropriate as a response to certain behaviors. relevant factors.
This may be the case when incidents of bullying or hate
bias occur. The school discipline process should include appropriate
consideration of support processes to help students
During these instances, school staff has been trained resolve issues that may be contributing to violations to the
on effectively addressing incidents when a student student code of conduct. These resources may include,
demonstrates perceived power over another and it but are not limited to, the student support team, positive
would not be appropriate to have a targeted student in behavioral supports, restorative practices, counseling with
conversation with an offender. the school counselor, school social worker intervention,
behavior, attendance and academic contracts and plans,
peer mediation, and prevention programs (See FCPS
Multi-Tiered Systems of Support).

Levels of Response
The FCPS Student Code of Conduct provides levels of
response based on specific rule violations. Consequences
can be tailored to address individual circumstances;
therefore, the examples below may be listed in more than
one level.

FCPS PARENT/STUDENT HANDBOOK AND STUDENT CODE OF CONDUCT 5

Levels of Progressive Discipline
Level 1: Documented Staff-Led Responses to Minor Behavior

Teacher Intervention/Response: These examples of documented responses by staff are designed to teach and motivate students to
demonstrate appropriate behavior and provide appropriate accountability for behavioral infractions. Staff are encouraged to implement
a variety of teaching and classroom management strategies and are not limited to these examples. When appropriate, staff may engage
the student’s support system to ensure successful learning and consistency of response, and change the conditions that contribute to the
student’s inappropriate or disruptive behavior. These responses should be used in a progressive fashion, as appropriate.

NOTE: Support staff must consult with the appropriate teacher or administrator to determine appropriate interventions/ consequences. Bus drivers may
assign a seat change without formal documentation.

• Verbal warning • Problem solving process • Teacher/student conference

• Parent contact • Use positive reinforcement for expected • Teacher/student/parent conference
• Nonverbal cues for redirection behavior • Teacher/student/counselor conference
• Give clear and concise directions • Reflection time and journaling (written or • Teacher assigned and supervised
recorded) detention
• Modify expectation if accommodation is
needed • Classroom cool-down area • Student choice of pre-selected
• Revisit, clarify, and reinforce • Partner with another teacher for short-term consequences
expectations/agreements reflection • Teacher referral to alternative learning
• Restorative conversations location

Level 2: Administrator Directed Supports/Responses to Major Behavior

Chronic minor behavior may result in an office referral for major behavior. A referral may be completed for chronic level one behavior
that has not been successfully addressed by staff utilizing level one supports. These example responses below are designed to teach
appropriate behavior so that students are respectful and can learn and contribute to a safe environment. Many of these responses
engage the student’s support system and are designed to alter conditions that contribute to the student’s inappropriate or disruptive
behavior. These responses aim to correct behavior by stressing its severity and acknowledging potential implications for future harm,
while still keeping the student in school. These responses should be used in a progressive fashion.

NOTE: Support staff (non-certificated positions) must consult with the appropriate teacher or administrator to determine appropriate interventions/
consequences.

Administrator Supports/Responses: Administrative action must be documented in the student information system.

• Warning • Reflection time and journaling (written or • Saturday School

• Parent contact recorded) • For students with IEPs: conduct Functional
• Revisit, clarify, and reinforce • Change seating with review of Behavior Assessment (FBA), and create a
expectations/ agreements expectations Behavior Intervention Plan (BIP)

• Give clear and concise directions • Referral to counselor/behavior support • Identify adult mentor

• Provide explicit instructions • Restorative conversation • Provide reflection time followed by

• Referral to SST or 504/IEP Screening utilizing a problem solving process
• Modify expectation if accommodation is
needed • Administrator/teacher/student • Assign reflection and corrective action
conference plan (written or graphic representation)
• Use positive reinforcement for expected
behavior • Create Behavior Support Plan (BSP)
• Detention assigned/managed by that addresses the function of student’s
Administrator behavior, create goal(s), and progress
monitor

Teacher Intervention/Support: Continued level one interventions and supports as appropriate. Interventions to support student
needs should be documented.

6 FCPS PARENT/STUDENT HANDBOOK AND STUDENT CODE OF CONDUCT

 LEVELS OF PROGRESSIVE DISCIPLINE

Level 3: Administrator Directed Supports/Responses/Removal

These example responses engage the student’s support system to ensure successful learning and to alter conditions that contribute to
the student’s inappropriate or disruptive behavior. These responses aim to correct behavior by stressing its severity and acknowledging
potential implications for future harm, while still keeping the student in school. These responses may involve In-School Interventions (ISI)
or In-School Suspensions (ISS). Such removals should be limited in duration as much as practicable without undermining its ability to
adequately address the behavior. These responses should be used in a progressive fashion, as appropriate.

Administrator Supports/Responses/Removal: Administrative action must be documented in the student information system.

• Parent contact • Conflict resolution • Referral to SST/Screening

• Review expectations • Detention assigned/managed by • For students with IEPs: conduct/review
• Confiscate item(s) of disturbance for a Administrator Functional Behavior Assessment (FBA),
limited amount of time and allow student • Temporary removal of school privileges and update or create a Behavior
to journal reflection on expectations and Intervention Plan (BIP)
• Removal from student activities/athletics
why item(s) was confiscated • Adult mentor assigned
• In-school Intervention (Supervised Study)
• Written reflection using restorative • Check-in/check-out
questions • Provide opportunity for restitution
• Temporary assignment out of class to an
• Create Behavior Support Plan (BSP) • Create Behavior Support Plan (BSP) alternative learning location
that addresses the function of student’s that addresses the function of student’s
behavior, create goal(s), and progress • Restorative Conversation (trained staff and
behavior student(s))
monitor
• Write or record an apology to everyone • Administrator/teacher/student
impacted by actions • Assignment of school duty/job (student
choice) conference
• Use of cool down area/calming strategies • Behavioral contract
• Referral to counselor/behavior support/
social worker • Plan for re-entry after suspension

Teacher Intervention/Support: Continued level one interventions and supports as appropriate. Interventions to support student
needs should be documented.

Level 4 - Level 5: Administrator Directed Supports/Responses/Out-of-School Removal or

Superintendent Directed Supports/Responses/Extended Out-of-School Removal

These example responses address serious behavior while keeping the student in school or in some situations remove a student from the
school environment for an extended period of time due to patterns of inappropriate behavior which have persisted despite less intensive
consequences, the severity of the behavior, and/or potential implications for future harm. These responses promote safety of the school
community and an environment conducive to learning by addressing destructive and dangerous behavior and should be used in a
progressive fashion.

Administrator Supports/Responses/Removal: Administrative action must be documented in the student information system.

• Parent meeting • Removal of school privileges • Assignment to another FCPS school or

• Out of school suspension until identified criteria is met program

• Extended Suspension • Referral for therapy • For students with IEPs: conduct/review
• Community service plan/project Functional Behavior Assessment (FBA),
• Expulsion and update or create a Behavior
• Consult with Director of Student Services • Reflection paper/video Intervention Plan (BIP)
regarding Superintendent Transfer to • Restorative Conversation (trained staff and • Write or record an apology to everyone
Alternative Program student(s)) impacted by actions
• Restitution • Threat Assessment • Plan for re-entry after suspension

Teacher Intervention/Support: Continued level one interventions and supports as appropriate. Interventions to support student
needs should be documented.

FCPS PARENT/STUDENT HANDBOOK AND STUDENT CODE OF CONDUCT 7

School Safety and Student Conduct Guidelines
Factors Impacting Behavior or local law enforcement to conduct assessments to
Intervention and Safety Decisions evaluate the level of threat and recommend appropriate
responses.
FCPS staff shall make behavior intervention decisions
using clear, developmentally-appropriate criteria, Search and Seizure
ensuring that consequences applied are proportional and
School administrators may make a reasonable search of a
consistent. In evaluating the totality of the circumstances, student (including, but not limited to: electronic devices,
school staff should review the “Levels of Responses” backpacks, purses, clothing) on school premises or during
with particular attention to the examples provided, and a school-sponsored trip if the searcher has a reasonable
consider the following criteria relating to the discipline of belief that the student has in their possession an item, the
students: possession of which is: a criminal offense under the laws
of this state, or a violation of any other state law or a rule
1. The student’s age/developmental maturity. Generally,
or FCPS policy or regulation. All searches must be justified
suspension and expulsion are prohibited in Grades PreK-2.
from their inception by a reasonable suspicion and the
Note: Under state law, there are heightened restrictions on
scope must be reasonably related to the circumstances
the suspension and expulsion of PreK–2 students. Principals/ which gave rise to it.
designees must consult with the Supervisor of Mental Health
and Psychological Services or designee to determine if there is an Searches must be made in the presence of an adult third-
imminent threat of serious harm to other students or staff that party of the same gender of the person being searched
cannot be reduced or eliminated through other interventions and and searchers will avoid pat downs of intimate body parts.
supports. A reasonable effort will be made to contact a parent or
2. Previous serious behavior intervention infractions (including guardian of the student as soon as practicable to provide
the nature of any prior misconduct, the number of prior information related to the reason for the search and its
instances of misconduct, and the progressive disciplinary outcome. During school sponsored trips/functions in the
measures implemented for such misconduct).
absence of a principal or assistant principal, a trained
3. Cultural or linguistic factors that may provide context to principal’s designee may conduct a reasonable search
understand student behavior. under the same conditions that are required at school.
4. The circumstances surrounding the incident. Any student who refuses to cooperate with an authorized
5. Imminent threat of serious harm. searcher is subject to disciplinary action, parent/guardian
6. Other mitigating or aggravating circumstances, such as
notification and law enforcement and the FCPS Office of
references to, or the inclusion of, hate bias and/or the Emergency Management involvement, if appropriate.
display of images and symbols that promote hate and can School administrators reserve the right to take temporary
be reasonably expected to cause substantial disruption to possession of personal items that may be evidence in an
school or district operations or activities. This prohibition will investigation and revoke privileges associated with the
not be used, however, to prevent responsible discussion of misuse of personal items including electronic devices.
such language, images, or symbols for educational purposes.
Using language or displaying images and/or symbols that
A principal or assistant principal may search FCPS
promote hate may be considered as a factor that elevates the
property (including, but not limited to: buses, desks,
level of disciplinary response to incidents such as, bullying,
lockers, school grounds). In addition, detection dogs (i.e.
harassment, or intimidation.
drug or explosives trained dogs) may be used on school
property.
School and Workplace Safety
If an authorized searcher has a reasonable suspicion
The FCPS Board of Education acknowledges the extreme
that a student has concealed an unlawful item in a
importance of safety and security in all locations and
vehicle parked on FCPS property or at property used
activities. Therefore, FCPS, in accordance with Maryland
during school sponsored events, law enforcement will
Law, has established a threat assessment and intervention
be contacted. If law enforcement is unavailable, an
process for students, staff, and other affiliated or non-
authorized searcher may only search a student’s vehicle
affiliated individuals whose behaviors pose a threat to
after the student or the owner of the vehicle consents.
the safety of the school and work environment. FCPS Student searches by law enforcement personnel on
utilizes a multi-disciplinary team of trained professionals, school premises must be conducted in accordance with
including, but not limited to, a school mental health established FCPS policies and regulations consistent with
professional, administrators, and school resource officer COMAR 13A.08.01.14D.

8 FCPS PARENT/STUDENT HANDBOOK AND STUDENT CODE OF CONDUCT

 SCHOOL SAFETY AND STUDENT CONDUCT GUIDELINES

Ranges of Consequences for Violation NOTE: In the case of students with disabilities, additional
of the Student Code of Conduct disciplinary procedures must be implemented in accordance
with federal and state regulations.
Non-Suspension Consequences
Extended Suspension/Expulsion
FCPS staff work to help each student understand school
Principals may recommend suspensions for more
rules and how their misconduct may affect others. When a
than 10 days to the Superintendent for chronic or very
minor violation of the Student Code of Conduct happens,
serious behavioral violations of the FCPS Student Code
there are a variety of responses that staff may enforce:
of Conduct. Upon the receipt of a written report from a
• Reteach desired behavior principal requesting an extended suspension or expulsion,
• Restructure classroom practices based upon needs the Superintendent or his/her designee shall promptly
• Address social skills and emotional skills that may contribute
make a thorough investigation of the matter. Included
to behavior in this investigation is a hearing with the student and
• Private student redirection/warning and counseling by the
their parent or guardian. If, after the investigation,
teacher the Superintendent or his/her designee finds that an
• Counseling by another member of the staff
extended suspension or an expulsion is warranted, the
Superintendent or his/her designee shall promptly notify
• Parent/teacher/administrator/student conference
the parent or guardian in writing.
• Change in seating
• Restorative practices or conference The Extended Suspension Process will be completed by
• Behavior contract/chart the tenth school day of the initial suspension. If additional
• After-school detention time is necessary to complete the process the student shall
• Lunch detention
be allowed to return to school, unless the Superintendent
or his/her designee determines that the student’s return to
• Temporary removal of privileges such as parking, senior
privileges, teams, clubs, and other school-sponsored activities
school would pose an imminent threat of serious harm to
other students or staff.
• Temporary removal from class

If the student is not allowed to return to school after the

Short and Long-Term Suspension tenth day, the Superintendent or his/her designee will
The pricipal/desginee may suspend a student for cause for notify the student and the parent or guardian within 24
not more than (10) school days (any student in the school hours, provide the reasons for the delay in the process and
who is under the direction of the principal/designee in the denial of reentry, and send a copy of the notice to the
accordance with approved disciplinary guidelines). During State Superintendent of Schools.
suspension from school, the student may not participate
in teams, clubs, and other school-sponsored activities, and If, after the conference, the Superintendent or his/her
should not be on any FCPS property. designee finds that an extended suspension or expulsion
is warranted, the student or the student’s parent or
When a student is suspended, the student or the student’s guardian may appeal the decision to the FCPS Board of
parent or guardian shall promptly be given a conference Education within 10 calendar days after the determination
with the principal and any other appropriate personnel in accordance with FCPS Board Policy
during the suspension period.
Suspension and Expulsion of Students with Disabilities
At or before the conference, the student shall receive Federal law sets forth the due process rights of students
oral or written notice of the charges against him or her. with disabilities who are recommended for suspension
If the student denies the charges, the student has the or expulsion. For additional information, please read the
right to an explanation of the evidence supporting the specific laws, policies, and regulations referenced within
charges and an opportunity to present the student’s this document. Board policies and FCPS regulations are
side of the story. A student whose presence in school available at www.fcps.org/boe/policies.
poses a continuing danger to persons or property or an
ongoing threat of disrupting the academic process may
be removed immediately from school, if the notice and
conference required by this subsection is provided as soon
as possible.

FCPS PARENT/STUDENT HANDBOOK AND STUDENT CODE OF CONDUCT 9

SCHOOL SAFETY AND STUDENT CONDUCT GUIDELINES

Rights to Continued Access to The Superintendent and Board of Education will address
Instruction unresolved issues only after they have been explored by
the sequence of school personnel. When communicating
Absences from school due to suspensions are considered by letter, fax or email, please send your correspondence
excused absences. Maryland law requires that students only to the appropriate individual in the sequence. Please
who are suspended or expelled be provided the see Policy 105 and the Departments section of the FCPS
opportunity to keep on track with classroom work, as is website for contact information.
reasonably possible, as follows:
Student Behavior Intervention Matrix
1. Each student suspended or expelled who is not placed in an
alternative instructional program shall receive daily classwork The behavior intervention levels described in the Student
and assignments from each teacher, which shall be reviewed
Behavior Intervention Matrix should be utilized as follows:
and corrected by teachers on a weekly basis and returned to
the student.
• In choosing one or more interventions or behavior
2. Each principal shall assign a school staff member to be the intervention for inappropriate or disruptive behavior, school
liaison between the teachers and the various students on out- staff should locate that behavior on the matrix. Possible
of-school suspension or expulsion and to communicate weekly infractions include, but are not limited to, cited examples.
about classwork assignments and school related issues by
• On the first instance of any inappropriate or disruptive
phone or email with those out-of-school suspended/expelled
behavior, school staff shall first consider one or more
students and their parents/guardians.
interventions or disciplinary responses from the lowest level
3. Students who are suspended will have the opportunity indicated on the matrix for that behavior (or one or more
to complete the academic work they missed during the interventions or disciplinary responses from a lower level).
suspension period without penalty. Schools will provide
• If the same behavior is repeated during the same school
all students who receive short-term suspensions and their
year, school staff should consider utilizing one or more
parents/guardians with the contact information for a staff
interventions or disciplinary responses from the next highest
member who will be responsible for ensuring that this
level indicated on the matrix for that behavior, or any lower
requirement is met. All other aspects of the process for a
level.
suspended student receiving missed assignments, completing
missed assignments, and making up tests shall be identical • Staff is encouraged to implement several lower-level
with each school’s established policy and practice for make-up interventions before proceeding to higher levels that may
work in the event of any other excused absence. involve disciplinary responses that remove the student from
the classroom.

Parent/Guardian/Student Concern • If principals determine that there are unique or exceptional

Process circumstances, or an imminent threat of serious harm.
• to students or staff, that warrant an intervention or disciplinary
If you have a concern or disagree with a decision made response at a level that is above the highest level or below the
lowest level indicated on the matrix, principals must consult
about your child’s instruction, discipline, safety or other
with the appropriate School Administration and Instructional
matters, FCPS is ready to work with you to resolve the Leadership (SAIL) Director and Director of Student Services
issue. Usually, issues are most quickly resolved closest to prior to taking action.
the source of the concern. Therefore, we encourage the
following sequence, starting with #1 and proceeding to the
next level as necessary until your concern is satisfactorily
resolved:

1. Your child’s teacher or school counselor, as appropriate

2. School assistant principal or principal
3. Central Office School Administration and Instructional
Leadership (SAIL) Director or the appropriate department
supervisor if your concern is about a non-school matter such
as transportation or food service
4. Chief of Schools or Chief Operating Officer
5. Deputy superintendent
6. Superintendent
7. Board of Education

10 FCPS PARENT/STUDENT HANDBOOK AND STUDENT CODE OF CONDUCT

FCPS PARENT/STUDENT HANDBOOK AND STUDENT CODE OF CONDUCT 11
Student Discipline Matrix
Lowest level consequences should be considered first, followed by progressively more intensive consequences based
on severity, age and repetition of behavior.

Level 1 Level 2 Level 3 Level 4 Level 5

Documented staff-led Administrator-directed Administrator- directed Administrator- directed Superintendent-directed
supports/responses supports/responses, supports/ responses/ supports/ responses/ supports/responses/
to minor incidents, may include all Level removal includes: removal removal includes:
may include: written 1 supports/responses, restitution, mentoring includes: in-school extended suspension,
apology, student and: community service, program, Saturday suspension, short- term Superintendent transfer,
conference, parent/ conflict resolution/ School, removal from suspension (up to 3 or expulsion
guardian contact, restorative practices, student activities/ days) or long- term
Behaviors that
class restorative circle, peer mediation, athletics, in-school suspension (up
Violate the FCPS referral to behavior loss of privileges, intervention, bus to 10 days), bus
Code of Conduct support/school temporary assignment suspension for bus suspension for bus
counselor, parent/ to alternative learning incidents (up to 5 days) incidents
guardian conference, location, detention, (more than 5 days)
reflection assignment, referral to community
detention agency *Suspension codes indicated in parentheses
below, align with the Maryland Student
Records Systems Manual.

Academic dishonesty Academic dishonesty through cheating, copying, forging signature of teacher and/
which can be or parent/legal guardian, plagiarizing, altering records, or assisting another in
Academic
addressed through such actions. (801)
Dishonesty/ developmentally
Cheating appropriate teaching or
staff-led consequences.

Alcohol Possession, use or showing evidence of use, sale, or distribution of any alcoholic substances. (201)

Arson/Fire Attempting to, aiding in, or setting fire to a building or other school property. (501)

Intentionally shoving, pushing, or otherwise being physically aggressive toward an employee of the school
system or another adult in the context of a fight (e.g., body check; intentionally bumping; but not horseplay);
Attack on Adult intentionally engaging in a fight. This includes intentional physical contact with an adult who is intervening in a
fight or other disruptive activity. (401)

Intentionally shoving, hitting, pushing, or otherwise being physically aggressive toward another student in the
Attack on
context of a fight (e.g., body check; intentionally bumping; but not horseplay); intentionally engaging in a fight.
Student (402)

Intentional conduct, including verbal, physical, or written or electronic communication that creates a hostile
educational environment by substantially interfering with a student’s physical or psychological well-being and
Bullying/ is: (1) motivated by an actual or perceived personal characteristic (including race, national origin, marital status,
Harassment/ sex, sexual orientation, gender status, or physical or mental ability or disability); or (2) threatening or seriously
Intimidation intimidating. Conduct must occur on school property, at a school activity or event, or on a school bus, or must
substantially disrupt the orderly operation of a school. See FCPS regulation 400-48. (407)

Minor bus conduct

violation resulting in
bus driver/school staff
responses (warning, Student’s behavior is in violation of the school bus expectations resulting in a written
Bus Conduct referral from the bus driver.
written parent
notification, temporary
seat assignment, etc.).

12 FCPS PARENT/STUDENT HANDBOOK AND STUDENT CODE OF CONDUCT

 STUDENT DISCIPLINE MATRIX

Lowest level consequences should be considered first, followed by progressively more intensive consequences based
on severity, age and repetition of behavior.

Level 1 Level 2 Level 3 Level 4 Level 5

Failing to attend a class or school activity after
Class Cutting arriving at school, without an excused reason.
(101 - ISS Only)

Engaging in behavior
that unintentionally
Destruction of Damage, destruction, or defacement of property belonging to the school or others.
causes minor damage
Property to property belonging to
See Destruction of School Property. (806)

the school or others.

Detention Not Failure to serve teacher-

assigned detention Failing to serve administrator-assigned detention.
Served

Communicating
information that is Communicating information that is untrue, including
Dishonesty untrue, including falsely falsely identifying oneself. (701)
identifying oneself.

Inappropriate comments
Making intentional and harmful gestures, verbal or written comments, or symbols to others (e.g., verbal put-
or physical gestures to
Disrespect teachers, staff members,
downs, cursing, talking back); being insubordinate (repeatedly or persistently disrespectful; in defiance of
authority). (701)
or others.

Students engage
in low intensity, Intentionally engaging in behavior that distracts from the learning environment (e.g., talking out of turn, throwing
Disruption but inappropriate, items, horseplay, sending incendiary texts/social media messages, disrupting a fire drill). (704)
disruption to learning.

Students wear clothing

Dress Code that is near, but not
Violating the school system’s dress code. (706)
Violation within, the county dress
code policy.

Driving/ Minor driving/parking

Parking violation addressed by Violating driving /parking expectations. (701)
Violation staff on duty.

Drugs
Possession, use or showing evidence of use, sale, or distribution of controlled dangerous substances including
Controlled prescription drugs, over-the-counter medicines, look-alike drugs, and substances represented as controlled
Substances substances or drug paraphernalia (unless documentation is on file that student may self-carry). (203)

Inhalants Possession, use or showing evidence of use, sale, or distribution of any inhalants or other intoxicants. (202)

Illegal drugs are defined as a Controlled Substance

Possesses or Uses
but not to include a substance that is legally
Illegal Drugs possessed, used under the supervision of a licensed
(Students with health-care professional, or used under any authority
of the Controlled Substance Act or under any other
Disabilities ONLY)
provision of federal law. (892)

Sells or Solicits
Sale of Controlled Controlled Substance means a drug or other
substance identified under the schedules of controlled
Substance
substances in 21 U.S.C. §812; 21 C.F.R. pt. 1308.
(Students with (891)
Disabilities ONLY)

FCPS PARENT/STUDENT HANDBOOK AND STUDENT CODE OF CONDUCT 13

STUDENT DISCIPLINE MATRIX

Lowest level consequences should be considered first, followed by progressively more intensive consequences based
on severity, age and repetition of behavior.

Level 1 Level 2 Level 3 Level 4 Level 5

Possession, sale, distribution, detonation or threat of detonation of an incendiary or explosive material or device,
Explosives including firecrackers, smoke bombs, flares, or any combustible or explosive substance or articles, other than a
firearm as defined by federal code (18 USC 921). (School should conduct a threat assessment.) (503)

Extortion Using a threat (without a weapon) to get a person to turn over property. (406)

Initiating, by any means, a warning of a fire or other catastrophe without cause (such as pulling a fire alarm,
False Alarm/
misuse of 911, making a bomb threat, or threatening a school shooting). Discharging a fire extinguisher.
Bomb Threat (Should conduct a threat assessment when warranted.) (502)

Intentional mutual physical aggression in which both parties have contributed to the situation by verbal and/or
Fighting physical action. (405)

Foul Language/ Using non-chronic

Inappropriate and low intensity Delivering verbal or written messages that include swearing, name calling, or use
Language/ inappropriate of words in an inappropriate or offensive way. (701)
language.
Profanity

Student communicates
affiliation with a gang
using gesture, dress,
Gang Affiliation Repeatedly communicates affiliation with a gang using gesture, dress, and/or
and/or speech - but
Display complies with staff
speech. (701)
direction to cease
behavior.

Inappropriate or hateful
terms, slurs, images, Using inappropriate or hateful terms, slurs, images, symbols or gestures that are intended to insult a person or a
symbols or gestures group based on ability, ethnicity, family structure, gender identity, gender expression, language, national origin,
that insult a person nationality, race, religion, sexual orientation, and socioeconomic status. (701)
or a group based
on ability, ethnicity, If bullying, harassment, and/or intimidation is involved, the Bullying/Harassment/Intimidation Reporting Form
family structure, shall be completed in accordance with FCPS regulation 400-48. Otherwise, the Hate Bias Reporting Form
Hate Bias gender identity, should be completed to report the incident.
gender expression,
language, national NOTE: Incidents of hateful speech and actions should never be passively tolerated. When reports are made
origin, nationality, about the use of racial slurs or derogatory speech, immediate steps will be taken to investigate the incident,
race, religion, sexual ensure the social emotional needs of students are met, and challenge any speech or actions that devalue,
orientation, and disrespect, misrepresent, or denigrate any person and/or group of people.
socioeconomic status.

For the purpose of initiation or acceptance into a student group or activity - any action taken or situation created
Hazing that causes or is reasonably likely to cause harassment, physical, emotional, or or mental harm, extreme
embarrassment, ridicule, or loss of dignity. (704)

14 FCPS PARENT/STUDENT HANDBOOK AND STUDENT CODE OF CONDUCT

 STUDENT DISCIPLINE MATRIX

Lowest level consequences should be considered first, followed by progressively more intensive consequences based
on severity, age and repetition of behavior.

Level 1 Level 2 Level 3 Level 4 Level 5

Failure of the parent
or guardian to abide
by health regulations
regarding
immunization
Immunizations schedules, or failure
to provide evidence
of appropriate
immunizations.
(COMAR 10.06.04.03)
(001)

Engaging in welcomed
but inappropriate
Inappropriate verbal and/or physical
gestures/contact of Chronically engaging in welcomed but inappropriate verbal and/or physical
Display of a sexual nature and gestures/contact of a sexual nature. (701)
Affection complies with staff
direction to cease
behavior.

Leaving
School without Leaving school campus without following proper procedures. (701)
Authorization

Engaging in minor
behavior not otherwise
Engaging in problem behavior not otherwise defined.
defined. This behavior
Other must be clearly
This behavior must be clearly described in the
discipline referral.
described when
reporting it.

Being in an area that is

outside of an expected Being in an area that is outside of an expected
Out of Assigned
location, and complies location and refuses to follow staff directions.
Area with staff direction to Chronic or repeated behavior of this kind.
return.

Conditions that present

a clear and direct
health risk to others.
Examples: pertussis,
active, untreated
tuberculosis, or measles.
Determination for
Personal Health exclusion is made
by a health officer
and carried out by
the principal or other
appropriate school
official. (COMAR
10.06.01.06) (002)

FCPS PARENT/STUDENT HANDBOOK AND STUDENT CODE OF CONDUCT 15

STUDENT DISCIPLINE MATRIX

Lowest level consequences should be considered first, followed by progressively more intensive consequences based
on severity, age and repetition of behavior.

Level 1 Level 2 Level 3 Level 4 Level 5

Engaging in non-
chronic inappropriate Engaging in actions involving physical contact (with body or objects) where
Physical Contact physical contact (ex. unintentional injury may result. (704)
horseplay).

Intentionally misbehaving in a way that causes

serious bodily injury (with or without intent to do so).
Serious bodily injury is defined as: Causing bodily
Serious Bodily injury which involves (a) substantial risk of death; (b)
Injury extreme physical pain; (c) protracted and obvious
disfigurement; or (d) protracted loss or impairment
of a function of a bodily member, organ or mental
faculty. (408)

Engaging in inappropriate behavior of a sexual

nature, including indecent exposure, consensual
sex, inappropriate texts of a sexual nature, and
Sexual Activity other sexual activity not identified as sexual assault
or harassment. Contact law enforcement when
investigating photos or videos of a sexual nature.
(603)

Intentionally engaging in behavior towards a student

Sexual Attack or school system employee that is physically, sexually
aggressive. (601)

Engaging in unwelcome sexual advances, requests for sexual favors, other

Sexual
inappropriate verbal, written, or physical conduct of a sexual nature, directed
Harassment toward others. (602)

Engaging in
inappropriate Engaging in inappropriate confrontational behavior of a high intensity (examples
Student/Student
confrontational include: conflicts involving vulgar language, mutual threats, hostile argumentative
Conflict behavior of a low exchange, physical contact).
intensity.

Suspension Failing to complete assigned Suspension alternative

such as Saturday School, Restorative Conference,
Alternative Not In-School Intervention, or substance abuse referral.
Completed (701)

Arriving at class after Arriving excessively late to class or repeated

Tardy to Class the scheduled start of tardiness to class without an approved reason. (102
the class period. - ISS Only)

Tardy to School Repeatedly arriving late to school, without an excused reason. (102 - ISS Only)

16 FCPS PARENT/STUDENT HANDBOOK AND STUDENT CODE OF CONDUCT

 STUDENT DISCIPLINE MATRIX

Lowest level consequences should be considered first, followed by progressively more intensive consequences based
on severity, age and repetition of behavior.

Level 1 Level 2 Level 3 Level 4 Level 5

Expressing disrespectful
or school inappropriate
Teasing/ Same as Minor, but requiring administrative action due to intensity or chronic
messages (written,
Taunting verbal, or gestural) to
nature.
another person.

Minor or non-disruptive
inappropriate use of
Technology Personal Mobile Device
Engaging in the inappropriate use of technology as defined in regulation 434-01. (701, 704, or 802)
Violation (PMD) and/or FCPS
owned/provided
technology.

Taking or obtaining property of another without permission and/or knowledge of

Theft the owner. (803)

Expressing orally, in writing (can be electronic), or by gestures the intent to do

Threat to Adult physical harm to an employee of the school system or another adult, when there is
a nexus to school. Threat can be implicit or explicit. See Regulation 100-11. (403)

Expressing orally, in writing (can be electronic), or by gesture the intent to do

Threat to Student physical harm to a student, when there is a nexus to school. Threats can be implicit
or explicit. See Regulation 100-11. (404)

Possession, use, sale, or distribution of tobacco

Tobacco products, products containing nicotine, nicotine
replacement products, or vaping devices. (204)

Unauthorized presence on school property, including

Trespassing while on suspension. See Annotated Code of MD §
26-102. (804)

Being absent from

school for at least a half
Truancy of a school day, without
an excused reason.
(103 - ISS Only)

FCPS PARENT/STUDENT HANDBOOK AND STUDENT CODE OF CONDUCT 17

STUDENT DISCIPLINE MATRIX

Lowest level consequences should be considered first, followed by progressively more intensive consequences based
on severity, age and repetition of behavior.

Level 1 Level 2 Level 3 Level 4 Level 5

Any minor action/
careless behavior that
poses potential danger
Any action that poses potential danger to self or others, not otherwise defined in
Unsafe Behavior to self or others, not
other disciplinary offenses.
otherwise defined
in other disciplinary
offenses.

Weapons Possession of a firearm

as defined in 18 USC
921 of the federal
code. Examples
include handguns, rifles,
shotguns, and bombs.
Refer to the federal
code for the complete
definition. Contact
law enforcement for
Firearms all incidents. Requires
recommendation for
expulsion for calendar
year (exceptions may
be considered by
the Superintendent/
designee). (School
should conduct a threat
assessment.) (301)

Possession of any gun, of any kind, loaded or unloaded, operable or inoperable.

This may include any object that is a look-alike of a gun or firearm (e.g., B-B
Other Guns guns, pellet guns, water guns) unless it is approved as part of the curriculum
or educational program (e.g., ROTC, band). (School should conduct a threat
assessment.) (302)

Possession of any implement that the school administrative staff deems could cause, or is intended to cause,
Other Weapons
bodily injury/harm, other than a firearm or other gun. (School should conduct a threat assessment.) (303)

Bring/Possess
Weapon on
School Property/ May include a weapon, device, instrument, material, or substance (animate or inanimate), that is used for, or
is readily capable of, causing death or serious bodily injury. Weapon does not include a pocket knife with a
School Sponsored
blade less than 2 1/2 inches in length. (See 18 U.S.C. §921; §930) (COMAR 13A.08.01.12-1) (School should
Act. conduct a threat assessment.) (893)
(Students with
Disabilities Only)

18 FCPS PARENT/STUDENT HANDBOOK AND STUDENT CODE OF CONDUCT

FCPS PARENT/STUDENT HANDBOOK AND STUDENT CODE OF CONDUCT 19
Important Topics to Discuss with Your Child
This section covers topics that parents/guardians absences in excess of 5 days in any 9-week grading period
frequently ask about. These topics are intended to may result in a failing grade in the affected class(es).
help you and your child have a better understanding of A secondary student unlawfully absent in excess of 10
expectations for conduct that will contribute to a positive days for a semester course or in excess of 20 days for
and rewarding learning experience. a year-long course may fail/lose credit in the affected
class(es). Unsatisfactory academic progress may result
Attendance in non-promotion of a student. A note from a doctor,
dentist, court official or counselor may be required for all
Parents are encouraged to notify the school on the day absences beyond 10 days.
your child is absent. An absence for any portion of the
day, for any reason, is presumed to be unlawful unless a High school students who are in danger of failing or who
note stating the reason is submitted and approved by the have failed/lost credit due to unlawful absences may earn
principal/designee within the same term of the absence. days back with an approved plan by the principal.
Students have the right to make up classwork missed and
to have this work reviewed and evaluated by the teacher. A student is considered “absent” if the student is not
Students have the responsibility to request and complete physically present on school grounds or is participating
missed work within the term of the absence. in approved instruction or instruction-related activities
at an approved off-grounds location for less than 10% of
Absences considered lawful and therefore excused, as
the school day. Information is also available in Student
described in the Public School Laws and Code of Bylaws of
Attendance Regulation No. 400-98.
the Maryland State Board of Education, are:
• Illness of the student (doctor’s verification may be required) Bullying, Harassment or Intimidation
• Death in the immediate family
Children need a trusted adult to turn to when they feel
• Court summons bullied, harassed or intimidated. It is important that your
• Hazardous weather condition child is encouraged to contact their school counselor,
• Work or activity accepted by the school authorities administrator or teacher to report bullying because it may
not stop without help. If your child feels uncomfortable
• Suspension
reporting bullying and harassing behaviors, parents are
• Observance of religious holiday encouraged to report it to FCPS staff. To report bullying,
• Lack of authorized transportation use the FCPS bullying, harassment and intimidation
online form.
• Health exclusion

• Other emergency ( judgment of Superintendent or designee) If bullying happens outside of school, families can call:
• State of Emergency
• 211 for community resource information

At the elementary level, unlawful absences in excess • Law enforcement if threats or physical harm occur
of 5 days in any 9-week grading period may result in an
unsatisfactory mark in grades Kindergarten (K)-1 and Learn more about bullying, harassment, and intimidation
a failing grade in grades 2-5 in the affected class(es). in the FCPS Prevent Bullying brochure, found at
Unsatisfactory academic progress may result in non- www.fcps.org under STOP Bullying, Harassment, or
promotion of a student. Prekindergarten (Pre-k) students Intimidation. Information is also available in Bullying –
are expected to attend school programs consistently. Harassment - Intimidation Complaint Process for Students
Excessive absences of a Pre-k student may result in Regulation No. 400-48.
withdrawal from a Pre-k program, unless otherwise
prevented by law. This process also allows other students Bus Conduct
who are wait-listed to be considered for enrollment in
the prekindergarten program. Further information is School bus safety is a shared responsibility that depends
available in Pre-Kindergarten Enrollment Regulation No. upon the cooperation of students, parents, drivers, and
400-9 school officials. Bus transportation is an extension of the
school day. FCPS will not tolerate students preventing
At the secondary (middle and high school) level, unlawful drivers from doing their job or preventing other students

20 FCPS PARENT/STUDENT HANDBOOK AND STUDENT CODE OF CONDUCT

 IMPORTANT TOPICS TO DISCUSS WITH YOUR CHILD

from having safe transportation. Video cameras on buses FCPS Technology Devices
record images and sound, enabling FCPS to document
behavior that infringes on others. These cameras and When students are required to use technology,
recordings are kept secure by authorized FCPS personnel. FCPS provides the digital tools necessary. FCPS uses
technological measures such as filtering to promote
Safety Is Priority - Expected student conduct on FCPS internet safety. Filtering limits students’ ability to access
operated or contracted buses are: harmful internet sites when using any device connected
to the FCPS network, but only when this equipment is
• Ride assigned bus only, unless written permission is provided used in school on the FCPS network. Access through
by a school administrator to temporarily ride another bus. cellular networks does not provide the same measures
of filtering. Students should only use the FCPS network
• Follow the driver’s instructions the first time they are given.
(not private cellular service) for internet access while
• Stay in your seat at all times. on FCPS property. Students (and others) should have no
• Keep hands, arms, feet, legs, and property inside the bus and expectation of privacy when accessing FCPS networks.
to yourself, and keep your voice low.

• No eating, smoking, drinking, or vulgar language.

Acceptable Personal Mobile Device
(PMD) Guidelines
• Do not block the aisles or exits.

• Only those large items that can be held safely on your lap, “Acceptable Personal Mobile Device” or “Acceptable
placed on the window side of the seat beside you, or placed PMD” is defined as technology, not provided by FCPS,
on the floor between your feet may be brought onto the bus. brought to school by a student that includes: cell phones,
Items that are sharp-edged, glass, or subject to spillage are headphones, smartwatches, speakers and/or cameras.
not allowed. Animals (except approved service animals),
skateboards, and scooters are not permitted. Elementary school students may possess Acceptable
PMDs, however, they are to be silenced and kept out
Middle and High School students may use personal of sight including when riding FCPS transportation to
electronic devices on buses, in accordance with Student and from school. During the school day, Acceptable
Discipline Regulation No. 403-01 and 434.01 Technology Use, PMDs shall be silenced and kept out of sight as directed
Students. by school staff. School staff may grant permission, in
individual cases, for a student to have their cell phone on,
For more information, please see Transportation Of for medical necessity or other exigent situations. Students
Students Policy 441, Transportation Appeal Process Regulation may wear smartwatches or similar devices, but during
No 200- 14, and Student Discipline Regulation No. 403-01. school hours these devices are required to be on “airplane
mode” or “school time” modes to prevent distractions.
Cell Phones, Laptops, Tablets, Earbuds
and Other Electronic Devices Middle school students may use Acceptable PMDs before
and after the student day including while riding on FCPS
FCPS is committed to assisting students and staff members transportation. Middle school students are not permitted
in creating learning environments that provide access to to use PMDs during instructional periods, lunch periods,
digital learning opportunities that are age appropriate and or between classes/during transitional times. During the
safe. To support this initiative, with FCPS staff approval, school day, Acceptable PMDs shall be silenced and kept
students may use their FCPS provided devices during out of sight as directed by school staff. School staff may
approved times within the classroom or other areas. FCPS grant permission, in individual cases, for a student to have
is not responsible for loss or damage of electronic devices. their cell phone on, for approved instructional purposes,
medical necessity or other exigent situations. Students
Electronic devices shall not be used to record, store, may wear smartwatches or similar devices, but during
or transmit any type of image, sound, or video except school hours these devices are required to be on “airplane
for approved assignments with the express permission mode” or “school time” modes to prevent distractions.
of school staff. School administrators reserve the right
to take temporary possession of any device during an High school students may use Acceptable PMDs before
investigation and revoke privileges associated with the and after the student day. Students may use Acceptable
misuse of any electronic device. For more information, PMDs during transitions between classes and during lunch
see Student Discipline Regulation 434.01 Technology Use, periods. Acceptable PMDs are permitted for approved
Students. instructional purposes during instructional periods when

FCPS PARENT/STUDENT HANDBOOK AND STUDENT CODE OF CONDUCT 21

IMPORTANT TOPICS TO DISCUSS WITH YOUR CHILD

staff expressly give permission. Unless otherwise directed however, that, if their appearance disrupts the mission
by staff, during instruction Acceptable PMDs shall be of the school system to provide a safe, productive and
silenced and kept out of sight. positive learning environment, FCPS staff may take
disciplinary action in accordance with FCPS Regulation
Digital Citizenship 403-01 Student Discipline.

The Board of Education is committed to responsible use Clothing and accessories should not:
of social media to facilitate community engagement,
encourage collaborative communications, and enhance • Be unduly revealing
the education process. It is an expectation that employees • Promote illegal or violent conduct
and students are good digital citizens and use social media
• Display obscene, libelous, sexually-offensive, vulgar, or
in a civil, respectful, and safety-conscious manner that
discriminatory words/language or images
is consistent with the school system’s mission and does
not infringe on the rights of others. To promote school • Display derogatory expressions or language demeaning an
safety, FCPS recommends: Report It, Don’t Repost It. For identifiable person or group, such as ability, appearance,
details, see Responsible Use of Social Media Policy 115 and culture, gender, home language, race, ethnicity, religion,
Responsible Use af Social Media Regulation No. 100-08. sexual orientation, or social class.

• Contain threats or gang symbols

Digital citizenship refers to the responsible use of social
• Conceal weapons or other illegal items such as drugs
media and other online tools. Staying safe on social media
(outerwear jackets, etc.) and items that may be used as
is just as important for students as it is for adults. We
weapons (metal belts, chains attached to wallets/keys, etc.).
encourage parents and guardians to discuss with their
Students may be asked to keep such items in their assigned
child often the appropriate uses of digital tools, their
locker.
safe use, and your expectation for how much time they
are online each day. The following checklist of digital • Include the wearing of headgear, except in the provisions
citizenship habits is a good tool for helping parents/ detailed in Dress Code for Students Policy 439
guardians talk with their child about how to be a good
digital citizen as they begin to curate a positive and Hate Bias
effective digital footprint:
It is expected that students refrain from demonstrating
• Discuss the importance of developing and maintaining a hate bias (including the use of hateful speech/slurs)
positive digital footprint and identity. that insult an individual or a group based on ability,
• Encourage a healthy balance of media use and well- being. appearance, culture, gender, home language, race,
ethnicity, religion, sexual orientation, or social class. This
• Promote:
includes any form of communication, including but not
◦ Think before you post. limited to visual, verbal, physical, written, or electronic
◦ Avoid oversharing. communication that promote hate and can be reasonably
◦ Protect your privacy. expected to cause substantial disruption to school or
◦ Allow parental access to all digital tools district operations or activities. FCPS staff work hard to
Protect and change your passwords regularly. curb taunting and teasing by setting high expectations for
◦
students to interact in a positive and respectful manner,
◦ Check where your information comes from.
creating learning opportunities to raise both awareness
• Discuss the dangers of cyberbullying, digital drama, and hate and empathy about the harm done by demonstrating
bias. hate bias (including the use of hateful speech/ slurs), and
• If your child does see something dangerous or threatening on by addressing these incidents in the school setting. It is
social media, encourage them to Report it, Don’t Repost it. expected that students report all incidents of hate bias to
• Report illegal activity and poor behavior that makes school appropriate staff. Our message is: “Hate Has No Home in
unsafe to a teacher, administrator, and the police. FCPS.”

Medications/Treatments at School
Dress Code
Students are encouraged to take any needed medications
FCPS respects students’ right to express themselves in
outside of the school day. When medication must be
the way they select their personal attire. It is important,
administered during school hours, the parent/guardian

22 FCPS PARENT/STUDENT HANDBOOK AND STUDENT CODE OF CONDUCT

 IMPORTANT TOPICS TO DISCUSS WITH YOUR CHILD

must provide a written order from the student’s healthcare refrain from all Public Displays of Affection (PDA) while
provider for all prescriptions and over-the-counter on campus or while attending and/or participating in
medications. a school-related activity. Students are prohibited from
taking actions such as unwelcome conduct of a sexual
Medications must be transported by an adult and provided nature that creates an intimidating, hostile, or offensive
to school health staff in the pharmacy bottle, correctly and environment.
completely labeled. Over the counter medications must
be in the original, unopened container. Medications sent Threats
in envelopes, plastic bags, or daily reminder containers
cannot be administered. Students may bring and apply FCPS is committed to promoting a culture of safety,
over-the-counter sunscreen without a written order. wellness, and civility for students and staff, and fully
Medication may only be administered to a student in complies with Maryland Law to ensure FCPS provides
school by authorized staff or the parent/guardian. a safe and secure environment. To this end, FCPS
takes all threats against students, staff, and property
All treatments require a written order from a healthcare seriously. Students must refrain from making threatening
provider. Please contact your school’s health room staff statements, whether or not they have intent to harm. FCPS
with any questions concerning the administration of works closely with local law enforcement agencies to
medications and/or treatments. investigate all violent threats that are reported, administer
appropriate school discipline, provide necessary and
Plagiarism/Academic Dishonesty needed support for all who are involved, and seek criminal
charges when appropriate.
It is expected that students only take credit for the work
that is their own. Deliberately copying or using the direct We remind parents, guardians, and caregivers of the
work of others, including that of artificial intelligence importance of having their child discuss all unsettling
large language models (LLM), such as ChatGPT, is social media situations with a trusted adult. If they hear
considered academic dishonesty, cheating, plagiarism, a rumor, they should discuss it with you, their school
or forgery. Students are prohibited from sharing work administrator, a trusted staff member, and/or the police.
or discussing assessments with others, unless given Report it, do not repost it. Under no circumstances will
permission by FCPS staff. As students use photos or other FCPS tolerate anyone creating a climate of fear and
media online, they need to be aware of copyright law and concern by threatening the well-being of our students,
the appropriate ways to use original work responsibly staff, and community, whether directly or through
with fair use. When anyone uses someone else’s photo, creating rumors about others. Together, students, parents/
video, music, or other original work from the internet, families and FCPS staff must work collaboratively to
it is important that credit is given to the original creator maintain safe and nurturing learning environments where
of the material. Just like you would not want someone to our students can learn and grow.
use your hard work and claim it as their own, people who
have material posted online deserve the same respect and We encourage all students and parents to review
recognition. Follow the guidance in this video when using Grace’s Law 2.0, which increases penalties for cyber
material you find online. assaults on victims 18 years and younger. The law carries
a misdemeanor penalty of up to 10 years in prison or up to
LLMs are developed to use natural language processing to $10,000 in fines.
create humanlike conversational dialogue. These language
models can respond to questions and compose various If you have questions or need to report a threat, please
written content, including articles, social media posts, contact the school’s administration, law enforcement, and/
essays, code and emails. If and when a teacher authorizes or use the FCPS bullying, harassment and intimidation
the use of this type of application for students to create online form. In addition, you may report school-related
responses to assignments, the use of LLM technologies threats online by visiting the Safe Schools Maryland Tip
must be cited. Line (www.safeschoolsmd.org) – a tool for proactively
addressing harmful situations and helping students as
needed.
Public Displays of Affection and Sexual
Misconduct
FCPS recognizes that genuine feelings of affection may
exist between two students. However, students shall

FCPS PARENT/STUDENT HANDBOOK AND STUDENT CODE OF CONDUCT 23

IMPORTANT TOPICS TO DISCUSS WITH YOUR CHILD

FCPS Student Code of Conduct­­

Students who do not comply with these expected
behaviors, as well as others not listed here, may receive
disciplinary consequences in accordance with the FCPS
Student Discipline Matrix located in the FCPS Parent
Handbook and Student Code of Conduct.

Visitors to School
FCPS welcomes visitors to our schools. To limit
interruptions and distractions to teaching and learning,
and to maximize safety for all, visitors should be aware of
the following procedures:

• All visitors are expected to enter a school building at the main

entrance unless otherwise directed to enter another designated
entrance for activities or special events.
• Visitors should push the call button located near the front
door, look into the camera, and be prepared to state their name
and purpose for visiting.
• Upon entering a school, visitors are expected to walk directly
into the front office, be checked in and out by the front office
staff using the visitor management system, and provide a valid
I.D. upon request.
• A visitor’s sticker will be given to visitors following the above
procedures and must be worn and prominently visible while
on school grounds.
• Any visitor, in the school or on the grounds while school is in
session, that is unsupervised and/or without a visitor sticker,
will be escorted by staff directly to the front office.

Anyone who is not currently a registered student or a staff

member at the school, acting in a manner that disrupts
or disturbs the normal educational functions or activities,
may be considered trespassing. This includes entering
a school building or grounds without reporting to the
front office or entering school-sponsored events through
an unauthorized entrance. Trespassers are subject to
sanctions which may include no trespassing orders issued
by a school administrator and/or law enforcement.

Media representatives must receive approval from

a school administrator to interview, photograph, or
videotape students before proceeding to the activity
they are covering. A school administrator may limit or
refuse visitor access to school property to ensure student
or employee safety, confidentiality, or to minimize
interruption.

24 FCPS PARENT/STUDENT HANDBOOK AND STUDENT CODE OF CONDUCT

Student Rights and Responsibilities
I. Basic Philosophy
A. Students are individuals with rights guaranteed by the Bill of Rights and the due process amendment of the U.S.
Constitution.
B. The school is not a shelter from the law; students must obey local, state, and f­ ederal laws within the school.
C. For every right, students should accept a related responsibility.
D. Constitutional rights do not allow behavior which will create unhealthy or unsafe conditions within the school or
disrupt the normal school process.
E. Authority must exist for rights to be guaranteed. The control and supervision of the classroom rests with the
teacher; the control and supervision of the building rests with the principal.
F. The procedures developed to implement the items in the document will differ among the school communities in
Frederick County.
G. Assuring students their citizenship rights within schools will result in student understanding of the process as
well as the content of our democratic society.
H. A procedure is necessary to assure rights.
I. This document is not intended to reduce the recognized legal rights of parents.

II. Implementation
A. The Superintendent shall ensure that the document entitled Student Rights and Responsibilities is annually
distributed to students and is available to the school community, administrators, staff and parents/guardians.
B. The document shall apply to all students in Frederick County Public Schools. However, in view of recognized
differences in maturity among students of ­different ages, procedures contained herein could not uniformly apply
to all students.
1. High School – The procedures should be fully implemented.
2. Middle School – In view of the great and varying degree of change in students’ maturation, flexibility
in the application of procedures is needed. Effective instructional activities should precede any and all
implementation.
3. Elementary School – Students should be exposed to the general ideas in the d ­ ocument in instructional
settings. They should be introduced to the concepts of responsibilities and rights within the society at large
and in the school ­setting.
C. The document and its implementation shall be reviewed periodically.

III. Due Process

Due process rights as they relate to student discipline are outlined in Regulation 400-04 “Suspension and Expulsion,”
online at www.fcps.org/policies.

Each secondary school shall establish a procedure for consideration of student grievances.
A. A student grievance is an alleged violation of a provision of this document.
B. The grievance procedure shall be developed with substantive student participation.
C. Each school shall design a model for its review procedure. Suggested models are a panel of:
1. Students, representative of the total school population;
2. Faculty members chosen by the student body;
3. Equal number of students, faculty, and parents selected by the student body;
4. Equal number of students, faculty, and parents selected by the ­­­respective three groups.

FCPS PARENT/STUDENT HANDBOOK AND STUDENT CODE OF CONDUCT 25

 STUDENT RIGHTS AND RESPONSIBILITIES

IV. Student Rights and Responsibilities

A. Academic

Rights Responsibilities

1. Students have the right to attend school until graduation from high school or 1. Students have the responsibility to attend school regularly until age 18 and to
until age 21. ­follow local school regulations.
2. Suspension or expulsion can result from inappropriate behavior. 2. Students have the responsibility not to interfere with the education of other
3. Students have the right to appeal an extended suspension or expulsion. students.

4. Students have the right to be free of interference from other students. 3. Students have the responsibility to take advantage of the learning
opportunities at the school and in the community.
5. Students have the right to programs designed to develop their abilities and
talents. 4. Students have the responsibility to know the specific objectives that are
expected of them before a unit of study begins.
6. Students have the right to be informed by the teacher of the specific
objectives that are expected of the student before a unit of study begins. 5. Students have the responsibility to know what they must do to receive a
particular grade before they begin a unit of study.
7. Students have the right to be informed by the teacher what they must do to
receive a particular grade before they begin a unit of study. 6. Students have the responsibility to consider professional judgment
concerning their ­placement in required courses.
8. Students have the right to programs appropriate to their ability level in
required courses of instruction. 7. Students have the responsibility to consider reasonable answers to their
questions ­concerning curriculum.
9. Students have the right to ask reasonable questions at appropriate times
concerning the school curriculum. 8. Students have the responsibility to return textbooks in good condition. If
the textbook is not returned or is returned in a damaged condition beyond
10. Students have the right to be assigned textbooks in good condition. normal use expectancy, students will be informed of the replacement cost of
the book.

B. Constitutional Rights

Rights Responsibilities

1. Non-Discrimination 1. Non-Discrimination
Students have the right not to be unlawfully discriminated against on Students have the responsibility not to discriminate on the basis of race,
the basis of race, national origin, marital status, sex, sexual orientation, national origin, marital status, sex, sexual orientation, gender identity, gender
gender identity, gender expression, religion, ancestry, physical attributes, expression, religion, ancestry, physical attributes, socioeconomic status,
socioeconomic status, familial status, physical or mental ability or disability. familial status, physical or mental ability or disability.
a. Students have the right to report any type of discrimination to a school a. Students have the responsibility to understand that any type of
staff member immediately. discrimination will be reported to a school staff member.
b. Students have the right to counseling if subjected to any type of b. Students have the responsibility to understand that counseling may be
discrimination. beneficial to victims of discrimination.
c. Students have the right to be informed that FCPS has a regulation c. Students have the responsibility to know school procedures for dealing
(400-48) that specifically outlines the procedures that must be with any type of discrimination.
followed when bullying, harassment or intimidation occur. 2. Rights of Expression – Student Publications/Student Journalists
2. Rights of Expression – Student Publications a. Student publications must conform with standards consistent with the
a. Student publications are recognized forms of expression and are to Canons of Journalism of the American Society of Newspaper Editors
be encouraged as learning experiences. As such, they shall have and Policy 436.
qualified faculty advisors. (1) Student publications must work toward financial and editorial
b. All members of the school shall have equal opportunity to contribute to independence.
school ­publications. (2) Students have the same responsibilities under the law as other
3. Rights of Expression – Non-school Publications persons concerning the matters of libel and obscenity.
Students have the right to distribute or display non-school literature subject to b. Editors of each student publication will create procedures whereby
legal ­limitations and principal review. members of the school who are not on the staff may submit articles.
a. Students have the right to expect the review to be done according to 3. Rights of Expression – Non-school Publications
published ­guidelines. Students must recognize that the principal has the legal right to prior review
b. Students must receive approval or disapproval within three school days of any non-school publication they wish to distribute on school property.
of the ­principal’s receipt of material. a. The publication(s) should carry the name of the sponsoring
organization or individual.

26 FCPS PARENT/STUDENT HANDBOOK AND STUDENT CODE OF CONDUCT

STUDENT RIGHTS AND RESPONSIBILITIES

Rights Responsibilities

4. Right to Petition b. The time and place for distribution will be cooperatively established
Students have the right to petition for redress of grievances. with the principal to avoid disruption of normal educational activities.
5. Patriotic and Religious Exercises c. Students distributing literature will be responsible for removing litter
a. Schools will provide a flag salute and other patriotic exercises, but resulting from their activities.
shall not require participation in these exercises of any student who 4. Right to Petition
objects to them. The time and place for circulation of petitions will be cooperatively
b. Students shall not be required to participate in religious exercises of established between the petitioner(s) and the principal.
any kind. 5. Patriotic and Religious Exercises
6. Right to Assemble a. Students who decline to participate in patriotic exercises will respect
Students have the right to organize and assemble. the rights of ­participants.
7. Dress and Symbolic Expression b. Students will acknowledge that materials with a religious theme may
a. Students have the right to choose their manner of dress and grooming be used in ­educational studies.
unless these ­present a “clear and present’’ danger to the student’s 6. Right to Assemble
health and safety, or interfere with class work or school order, or are in The time, place, and purpose for student assemblage shall be arranged
conflict with Board Policy 439 Dress Code for Students. through procedures cooperatively developed by the administration, faculty,
b. Students may wear or display buttons, armbands, flags, decals, and and students within each school.
badges of s­ ymbolic expression, unless the manner of expression 7. Dress and Symbolic Expression
interferes with the orderly process of the school or is legally libelous a. Students have the responsibility to dress and groom themselves in a
or obscene, or are in conflict with Board Policy 439 Dress Code for manner that is safe, healthy, and non-disruptive of classroom and
Students. school procedures.
8. Search and Seizure b. Students have the responsibility to not wear or display buttons,
Students, their personal property, and the school property assigned to them armbands, flags, decals, and other badges of symbolic expression that
shall not be subjected to unlawful search and seizure. disrupt the orderliness of the school or are legally libelous or obscene.
9. Police Questioning on School Property 8. Search and Seizure
Students have the right not to be questioned by police on school grounds Students must recognize as legal the search and seizure practices described
except under the conditions stated in COMAR 13A.08.01.13 and FCPS in the Public School Laws of Maryland, Section 7-308 and FCPS Regulation
Regulation 400-59. 400-59.
a. Authority to search student
(1) A principal, assistant principal, or school security guard of a
public school may make a reasonable search of a student on
the school premises or on a school-­sponsored trip if there is a
reasonable belief that the student is in possession of an item, the
possession of which is a criminal offense under the laws of this
state or a violation of any other state law or a rule or regulation
of the county board.
(2) The search shall be made in the presence of a third party.
b. Authority to search school
(1) A principal, assistant principal, or school security guard of a
public school may make a search of the physical plant of the
school and its appurtenances including the lockers of students.
(2) The right of the school official to make a search of the locker shall
be announced or published previously in the school.
c. Rules and regulations
The Maryland State Department of Education shall adopt rules and
regulations ­relating to the searches permitted under this section.
9. Police Questioning on School Property
Students must recognize that questioning by police at school is lawful
“concerning a crime committed on the premises or in connection with an
investigation which if not ­immediately permitted would compromise the
success of that investigation or endanger the lives or s­ afety of the pupils or
other persons, provided however, that a school official be present throughout
that questioning.”

FCPS PARENT/STUDENT HANDBOOK AND STUDENT CODE OF CONDUCT 27

 STUDENT RIGHTS AND RESPONSIBILITIES

C. Student Involvement

Rights Responsibilities

1. School Policy and Curriculum 1. School Policy and Curriculum

a. Students shall be guaranteed a procedure that they have helped a. Students shall utilize to their fullest potential the agreed-to procedure
develop by which they may present their evaluations and suggestions for curriculum evaluation.
of curriculum. b. Students shall abide by published school rules and regulations.
b. Students shall have the right to participate in the development of school 2. School Assemblies
rules and ­regulations on conduct and disciplinary procedures. (These Students attending assemblies shall respect the rights of others in attendance
rules and regulations shall be published and given to all students.) and those involved in the assembly program.
2. School Assemblies 3. Student Government
Students shall have the right to participate with the school staff in planning,
imple­menting, and evaluating assembly programs. a. Students will utilize duly constituted student governance organizational
structures for involvement within the school.
3. Student Government
b. Students must provide a written statement defining the nature and
a. All students are entitled to adequate, responsible, and effective role of the student governance organizational structure subject to the
representation. approval of the school administration.
b. Students shall have the opportunity for determining the organizational c. The student government shall consult and work with the appointed
form through which their voice will be communicated. advisor.
c. The duly constituted student government organization shall cooperate d. Regular meetings of the student government shall be at intervals
with the administration in selecting an advisor from the school cooperatively arranged with the principal and teachers.
professional staff.
4. Student Activities
d. The student government shall have the right to meet regularly during
the school day. a. The activities of organized student groups will contribute to the
intellectual and social development of the students.
4. Student Activities
(1) The group must submit to the principal a list of members
a. All students have the right to form and maintain organized groups in designated as contacts, a constitution and bylaws or written
accordance with school system regulations. statement of purpose, and report any changes in same.
(1) The school must recognize any group organized in accordance (2) Membership must be open to all students, except where the
with published ­procedures established cooperatively by the purpose of the activity requires qualifications which directly relate
school administration, faculty and ­students. to the purpose of the organization.
(2) Submission of a membership list may be a requirement for (3) The organization has the responsibility to adhere to its submitted
becoming or r­ emaining recognized. However, information purpose(s), and if banned for not so doing, shall respect and
essential to holding a meeting during the school day shall be accept this decision until the time of the hearing.
provided to the school administration.
b. The students in each organization shall utilize and work with the
(3) An organization shall be banned after a full hearing if it has appointed ­advisor.
failed to abide by the terms under which it was approved, or
because its activities present a clear threat to the health or safety c. Student groups must assume responsibility for budgeting, recording,
of members of the school community. and justifying their expenditures according to procedures agreed upon
by the administration, student advisors, and students.
b. The administration shall seek recommendations for advisors of each
organization from the students of the organization. The appointment of d. Students must cooperate with the administration and faculty in
the advisor shall be made by the administration. establishing and ­maintaining procedures that ensure the orderly use
of school facilities based on a ­priority of requests and the needs of the
c. With the principal’s approval, the student groups will be allotted or total school community.
allowed to raise the funds necessary to carry out their stated purposes,
and will share in the control and disbursement of those funds.
d. Student groups will have reasonable access to the use of school
facilities and shall share in drawing up procedures for organizational
use of school facilities.

28 FCPS PARENT/STUDENT HANDBOOK AND STUDENT CODE OF CONDUCT

STUDENT RIGHTS AND RESPONSIBILITIES

D. Personal Counseling

Rights Responsibilities

1. Students have the right to direct communication with counselors, teachers, 1. Students may confer with counselors, teachers, and administrators at times
and administrators. mutually agreeable.
2. Students have the right to confidential communication with a counselor, 2. Students will recognize that communications with professional educators
teacher, or administrator concerning information to overcome drug abuse concerning information to overcome drug abuse are protected by 7-412,
3. No data intended for the students’ cumulative record files may be collected Education Article, Annotated Code of Maryland.
from the ­students unless they have been informed as to the uses and known 3. Students have the responsibility to cooperate with the reasonable collection
implications of the material being collected. of data.
4. Students must be informed as to the uses and known implications of 4. Students have the responsibility to cooperate with the reasonable collection
standardized tests, and consent to the testing. of data.
5. The school must record only the information specified in the Maryland 5. Students must recognize that specific information must be kept in school
Student Records System Manual of Instructions and handle the types of records.
information in the following ­manner: 6. Students have the responsibility to obtain permission for the release of
a. Students’ permanent record files shall contain only personal, family, information ­contained in their files to outside agencies.
attendance, and subject performance information. 7. Non-applicable
b. A student file, to be destroyed by the time the student is age 21, shall
be maintained which includes ­standardized test, school enrollment,
non-subject performance and physical health information.
c. Confidential information, such as psychological and physical
evaluations, must be kept in locked files accessible only to the principal
and those designated by him/her.
6. Students and their parents have the right to an interpretation of the data
contained in the students’ files by professionally trained personnel.
a. Intelligence quotient data and psychological reports shall be
excepted. These may be withheld from the students (though not their
parents if the students are minors or ­unemancipated) at the discretion
of the school authority in collaboration with the p
­ arent or guardian.
b. The records and files may not be disclosed to any person or agency
outside the school except in case of a court order or with the parents’/
guardians’ written permission. If the student has attained 18 years of
age or is attending an institution of post-secondary education, the
student’s written
permission rather than the parents’/guardians’ written permission is
required. COMAR 13A.08.02 shall ­control the release and disposition
of records.
7. Eligible students have the right to apply for special programs for disabled
students. (COMAR 13A.05.01)

FCPS PARENT/STUDENT HANDBOOK AND STUDENT CODE OF CONDUCT 29

191 South East Street
Frederick, MD 21701
www.fcps.org