2025-2026 WCPS Student Handbook

Wicomico County Public School System Student Handbook 2424 NorthGate Drive | P.O. Box 1538 Salisbury, MD 21802-1538 410-677-4400 FAX 410-677-4444 DISTRIBUTION DATE: 2025-2026 SCHOOL YEAR

TABLE OF CONTENTS I. Letter from Superintendent of Schools ............................................................5 II. Mission ................................................................................................................6 III. Wicomico County Public Schools .....................................................................6 IV. Conduct, Discipline, and Interventions ............................................................7 1. Code of Conduct.............................................................................................8 A. WCPS Student Code of Conduct Policy ..................................................... 8 B. Wicomico County Public Schools Student Code of Conduct Procedure..... 10 • Importance of Good Behavior.................................................. 11 • Addressing Unacceptable Behavior ......................................... 11 • Responses and Interventions .................................................... 12 • Levels of Responses and Interventions for Violations ............. 14 • Exclusionary Discipline Responses ............................................. 15 • Levels of Responses and Interventions .................................... 16 • Consequences for Violations of Code of Conduct ................... 18 • Discipline for Activities Not Occurring on School Premises... 21 • Disciplinary Appeals Process ................................................... 21 • Submission of Complaints or Concerns ................................... 22 • Compliance with the Americans with Disabilities Act............. 22 2. Additional Conduct, Discipline, and Intervention Policies & Procedures................ 33 A. Acceptable Use of Technology Policy & Procedure.................................... 33 B. Bullying Harassment, Intimidation, or Hazing Policy & Procedure............ 33 C. Conduct-Based Alternative Education Policy & Procedure ........................ 33 D. Dangerous Weapons/Instruments in the Schools Policy ............................. 33 E. Gangs, Gang Activity and Similar Destructive or Illegal Group Behavior Policy & Procedure ..................................................................................... 33 F. Title IX Complaint Policy & Procedure.......................................................... 33 G. Harassment and Sexual Harassment Policy & Procedure............................ 33 H. Student Alcohol/Controlled Dangerous Substance Policy .......................... 33 I. Student Dress Code Policy & Procedure..................................................... 33 J. Student Expulsion and Suspension Policy & Procedure ............................. 34 K. Tobacco-Free Schools Policy ...................................................................... 34 3. Additional Conduct, Discipline, and Intervention Practices.....................................35 A. Detention ..................................................................................................... 35 B. Gun-Free School Act (GFSA) ..................................................................... 35 C. School Resource Officers............................................................................ 35 D. Searches....................................................................................................... 35 4. Rights and Responsibilities ...................................................................................... 37 A. Students ....................................................................................................... 37 B. Parents/Guardians........................................................................................ 37 C. Teachers ...................................................................................................... 38 D. Principals ..................................................................................................... 39 E. Superintendent ............................................................................................. 39 5. Additional Rights and Responsibilities Policies & Procedures ................................40 A. Equal Opportunity and Non-Discrimination Policy .................................... 40 B. Section 504/Title II Grievance Procedure ................................................... 40 C. Freedom of Speech and Press in School-Sponsored Student Media/Publications Policy .......................................................................... 40 D. Collection and Use of Research Data, Protection of Student Privacy Rights Policy & Procedure ..................................................................................... 40

TABLE OF CONTENTS E. Religious Observance Policy & Procedure.................................................. 40 F. Title I Equivalence Policy ........................................................................... 40 G. Title I Equitable Services Dispute Resolution Policy.................................. 40 H. Title I Equitable Services Dispute Resolution Procedure............................ 40 V. Grading and Academics.....................................................................................41 1. Grading, Promotion, and Retention Policy............................................................... 42 2. Grading, Promotion, and Retention Procedure ......................................................... 43 3. Additional Grading and Academic Policies & Procedures ....................................... 65 A. Academic Eligibility for Co-curricular and Extracurricular Activities Policy & Procedure ................................................................................................ 65 B. Field Trips Policy & Procedure................................................................... 65 C. Infants and Toddlers Program Policy .......................................................... 65 D. Senior Scholastic Recognition Policy.......................................................... 65 E. Special Education Services for Students with Disabilities Policy ............... 65 4. Grading and Academic Practices.............................................................................. 66 A. College Admission Tests ............................................................................. 66 B. Financial Aid............................................................................................... 66 C. High Performing Learners........................................................................... 67 D. Homework ................................................................................................... 67 E. Honor Roll................................................................................................... 67 F. Interscholastic Athletics .............................................................................. 67 G. National Honor Society ............................................................................... 68 H. Report Cards/Reporting to Parents .............................................................. 68 I. Student Service Learning ............................................................................ 68 J. Summer School ........................................................................................... 68 K. Textbooks .................................................................................................... 69 L. Wicomico County Certificate of Merit........................................................ 69 5. Schools, Programs, and Services Practices............................................................... 70 A. Career and Technology Education Programs .............................................. 70 B. Choices Academy ....................................................................................... 70 C. Elementary Education ................................................................................. 70 D. English for Speakers of Other Languages (ESOL)...................................... 70 E. Evening High School .................................................................................. 71 F. Financial Aid ............................................................................................... 71 G. Middle Schools............................................................................................ 71 H. Pre-Kindergarten ......................................................................................... 72 I. Special Education ........................................................................................ 72 J. Title I/State Compensatory Education Program .......................................... 72 K. Wicomico County Early Learning Center (WELC) .................................... 73 L. Wicomico County Judy Center.................................................................... 73 VI. Attendance ..................................................................................................................... 74 1. Student Attendance Policy ....................................................................................... 75 2. Student Attendance Procedure.................................................................................. 81 3. Additional Attendance Policies & Procedures.......................................................... 93 A. Evening High School Attendance Policy & Procedure ............................... 93 B. Pre-Kindergarten Attendance Policy & Procedure ...................................... 93 4. Attendance Practices ................................................................................................ 94 A. Absence/Extracurricular Activity ................................................................ 94

TABLE OF CONTENTS B. Early Dismissal............................................................................................ 94 C. School Hours ......................................................................................94 VII. School Attendance Area Assignment & Transportation.................................95 1. School Attendance Area Assignment & Transportation Policies and Procedures ......................................................................................................96 A. Assignment of Students to School Policy *and*................................96 Special Permission to Attend School Outside of the Assigned Attendance Area Procedure ...............................................................96 B. School Delay, Early Dismissal and Cancellation Policy & Procedure............................................................................................96 C. Student Conduct on School Vehicles Policy ......................................96 D. Student Transportation Policy & Procedure .......................................96 E. Tuition and Admission of Non-Resident Students Policy & Procedure............................................................................................96 2. Student Transportation Practices ....................................................................97 A. Bus Notes ...........................................................................................97 B. Closing of School ...............................................................................97 VIII. Nutrition, Health, & Wellness ...........................................................................98 1. Health Wellness & Nutrition Policies & Procedures......................................99 A. Administering Medication to Students Policy & Procedure ..............99 B. Anabolic Steroids & Human Growth Hormone Policy ......................99 C. Communicable Disease and Bloodborne Pathogen Policy ................99 D. Concussion Policy & Procedure .........................................................99 E. Unpaid School Meal Charges Policy..................................................99 F. Wellness through Nutrition and Physical Activity Policy & Procedure............................................................................................99 G. Pregnant and Parenting Students Policy & Procedure ...........................99 2. Nutrition, Health, and Wellness Practices ......................................................100 A. Food Service.......................................................................................100 B. Health Screening ................................................................................100 C. Vision Screening ................................................................................100 D. Immunizations ....................................................................................101 E. Student Accident Insurance................................................................101 IX. Community Engagement ...................................................................................102 1. Community Engagement Policies & Procedures............................................103 A. Community Use of School Facilities Policy & Procedure .................103 B. Family Engagement Policy & Procedure ...........................................103 C. WCPS Visitor Policy & Procedure.....................................................103 X. General Information ..........................................................................................104 1. Directory Information.....................................................................................105 2. Student Records Policy & Procedure .............................................................105 3. Parent Supported Organizations Policy.............................................................105 4. Home Instruction by Parents Policy & Procedure .............................................105 XI. Family Education Rights and Privacy Act (FERPA) Annual Notice .................106 XII. END .....................................................................................................................107

Dear Students, Parents/Guardians, and Families, It is a privilege to serve as Superintendent and to work alongside such a dedicated and supportive community. Education is a shared responsibility, and when students, families, staff, and community members work together, we create the conditions for success in every school and classroom. Our work continues to be guided by the theme Learning Today, Leading Tomorrow and by our five strategic priorities: School Climate and Safety, Student Achievement, Student Engagement, High Performing Workforce, and Family and Community Involvement. These priorities reflect our commitment to helping every student grow academically, socially, and emotionally. As we implement the Blueprint for Maryland’s Future, we remain focused on preparing students for college, careers, and life. We are building safe and welcoming environments where all students feel supported and empowered to reach their full potential. This handbook outlines the policies and expectations that help maintain a positive school climate and support student success. It includes our Code of Conduct, which emphasizes the connection between respectful behavior and effective learning. I encourage all families to review it carefully and discuss it with their students. Our staff is proud to partner with you in supporting student growth and achievement. We ask every student to take pride in their role as a responsible member of our school community. Thank you for your continued support and commitment to excellence. Sincerely, Micah C. Stauffer, Ed.D. Superintendent of Schools www.wicomicoschools.org The Wicomico County Board of Education prohibits illegal discrimination based on race, ethnicity, color, ancestry, national origin, religion, immigration status, sex, gender, gender identity, gender expression, sexual orientation, family/parental status, marital status, age, physical or mental disability, poverty and socioeconomic status, language, or other legally or constitutionally protected attributes or affiliations and provides equal access to the Boy Scouts and other Title 36 designated youth groups. Discrimination undermines our community’s long-standing efforts to create, foster and promote equity, inclusion and acceptance for all.

Mission The mission of the Wicomico County Public School system is to provide all students an educational foundation and a set of skills which will enable them to become responsible and productive citizens in our society. Ts thi me uWl ai ct oi nmg ilceoa rCnoi un ng teynPv ui rbolni cmSecnhtofool rSayl sl tset mu d iesnct os .mTmh ei tWt e idc ot ompi croo vCiodui nngt yaBn ooarrddeor fl yE, ds ua fcea tai no dn be de lui ec av tei so ne aa lc she tsttiundgetnhta ht iass stahf ee , rf ri gehe t f rt oo ml e da irsnr uapntdi oena, cahn dt ecaocnhde ur chi vaes ttoh el e ar irgnhi nt gt o. Etsetaacbhl i si nh i na ng ac onodp me raaitni vt ae i neifnf ogr ta opf osstiut idveenltesa, rpnai nr egn tast,mtohsep hc oemr em ui sn idt eyp, eanndde na ltl uppeor ns o nt hse wsourskt ai ni nge fdo ra nodr associated with the Wicomico County Public School System. Wicomico County Schools Ww iitcho ma bi coou Ct ot uwnot -yt hc iorvdesr so 3f 7t 4h es qpuoapr ue lma tiiloens acnedn thear se da tiont aal npdo paur loaut inodn ot hf em Co irtey t ho af nS 1a 0l i s3b, 0u0r 0y ,. SP ae lni si nb suur lya aans da Wh ui cbo mf o irc oc uCl touur ne ,t ys hsoepr vp ei n tgh, eb uEsai snteesrsn, rSehcor re ea t oi of nM, ha irsytloarnyd a anndd e tdhuec aDt ieol mn . aTr hv ae WcoimcommuinciotyC. ounty Public School System, established in 1868, is a key part of this thriving IWn i coor dmei rc ot oC mo uenetty t hP eu bnl ei ce dSsc hf oo ro l Ps rhe aksi nad edrigvaerrtsei nt y- Gorfa ds ceh1o2o l eodrugcaant ii oz ant ifoonr acl osut nr ut yc t sutrueds eannt sd, programs. Wicomico County schools serve more than15,000 students through its: 1A6geel3e,mtoenGtraardyes5chools serving a variety of grade levels from Prekindergarten, 11 eml ei dmdel en taanrdy ahni gdhms ci dhdoloel s c h o o l 33 hmi gi dhdsl cehsocohloso l s 11 EsevceonnindgarHyiaglhteSrcnhaotoivl e education program Ipnr oagdrdaimt i os ns, uhcohu as es dt haet vBai rr itohu tsol oFci av tei oPnrso ga rr ao mu n df o trheeacrol yu ni nt yt e, rt vh ee nstci oh no osl esryvsi ct eems , ot fhf ee r Ms ma ganneyt PT rhoi ng kr ai nmg faonr di nDt eori mn ge d( Ti aAt eD )( gPr raodgersa 3m- 5f)o rh i ggihf t- epde raf onrdmtianl ge nl et ea dr needr su, ctaht ei o inn, t et hr em emdi idadt el e/ ms ci hd od ol el NS teuxdGi ee sn, tShTeE WM i cAocma di ceomCyo, uYnotuynVg i sBuuasl i na ne sds PLeer af odremr si nAg cAa dr tesmPyr,o gWr aBmM, SC Ba rreoeard caansdt i nT ge c Mh neidc iaal Eb rdouacda tai or rna, yJ Ro Of sTpCe, cti ha el eOd nu lci antei oLne aa nr ndi nr eg l aLtaebds s, et rhvei cEens gtlhi saht sLt aundgeunat sg emSauypapcoc rets sC ief nnt ee er ,d ae nd du pa through age 20.

CONDUCT, DISCIPLINE, AND INTERVENTIONS

SFS-GEN-PL-028 Wicomico County Board of Education Approval Status Index Code Title: WCPS Student Code of Conduct Policy SFS-GEN-PL-028 First Adopted: 07/11/23 06/27/23 07/11/23 07/12/23 Legal Review: Approved Revisions: Effective: Page 1 of 2 WICOMICO COUNTY BOARD OF EDUCATION P.O. BOX 1538 2424 NORTHGATE DRIVE., SUITE 3, SALISBURY, MD 21802-1538 1 2 3 I. Purpose WCPS Student Code of Conduct Policy 4 The Wicomico County Board of Education (WCBOE) has both the responsibility and authority to 5 adopt policies designed to create safe schools and to reflect a discipline philosophy based on the goals 6 of fostering, teaching, and acknowledging positive behavior. These policies and associated 7 procedures support the goal of maintaining an environment of order, safety, and discipline necessary 8 for effective learning. The WCBOE believes that the pursuit of education is not merely a right, but it 9 is a privilege which carries with hit the respect of the guidelines governing behavior. 10 11 II. Policy Statement 12 The WCBOE is committed to creating and supporting schools where teaching and learning take place 13 every day in safe, supportive, and respectful school environments and where students, school staff, 14 and families are valued and can succeed. These safe, supportive, and respectful school environments 15 are maintained through clear communication of expectations for appropriate behaviors, the teaching 16 and reinforcing of appropriate behaviors, and the communication and administration of appropriate 17 consequences for inappropriate behaviors. 18 19 III. Definitions 20 A. “Alternative Educational Setting” means a location outside of the designated home school 21 designed to accommodate the needs of students who have demonstrated the need for significant 22 academic or behavioral support. 23 B. “Behavioral Intervention Plan” means a formal plan designed by the school staff to offer positive 24 behavioral interventions, strategies and support. 25 C. “Conference” means a discussion or dialogue between staff of Wicomico County Public Schools 26 (WCPS) and a parent and/or guardian of the student for the purpose of identifying areas of 27 difficulty, manners of support and expectations for improvement which may or may not result in 28 the creation of a Behavioral Intervention Plan. 29 D. “Detention” means students may be assigned detention to be served before school or after school 30 at the discretion of the teacher. Parents will be notified of the date and time of the detention and 31 will agree to provide transportation for the student immediately at the end of an after-school 32 detention.

Wicomico County Public Schools PROCEDURE SFS-GEN-PR-008 Wicomico County Public Schools Code of Conduct Procedure (see attached pages) Approval Status Index Code Title: Student Code of Conduct SFS-GEN-PR-008 First Adopted: Legal Review: 06/27/23 10/10/17 03/10/15 Approved Revisions: 08/13/25 11/07/23 07/11/23 10/06/17 03/10/15 Effective: 09/09/25 11/08/23 07/12/23 10/11/17 03/11/15 Page 1 of 1 WICOMICO COUNTY BOARD OF EDUCATION P.O. BOX 1538 2424 NORTHGATE DRIVE., SUITE 3, SALISBURY, MD 21802-1538

CODE OF CONDUCT Importance of Good Behavior Ta nh de oWr di ceorml y i cs cohCoooul ne tnyv Pi ruo bnlmi c eSncthcooonl dSuycsitveemt oh laesa ar nd ionpgt ef odr aa lul ns it fuodr emn tCso. dT eh eo Cf Co do ne do uf cCtotnodauscst i sf ot ri nWpi rc oo vmi di ci on gC oa usna tf ye Pi nusbt rl iucc tSi cohnoa ol lasc tai pv ipt li ieess, et xo t raal cl usrcrhi couol la re na vc ti ri voint ime se ns ut sc hi nacsl uddai nn cge sb, ustp on rotts lei mv eint et sd, st oc h tohoel ccl luabs ss ,r oa on md f iaenl dd trrei pl ast eads wo fe lCl oans dtuhcet s tcoh oporl obmu os toer ps cohs iotoi vl er ebl aetheadv ti or ar nisnp ot hr tea tsi oc hn ooof l aennyvtiyr po en.mFei rnstt. aGn od of do r ec imt i oz es tn, siht iips tohne gt ho ea l socf htohoel Cboudse, playground, athletic field, classroom or any other school related activity is expected. Isnc haoc oc ol sr wd wh ei tr he tt eh ae cMh ianrgy laanndd l Se at ar tnei nBgo taar kdeopf lEa dc eu ceavtei or yn d, oauy ri ns cshaof eo,l ssuyps pt eomr t ii vs ec ,oamn dmri tetsepde tcot f curl esacthi no go laenndv si ruopnpmo retni nt sg, and where students, school staff, and families are valued and have the opportunity to succeed. Ah el laml theymabnedr ssaoffe tshceh oscohl oc loiml caotmesm. Tuhnei tsye hparvi necai prl eosl ei ni nc l ubduei l dbiuntga rsec hnoootllsi mthi taetdetmo:bo d y th e p r i n c i pl e s su pp o r ti n g * ** p s c t o o u l s l d i a t e b i n v o e t r s a r a t e i c l o a t n i t v i o be n l e y t s w h en i e p g e s a n b g f e e a d t mw i i n e li e te h n s e , s c i t r o u l m d e e a m n rn u ts i n n a i g t n i , edss,cahnodoslcshtaofof,lasntadff to support positive student outcomes. Or oul re ss, cahnodo il ss ianrvee st ht eedsianf ec sotmamn do nm- soesnt sseusccche os sofludl i ws chi pelni neevpe rr aycotni cee cs .o lEl ax bpoe rc at at et iso, nvsa fl uo re ss, c ahno do l rsetsapf fe/cat ds me ai nc ihs tor taht oe rr ’ss, sa tnudd iennvtos l, vpeamr ee nn tt sw/ gi tuha rs dc hi aonosl , dai ns cdi pcloi nme mmuant it teyr/s c. i Dt ye/tlaoi cl sa la bo or guat nt hi zeastei oenxsp, eacgt ea nt icoi ne ss , aar ne da voat ihl ae br sl e gi un i: d e i n t e r a c t i o n The Maryland Guidelines for a State Code of Discipline, Ghtutipd:e/l/ianrecshfoivreSst.amteaCryoldaenDdipsucbiplilcinsceh_0o8ol0s7.o2r0g1/M4.pSDdfE./divisions/studentschoolsvcs/student_services_alt/docs/MD Wm ohde inf yu un na ca cc ec pe pt at ba bl el eb eb he ha va ivoi ro rosc ci nu ras , ptohsei tCi voed emoafn Cn oe nr dt ou citmspurpopvoer tasc at hdee ma pi cp lsi uc ac tcieosns of of rp raol lg sr teus ds ievnet sd. i sAc li lp sl icnheo tool aa cntdi vci toi ne ss eaqr ue egnocveesr nf oerd ibnya pt hper oCpordi ae t oe f bCeohnadvui oc tr . a Sntdu da reen tssu ba jreec te tnoc ot huer asgaemd e t eo x epne gc taagtei oinns ,proi gs iht ti vs ,e r ebsephoanv si oi br i lsi itni ecse, isncahpoporloinpvroialtveembeehnatv. iors and their consequences may have a negative impact on academics and other areas of Addressing Unacceptable Behavior cUonnascecqeupet anbc lees mb eahyaivnicol rusd ehba uv et a cr oe nnsoetqlui me ni tceeds t ot h: av te r wb ai ll l wbaer nai npgp, l ti ei md e i on u ta wf ha iern aa ng de aepqpur iot pa rbilaet em, f aonr mn earl. wTr iht et esne as up sopl oegnisei so, nl, ossuss poef nps ri oi vni laelgt ee r, ndaet ti ve en tpi or on g, rpaamr e, dn tr /uggu/ aa rl cdoi ahno l /c toonbf ea cr ec on cceosu, nbseehl ianvgi oarn di not ue tr voef ns tciho ono lpsl auns ps ,e ni ns-i socnh. oAonl ianrde i vs ui dsupaelnbdeehda vmi oa ry i nn ot et r pv ae rnttiicoi np apt lea ni nmeaxyt rbaec udrervi ceul ol apre da cttoi vai tsiseiss t f oi nr itmh ep rdouvri na tgi os nt u odfe nt ht eb eshu as vp ieonrs. iSotnu daenndt/sowr haos specified by Board of Education policy. DA ci st c(iIpDl iEnAe) faonr ds tt uh de eAnmt se wr i ci tahn sd iws ai tbhi lDi t ii seas bmi l iut si et sbAe citn( Ac oDmA p) . l iAa nt hc eo rwo iut ghht hi nev Iensdt iigvai dt iuoanl so fwaint hy aDni sdaablill ii tni fersa cEtdi ounc sa twi oi nl l be conducted with all involved parties being afforded due process. Ca lrai mr mi ns aol r vbi oo lma tbi otnh (rse)a tosf; tphhey sl ai cwa l iantct laucdkisn; gs ebxuuta nl ao st slai mu l ittse; da nt do : dpi sotsrsi be sust ii onng , oufs ian gf i roerabr me i nogr uwn de ae pr ot hne; ianr fsl oune ;n cf ael soef dl arwu gesn, faol rc coehmo le, ni nt ha ag leannct ys . oTr ht eo bSac chcooo lwRi lel sboeu rr ceef eOr rf fei dc etro ( tShReOS) cohro oo tl hReers aopu pr cr eo pOrfi fai tcee rl a(wS ReOn)f oorrc eomt heenr t aapgpernocpyr wi a it lel so tnalfyf bo er oc ot hnet ar cpt ee rds ionn tshteh ea vt ec na tn on fo st ubbes st aa nf et li ya l ahnadr ma p oprr ot hprrei aa tt eol yf shuabnsdt al endt i tahl rhoaur gmh tsoc ht hoeo pl ph ryos ci ceadl us raef es toyr otfos rt ue sdpe onnt sd, tsoe pcarrimatienaanl cdoanpdaurct tf roof mp earnsyo ndsisoctihpel irntahrayna csttiuodnesnttask. eAncbt iyo nt hset askcheonobl .y l a w e nf o rce m e n t w il l b e co n s ide re d to be

Responses and Interventions Rb ee hs pa vo inosre, sa nt od pb reohvaivdi eo rt hme as yt uadl es no t i wn ci tl uh daec ci enpt et ar vbel en trieopnl sa cdeems iegnntebde ht oa vaido dr sr ecsosn tdhuec ibv ee ht aovai osra, f re eat ne adc she ct hu er e csocrhr oe oc tl environment. Tu sheedf ob lyl oswc hi nogo li sa dmme ianni ts ttroa ti ol l russ tarnadt es tt ha fef kt oi nrdess poof nr de stpoosntsuedseannt db ei nhtaevrivoerns .t i Iotniss tnhoatt i anrt ee nadveadi l at ob l be ea annd ec xohmamu sot ni vl ye list. Behavioral Contract: Correcting inappropriate or disruptive student behavior through a formal plan designed by school staff to offer positive behavioral interventions, strategies and supports Board of Education Conference: Conferencing with board of education staff including Pupil Personnel Workers and including the parent and the student for the purpose of identifying areas of difficulty and manners of support Bus Suspension: Removing the privilege of bus transportation for a designated period of time as a result of negative behavior on the bus Check-In: Prompting students to have an informal check-in with a school counselor, school social worker, student advisor or other staff member who has a positive relationship with the student Classroom-Based Responses: Prompting a student to reflect on his/her behavior using classroom strategies slouscshoafsctliamsser-oooumt, tperaicvhileerg-es,tuordeanptocloognyfelreettnecre, reflection chair, redirection (e.g., role play), seat change, call home, Community Conferencing: Bringing together students, school staff, and others involved in a conflict to discuss the topic, resolve issues, and propose solutions Conference with Student: Involving the student, the administrator and possibly the teacher and the parent in aa cboenhfaevr ieonrc, et ht he a rt ei as smo no sr ef os er rti ho eu sbtehhaanv ai ovr e, rpboasl swi bal er nci no ng swe qi tuhetnhcee fso oc uf st hbee i bn eg hoanv itoa rl kai nngd wa i tphl aans tf uo dr ecnhtarneggi anrgd ti nh ge behavior Confiscated Items: When items are confiscated as a result of a violation of the Code of Conduct, pf raorme ntths e/ gsuc ahrodoi la. nI tse smh sa lcl omn fai ks ce aat er rda mn gaeymbeen ht se lwd i at hs et hv ei dsecnhcoeoilna adnmiinnvi setsrtai gt iaotni otno. Tp ihcek Wu pi c tohme i cc oo nCf oi suc na tt ye dB iot ae rmd ( os )f Education bears no financial responsibility for items that are lost, stolen or damaged. Conflict Resolution: Using strategies to assist students in taking responsibility for peacefully resolving conflicts. Detention: Students may be assigned detention to be served before school or after school at the discretion of the tfoear cthheers. tuPdareennt tismwmileldbiaetneloytiaftietdheofenthdeodf aatne aafntedr-tsimcheooofl dtheetednettioennt. ion and will agree to provide transportation Expulsion: The exclusion of a student from the student’s regular school program for 45 school days or longer, which may occur only under the following circumstances: • Tp rhieo rs tuop tehr ei nct oe mn dpel ne tt i oonr odfe tshi geneaxt pe ud l sr ieopnr epseerni ot adt wi v oe uhl da sp od seet earnmiimn emdi nt he na tt tthhree as tt uodf esne tr’iso ur es thuar rnmt ot os oc ht hoeorl students or staff • eTxhteenstuppoesrisnibtelen.dent or designated representative limits the duration of the exclusion to the greatest • Tb ehhe asvcihoor osl us py sptoermt sperrovvi icdeess ttoh ep er xo cml uodt ee ds sutcucde es snftuwl irteht uc or nm pt oa rtahbel es et udduec na tt i’ so nraelgsuel ravr i caecsa da ne md ai cp pprroopg rr iaamt e. (COMAR 13A.08.01.11.(B)(2) )

Tt hhee spurpi en rciinptaelnsdheanl lt roef csocmh omoel sn edxepxl ap iunlisni og nt hf re oi mn c isdc ehnotoal nf odr ot uh tel ifnoilnl og wt hi ne gr eo af fseonnsse fsour nnloe ts sr ehceo/ms hme ef ni lde isnag reexppourlts wi o int :h • Physical assault on any employee of the Board of Education • W iA n s t i s e c a o r u e m l s t t i c o o o r f b t C h a o e t u t s n e c r t h y y o w o o r i l t s h u y p as o t w e n m e a a . n pyo np ea rgsaoi nn s ot na noyr poefrf s socnh uo no ld eprr et hmei sj ue sr i si fd itchtei ocnoonfdtuhcet Bi so adredt roi mf Eednut ac al ttioo nt hoef • Violation of the Dangerous Weapons/Instruments in the Schools policy of the Board of Education at any time. Functional Behavior Assessment & Behavioral Intervention Plan: A Functional Behavior Ad es tsee rsms mi neenst agpapt hr oe ra sc hi ne fsotrhma at tsi cohnoaobl os ut at f af ssht uo du el dn tt ’askien at op pc or or rperci at toer omr adni as rg ue pt thi av te bbeehhaavvi ioorr. aTnhde iI nn ftoe rr mv eant ti oi onn i sP ltahne no fuf es resd pt oo sdi tei vv ee l ob pe haa Bv ieohraavl iionrtaelr Ivnetnetrivoenn, tsitor na tPe lgai ne sf ,oarntdh es us pt updoernt st . dAe sBieghnaevdi obrya l school staff to correct inappropriate or disruptive school behaviors. In-School Intervention: Removing the student within the school building “from the student’s current education pp rr oi ngcriapma l , "f o(rC Ou Mp At oR b1u3tA n. 0o8t . 0m1o. 1r1e ( Bt h)a( 4n ) 1) , 0b us ct ht hoaotl i ds anyost ci no nas isdcehroeodl ayne ai nr - sf oc hr odoi ls cs iupsl pi neanrsyi orne, abseocnasu sbey t ht hees tsuc dh eono tl is “afforded the opportunity to: • Appropriately progress in the general curriculum; • Rweitcheiaveditshaebsilpiteyciianlaecdcuocradtaionnceanwditrheltahteedlaswe;rvices specified on the student IEP, if the student is a student • Ranedceive instruction commensurate with the program afforded to the student in the regular classroom; • P(CaOrtMicAipRat1e3Aw.i0t8h.0p1e.e1r(sCa)s(2t)h(eay) )would in their current education program to the extent appropriate.” In-School Suspension: In-school suspension is designed to be a structured behavioral intervention that sa ud sdpr ee ns ss ei os nb oa nt hd tihs eaanc iamd epmo ri tcaannt dt oboelhianv ti ho reapl rnoegerdess soifvteh de isstcui pd lei nn et s mi t osdeer lv. eI sn. -IsScSh oi so al ns uasl tpeernnsai toi nv ei st od eo fui nt eo df sacsh tohoel rreemasoovnaslboyf tahestpurdinecnitpafrloomr ptrhiencsitpuadl’esndte’ssirgengeuel.ar education program for 30 minutes or more for disciplinary Loss of Privilege: A privilege such as recess, attending a school activity or the right to park on school property mdeatyerbmeinreedmboyvethdefporrinacippearlioordporfintcimipeal’assdeascigonnesee.quence for poor behavior. The time of restriction will be Mentoring: Pairing students with mentors (e.g., counselor, teacher, fellow student, or community member) who help their personal, academic, and social development Office Detention: Students may be assigned office detention to be served before or after school at the discretion ot rfanthsepoprrtiantcioipnaflo. r Ptha reesnttusdewnitl limbemendoitaiftieeldy aotf t ht heeenddatoef aanndafttiemr-es cohfoothl ededt eentet inotnio. n a nd wil l a g re e to p rovid e Out-of-School Suspension: Some infractions require that a student be suspended or excluded from school tf oe mr apnoyr ar reial ys of no rwai tl ihmo ui t te tdhne upmr iboer raopfpdr aoyvsa. l Douf rt ihneg psrui snpc ei pnasli. oTnhteh pe rsi tnucdi pe an lt mi s anyo st uasl pl oewn ed da t sot ub de eonnt sf oc hr ouopl tpor o5 pdear yt ys at hned aruetqhuoersi tt ya tno aedxdt ei tni odntahl e5nduamy sb eorf oOfSdS afyr so mo f tshues ps eunpseiroi nn tbe enydoenndt o1 f0 sdc ha yoso li sf . t Th he eb es uh pa ve iroi nr twe nadr reannt tos f asnc he ox toel sn dheads suspension. (Reference – short term, long term, extended – COMAR 13A.08.01.11(B)(3-5) ) Parent Outreach: Informing parents/guardians of their child’s behavior and seeking their assistance in correcting inappropriate or disruptive behavior Parent Shadowing: Parents/guardians may be asked to share time with their student throughout the school day to further support positive behavior choices.

Recommend for Further Action: Recommending a student to an administrator or central office designee for aadltderitnioantiavledeadyuscoatfisouns, poerncsoinotna,cltowngit-htelramw seunsfpoercnesmioenn, texpulsion, referral to alternative intervention, referral to Referral to Alternative Intervention: Recommending a student to Alternative Placement Referral team for placement in alternative intervention program Referral to Guidance: Having the student work with the school counselor to identify supports for positive behavior choices Referral to Student Support Team: Bringing together a team of identified professionals under a case manager toouthceolmp edsevelop prevention and intervention techniques and alternative strategies designed to improve student Restrictions on Extracurricular Activities Incurred Through Suspension: Any student on assigned sa us ss ipgennesdi otni ms he aol lf bseu si npeelni gsiibo lne. tCooa- tctuernrdi c ou rl apr aar ct itci vi pi tai tees i tnh aa nt yr esqc hu oi roel -gr real adteedd pe xa trrt ai cciuprartiicounl airn aac t pi vriot igersa dmu rmi nagy t hb ee t Se h x u a e c t m h a a p r c t e e t i s d v p . i ot Ei n x e s t s r o w a r c e o u d u r l a r d i n c i d u n / l c a o l r u r d a s c e a t n biv c u i t t t i i o ne n s o e t a d r b e b e d y li e m a f n i i n t i e e n d d d i a t v o s i d f a o u th l a lo l l e w s t c i s c h : s o a, o c ll l l u a a c b n t di a v n / i o t d i r e s s t o h t c e h ia a W l t g o i a c c o t c h m u e r i r c bi o n e g C y s o o , n u d d n a tn t y h c e e B s o n, a o b r r a d m n o q a f u l E s e c t d h s u , o c po a r l t o i d om a n y s . ainndcoomthmeernaccetimvietnietsporcocgurrarminsgibs esypoencidfitchaellyreegxuelmarpstcehde. dule of classes during the normal school day. Participation Sa ctut idveitniet ss wfohroa hpaevreiorde coef itveend(a10s u) sspc heonos ilodna oysf oinncel utod ifnogutrhdeadyasysshoafl lsbues pine ne lsiigoinb.le t o p a rt ic ip at e in e x t ra cu rricu l ar t sS o u tu s p p d a e e r n n t s t i s c io i w pn a h . t oe hianv ee xatcrcaucmu rurliactuelda rf i vaec toi vr imt i eosr ef od ra yas opfesrui osdp eonfs ifoonr tfyr -ofmi v eo n(e4 5o )r ms cohroeoslu ds pa ey ns siinocnlsu ds hi nagl l bt he ei nde al iygsi bol ef Restitution: Requiring a student to compensate others for any loss, damage, or injury that has resulted because opfroajesctut,doernbt’ostbhehavior. Compensation may be made monetarily or by a student’s assignment to a school work Restorative Practices: Means a set of approaches and strategies that focus on repairing harm caused by wa i mr o nt og daodi nd gr e, sbsu itlhdei nrgo aont dc arue ps easi roi nf gc or enlfal itci ot sn sohr i pd si s, cainpdl i np ar or ymiostsiunegsaasnedn scer eoaf tceo am smuupnpiot yr tai vned aanc dc oiunnc tl ua bs iivl iet ys. cThhoeoyl environment. Suspension Alternative Program: This is an alternative to in-school suspension and/or out-of-school sbua ss pe de ndsiisocni pilni naanr ye pf froorgt rtaomk ea enpd tmh ae ys ot ucdc ue nr ta fi tne rc lsacshs odoul roi rn go nt haeSraet guur dl aary s. cFhaoi loulr ed at oy . cTohmi sp layl twe ri tnha tt ihvies oi spat i os cnhmo oaly- result in further disciplinary action. Teen Tobacco Program: Students who violate the tobacco policy will be subject to the penalties imposed in the CDoe dp ea r tomf eCnot .n dTuhcet sat un dd e nbte wr iel fl e br ree dr e fteor rtehde t oT etehne TS oc hboa oc cl oR ePsroougrrcaemO rf fui cne rb y( S Rt hOe) oWr i cootmh ei cr o a pCporuonptryi a Ht ee al al twh enforcement agency for underage possession/use of a tobacco product. Verbal Warning: A formal or informal warning to a student concerning a behavior that needs to stop ilmoumdeinditahteelhya. Ellxwaamysp,leestcm. ight include but not be limited to: running in the halls, cutting in line, being excessively Levels of Responses and Interventions for Violations of the Code of Conduct Tt hhee rf oe lcloomw mi n eg npdaegde sl epvreolvs i doef ar el isspt oi nngs eosf , uinnaccl uc edpi nt ag b il ne tbe er vheanv ti oi orns sa sa no du t lci on ne ds eiqnutehnec es tsu, dae nptr iCnocdi peaol ,f aC opnrdi nu cc itpaanl ’ds designee or the superintendent may enforce.

aI nc tai ol l ni nbsetianngc teaskoefnvbi oyl at ht ieo np sr i onfc it ph ae l Coor dt eh eoifr Cdoens di guncet e, s. tDuudee nptrsoacrees se ne tni tt li et lde st oa dsut ue dper no tc et os s oprrai lo or rt owarni tyt ed ni s cnioptl iicnea royf tahned cthhaer gr ee ss p, aonn sei xbpi lliat yn at toi oanp po lf yt ht he ee vCioddeen coef , Ca onnddaunc to wp phoi lret ucnoint ys i tdoe rbien gh et ha reds. eAvdemr i ti ny i sotfr taht oe risn hf raavcet i ot hne, aa nu yt hporriiot yr e od x f is p oc u t i h p ls e l i i r o n s n a . r, yw ri lel cboer dl i mo fi ttehde t sot ut hdee nmt ,o as tn ds etvheer ea, gsea foeft yt hree lsattueddebnet h. aEvxi colruss, ioorn abreyh advi si oc ri ps l ti nh ea ,t ivni colluadt ei ntgh eI SlSe,g Oa lSrSi gahntds Ct hoanns eoqnueelne cveesl . c Iann rbees pt ao inl os er etdo tsot uaddednr te sms i isnbdeihvai dv ui oarl , ct ihr ec ul omws teasnt cl ee vs ;e tl hi ne tr ee rf ov er en, t ti oh ne ys hmoauyl db eb el i sutseedd bf ei rl sotw, f oi nl l omwoer de bmyayprroegqrueisrseivheiglyhemrolerveeilnstoefnisnivteercvoennstieoqnuse/nccoenss.eRqueepneacetesd. chronic or cumulative offenses or serious violations Exclusionary Discipline Responses Ea sxscilguns mi o enna trsy od fi s ec ixpclliunsei or ne sa pr yo ndsiessc iipnlci nl ued er ei snp- socnhsoeos l, spuasrpeennt ss i owni,l lo ubte- opf -rsocvhi od oe ld s uwsipt he nws iroi nt t ea nn dneoxt pi cuel. s i Ao nd .d iFt oi or naal ll iCnofuonrmtyaBtiooanrdaboof uEtduccoamtimonunSitcuadteionnt Erxepguarlsdiionng aenxdclSuussiponenarsyiondiPscoilpiclyin. e responses is included in the Wicomico rFeofre ri ntfoo rt hmeaWt i oi cnorme gi caor dCionugnmt yi nBi omaur md oefdEudcua ct iaotni osne Sr vt ui cdeesnpt rEoxvpi duel sdi odnu rainndg Saus ss ipgennms ieonnt sP oo fl i ec yx c. l u s i o n a r y d i s c i p l i n e ,

LEVELS OF RESPONSES AND INTERVENTIONS LEVEL 1 EXAMPLES OF CLASSROOM, SUPPORT, AND TEACHER-LED RESPONSES Ts ahf ee seenrvei sr po on nms ee ns ta. r Te edaecshi ge nr se da rteo et ne ac co hu raapgperdo tpor iiamt ep lbeemh ea nv it oar vs ao r ti he tayt ot hf et esat uc hdienngt sa na dr ec rl ae ss spreocot fmu l ma na nd acgaenml eeanrt ns at rnadt ecgoi ne ts r. i bWuht ee nt o a ac hp apnr og ep rt ihaet ec, ot ne ad ci thi oe rnss mt haayt ec on ng at rgi eb ut ht ee tsot ut hd ee ns tt ’us dseunptp’ soirnt aspyps rt eomp r ti ao t ee nosrudr ies sr uu pc ct ievses fbuel hl ea avri on ri n. gT ah ne sdecroensspi sotnesnecsysohforuel sdpboen us es se da ni nd a graduated fashion. • Cc ol ar sr se rcot ioomn ,- bwarsi et tde nr ersepf ol encstei os n( e/ .agp. ov el or gbya, l rpermogirnedsesrssh/reeedt)irection, role play, daily • Detention • Restorative practices • Conflict resolution • Ptealreepnhto/ngeu,aer-dmiaaniloourtrteexatc)h (contact parent/guardian via • Referral to appropriate substance abuse counseling service • Referral to health/mental health services • Informal and/or preventative school-based mentoring LEVEL 2 EXAMPLES OF TEACHER-LED AND/OR ADMINISTRATIVE SUPPORTED RESPONSES Ts ahf ee seenrvei sr po on nms ee ns ta. r Me da en syi gonf et hd etsoe t reeascphoanpspe rs oepnrgi aa tgee bt eh he asvt iuodresnot ’tshsaut pt hp eo rstt us yd setnetms aarnedr ea sr ep edcet sf ui gl naendd tcoa anl tl ee ar rcno na nd di t icoonnst rt hi baut t e t o a cs eo vnet rr ii bt yu at en dt oatchken sotwu dl eedngti’ ns gi npaoptpe rnot pi arli ai mt epol irc adti isor nu sp tf oi vref ub teuhraev hi oarr. mT, hwehs ei l er eksepeopni ns eg st ha iems ttuodceonrtr ienc ts cbheohoalv. i oT rh eb syesrt er es spsoi nn sgeist ss h o u l d be used in a graduated fashion. • Cc ol ar sr se rcot ioomn ,- bwarsi et tde nr ersepf ol encstei os n( e/ .agp. ov el or gbya, l rpermogirnedsesrssh/reeedt)irection, role play, daily • Behavioral contract • Conflict resolution • cCohuenc ks e-ilno rw/sitthu dscehnot oadl v is or • Detention • Tmeimn.)porary removal from class (<30 • cPoa nr ef enrte/ng cuea r( dwi iat nh at en adcsht eurd) e n t • Informal and/or preventative school-based mentoring • Functional Behavioral Assessment/Behavioral Intervention Plan • Referral to appropriate substance abuse counseling service • Referral to health/mental health services • Referral to student services team • Restorative practices • Loss of privileges • Restitution LEVEL 3 EXAMPLES OF ADMINISTRATIVE SUPPORTED AND REMOVAL RESPONSES Ts thuedseenrt e’ ss pi noanpspersoepnrgi aatgee ot rh ed isstruudpet ni vt e’ s bs euhpapvoi rotr s. yTs ht eems e troe es pn os un rs ee ss ua ci mc e tsos fcuol rl re eacr tn bi negh aa vn ido rt ob ay l tset rr ecsosni ndgi t ii tosnsse tvhearti tcyo annt rdi b u t e t o t h e as cc hk on oo lws luesdpgei nn gs i op no ts eonrt ii anl- si mc hpol oi clai tni ot enrsv feonrt ifount us .r eS hu ca hr ma , rwe mh iol ev as lt isl hl ko euel dp ibneg l ti mh ei tset du da es nmt ui nc hs cahsoporl a. cTt hi ceasbel er ,ews pi tohnosuets umnadye ri nmvionlivneg i int s- ability to adequately address the behavior. These responses should be used in a graduated fashion. • Cc ol ar sr se rcot ioomn ,- bwarsi et tde nr ersepf ol encstei os n( e/ .agp. ov el or gbya, l rpermogirnedsesrssh/reeedt)irection, role play, daily • Behavioral contract • Conflict resolution • cCohuenc ks e-ilno rw/sitthu dscehnot oadl v is or • Detention • Tmeimn.)porary removal from class (<30 • Pc oanr ef enrte/ngcuea (r wd iiat nh aa dn md si nt ui sdt er antto r ) • Informal/preventative/formal mentoring • Functional Behavioral Assessment/Behavioral Intervention Plan • Referral to appropriate substance abuse counseling service • Referral to health/mental health services • Referral to student services team • Restorative practices • Loss of privileges • Restitution • In-school intervention • In-school suspension LEVEL 4 EXAMPLES OF ADMINISTRATIVE SUPPORTED AND SHORT-TERM OUT-OF-SCHOOL EXCLUSIONARY RESPONSES Tb ehhe as ev iroersopro pn os et es natdi adlriems sp lsiec raitoi ouns sb feohrafvui tourr we hh ai lremk ,eae ps ti un dg et nh te ms tauyd be ne tr ienmaosvcehdoforlo. mWthheens cnhe oc eo sl seanrvyi,r do un emteontth. eTnhaetsuerreeos pf tohnes e s pgrraodmuoatteedsaffaesthyioonf .the school community by addressing self-destructive and dangerous behavior and should be used in a • Pc oanr ef enrte/ngcuea (r wd iiat nh aa dn md si nt ui sdt er antto r ) • Loss of privileges • Restitution • In-school suspension • Referral to student services team • Formal mentoring program • Restorative practices • Short-term out-of-school suspension (1-3 days) • Temporary removal from class (<30 min.) • Functional Behavioral Assessment/Behavioral Intervention Plan

LEVEL 5 ERXEASPMOPNLSEESSOF LONG-TERM ADMINISTRATIVE SUPPORTED, OUT-OF-SCHOOL EXCLUSIONARY, AND REFERRAL Ts ehveesrei trye os pf ot hnes ebse hr eamv ioovr ea na ds tpuodteenntt ifar loimm pt hl iec as tcihoonosl feonr vf ui rtounr me he anrt mf o. r Tahneeyxmt eanyd iendv po el vrei otdh eo fptl iamc eembeenc at uo sf et hoef st ht ued e n t si nc haosoal f ce oemn vmi ruonni tmy ebnyt at hd ad tr epsrsoi vnigd es es l af -dddeist ti or uncatli vs ter au nc tdu dr ea na gnedr os eursvbi ceehsa. vTi ohre as en dr esshpoounl sdebs ep ur os emdoitne at hger as da fueat tye od f t h e fashion. • Restorative practice • Recommended for further action • R ed e u fe c r a r t a io l n to alternative/intervention • Referral to student services team • Loss of privileges • O u t*-Loof -nsgc -htoeor ml s u( 4s p- 1e0n sdi aoyns ) *Extended (11-44 days) • Expulsion (exclusion from regular program for 45 days or longer)

Consequences for Violations of Code of Conduct Level of Consequence Offense/Violation 1 2 3 4 5 Ext. OSS & Expulsion – Gr. 6-12 only Academic Dishonesty (801) Plagiarizing such as by taking another’s work or ideas (gr. 6-12); forgery, such as faking a signature of a teacher or parent; or cheating Alcohol 1,2 (201) Being under the influence of alcohol2 Using/possessing alcohol2 Distributing/selling alcohol Arson/Fire (501) Intentionally setting or attempting to set a fire or helping others to set a fire without intent to or the possibility of endangering others Intentionally setting a fire or helping others to set fire with the intent to endanger others or with the result of destroying valuable property Bullying/Harassment (407) Intentionally engaging in conduct including: any electronic communication, on or off school property; offensive verbal, physical, or written conduct that creates a hostile environment by substantially interfering with a student’s educational benefits, opportunities, or performance, or with a student’s physical or psychological well-being; or bias-related behavior including actions that may involve the use of images, language, or behaviors that directly or indirectly demonstrate racism, hostility, or contempt toward a person or group on the basis of actual or perceived identity Class Cutting3 (101) Failing to attend class, after arrival at school, without an excused reason Persistently failing to attend a scheduled class, after arrival at school, without an excused reason Destruction of Property (806) Causing accidental damage Intentionally causing damage to school/other’s property Intentionally causing damage to school/other’s property where act is especially serious based on factors (e.g. monetary property value, student’s knowledge of property value, student’s plan/age/purpose for destruction of property, status of behavior (persistent or behavioral) Disrespect (701) Making intentional and harmful gestures, symbols ,verbal or written comments, to others (e.g. cursing, talking back, verbal put-downs) Being insubordinate; repeatedly or persistently disrespectful, in defiance of authority Disruption (704) Intentionally engaging in minor behavior distracting from the learning environment Intentionally and persistently engaging in minor behavior that distracts from the learning environment (e.g. talking out of turn, throwing small items, horseplay) Intentionally engaging in moderate to serious behavior that distracts from teaching and learning, and/or directly affects the safety of others (e.g. throwing harmful items, sending incendiary texts/social media messages, disrupting fire drill) Repeatedly or persistently engaging in moderate to serious behavior that distracts from teaching and learning Dress Code (706) Sr et umdaeinnt as ti ns cvhi oo loal tai onnd odfetmh eo nd sr tersast ceocdoemwpillilabnec ea lbl oyw e d t o Ianl l oa wd di ni tgi opna, rtehnet ss ct ho oborli nwgi lal paps sr oi spt rsi taut de ec nl ot tshwi nhgot ao rsec hi no o l . va ti ot ilraet iionnc loufdti hneg dc or ensssi sctoe dn et ai nt t iarcec we shs ei nr eg aa pppplri oc apbrliea.t e Violating dress code, after student has been warned Persistently violating dress code after student has been warned Drugs/Controlled Substances1 (203) Unauthorized use/possession of non-illegal drugs2,4 Being under the influence of illegal drugs2,4 Using/possessing illegal drugs2,4 Distributing/selling non-illegal or illegal drugs4 Explosives (503) Possessing an incendiary or explosive device or material or any combination of combustible or explosive substances, other than a firearm, that can cause harm to people or property Detonating or threatening to detonate an incendiary or explosive device or material 1Level 3 Responses for Alcohol, Inhalants, and Drug-Related Behaviors – Where schools feel that a student who is under the influence of or found using alcohol or substances must be removed from school gprroe uc anudtsi ,osnc ht oo oe lnsssuhroe utlhda ct ot hnes isdteurdseenntdi si nlge at vhiensgt us cdheonot lhgormo uenodns mi netdhiec aclalreea ov ef ,arfaatmh ei lryt mh aenmabs ear doirs cs iopml i enoanr ye ianbflrea ct ot i opnr o/ Ov iSdSe. aFsus ri stthaenrcme .o r e , w h e n s e n d i n g t h e s t u d e n t h o m e , s c h o o l s s h o u l d t a k e e v e r y 2t hFeo rs uppuer rpvoi ss ei os no of rf eacloi cr edn- ks ee edphi ne ag l, tfho-rc sa true dpernotfse ws siitohnda il s, ao br iul ist ei eds uOnNdLeYr , aunsye oc tohdeer 8a9u2t h. (o“rIiltl ye guanl dder ru tghs e” fCoor nsttruodl leendt sS uwbi st ht adnicsea bAicl itt ioers ui sn dd ee rf i na ne dy oa st ht ehro ps er os vu ibssi ot annoc fe fsetdheartaal rl ae wn o. ) t l e g a l l y p o s s e s s e d , u s e d u n d e r 3A student may not be suspended out-of-school or expelled from school “solely for attendance-related offenses.” MD CODE ANN EDUCATION §7-305. This applies to class cutting, truancy, and tardiness. 4 pFt.o1r3p0u8rposes of record-keeping, for students with disabilities ONLY use code 891 for the selling of a drug or substance identified under the schedules of controlled substances in 21 U.S.C §812; 21 C.F.R.

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