FCPS is working with K12 Insight to host a community forum for families, staff members, and students to provide feedback on FCPS’ cell phone policies and practices and FCPS’ Student Rights and Responsibilities (SR&R) document. The forum will be held on Tuesday, December 10th from 6:30-8:00 PM at the Willow Oaks Administrative Center. Space is limited. Register by November 25.
FCPS is committed to providing opportunities for parents/caregivers, students, and staff to lend their voices to the annual SR&R review process. The Office of the Chief Equity Officer is partnering with K12 Insight to host SR&R focus groups. All middle and high school students, current FCPS parents/caregivers, FCPS school-based staff and central office staff who work directly with students will receive an invitation to attend a focus group.
If you have a question about SR&R Focus Groups, please contact Kathleen Walts, Executive Director of Equity and Student Relations, [email protected].
The 2024-25 Student Rights and Responsibilities: A Guide for Families explains expectations for student behavior and adult responses to enhance school safety and to create a fair, equitable and supportive school environment.
August 2024
Dear Parents and Families,
On behalf of Fairfax County Public Schools (FCPS), I welcome you and your children to the 2024-25 school year. I am confident this year will be filled with affirming and validating opportunities that continue to yield exceptional learning, growth, and achievement for every student. The wellness and academic future of our community's young people is essential. In FCPS, we take this responsibility very seriously. We encourage strong working relationships with our families to best serve our students in every facet of their lives.
The 2024-25 Student Rights and Responsibilities: A Guide for Families explains expectations for student behavior and adult responses to enhance school safety and create a fair, equitable, and supportive school environment. We know that students learn best when expectations for behavior are clear, consistent, fair, and developmentally appropriate; build on strong relationships between teachers and students; and engage families at every opportunity. In FCPS, we understand that discipline policies and practices must provide opportunities for students to reflect, problem-solve, and build positive relationships. Therefore, through such interventions as the restorative justice process, our disciplinary response aims to give both students and adults an opportunity to make responsible decisions and interact respectfully in the classroom and throughout the school. Disciplinary practices in FCPS focus on preventing problem behaviors and provide a leveled system of responses that uses instructional, restorative, and age-appropriate interventions before removing students from class or from school.
As we begin a new school year, please be assured that our school division maintains a commitment to providing a caring and inclusive climate and culture where all students are welcomed, respected, valued, and supported. It is our goal that every child is fully engaged, academically challenged, and prepared for success in school and beyond. Partnering with FCPS families is our imperative, and we ask that you use this document as a guide for discussing these expectations with your child so that they are well prepared for success when the 2024-25 school year begins. You will also find that this publication includes information that you may need throughout the school year, including contact numbers and other resources.
The current version of the Student Rights and Responsibilities (SR&R) can be found in the appendix to this booklet and is also available at SR&R. It will be updated during the year online, if necessary.
I am grateful for your support and look forward to collaborating with you this year. Please contact your child's teacher or principal should you have questions about this document or if we can be of assistance to you.
Sincerely,
Michelle C. Reid, Ed.D.
Superintendent of Schools
Parent/Guardian Signature Sheet
Please log on to your SIS ParentVUE account and sign to acknowledge review of this document OR sign and return the Signature Sheet to your child’s school by September 30, 2024.
PDF version of the Student Rights and Responsibilities document which explains expectations for student behavior and adult responses to enhance school safety and create a fair, equitable, and supportive school environment.
The following telephone numbers are for offices within Fairfax County Public Schools that can assist parents/families when questions or concerns arise. The emergency numbers are for community resources that can assist with crises and/or mental health concerns.
FCPS Offices
Region Assistant Superintendents
Emergency Numbers (Available 24/7)
We have created the Student Rights & Responsibilities: A Guide for Families to assist you in your efforts to help your child understand school rules and expectations. These rules apply during school, in both the classroom and the virtual environment, at school-sponsored activities, and include interactions between students as they travel to and from school. Students will receive a shortened version of this guide that is appropriate for their age, and teachers will review the rules with them during the first weeks of school. We encourage you to discuss these expectations with your child. For your convenience, the entire booklet, including links to referenced regulations, can be found online at www.fcps.edu/srr.
A complete copy of the regulation regarding student discipline is included in the Appendix. If you have questions about any of the information, please do not hesitate to talk with your child’s teacher or principal.
Your child’s behavior at school directly impacts academic success and school safety. Please read this guide and discuss it with your child.
Parents/Guardians are essential partners in helping their children learn how to exhibit positive and prosocial behaviors, make ethical choices, and be accountable for their actions.
This family guide is a supplementary tool intended to summarize policies, regulations, and procedures as they existed at the time of publication, and which are subject to change without notice. The Virginia Board of Education and Fairfax County Public Schools (FCPS) reserve the right to enforce changes immediately. In any dispute, the official regulation in effect at the time of an incident will govern and will supersede the language in this guide.
The current regulations and policies can be found at https://www.fcps.edu/policies-and-regulations.
Printed copies are available to those who do not have online access.
The Mission
The Fairfax County Public Schools system inspires and empowers students to meet high academic standards, lead healthy, ethical lives, and be responsible and innovative global citizens.
The Fairfax County School Board is committed to ensuring that every school in the Fairfax County Public Schools system (FCPS) promotes a responsive, caring, and inclusive culture where all feel valued, supported, and hopeful, and where every child is reached, challenged, and prepared for success in school and in life. Collaboration with parents/guardians is essential to reaching this vision.
Disciplinary practices in FCPS focus on prevention of problem behaviors and provide a leveled system of responses to behavior and discipline incidents that uses instructional, restorative, and age-appropriate responses. FCPS considers the unique needs of each child and works collaboratively with families to support these needs. No student in FCPS shall, on the basis of age, race, color, sex, sexual orientation, gender identity, religion, national origin, marital status, or disability, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any education program or activity.
Fairfax County Public Schools uses a Multi-Tiered System of Support (MTSS) to support the individual needs of each student using a whole-child approach. MTSS is a framework through which teams make decisions based on data to provide differentiated classroom instruction and the necessary academic, behavior, and social-emotional wellness supports for all students across all schools.
The Constitution and the laws of the United States and the Commonwealth of Virginia give students many legal rights and liberties. School Board policies and regulations provide students many privileges as well, according to their ages and maturity levels. Students may exercise these rights and privileges as long as they do not interfere with the rights of others or the schools’ ability to provide a safe learning environment.
FCPS students have…
Students contribute to a quality learning experience by coming to class every day with a positive attitude, personal integrity, and a commitment to making good choices.
FCPS expects students to balance expression of their rights with observance of their responsibilities. Even the youngest children can demonstrate accountability by treating others fairly and following the rules.
In FCPS, students have the responsibility to…
The Rules of Student Conduct apply to students at all times when…
Helpful Information for a Successful School Experience
This section covers topics about which parents/guardians and students frequently have questions. The regulations found in the appendices explain many of the items in detail.
Other information, such as dress code and cell phone use at school, is intended to help you and your child better understand expectations for conduct that will contribute to a positive and rewarding school experience. Expectations for student behavior, as well as skills for resolving conflicts, managing emotions, and getting along in the classroom are taught to students throughout the year. Children are encouraged and coached each day on how to work with others. When you also speak to your child about treating others with kindness, and keeping school a safe, drug free, and caring place, it can have a huge impact on your child’s behavior. When there is a problem at school, the principal will try to reach you and partner with you to improve the behavior. Please be sure the school always has your current contact information.
School attendance is a critical component in a child’s academic success.
Did you know?
In accordance with the Code of Virginia, Section 22.1-254, at the 5th unexcused absence, the school will contact the parents/guardians to develop an attendance plan. If a student accumulates 10 (ten) or more unexcused full day absences, an attendance conference will be scheduled, and the attendance officer or specialist will be notified.
Help is Available:
Parents/guardians are encouraged to contact their child’s school if they are concerned that their child is not regularly attending school. We want parents/guardians to know that we will work with them if attendance issues begin to accumulate.
For additional information on school attendance, please visit www.fcps.edu/attendance.
The National Center on Addiction and Substance Abuse defines vaping as, “the act of inhaling and exhaling vapor, which is produced by an e-cigarette or similar device.” Though it may look like water vapor, it may actually contain many harmful toxic chemicals, such as nicotine, which have been linked to cancer, as well as respiratory and heart diseases.
“E-cigarettes” refer to any electronic vaporizer and are also known by many other names, such as e-cigs, vaporize, e-hookahs, mods, Juul pens, or vape pens.
The Juul “pen”, which looks like a flash drive, has become very popular with teens. A Juul “pod” contains the nicotine of 20 cigarettes, and rates of addiction to vaping are very high.
Please let your child know that vaping is not safe, and that you do not want them to start.
Vapor products are not allowed on school grounds or at school sponsored activities. Students who are found to possess, use, or distribute vapor products will be subject to discipline as outlined in Regulation 2601.38.
For additional information and resources, please visit https://www.centeronaddiction.org/ or www.cdc.gov, or search for “vaping” or “juuling” on www.fcps.edu.
Social media provides an easy and fun way for students to connect with friends, share favorite content, and be heard; however, sometimes, children (and adults) make poor choices on social media, and the impact can be long lasting. The following “Do’s and Don’ts” can help ensure students are bringing their best selves to all their social platforms:
Do
Don’t
Visit http://bit.ly/FCPSdigcitpublic for more resources for families.
Administrators and/or other FCPS staff members may be notified if it appears that a student may be in crisis.
If you or someone you know is in crisis, please text NEEDHELP to 85511, call 1-800-273-TALK, or dial 911.
The definition of bullying according to the Virginia Department of Education is:
Any aggressive and unwanted behavior that is intended to harm, intimidate, or humiliate the victim; involves a real or perceived power imbalance between the aggressor or aggressors and victim; and is repeated over time, or causes severe emotional trauma.
“Bullying” includes cyberbullying.
“Bullying” does not include ordinary teasing, horseplay, argument, or peer conflict.
Some key elements of bullying are:
To learn more on how FCPS addresses bullying, contact 571-423-4270.
FCPS Commitment
FCPS is committed to responding to all complaints of discrimination in a manner that stops the discrimination, prevents it from happening again, and helps support the person who was discriminated against to make sure that any harm done by the discrimination is addressed. All students have a right to attend school and not fear the interruption of their education by others who behave in a discriminatory manner.
Discrimination
Discrimination is treating someone unequally based on a certain characteristic in a way that interferes with a person’s education and/or academic performance. Discrimination based on a person’s race, color, religion, age, marital status, genetic information, national origin, mental or physical disability, or protected veteran status is strictly prohibited.
Discriminatory Harassment
Discriminatory harassment is unwanted conduct toward an individual based on their actual or perceived age, race, color, sex, gender identity, sexual orientation, religion, national origin, marital status, disability, or any other legally protected class. The conduct must be sufficiently severe such that it creates a hostile educational environment, meaning it denies or limits a student’s ability to participate in or benefit from education programs and activities. Discriminatory harassment may be expressed in various ways, including through physical actions or through verbal, nonverbal, electronic, or written communications. Discriminatory harassment may include conduct such as epithets, various slurs such as racial, deadnaming, and misgendering, negative stereotyping, jokes, written, printed, or graphic material that contains offensive, demeaning, or degrading images or comments.
Sex Discrimination
FCPS Regulation 2118 governs the procedures for reports of sex discrimination by students.
FCPS Regulation 4950 governs the procedures for reports of sex discrimination by employees.
Sex discrimination includes hostile environment harassment, rape, sodomy, dating violence, stalking, fondling, statutory rape, and/or incest. To file a complaint of sex discrimination, click on this link: Report Sex Discrimination.
Sexual Misconduct
Sexual misconduct includes unwelcome sexual advances, regardless of sexual orientation; requests for sexual favors; and other inappropriate verbal, electronic, or physical conduct of a sexual nature.
Retaliation
Retaliation against individuals who report or participate as witnesses in the investigation of a discrimination, harassment, and/or sexual misconduct complaint is strictly prohibited. Retaliation means any adverse action taken against a person for making a report of discrimination, harassment, and/or sexual misconduct; or participating in any activity related to the complaint. Retaliation includes threatening, intimidating, harassing, coercing, or any other conduct that would discourage someone from reporting or participating in a discriminatory harassment or sexual misconduct investigation.
Discrimination and Harassment Reporting Process
A Discrimination and Harassment Reporting system is available to allow you and your family to report incidents in which you feel you have experienced bias and/or discrimination. The tool is housed within the Let’s Talk Platform and can be accessed by (a) launching the application from Student desktops; or (b) by clicking on this link on the FCPS website (www.fcps.edu/submit-discrimination-and-harassment-report).
For more information about the FCPS Title IX response and the FCPS discrimination and sexual harassment regulations, contact the Title IX Coordinator at [email protected].
Title IX webpage: https://www.fcps.edu/title-ix
Admission from Another School District or Private School
FCPS may postpone or refuse admission to a student who has been expelled or suspended for more than 30 days from another school district or whose private school has withdrawn admission. School officials carefully review records in order to recommend the best placement for the student.
Alcohol, Tobacco, Drugs
A healthy learning environment is free of alcohol, tobacco, drugs, inhalants, and look-alike or synthetic drugs. This includes prescription and nonprescription medications that a student is not authorized to have in school (see Medications). The School Board prohibits the possession, use, distribution, or sale of these substances in any form on school property. Students suspected of being under the influence are subject to breath samples or drug tests. Consequences vary according to the student’s age, the nature, number of offenses, and Fairfax County and Virginia law.
Assault, Fighting
Students who become angry or upset with anyone are encouraged to resolve conflicts peacefully. Teachers, counselors, and other school personnel can help students find civil, nonviolent ways to handle disagreements. A student who threatens to harm or physically attacks another student or staff member (or is part of a group that does this) is subject to consequences.
Attendance
Students who attend school regularly and arrive on time are more likely to perform well academically. In accordance with the Code of Virginia, Section 22.1-254, FCPS expects students to be in school and follow their assigned schedules unless their absence is excused due to illness, a death in the family, a medical or dental appointment, or religious obligations. Parents/guardians must give the school an explanation for any student absence or late arrival. Parents/guardians are asked to call or e-mail the school attendance line if their child will be late or will miss school. If school officials do not receive notice, parents/guardians will get a call and an e-mail through the e-Notify system notifying them that their child has not arrived at school as expected. Absence or tardiness is unexcused if the parent/guardian does not inform the school in advance or supply a note when the student returns to school.
Students are required to make up missed work.
Bus Conduct
FCPS bus transportation is an extension of the school day, and the same student behavior standards that apply in the classroom apply on the bus and at the bus stop. Riders are expected to respect the driver’s authority, remain in their seats, keep their hands to themselves and their voices low, keep the aisles clear, and generally behave in a way that contributes to a safe, pleasant trip to and from school. A driver may report a student’s misconduct to the principal for discipline, and in serious situations, bus privileges may be taken away. See Standards of Conduct for Students Riding School Buses for details.
Cell Phones, Laptops, Tablets, Other Portable Devices
FCPS is committed to assisting students and staff members in creating a 21st century learning environment. To support this progress, with the approval of the principal or their designee, the classroom teacher may allow students to use their personal devices during the approved time allowed per school level (smartphones, laptops, netbooks, tablets, etc.) to access the Internet and collaborate with other students during the designated time per grade level as documented in 2601.38P. FCPS is not responsible for loss or damage of students’ devices.
Cell Phone Guidelines
Parents/guardians, multi-disciplinary team members, or other persons with knowledge of students who require access to personally owned devices as an accommodation shall make requests for such accommodations through their respective multi-disciplinary team (i.e., 504 Committee, IEP Team, English Language Committee, Multi-Tiered Systems of Support [MTSS] Team).
Disruption
A student who willfully disturbs a class or disobeys the teacher makes it difficult for the rest of the class to stay on task and continue learning and may put others at risk. This is also true at events such as athletic competitions and field trips. Disruptive behavior includes, but is not limited to, defying staff authority, using offensive language or gestures, making threats, and fighting. Laser devices, fireworks, matches, and lighters are also not permitted at school and other school-sponsored activities.
Dress Code
FCPS respects a student’s right to express themselves in the way they dress. It is important, however, that their appearance is tasteful and appropriate for a K-12 school setting. Discussions about dress code violations shall be held privately and maintain the dignity of the student.
Clothing and accessories should not:
Note: Sunglasses should not be worn inside the school building except as an accommodation for medical use.
Expression
Students have the right to express themselves through speech, assembly, distributing literature, and other ways. They are expected to communicate their opinions in ways that do not interfere with the rights of others, cause disruption or harm, damage another’s reputation, or break the law. Middle and high school students should submit materials they want to display or distribute to the student government for review.
Gambling
Gambling (betting, wagering, playing games of chance) is not allowed in the school environment.
Gang-Related Activities
All FCPS students deserve to attend school without concern for their welfare or exposure to undesirable peer pressure. Staff members are alert to students whose appearance or behavior indicates they may be involved in a gang that supports intimidation or illegal activities. Signs include certain clothing, tattoos, accessories, trademarks, and/or suspicious group activities. Consequences are serious for students whose appearance or behavior creates a disruption or actively promotes gang affiliation.
Medications at School
To ensure that students take prescription and nonprescription (over the counter) medications safely, including THC-A or cannabidiol oil (with authorization from a licensed practitioner), the school health room must administer the medications. The parent/guardian must bring the medication to the school health room for storage and provide documentation for administering it.
Pledge of Allegiance, One Minute of Silence
In accordance with the Code of Virginia, Students are expected to recite the Pledge of Allegiance (22.1-202.C) and to observe one minute of silence each day (22.1-203) unless the student or their parent/guardian objects to participation in such exercises. Nonparticipating students are expected to sit quietly, or to stand silently, and to refrain from engaging in any disruptive or distracting activity. A student’s decision to participate or not to participate should be respected.
Police Involvement
Under the Code of Virginia, principals must immediately report certain violations to the police. These include incidents that may be a misdemeanor or felony: assault and battery that results in bodily injury, sexual assault, wounding or stalking a person, conduct that involves alcohol or drugs, threats against school personnel, and conduct involving weapons, bombs, or other explosive devices. Under these circumstances, the principal may contact the school resource officer (SRO). In most situations, the SRO or other police officer will contact the parents/guardians before questioning a child. If there is immediate risk of danger, the SRO will act to alleviate the risk and may question the student without advance notice to parents/guardians. The principal will contact parents/guardians as soon as possible. Except as noted above, the SRO is not involved in school discipline matters.
Property Violations
FCPS expects students to respect school property. Damaging or threatening to damage school property, stealing, and vandalizing, as well as being on school property when not authorized, are subject to discipline.
Restitution
A student who damages, destroys, or steals another’s property, including property owned by FCPS, is responsible for compensating the owner for the loss by restoring the property to its original condition or paying for it to be repaired or replaced.
Restorative Justice
A formal process facilitated by trained and skilled facilitators which brings together students involved in wrongdoing and those impacted to discuss the incident, understand who has been affected, and to create an agreement for reparation of harm.
Scholastic Dishonesty
Honorable school citizens take credit only for work that is their own. Deliberately copying or using the work of others is considered cheating, plagiarism, or forgery. Scholastic dishonesty or academic dishonesty includes, but is not limited to, cheating, plagiarism, collusion, falsifying academic records, and any act designed to give unfair advantage to the student through any means including the use of generative artificial intelligence (GenAI).
Search, Seizure
FCPS depends on students to help keep schools safe and drug-free. School officials may conduct random inspections of lockers, desks, and other areas on school property. If they have reason to believe a student has a weapon, alcohol, drugs, stolen property, or similar evidence, they may search their backpack, purse, pockets, outer garments, electronic device, or vehicle parked on school property. Items that do not belong at school, or are being misused, may be taken away from the student and returned to the parent/guardian.
Student Activities
School is more meaningful and enjoyable when a student becomes involved in activities such as clubs, teams, performing groups, yearbook, drama, student government, and safety patrols. Participation in these activities is a privilege, and students who participate are expected to maintain good grades and behavior.
Student Advisory Councils
Participation in a high school Student Advisory Council gives students an opportunity to advise the School Board about issues that impact them.
Student Government
By participating in student government at their schools, students experience the rights and responsibilities of self- government and have an active role in managing school affairs. Student governments are required to operate according to established guidelines and direction from school staff. An activity that does not meet guidelines may be cancelled or restricted.
Student Records
FCPS maintains student records in accordance with federal and state laws, under carefully prescribed conditions. Parents/guardians have the right to review their children’s official records, and eligible students aged 18 years or older may review their own records. Directory information, such as yearbooks, honor rolls, commencement programs, and sports statistics, may be released without parent/guardian consent.
Students Aged 18 and Older
With some exceptions, students aged 18 years and older are considered adults under Virginia law. They are still subject to school rules and regulations. They may sign a declaration if they want to act in place of their parent/guardian in certain situations, such as field trips and questioning by police. Parents/guardians will continue to be contacted regarding academic performance, emergency matters, and disciplinary action.
Technology Use
FCPS’ Internet network and computers allow students access to vast resources and a creative outlet to pursue writing, art, music, science, math, and many other subjects. With that opportunity comes responsibility. Students are expected to use the technology ethically, respect the privacy and work of others, leave the workstation in good condition for the next user, and generally follow established rules for safety and security. The same expectations apply to the use of student owned devices such as laptops, tablets, and smartphones. See Acceptable Use Policy for Student Network Access in Appendix section.
Virginia High School League Eligibility
A student earns the privilege to participate in interscholastic athletics by meeting certain standards set by the Virginia High School League, the school district, and the school. Participation is dependent on positive conduct and citizenship. Meeting the intent and spirit of League standards will prevent the athlete, the team, the school, and the community from being penalized. It is the responsibility of the student and parent/guardian to know the rules.
Visitors
Our schools welcome parents/guardians and other visitors who want to know more about our programs, meet staff members, and tour the facilities. All visitors must register at the school office upon arrival and may be required to wear an identification badge. Meetings and classroom visits should be arranged in advance. People who enter school buildings without reporting to the office or who disturb or interfere with school activities will be prohibited from remaining on school property and may be reported as trespassers.
Weapons
Students are not permitted to possess any gun, knife, explosive device, ammunition, object that is capable of discharging a projectile (pneumatic guns), or other weapon on school property. This includes starter guns, paintball guns, pellet guns, blades, brass knuckles, mace, and similar devices, as well as objects that look like weapons. Consequences are strict and aligned with the Federal Gun-Free Schools Act.
Principals, teachers, and parents/guardians/families work together to teach students the behavioral, social, and emotional skills needed to be successful in schools and in life. School is a positive 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-management, social-awareness, relationship skills, and responsible decision-making are taught in various ways throughout a student’s academic career.
The Fairfax County Public Schools system uses a Multi-Tiered System of Support (MTSS) framework to support students’ academic, behavior, social-emotional, and wellness needs. These needs are connected and, as a result, schoolwide practices must support a whole-child approach. School teams make decisions based on data to provide differentiated classroom instruction and teach the necessary skills for all students. FCPS uses the Positive Behavior Interventions and Supports program (PBIS) within the MTSS framework to design, teach, and reinforce necessary skills.
Teachers and school administrators use careful judgment and consider many factors including the age of the child, how the child has responded to past interventions, and impact on others in determining when students need help with behavior, and if so, what administrative responses are appropriate.
FCPS is committed to the consistent and equitable implementation of discipline policies, regulations, and practices across all schools and educational programs. The charts in Chapter II of Regulation 2601, Appendix D, outline leveled responses typically utilized by administrators as a guide, when addressing student behavior. The levels include social, emotional, behavioral, and academic supports provided by the school. In any given situation, based on unique circumstances, the principal may provide responses and interventions from other levels to best address student needs.
The Student and Staff Behavior Support Flowchart begins with a list of preventions, which are approaches that build relationships, teach, and encourage behaviors, and promote learning. Strategies such as teaching expectations and routines, instruction of behavior and social and emotional learning skills, high rates of positive feedback, use of preventative prompts, and holding of Morning Meetings or Advisory are recommended. Next, the flowchart addresses when a behavior interferes with learning.
Strategies that may be used by the teacher in the moment to stop the behavior are listed. Using a calm, neutral tone, staff may use one or more strategies with the goal of returning to teaching, encouraging, and building relationships as quickly as possible. Strategies are presented from the quickest and easiest to implement, such as offering positive feedback or reinforcing language focused on what should be occurring while using planned ignoring of the problem behavior, moving in proximity to the student, using a signal or non-verbal cue, or a reminder or verbal prompt.
More intensive strategies may be needed for a student to calm and self-regulate or to fix what has been broken or interrupted. In these cases, a logical consequence, one that fits the situation, may be applied such as making an amends, loss of a privilege, or positive time out/take-a-break. Lastly, if a student needs time away from the setting to calm and re-establish self-control, taking a brief time out in class or in another classroom with a Buddy Teacher is appropriate.
If after trying three strategies, the problem behavior does not decrease in intensity and/or frequency, the staff member may ask for an administrator's support by completing an Office Discipline Referral (ODR). It is always best practice for the staff member to conference with a student to truly understand and hear their perspective, insert their voice, and restore the relationship. These conversations are likely to determine solutions and identify possible academic, behavioral, social, and emotional skills that require support. The Behavior Flowchart suggests preferred ways in which the staff responds to student behaviors.
Positive approaches to student discipline and collaboration among a parent/guardian, teachers, and school administrators have proven to be the best way to teach expected conduct and responsible citizenship. The school principal determines appropriate responses to most forms of misconduct and will work with you and your child’s teacher to determine what interventions might be needed to help ensure the problem behavior does not happen again.
Responses Without Suspension from School
FCPS officials work to help each student understand school rules and how their misconduct may affect others. In most situations, teachers and administrators first use responses that take place at school before considering out-of-school suspension. These responses may include:
In chronic or very serious situations, such as bringing a gun on school grounds, distribution, repeated possession, or use of drugs on school grounds, the principal must submit a referral to the Division Superintendent. The principal may also make a referral to the Division Superintendent for other serious offenses, depending on the circumstances of the situation. The principal also includes information about the student’s past grades, attendance, behavior, and information provided by teachers, counselors, and others who know the student. By law, certain types of behavior are strictly prohibited and require that the principal make a referral to the Division Superintendent who will determine if additional disciplinary consequences should be imposed.
The following procedures apply when a student is involved in serious misconduct which may result in a suspension for up to 10 days, with a referral to the Division Superintendent:
Police Involvement:
Full information about each of the procedures listed above is found in Regulation 2601.38P, located in the Appendix of this booklet.
Suspension from School
A principal may remove a student from school for up to ten days (short-term suspension) or recommend to the DivisionSuperintendent that the student be removed for more than ten days (long-term suspension), when a student violates school rules. During suspension from school, the student may not participate in teams, clubs, and other school- sponsored activities, and may also be required to attend an intervention seminar. The student will be assigned work to be completed. The parent/guardian will be asked to come to school and get the assignments, or to make arrangements for another student to pick up the work. Completed assignments should be returned to school for grading. A staff member may call to see how the student is doing.
A student whose presence poses a continuing danger or disruption may be removed from school immediately. The student and parent/guardian will receive notice and have an opportunity to respond as soon as possible.
Referral to the Division Superintendent
When a student commits a serious violation, the principal may submit a referral to the Division Superintendent to determine whether the student will remain at their school, be long-term suspended, reassigned to a different school or program, or recommended to the School Board for expulsion. When a referral to the Division Superintendent is made, the parents/guardians and student have a right to participate in a hearing before the Division Superintendent’s hearing officers, who will determine the disciplinary outcome.
When a student is suspended from school pending their hearing, the student is assigned a teacher who will act as a case manager to help the student stay on track with assignments. Other direct support may also be provided.
Reassignment
A student who commits serious and/or repeated school-related offenses, or who is charged with certain serious crimes related to an alleged community-based incident may be reassigned to a different school or program, including to an alternative educational setting. Before a student can be reassigned, the parents/guardians and student have a right to participate in a hearing before the Division Superintendent’s hearing officers, who will determine the disciplinary outcome. Parents/guardians may appeal the hearing officer’s reassignment decision to the School Board, which will review the appeal on the written record. When FCPS reassigns a student with an IEP for disciplinary reasons, in which the reassignment would result in a change of placement, the IEP team will convene to discuss the student’s IEP or implementation of the student’s IEP at the new location.
Because the least restrictive environment (LRE) of a student with a disability is not to be predetermined, it is the duty of the IEP team to discuss, propose, and decide upon the LRE, consistent with the disciplinary decision. Accordingly, the IEP team will consider the views of all members of the meeting.
Alternative Education Programs
A student may be referred to a nontraditional FCPS program that provides intensive supports to students with behavioral and academic difficulties, or a history of absenteeism. These programs help students set their own goals and provide a range of academic supports, counseling, behavior management, and related services. The student and parents/guardians will have the opportunity to tour the programs and talk with staff members about the alternative learning choices available. If the student has significant mental health or substance abuse problems, the principal may also give parents/guardians information about appropriate programs offered in the community where school services are also available. A teacher, the counselor, or principal may recommend that the parent/guardian consider an alternative program and will help make the referral for voluntary placement, if agreed upon.
Expulsion
Students who bring certain weapons or illegal drugs to school must be expelled under Virginia law unless special circumstances are found. Principals may also refer students to the Division Superintendent for other serious violations. Before a student can be expelled, the parents/guardians and student have a right to participate in a hearing before the Division Superintendent and the School Board, where it is determined whether there are special circumstances and whether a different consequence might be more appropriate. If expelled, a student is not permitted to attend any school in FCPS for 365 calendar days, unless the School Board permits the student to attend an alternative educational setting during the expulsion. Expelled students may petition for readmission after one year.
Additional Consequences
A student who has been suspended or referred to the Division Superintendent may have ongoing consequences when the student returns to school. Probationary conditions, community service, drug testing, and restitution are among the measures designed to provide an opportunity for the student to demonstrate that they are taking positive steps as a returning member of the school community.
If a parent/guardian wishes to express concern or disagreement with a decision or action taken by school officials, it is important to first talk with school personnel who are closest to the issue. Parents/guardians most often find that problems can be resolved satisfactorily by discussing the matter with the teacher, counselor, or principal.
Any concerns about the actions or decisions of a teacher or other school personnel should first be discussed with the school principal.
Procedures for how parents/guardians can address concerns when they are not satisfied with the principal’s response vary with the type of concern:
| Topic | SR&R Process (Regulation 2601) | Title IX (Regulation 2118) |
|---|---|---|
| Allegation Investigations | All allegations of Sexual Misconduct or Discriminatory Harassment will be investigated by school administrators under SR&R. | All allegations of Sex Discrimination are investigated by a centralized Title IX office. |
| Formal Complaint | Does not require submission of a formal complaint. | Parents/Guardians and/or a student can submit a formal complaint to the Title IX coordinator (accessible at https://www.fcps.edu/title-ix). |
| Definition and Procedures | Definition and procedures comply with state/local guidelines. | Definition and procedures comply with federal guidelines. |
| Investigated by | Investigated and decided by school administrators. | Is a more formal process involving an investigation conducted by specialized investigators, an investigative report, a formal decision, and an opportunity to appeal the outcome. |
| Regulations | If the school, in collaboration with the Title IX Office, determines that a report of sex-based misconduct meets the definition of Sex Discrimination, it MUST be investigated under Regulation 2118: Sex Discrimination by Students or Regulation 4950: Sex Discrimination by Employees. | If the Title IX office determines that a report of sex-based misconduct meets the definition of Sex Discrimination, the allegation MUST be investigated under Regulation 2118: Sex Discrimination by Students or Regulation 4950: Sex Discrimination by Employees. |
Title IX Coordinator, FCPS
E-mail: [email protected]
Website: https://www.fcps.edu/titleix
Regarding Virginia Regulations Related to Student Discipline
School officials understand that some students who have an individualized education program (IEP) and
receive special education support can sometimes face special challenges understanding and observing
rules of acceptable behavior. If you see your child is struggling with behavior in school, or you are
getting reports of problems from the teacher, ask for a parent/guardian-teacher conference and talk
about what resources might be available to address your concerns. Also, consider:
When the behavior is interfering with your child’s learning or that of others, or your child has been suspended repeatedly, you or the teacher may ask to schedule an IEP meeting. A school psychologist or behavior intervention teacher may also be asked to participate. The IEP team will discuss the behavior and, working with you, may decide:
Students with disabilities may be disciplined in the same ways as students without disabilities in most situations; however, some special considerations do apply.
A student with a disability may be suspended for up to 10 days in a school year under the same rules that apply to all students.
If a student who receives special education services is suspended for 10 or more days in a school year, FCPS must provide services that enable the student to continue to work in the general education curriculum and progress toward meeting their IEP goals. This may be done through home-based services, or another arrangement agreed to by the IEP team. In addition, a manifestation determination review (MDR) must be held as soon as possible, but no later than the 10th day of suspension.
In the event a student with an IEP is referred to the Division Superintendent, the findings of the MDR are sent to the Division Superintendent for consideration before the hearing is held. The MDR team includes the parent/guardian and other relevant members of the IEP team, as determined by the parent/guardian and the school. The team meets to review the behavior, information about the student’s disability, current IEP, any recent assessments, observations, and other information shared by parents/guardians or the school. The team must determine the answers to two questions:
If the MDR team answers “yes” to either of the two questions above, the finding is a “manifestation”. If the answer to both questions is “no” then the finding is “not a manifestation”. The findings are sent to the Division Superintendent. If the MDR team determines that the behavior was a manifestation and did not involve serious harm to a victim or create a threat of serious harm to a future victim, the principal will withdraw the referral to the Division Superintendent and there will be no hearing. If there is a victim or potential victim, a hearing will be held so that suitable safety measures and protective measures may be considered.
The school division institutes an expedited special education due process proceeding to change the student’s placement.
The student's IEP team must conduct an FBA as soon as possible, if one has not already been conducted, or update the existing FBA. Based on the information in the FBA, the IEP team will develop or update a BIP.
Parents/guardians who disagree with a change in special education placement or the MDR team’s conclusions may request a local administrative review within FCPS. The parents/guardians may also request an expedited due process hearing through the Virginia Department of Education according to the VDOE Special EducationProcedural Safeguards Requirements.
Protections for Students Not Currently Eligible for Special Education
A student may not be receiving special education services at the time of an incident but may be eligible for protections given to students with disabilities if the school knew the student might be eligible for special education before the incident occurred. The school is considered to have known the student might be eligible if:
There are two important exceptions to the above. A student will not receive protections for students with disabilities if:
Protections for Students Covered by Section 504 Plans
For full information about the procedures listed above, please refer to Regulation 2601.38P, located in the Appendix.
Ableism Discrimination in favor of an able-bodied person.
Abstain To choose not to do or have something, especially something you like or enjoy, because it is bad for your health or morally wrong.
Administrative Review An FCPS informal, voluntary process to resolve special education and Section 504 disputes, convened at the request of the parent/guardian or the school principal.
Aggravating Circumstances Special circumstances that allow FCPS to suspend for longer periods of time than are provided in guidelines. These include serious harm, credible threat of serious harm or the safety of students or staff, or persistent serious behavior that continues even after targeted interventions.
Alcohol and Other Drug (AOD) Intervention Seminar An intervention seminar that provides up-to-date facts about the potential impact of drug and alcohol use, as well as open discussions about the choices that lead to drug use, the impact these choices can have on the student, friends, and other members of the family, and strategies for responding to peer pressure.
Assault An act, criminal or tortious, that threatens physical harm to a person, whether or not actual harm is done.
Bona Fide Genuine. Real. In good faith.
Bullying Any aggressive and unwanted behavior that is intended to harm, intimidate, or humiliate the victim (examples of a power imbalance include but are not limited to, greater physical strength or size, access to embarrassing information, or greater popularity or social connectedness), and is repeated over time (i.e., behaviors happen more than once or have the potential to happen more than once) or causes severe emotional trauma. “Bullying” includes cyberbullying. “Bullying” does not include ordinary teasing, horseplay, argument, or peer conflict.
Change of Placement Change of placement means when the local educational agency places the child in a setting that is distinguishable from the educational environment to which the child was previously assigned.
Controlled Substances Drugs or substances found in the Drug Control Act (Section 54.1-3400 of the Code of Virginia), including all prescription drugs, regardless of whether the drug is considered to be a controlled substance under federal law. For student disciplinary purposes, controlled substances include, but are not limited to, cocaine, hallucinogens such as MDMA (ecstasy), and the actual and any generic formulations of: Adderall, Codeine, Oxycontin, Percocet, Ritalin, Valium, Vicodin, Zoloft, and any other prescription drugs for pain, depression, hyperactivity, or attention deficit disorders.
Cyberbullying Any threats by one student toward another through electronic means, typically through e-mail or on websites (e.g., blogs, social networking sites). Electronic communication that supports deliberate, hostile, hurtful messages, intended to harm others is a form of bullying. Cyberbullying includes such things as sending mean, vulgar, or threatening messages or images; posting sensitive, private information about another person without consent; pretending to be someone else in order to make that person look bad; and defamatory online personal polling websites.
Day Means a school day unless the context requires otherwise.
Deadnaming When someone, intentionally or not, refers to a person who is transgender or gender-expansive by a name other than their own chosen name.
Digital Citizenship Understanding how to use technology safely and respectfully while contributing positively to online communities. It involves respecting the rights of others, being mindful of the content shared online, and being critical of information encountered on the internet.
Discrimination Denying a person the benefit of any education program activity on the basis of race, sex, color, age, religion, sexual orientation, gender identity, national origin, genetic information, pregnancy status, childbirth or related medical condition, marital status, veteran status, and disability violation of applicable law.
Discriminatory Harassment Discriminatory harassment is unwanted conduct toward an individual based on their actual or perceived age, race, color, sex, gender identity, religion, national origin, marital status, disability, or any other legally protected class. The conduct must be sufficiently severe such that it creates a hostile educational environment, meaning it denies or limits a student’s ability to participate in or benefit from education programs and activities.
Discriminatory harassment may be expressed in various ways, including through physical actions or through verbal, nonverbal, electronic, or written communications.
Discriminatory harassment may include conduct such as epithets, various slurs such as racial, deadnaming, and misgendering, negative stereotyping, jokes, written, printed, or graphic material that contains offensive, demeaning, or degrading images or comments.
Disruption Disruption of the educational process means the interruption of classwork, the creation of disorder, or the invasion of the rights of a student group or group of students.
Distracting Any behavior that results in unwanted noise, conversation, or acts.
Distributing or Distribution Includes, without limitation, giving, sharing, or selling, or intending or attempting to do so, as well as facilitating any of the above.
Division Superintendent The Division Superintendent or designee (that is, region assistant superintendent, hearing officer, assistant superintendent, or any other administrative staff member authorized to act in that capacity).
Drug Paraphernalia All equipment, products, and materials of any kind that are either designed for use or that are intended by the person charged for use in planting, propagating, cultivating, growing, harvesting, manufacturing, compounding, converting, producing, processing, preparing, strength testing, analyzing, packaging, repackaging, storing, containing, concealing, injecting, ingesting, inhaling, or otherwise introducing into the human body a controlled substance. (Code of Virginia, Section 18.2- 265.1)
Exigent Requiring immediate attention or action.
Expulsion Any disciplinary action imposed by the School Board or a committee thereof, as provided in school policy, whereby a student is not permitted to attend school within the school division and is ineligible for readmission for 365 calendar days after the date of the expulsion.
Faith-Based Discrimination Treating individuals differently because of their religious beliefs and practices, and/or their request for accommodations of their religious beliefs and practices. It also includes treating individuals differently because of their lack of religious beliefs or practices.
Frequency The rate at which something occurs or is repeated over a particular period of time, or in a given sample.
Functional Behavioral Assessment (FBA) Conducted by a team in order to develop a hypothesis about the function of the problem behavior when a student behaves in a way that significantly interferes with the student’s learning and/or the learning of others. This leads to the development of a Behavioral Intervention Plan (BIP).
Gang A group of two or more persons, whether formal or informal, and however identified, which individually or collectively engage in activities that are illegal, destructive, disruptive, or intimidating. Such does include, but is not limited to, a criminal street gang. The group may, but need not necessarily, have an identifiable name, sign, symbol, or colors.
Generative Artificial Intelligence A technology that can create new content such as text, images, or other media from a predetermined set of data sources.
Hate Speech Any form of expression intended to humiliate or incite hatred against a group or class of persons based upon their actual or perceived race, ethnicity, color, national origin, citizenship/immigration status, weight, gender, gender identity, gender expression, sexual orientation, or disability.
Hazing Recklessly or intentionally endangering the health or safety of a student or inflicting bodily injury on a student in connection with, or for the purpose of, initiation, admission into, or affiliation with or as a condition for continued membership in a club, organization, association, fraternity, sorority, or student body regardless of whether the student so endangered or injured participated voluntarily in the relevant activity. The Code of Virginia prohibits hazing and imposes criminal penalties. (Code of Virginia Section 18.2- 56)
Hearings Office The Hearings Office conducts discipline hearings and determines outcomes on behalf of the Division Superintendent; makes discipline recommendations to the School Board and represents the Division Superintendent at School Board hearings; maintains records and statistics related to expulsion, exclusion, and reassignment recommendations and outcomes; decides suspension appeals; provides resource assistance and training to school-based and central office administrators; and conducts employee grievance hearings on behalf of the Division Superintendent.
Imitation Controlled Substance A drug or substance in which the substance or container bears the name, markings, or likeness to, or is represented to be, a controlled substance including a prescription drug.
Imitation Marijuana A substance that bears a likeness to or is represented to be marijuana.
Individualized Education Program (IEP) A written plan for every student receiving special education services that contains information such as the student’s special learning needs and the specific special education services required by the student.
Inhalant Any substance that gives off vapors or fumes and that is inhaled for a high.
Letter of Agreement
A written agreement which may be offered by the Division Superintendent’s hearing officer to a student whom the hearing officer is recommending for expulsion. If the agreement is signed by the student’s parent/guardian and accepted by a School Board committee, the student is assigned to an alternative education program during the term of the expulsion, and the student’s case is concluded without a further hearing.
Lewd Showing or intended to incite in an offensive way.
Libel Any false and harmful written or printed statement designed to expose a person to public ridicule or hatred and would injure a person’s reputation in any way; anything that gives an unflattering or damaging picture of someone.
Libelous Writing or publishing libel.
Long-Term Suspension Disciplinary action that denies school attendance 11-45 school days unless misconduct involves: (i) possession or use of a statutory weapon or illegal drugs; (ii) serious bodily injury; or (iii) aggravating circumstances. Where a determination of (i), (ii), or (iii) is made, the long-term suspension may extend beyond 45 school days, but shall not exceed 364 calendar days.
Manifestation Determination Review (MDR) A process for determining whether a behavior was caused by, had a substantial relationship to a student’s disability, or was the direct result of the failure to implement the IEP.
Marijuana Any part of the cannabis plant, whether growing or not, its seeds, resin or residue, or any extract and any of its various form, other than THC-A or cannabidiol oil, provided that a written certification for use was issued by a licensed practitioner in accordance with the Code of Virginia.
Marijuana, Synthetic A substance which is a controlled substance. On occasion, this substance is referred to as “Spice”, “K-2”, or “JWH-018”. For the purposes of the SR&R, the term synthetic marijuana also includes any substances that bear a likeness to, or is represented to be, synthetic cannabinoids or synthetic marijuana.
Malicious Characterized by malice; intending or intended to do harm.
Meditate To think deeply and continuously reflect.
Misgendering The act of labeling others with a gender that does not match their gender identity, deliberately or accidentally.
Neurodiversity The infinite variation in human cognitive functioning (learning, thinking, perception, communicating, feeling, etc.) due to individuals’ unique brain wiring, experiences, and ways of being.
Nonprescription (over-the- counter drug) Any drug that can be obtained legally over the counter without a doctor’s prescription.
Obscene Words or pictures that are offensive, rude, shocking.
Outing The act of disclosing an LGBTQIA+ person’s sexual orientation or gender identity without the person’s consent.
Paraphernalia All equipment, products, and materials of any kind that are either designed for use or that are intended by the person charged for use in planting, propagating, cultivating, growing, harvesting, manufacturing, compounding, converting, producing, processing, preparing, strength testing, analyzing, packaging, repackaging, storing, containing, concealing, injecting, ingesting, inhaling, or otherwise introducing into the human body marijuana or a controlled substance.
Parent/Guardian Any parent, guardian, legal custodian, or other person having control or charge of a child.
Plagiarize To steal and pass off the ideas or words of another as one’s own; to use without crediting the source.
Possession The actual or constructive possession of a specific object or substance. Such possession may be sole, joint, or collective.
Prescription Drug Any medication that requires a doctor’s prescription.
Principal The school principal, any assistant principal, or in their absence, the designated teacher in charge.
Privacy Keeping information about a person that can be used to identify the person because it is unique (e.g., full name, address, etc.) out of the public domain.
Profanity The use of swear words.
Reassignment The disciplinary decision that requires a student to attend another school or an alternative education program, or both.
Recitation The act or an instance of reading or repeating aloud.
Records Review A meeting conducted by the region assistant superintendent at the request of the principal to which the parent/guardian and student are invited to participate, for the purpose of reviewing the student’s disciplinary record and interventions to date in order to further address the student’s conduct issues.
Redaction The act of selecting or adapting (as by obscuring or removing) sensitive information for publication or release.
Referral to the Division Superintendent Referral to the Division Superintendent means a decision which is made by the principal in order for there to be consideration of student disciplinary action greater than a short-term suspension. Where the principal makes such a referral, the Division Superintendent will conduct a hearing to determine based on the facts whether additional disciplinary consequences (to include one or more of the following: a long-term suspension, a reassignment, or a recommendation to the School Board for expulsion) are appropriate in accordance with this SR&R. In conducting this hearing, the Division Superintendent also will determine whether the short- term suspension imposed by the principal is warranted. When making a referral to the Division Superintendent, the principal may choose to recommend a specific disciplinary action, provided, however, that whether the principal recommends a specific disciplinary action, the Division Superintendent has authority to take one or more of the following actions in accordance with the SR&R: determine that no disciplinary action is warranted, confirm a short- term suspension, impose a long-term suspension, effect a reassignment, and/or forward a recommendation to the School Board for expulsion.
Region(s) A collection of schools within FCPS, located within a specific geographic area, with an assigned assistant superintendent and executive principals. Concerns that have not been resolved with the school principal may be referred to the appropriate region office.
Restorative Justice Conference A conference which brings together the people most affected by wrongdoing to discuss the incident, understand who has been harmed, and to decide how the harm should be repaired. The harmed persons and school community are given a voice in the discipline process and resolution of the incident. The offending student is responsible for repairing the harm to the extent possible.
Risk Assessment A structured process to evaluate the seriousness of a student’s threat, support any victims or potential victims, and take preventive or corrective measures to maintain safety.
Scholastic Dishonesty Scholastic dishonesty or academic dishonesty includes, but is not limited to, cheating, plagiarism, collusion, falsifying academic records, and any act designed to give unfair advantage to the student through any means including the use of generative artificial intelligence (GenAI).
School Board The Fairfax County School Board or a designated committee thereof.
School Day Any day school is in session.
School Property Any property owned, leased, or used by the School Board, including any vehicle operated by, or on behalf of, the School Board, such as school buses, cars, and vans.
School Resource Officer (SRO) A certified law enforcement officer hired by the Fairfax County Police Department or other local police department to provide law-enforcement and security services to FCPS schools.
Self-Defense A student must be without fault in provoking or bringing on the fight or incident; have reasonably feared, under the circumstances, as they appeared to them, that they were in danger of harm; and have used no more force than was reasonably necessary to protect themselves from the threatened harm.
Sexual Assault
Any sexual act directed against another person, without the consent of the victim, including instances where the victim is incapable of giving consent including:
Sexual Misconduct Misconduct that includes unwelcome sexual advances, regardless of sexual orientation; requests for sexual favors; and other inappropriate verbal, electronic, or physical conduct of a sexual nature but that is not within the scope of “sex discrimination” as defined by Regulation 2118.
Short-Term Suspension Disciplinary action that denies school attendance for a period not to exceed ten days (Up to 3 school days for grades K-3 unless specified misconduct has occurred. Up to 5 school days for grades 4-12, unless accompanied by a referral to the Division Superintendent).
Slander The utterance of false charges or misrepresentation in the presence of another person which defame and damage another’s reputation.
Slanderous To utter slander against.
Stalking Engaging in a course of conduct directed at a specific person that would cause a reasonable person to
Statutory Fixed by law.
Stigmatization The act of being stigmatized.
Student Activities These include extracurricular activities, co-curricular requirements, and athletics. Students participating in athletics, performing arts, clubs, competitions, practices, and any other activity that provides opportunities for participation outside of normal school hours, in addition to any student who is a spectator or audience members at a school sponsored activity are included in this definition.
Substantial Disruption Includes an incident that generates a considerable negative impact on normal school operations, or results in a significant impact to students, the parent/guardian, and/or staff, such as using prohibited substances in a large group setting at school; requiring a response that disrupts school operations such as the need for emergency medical services; or creating a situation where the parent/guardian is compelled to keep their children out of school, or where groups of students are unable to focus on learning due to a specific incident.
Threat An expression of intent to harm someone that may be spoken, written, or gestured. An expression of intent to harm someone is considered a threat regardless of whether it is communicated to an actual or prospective victim and regardless of whether the actual or prospective victim is aware of the threat existing in any fashion, whether orally, visually, in writing, or electronically.
Title IX Definitions
All Title IX conduct (including Hostile Environment Harassment, Dating Violence, Domestic Violence, Stalking, Rape, Sodomy, Fondling, Sexual Assault with an Object, Incest, Statutory Rape, and Retaliation) is considered Sex Discrimination as defined in Regulation 2118.
Vaping The act of inhaling and exhaling a vapor, which is produced by an e-cigarette or similar device such as e- hookahs, mods, Juul pens, or vape pens.
Vulgar Lack of culture, refinement, taste; coarse or crude.
Weapon Any item so defined in the text in the current version of regulation 2601. For the purpose of the Gun-Free Schools Act, nothing herein shall be construed to prohibit possession of a weapon under circumstances that are expressly permitted by the Code of Virginia.
The information systems and internet access available through FCPS are provided to support learning, enhance instruction, and support school system business and educational practices.
FCPS information technology systems are operated for the benefit of all users in connection with the core mission of FCPS: the education of its students. The use of the FCPS network is necessary to provide all students with access, support, and opportunities to use provided tools and resources; and for students to interact with other students, teachers, and class content to support and enrich their learning experience. Users are prohibited from taking, or attempting to take, any action that might reasonably be expected to disrupt the operation of the network or equipment and/or interfere with the learning of students or the work of FCPS employees.
All access to the FCPS network shall be preapproved by the principal or program manager. The school or office may restrict, suspend, or terminate any user’s access, without prior notice, if such action is deemed necessary to comply with laws or regulations, protect the safety of others, or maintain computing availability and security. Disabling student access to FCPS instructional technology tools is a serious action that will be taken only when warranted.
Students are advised that the inappropriate use of FCPS technology resources is a violation of student disciplinary rules, regardless of where or when the inappropriate use occurs. As such, schools will respond to instances of inappropriate use by following normal disciplinary procedures, just as they would if the incident occurred in the physical classroom. Disciplinary action for inappropriate use of the FCPS network, systems, or devices may be imposed as stated in the FCPS Student Rights and Responsibilities (SR&R) document.
FCPS implements internet filtering on all FCPS sites in accordance with the federal Children’s Internet Protection Act. Schools will continue to educate students on digital citizenship, personal safety practices, and effective techniques for identifying and evaluating information and its sources.
FCPS Instructional Environment
Students have the right to physical and virtual educational environments that are consistent with the characteristics outlined in the FCPS SR&R document. These rights include:
Students may exercise these rights and privileges if they do so in a manner that does not interfere with the rights of others or the schools’ ability to provide a safe learning environment.
Respect for Others
Users shall respect the rights of others using the FCPS network by:
Ethical Conduct for Users
It is the responsibility of the user to:
Digital Citizenship and Security
Personally Owned Computing and/or Network Devices (BYOD)
Students using personally owned electronic devices must follow the policy stated in this document while on school property, attending school-sponsored activities, or using the FCPS network.
See also the current versions of:
Regulation 6410, Appropriate Use of Fairfax County Public Schools' Network and Internet Resources
Regulation 2601, Student’s Rights and Responsibilities Book
Please read Standards of Conduct for Students Riding School Buses with your child. It is important that you and your child understand the standards covering appropriate conduct while riding a bus whether for regular home-to-school service or for other activities.
SIGN THE PARENT/GUARDIAN SIGNATURE SHEET LOCATED IN THE FRONT OF THIS BOOKLET AND RETURN TO THE PRINCIPAL, who will retain it on file. If a student is unable to read these instructions, the parent’s or guardian’s signature will indicate that this regulation has been explained to the student.
General
The current version of FCPS Regulation 8617 provides that daily bus service shall be provided for all elementary students living more than one mile from school and for middle and high school students living in excess of one and one-half miles from school. Consult the following regulations for further information and requirements:
Standards
Acceptable classroom standards of conduct shall be expected of bus passengers and drivers shall ensure that students observe regulations at all times. Among other things, students shall not smoke, yell, scream, swear, push, fight, bully, or take advantage of any other student; extend hands, arms, or heads or objects from bus windows; carry on the bus any drugs, weapons, water pistols, live reptiles, animals, insects, or oversized items (including school instruments) that would block an aisle, cause loss of passenger seat space, obstruct the driver’s view, or create a safety hazard.
Discipline
A driver may temporarily issue an assigned seat for disciplinary purposes in response to student safety. A driver may recommend suspension of bus transportation for a pupil who will not heed the driver’s warning as to behavior. The principal shall take final action in such cases. During a period of suspension, the School Board shall not be responsible for transporting the student to school. A driver may not remove a child from the bus or refuse transportation to a child on a bus without proper authorization by the principal, except in cases in which the safety of students is jeopardized. The principal shall be notified of such extreme cases immediately. Drivers shall report all disciplinary cases to school principals on form TR-12. Vandalism of the bus may be cause for disciplinary action. Video cameras and audio recorders may be in use.
Meeting the Bus
Students Must:
Conduct on the Bus
Students Must:
Leaving the Bus
Students Must:
Parents or guardians are encouraged to walk with students to and from bus stops or school. Special education students and students in designated programs, (such as FECEP and Preschool/PAC) must be met at the bus by responsible adults. Kindergarten students riding the afternoon school buses will be returned to school unless they are met at the bus door by a parent, a guardian and/or caregiver, or sibling, middle school or higher, and asked for by name.
Current version of the Code of Virginia § 22.1-279.3, Parent/Guardian Responsibility and Involvement requirements:
a copy of the compulsory school attendance law. These materials shall include a notice to the parents/guardians that by signing the statement of receipt, parents/guardians shall not be deemed to waive, but to expressly reserve, their rights protected by the constitutions or laws of the United States or the Commonwealth and that a parent/guardian shall have the right to express disagreement with a school's or school division's policies or decisions.
Each parent/guardian of a student shall sign and return to the school in which the student is enrolled a statement acknowledging the receipt of the school board's standards of student conduct, the notice of the requirements of this section, and the compulsory school attendance law. Each school shall maintain records of such signed statements.
Current version of the Code of Virginia § 22.1-254 Compulsory School Attendance
Every parent, guardian, or other person in the Commonwealth having control or charge of any child who will have reached the fifth birthday on or before September 30 of any school year and who has not passed the eighteenth birthday shall, during the period of each year the public schools are in session and for the same number of days and hours per day as the public schools, cause such child to a public school or to a private, denominational, or parochial school or have such child taught by a tutor or teacher of qualifications prescribed by the Board of Education and approved by the division superintendent, or provide for home instruction of such child as described in § 22.1-254.1. For additional details on the Virginia Compulsory School Attendance Law, refer to section 22.1-254 of the Code of Virginia.
Current version of the Code of Virginia § 22.1-279.4 Information Regarding Prosecution of Juveniles as Adults
As required by section § 22.1-279.4 of the Code of Virginia, FCPS provides its students with information developed by the Virginia Attorney General regarding the laws governing the prosecution of juveniles as adults for the commission of certain crimes and that information can be found at https://www.doe.virginia.gov/home/showpublisheddocument/7368/638005652898060019.
This copy of regulation 2601 has been specially formatted for this publication. The official and current version of this regulation is available through the FCPS website, which includes changes that may be made between printings.
