August 2025

Dear Parents and Families,

On behalf of Fairfax County Public Schools (FCPS), I welcome you and your children to the 2025-26 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 2025-26  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 2025-26 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.

• Please log in to your SIS ParentVUE account to acknowledge receipt of https://www.fcps.edu/about-fcps/policies-regulations-and-notices/student-rights-and-responsibilities/video-and-resourcesthis document, as required by law.
• Please review and sign by September 30, 2025.

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

FCPS Offices

• Equity and Student Conduct, 571-423-1190
• Student Safety and Wellness, 571-423-4270
• School Counseling Services, 571-423-4420
• School Psychology Services, 571-423-4265
• School Social Work Services, 571-423-4300
• Nontraditional School Programs, 571-423-4202
• Intervention and Prevention Services, 571-423-4020
• Family Resource Center, 703-204-3941
• Superintendent, 571-423-1010
• Hearings Office, 571-423-1280
• Office of the Ombuds, 571-423-4014
• School Safety and Security, 571-423-2000

Region Assistant Superintendents

• Region 1, 571-423-1110
• Region 2,571-423-1120
• Region 3, 571-423-1130
• Region 4, 571-423-1140
• Region 5, 571-423-1150
• Region 6, 571-423-1160

Emergency Numbers (Available 24/7)

• Merrifield/CSB Emergency Mental Health, 703-573-5679
• PRS/Crisis Link, 703-527-4077,1-800-273-TALK (8255)
• Crisis Text, Text NEEDHELP to 85511
• Additional details about FCPS emergency procedures are available at FCPS Emergency Planning and Crisis Response.

We have created the Student Rights and 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. 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.

Welcome! This guide is designed to help you support your child's success and understand student rights and responsibilities in FCPS. The Student Rights and Responsibilities (SR&R) is an FCPS regulation (Regulation 2601) that outlines expectations for student behavior, caregiver engagement, and adult responses to enhance school safety and to create a positive, supportive school environment. The SR&R Family Guide is designed to make the regulation more accessible by presenting its key expectations in clear explanations, visuals, and resources that empower caregivers to understand, navigate, and partner in upholding positive and supportive school practices. Here is how to make the most of it: 

Structure of the SR&R Family Guide

Part 1: Overview of the SR&R Regulation. Contents include but are not limited to:

•  Important Conversations: Discussing the SR&R With your Child
• Understanding School Discipline: Interventions and Procedures
• How to Address Concerns: A Step-by-Step Guide
• Supporting Families of Students with Disabilities

Part 2: Appendices of Important Policies or Regulations, including: 

•  Appendix A: Acceptable Use Policy for Student Network Access
• Appendix B: Standards of Conduct for Students Riding Buses
• Appendix C: Code of Virginia
• Appendix D: Regulation 2601
• Appendix E: Cell Phone and Cell Phone Accessories Policy

Tips for Finding What You Need

• Start with the Table of Contents: It is your roadmap to find useful information and resources.
• Check Out the Behavior Response Level in Appendix D (Regulation 2601): These levels outline how behaviors are categorized and what responses schools may use.
• Refer to the Glossary: Appendix D (regulation 2601) includes a glossary with key terms.
• Bookmark Important Topics: Digitally or manually bookmark important topics to discuss with your child or school support teams.

Still Have Questions?

Contact your school’s main office or the FCPS Office of Equity and Student Conduct at [email protected] .  

Student Behavior and Administrative Response Codes (“SBAR”)

The Code of Virginia requires that the Board of Education provide model policy guidelines for local school divisions to use in developing a local student code of conduct. 

The Virginia Department of Education developed guidance that allows school systems to establish a policy that promotes a vision for improving conditions for learning so that all students experience a safe, supportive school environment. This system is called Student Behavior and Administrative Responses, also known as “SBAR.” 

Fairfax County Public Schools has adopted and expanded its use of the “SBAR” system within the Student Rights and Responsibilities regulation (Regulation 2601). 

The SBAR system is organized into six behavior categories. Each of the behavior categories contains relevant behavior codes. There are a total of 90 behavior codes. For example:  

• Behavior Category, “ Behaviors That Impede Academic Progress ” also referred to as, “BAP”, contains five behavior codes (i.e. BAP1, BAP2.)  

This system of behavior coding can also be referred to as the discipline matrix. When an administrator is determining discipline, they must reference this discipline matrix.

The discipline matrix follows a progressive, leveled system of administrative responses. These levels range from 1 to 5, with one (1) being the least and five (5) being the most restrictive consequences. 

When a student is disciplined for an infraction, the SBAR system, or the discipline matrix, is used to determine the leveled disciplinary response. 

Administrators consider many factors when determining appropriate responses to student behavior, including, but not limited to, the student’s age, developmental factors, and past response to interventions. Administrators may consider other factors independently or in consultation with staff members to discern what the behavior may be communicating.

Administrative responses and interventions are designed to assist staff in understanding and addressing student behavior, re-teach and reinforce school and classroom expectations and prevent further issues that may impede academic progress, interfere with school operations, create negative relationships, or endanger the health, safety, and welfare of students or others. Fairfax County Public Schools uses a multi-tiered system of support (MTSS) to support the individual needs of each student by 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.

Additionally, the discipline matrix provides guidance to administrators on making leveled response decisions using the following key:

Key

• X = aligns with state and local guidance for where leveled sanctions should begin.

• K-6 = the required starting leveled response for students in kindergarten through Grade 6.

• * = allows this level of sanction to be imposed at the principal’s discretion as part of a progressive response.

• ® = allows for a suspension up to 5 days if frequency and/or intensity are present. Also allows for a referral to the Division Superintendent; however, if a referral is made, the misconduct must meet one or more of the following criteria: 1) substantially disrupted the instructional program, 2) endangered the well-being of others, 3) follows school-based interventions initiated in response to prior violation.

The administrative responses to student behavior are provided as a guide for administrators but will in no manner limit administrators’ ability to exercise discretion required to construct a response and intervention that, in their judgment, is appropriate under the totality of the circumstances presented.

While reliance upon suggested levels may be appropriate when responding to many student behavior issues, FCPS recognizes that circumstances will arise which warrant an administrative response that varies from the set forth table. Those circumstances include, but are not limited to, incidents in which the principal determines that the misconduct has substantially impeded the learning of the students or others, interfered with school operations, endangered the well-being of others, or the conduct was repetitious following attempts to intervene.

Once the infraction is defined by the administrator, the infraction is subsequently coded in the FCPS Student Information System (“SIS”), where it is then visible in “ParentVUE.” Administrative responses using the discipline matrix must include a behavior intervention. 

Let’s Practice! Supporting Student Behavior 

Example: A student has been determined to have committed a violation of the SR&R. An administrator would complete the following steps to consider how to behaviorally support the student. 

• Step 1: Identify and select the appropriate SBAR category (i.e. BAP)
• Step 2: Identify and select the appropriate SBAR code (i.e. BAP1)
• Step 3: Consult the Key for guidance on selecting a leveled response, including interventions; for example: Level 1 intervention (Administrator/Student Conference) and Level 1 Sanction (Detention)
• Step 4: Code the disciplinary infraction in SIS

Key Changes for Families to Know

Each year, Fairfax County Public Schools reviews and updates the Student Rights and Responsibilities (SR&R) regulation. These updates are part of our commitment to fostering positive and supportive learning environments across all schools.

This summary highlights important changes for families to know for the 2025-2026 school year. 

We encourage families to review these changes closely and reach out to school staff or the Office of Equity and Student Conduct with any questions. Understanding what is new will help you and your student confidently navigate the school year and advocate for their rights and responsibilities.

Here is a summary of key changes for families to know: 

“Bell to Bell” Cell Phone Policy: Phones must be off and personally stored for the duration of the school day: bell to bell. Bell to bell means after the first bell rings at the start of the school day to begin instructional time until the dismissal bell rings at the end of the school day.

• For high school students, phones must also be off and stored bell to bell but may be used during lunch in designated lunch areas only.
• For a full explanation of the FCPS cell phone policy and "bell to bell," please refer to the SR&R regulation (Appendix D).

Cell Phone Matrix for Cell Phone Violations: An additional matrix shows leveled disciplinary responses for cell phone violations, including interventions. 

Updated Discipline Matrix: The updated discipline matrix now includes step-by-step instructions on how it should be used, along with a new column that lists page numbers so caregivers can easily find more details about each type of behavior violation in the SR&R.

Parent Notification:  Schools must notify caregivers within 24 hours of a disciplinary incident involving their child, barring extenuating circumstances and in accordance with guidance from the Office of the Chief Equity Officer.

Recording of Discipline Incidents:  All discipline incidents must be recorded in the Student Information System (SIS).

Required Interventions:  Schools are required to provide an intervention for every disciplinary incident. 

Expanded Glossary: Expanded terms and definitions in the SR&R Regulation.  

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…

• The right to learn.
• The right to feel safe while at school and on school property.
• The right to privacy and to receive reasonable, non-stigmatizing accommodations regardless of underlying reasons.
• The right to feel respected and to be treated with respect at school, in the classroom, on the school bus, and at school-sponsored events.
• The right to use school facilities and equipment as long as it is done with care and respect.
• The right to receive support to ensure the safe and equitable access to all school division facilities and activities, in accordance with Regulation 2603.
• The right to equitable access to the learning environment, educational materials, and extracurricular activities.
• The right to a school and classroom environment that affirms the identity of all students and is responsive, caring, and inclusive.
• The right to have their personally identifiable information and citizenship or immigration status protected from unauthorized sharing.

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…

• Attend school regularly, on time, and follow assigned schedules.
• Follow rules, procedures, and processes.
• Dress appropriately for a K-12 educational environment.
• Respect the authority of staff members.
• Respect the rights and property of others.
• Respect others’ beliefs and differences.
• Refrain from using words, images, or gestures that are obscene, violent, disruptive, or disrespectful.
• Resolve disputes peacefully.
• Refrain from bullying or hurting other students.
• Tell school staff members about any behavior that may cause danger to anyone.
• Request access to social, emotional, and behavioral supports when needed.

The Rules of Student Conduct apply to students at all times when…

• In school buildings.
• On school grounds.
• In virtual classroom environments
• On buses and other school vehicles.
• At bus stops.
• On the way to or returning from school.
• At school and school-related activities both on and off school property.
• Off school property and outside school hours if the conduct is detrimental to the school, adversely affects school discipline, or results in a criminal charge or conviction.

School attendance is a critical component in a child’s academic  success.

Did you know?

• Chronic absenteeism (missing 18 or more school days per year or 2 days per month) is a primary cause of lower academic achievement regardless of whether the absences are excused or unexcused.
• Both excused and unexcused absences contribute to chronic absenteeism.
• Regular school attendance in elementary school improves the chances that a child will read on grade level.
• Students who attend 90 percent or more of the school year are more likely to graduate from high school on time.
• Absences can be a sign that a student is losing interest in school, struggling with schoolwork, living with a chronic or acute health condition, dealing with peer conflicts, or facing some other potentially serious difficulty.

In accordance with the  Code of Virginia, Section 22.1-254 , at the 5 ^th 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.

07423446 The National Institute on Drug Abuse describes vape devices as battery-operated devices that people use to inhale an aerosol, which typically contains nicotine (though not always), flavorings, and other chemicals. In many e-cigarettes, puffing activates the battery-powered heating device, which vaporizes the liquid in the cartridge. The person then inhales the resulting aerosol or vapor (called vaping). 

Electronic cigarettes (vapes) are battery-operated devices that heat a liquid and produce an aerosol. An aerosol is a mix of small particles released in the air. Some people refer to the aerosol from an e-cigarette as "vapor”. There are many types of e-cigarettes, including disposable devices, refillable devices, and devices with pre-filled cartridges or pods. 

E-cigarettes are promoted heavily through retail stores, online via social media, and TV ads. Exposure to such content can normalize and glamorize e-cigarette use.

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 2601.39.

For additional information and resources, please visit  https://www.centeronaddiction.org/  or  www.cdc.gov,  or search for “vaping” at  www.fcps.edu.

Why it Matters: 

Our children go online to learn, create, and connect. When families talk early and often about using technology safely, responsibly, and respectfully, students are more likely to meet Fairfax County Public Schools (FCPS) Student Rights and Responsibilities (SR&R) expectations—both in school and in every digital space they visit. 

At Home Activity:   Talk Together: When has something you posted online helped (or hurt) someone else? 

How caregivers can support SR&R online: 

• Set clear routines. Agree on screen-free times (for example, meals and 30 minutes before bed).
• Co-view and co-play. Sit beside your child while they scroll, game, or post. Ask what they enjoy and why.
• Model it. Let children see you fact-check before sharing and put devices away during conversations. •
• Use built-in tools. Explore privacy settings together; decide which notifications need to stay on.
• Know when to step in. If you see threats, harassment, or self-harm posts, save evidence and contact your school right away. 

At Home Activity: 

Reflect and decide: How can you help your child balance social media and gaming time with homework, sleep, and in-person activities? 

3 Big Ideas to Share at Home 

Big Idea #1: Stay Safe

• Protect personal information. Keep your full name, address, passwords, and student ID off public sites; use strong passwords and do not share them, even with friends.
• Keep passwords private. Never share them. Do not click on links from people you do not know or trust.
• Balance screen time. Know when to log off for sleep, homework, chores, and time with family and friends. 

At Home Activity: 

• Create an online safety code for home with your child and post it where it is seen regularly.
• Try these resources for Establishing Expectations at Home.

Big Idea #2: Be Responsible

• Think before you post. Pause and ask yourself: Is this something you would want your parent, teacher, or future employer to see?
• Follow school rules everywhere. School-appropriate language, images, and behavior apply in class AND in group chats, gaming sites, and social media.
• Use devices and accounts as intended. School-issued devices are for learning. Do not install unapproved apps and do not bypass filters.
• Own your mistakes. If you post something unkind or unsafe, delete it, apologize, and learn from it. 

At Home Discussions: 

• How might this post affect you - or someone else. Today? Tomorrow? Far into the future? 
• Which SR&R rule is hardest to remember when you are online at home? 
• What can you do if a chat turns mean? 
• Can you think of a time where saying “I’m sorry” mattered? How about online? 

Big Idea #3: Show Respect 

• Use kind words.
• Give credit. When you use someone’s photos, words, or music, name the source or link back. Do not copy and paste for homework or posts.
• Stand up, do not pile on. If someone is bullied or excluded online, do not forward or “like” the hurtful content; report it to a trusted adult. 

At Home Discussions:  

• How do you feel when people speak to you in an unkind way? How can you encourage kindness? 
• Why is it important to say where you found information or images? 
• What can you do if a chat or social media thread turns mean? 

For more support or information, go to the FCPS Digital Citizenship website .

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.

• Cyberbullying refers to any threats by one student toward another typically through e-mails 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.

“Bullying” does not include ordinary teasing, horseplay, argument, or peer conflict.

Some key elements of bullying are:

• Intentionally aggressive behavior designed to inflict harm.
• Repetitive behavior planned into the future.
• An interpersonal relationship marked by an imbalance of power.

To learn more on how FCPS addresses bullying, contact 571-423-4270.

FCPS CommitmentFCPS 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.

DiscriminationDiscrimination 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, sex, color, age, religion, sexual orientation, gender identity, national origin, genetic information, pregnancy status, childbirth or related medical condition, marital status, veteran status, or disability is strictly prohibited.

Discriminatory HarassmentDiscriminatory 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, and/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 MisconductSexual 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.

RetaliationRetaliation 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 discrimination or harassment. 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 ( www.fcps.edu/submit-discrimination-and-harassment-report).

For more information about the FCPS Title IX response and the FCPS sex discrimination regulations, contact the Title IX Coordinator at [email protected] .

Title IX webpage: https://www.fcps.edu/title-ix

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).

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 align with the Federal Gun-Free Schools Act.

Police Involvement:

• FCPS and local law enforcement agencies have a signed agreement that outlines the role and responsibilities of SROs in the schools. This agreement can be found at https://www.fcps.edu/node/36886 .
• For some serious, dangerous situations, the law requires that the principal immediately notify the police.
• An SRO may be called by an administrator to provide security, protection, or handling of contraband.
• If the principal is not required by law to immediately notify the police, but believes a law may have been broken, they will attempt to notify parents/guardians before calling the SRO or the police.
• Unless there is an immediate risk of danger, the SRO shall take immediate steps to contact a parent/guardian before any questioning of a student.

Full information about each of the procedures listed above is found in Regulation 2601.39P, located in the Appendix of this booklet.

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:

• Discipline: Please refer to Appendix D of this booklet (Regulation 2601) for information on how to appeal a decision to suspend, or for information on how to petition the School Board to alter a decision to reassign a student to an alternative program. For additional information on this topic, please see Policy 2611.
• Concerns regarding actions of teachers or other school personnel, student records, or decisions regarding the right of expression, and the right to display or distribute literature should be directed to the appropriate region assistant superintendent. Phone numbers can be found on page 34 of this guide.
• Concerns about procedures, programs, or services for students with disabilities should be directed to the coordinator of the Office of Due Process and Eligibility at 571-423-4470.
• Concerns about access to facilities and compliance with the Americans with Disabilities Act can be addressed to Design and Construction Services at 571-423-2280.
• The Office of the Ombuds is available to talk with parents/guardians and students as a confidential, informal, independent, and impartial resource. If you need additional help navigating the school system, contact the Office of the Ombuds at 571-423-4014, [email protected] , or TEXT: 571-496-8284.
• Title IX and discrimination complaints: Please contact the Title IX coordinator at [email protected] .

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.

Contact

Title IX Coordinator, FCPS
E-mail:  [email protected]
Website:  https://www.fcps.edu/titleix

School officials understand that some students who have an individualized education program (IEP) and
receive special education services 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:

•  Meeting with the school counselor, school psychologist, or school social worker,
• Meeting with the school team that monitors student behavior and success,
• Contacting the FCPS Family Resource Center for books, videos, and presentations that might be
  helpful; and or
• Contacting the FCPS Office of Intervention and Prevention Services.

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:

• To add goals and services specifically to address the behavior, or
• To request permission to conduct an evaluation called a Functional Behavior Assessment (FBA) and to consider the development of a Behavior Intervention Plan (BIP).
  • FBA: Observations are used to determine when the behavior happens, what else is going on in the room or with other children or adults when it happens, and what seems to increase the chance that it will happen again.
  • BIP: Using this information, the team develops the plan to reduce the problem behavior and replace it with a positive behavior.

Students with disabilities may be disciplined in the same ways as students without disabilities in most situations; however, some special considerations do apply.

• Any accommodations that might be needed for the student to write a statement will be provided if the student wishes to provide their recollection of the event.
• When a disciplinary incident involving a student with an intellectual or developmental disability may result in a suspension of any kind, school staff shall not request a statement from the student until a parent/guardian has been provided notice.
• Before deciding to suspend a student or make a referral to the Division Superintendent, the principal shall consult with the student's case manager or another member of the IEP team, review the student's IEP, including any BIP, and take into consideration any special circumstances.

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 removed 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 (the local education agency, the caregiver(s), and relevant members of the student's IEP team, as determined by the caregiver and the local education agency). In addition, a manifestation determination review (MDR) must be held as soon as possible, but no later than 10 school days after the date on which the decision to take action is made.

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:

• Whether the conduct was caused by, or had a direct and substantial relationship to, the student’s disability, or
• Whether the conduct was a direct result of the failure to implement the IEP.

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.

• Manifestation:If the MDR team finds that the behavior was caused by, or had a direct relationship to, the disability or that the conduct was a result of a failure to implement the IEP, then the student will be returned to the same school they had been attending, or may be placed in another school where the same services are available unless:
  • The parents/guardians and school officials agree to a change in placement. In rare circumstances, and only in cases involving drugs, weapons, or serious bodily injury, the Division Superintendent may assign the student to an interim alternative setting for 45 days without the consent of the parent/guardian, pending the outcome of the disciplinary process, in accordance with 8VAC20- 81-160 C.5.

  • 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 must develop or update a BIP.

• Not a Manifestation:If the MDR team determines the misconduct is not a manifestation of the student’s disability, school officials may consider further discipline in the same manner and for the same duration as for non-disabled students; however, special education services must be provided during the period of suspension and/or expulsion to enable the student to continue participating in the general education curriculum and progress toward meeting the IEP goals.

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.

• If the student has been suspended repeatedly for similar violations demonstrating a pattern of behavior, the principal shall convene the knowledgeable committee to review the 504 Plan to determine whether additional accommodations or other supports are needed to address the student’s behavior and, where necessary, conduct a Functional Behavior Assessment or develop a behavior plan.
• The student shall not be entitled to receive continuing educational services during any period of suspension or expulsion.
• The knowledgeable committee's determination shall be forwarded to the Division  Superintendent  who reviews this information in consideration of further disciplinary action.

For full information about the procedures listed above, please refer to Regulation 2601, located in the Appendix.

This policy outlines the rules of conduct related to the use of technology resources provided by Fairfax County Public Schools (FCPS) and personal devices connected to the institutional network. The overarching objective is to ensure that technology serves as a robust enabler for learning, fostering an environment characterized by safety, mutual respect, and accountability.

Parents/guardians are strongly encouraged to review this policy along with their student(s), particularly those in the early elementary grades (Kindergarten through Grade 5). This policy represents a collaborative effort between the Instructional Services Department and Department of Information Technology to cultivate an optimal digital learning ecosystem.

1. Purpose

FCPS operates its information technology systems, including computing resources and internet access, primarily to facilitate student learning and enhance pedagogical interactions with educators and instructional content. 

It is strictly prohibited for any user to undertake, or attempt to undertake, actions that could reasonably be anticipated to disrupt network or equipment operations, or to impede the educational pursuits of students or the professional responsibilities of FCPS employees.

2. Scope and Applicability of This Policy

This policy's stipulations apply to:

• All technology resources owned and operated by FCPS, encompassing, but not limited to, district-issued laptops, tablets, and network infrastructure.

• Personally owned electronic devices, such as mobile phones and tablet computers, when utilized on school premises or when connected to the FCPS Wi-Fi network.

Access to the FCPS network necessitates prior authorization from designated school personnel, such as a principal or program manager. Access privileges may be restricted, suspended, or terminated without prior notification if such action is deemed requisite for compliance with statutory or regulatory mandates, the preservation of individual safety, or the maintenance of computing system availability and security. Disabling student access to FCPS instructional technology tools is a measure of considerable gravity, to be implemented only when demonstrably warranted.

3. Student Rights Pertaining to Technology Access

FCPS endeavors to provide educational environments, both physical and virtual, that promote a sense of security and respect for all learners. Users are afforded the following rights:

• Right to Respectful Treatment:Individuals are entitled to be treated with respect within online learning environments. Instances of perceived disrespect should be reported to the supervising teacher or school principal.

• Right to Respectful Expression:The respectful articulation of beliefs and opinions in online settings is permitted without undue interruption or punitive measures. Decisions perceived as inequitable may be discussed with the supervising teacher or principal.

• Right to Due Process:Any individual accused of violating this Acceptable Use Policy retains the right to present their account of the relevant events.

• Right to Access and Support:Access to and support for technology tools and resources that facilitate learning are fundamental rights.

• Right to Collaborative Engagement:The utilization of technology to engage with peers, educators, and instructional content to support learning in both physical and virtual settings is a protected right.

The exercise of these rights and privileges must occur in a manner that does not infringe upon the rights of other individuals or compromise the school's capacity to maintain a secure learning environment.

4. Principles of Responsible Digital Citizenship

Responsible digital citizenship entails the safe, respectful, and accountable engagement with technology.

4.1. Adherence to Principles of Respect

Students are obligated to demonstrate respect for others when utilizing the FCPS network by adhering to the following guidelines:

• Instructional Compliance:Devices shall be utilized exclusively as directed by instructional staff. For example, immediate cessation of an application's operation upon directive from the teacher is required.

• Resource Prudence:School technology resources are to be utilized judiciously to ensure equitable access for all. Avoidance of excessive network bandwidth consumption, particularly through non-academic activities, is expected when others require resources for educational tasks.

• Session Termination:Users must consistently log off devices or applications upon completion of their work. This action safeguards account security and prepares the device for subsequent users.

• System Integrity:Deliberate attempts to impede system performance or interfere with the work of other users are strictly prohibited. This includes, but is not limited to, intentionally crashing software applications or overloading network capacity.

• Equipment Preservation:Computing equipment and designated spaces must be maintained in good condition for subsequent users or instructional periods.

• Data Confidentiality:Accessing, modifying, or deleting files belonging to other individuals is prohibited unless explicit permission and sharing protocols have been established.

4.2. Adherence to Ethical Conduct

Students bear the responsibility for upholding ethical standards, which include:

• Account Authenticity:Access to system accounts is restricted solely to the authorized user. The sharing of passwords or granting account access to any other individual is expressly forbidden. Account access is limited to currently enrolled students; former students retain no access privileges.

• Intellectual Property Rights:Recognition and adherence to the intellectual property rights of others are paramount. Compliance with legal restrictions concerning plagiarism and the proper attribution and citation of information resources are mandatory.

• Responsible AI Integration:The utilization of generative artificial intelligence (AI) tools is not inherently a violation of the honor code; however, students are required to consult with their teachers to ascertain permissibility for specific assignments and to provide proper attribution or citation as necessary. Regardless of AI utilization, all source materials, including those obtained from the internet, must be appropriately cited and credited.

• Authorized Software Usage:Only software or applications formally approved by the school and possessing valid legal licenses may be deployed on FCPS devices or networks. Unauthorized duplication or modification of copyrighted software constitutes a serious infraction and may result in student disciplinary action.

• Alignment with Educational Mission:FCPS technology resources must be employed in a manner consistent with the overarching educational mission of the school system.

• System Integrity Preservation:Actions that compromise the integrity of school information systems are prohibited. This includes any form of unauthorized tampering or experimentation, as well as illicit attempts to access or manipulate systems within or external to FCPS via the network.

• Positive Digital Environment:Maintenance of a safe, positive, and trusting learning environment necessitates the avoidance of offensive, obscene, or harassing language when utilizing the FCPS network or devices. This includes, for instance, the transmission of disparaging messages or the use of inappropriate terminology in digital communications.

• Ethical Technology Utilization:Technology must be employed in an ethical and responsible manner. Users are prohibited from utilizing technology to engage in bullying, intentional deception, harm infliction, or violation of privacy, whether concerning themselves or others.

4.3. Adherence to Cybersecurity Policies

Students are responsible for strict adherence to all cybersecurity policies established by the Office of Cybersecurity (OCS).

• Circumventing Security Controls: Attempts to tamper with FCPS technologies or circumvent security policies and controls enforced by OCS are prohibited. This includes, but is not limited to, accessing the internet via unauthorized proxy services or Virtual Private Networks (VPNs).

• Responsible Information Posting:The posting of information is prohibited if it:

  • Compromises the privacy of individuals.

  • Jeopardizes the health and/or safety of students.

  • Is deemed obscene or libelous (false and damaging to reputation).

  • Is intended to be threatening, bullying, or hateful in nature.

  • Causes disruption to school activities.

• Social Media Protocol:Access to social media platforms during instructional hours is prohibited unless explicit authorization is granted by a school administrator. Permitted social media activity must be strictly limited to academic pursuits.

• Educational Content Limitation:Access to any portion of the internet inconsistent with the educational mission of FCPS is prohibited.

• Privacy in Private Areas:The use of phones, tablets, and other mobile devices in restrooms and locker rooms is prohibited, unless necessitated by a documented medical condition or an emergency situation.

• Authorized Communication Platforms:Real-time messaging and online chat functionalities are permissible exclusively within approved instructional applications or with the express permission of the supervising teacher or principal.

• Recording Restrictions:Electronic recording of instructional programs, the general classroom environment, or any conversation involving a school official is prohibited without the official's prior consent.

• Photographic/Video Consent:The capture of photographs or videos of other individuals during school hours on school property without explicit consent is prohibited, unless for academic purposes. Consent implies a clear agreement, whether verbal or written. In group activities, consent may sometimes be implicit, but users should always seek clarification if unsure.

• Supervision for Younger Students:Students under five years of age require adult supervision during the utilization of FCPS technologies.

• Home Device Utilization:Parents/guardians are responsible for ensuring that student-assigned devices are utilized at home exclusively to support the student's educational outcomes and are not employed by other individuals for non-educational purposes.

• Personal Information Safeguarding:The disclosure of personal identifying information (e.g., last name, residential address, telephone number) to unknown parties in online correspondence is prohibited.

• Content Responsibility:Users assume responsibility for all material accessed via FCPS systems.

• Reporting Obligation:Users are obligated to report any inappropriate material encountered.

• Web Page Governance:All student-produced web pages are subject to approval and ongoing review by responsible teachers and/or principals. All publicly accessible web pages shall accurately reflect the mission and character of the school.

• Prohibition of Illegal Content:The viewing, transmission, or downloading of illegal material on FCPS computers or networks is strictly prohibited.

• Hardware Alteration Prohibition:The modification or rearrangement of keyboards, monitors, printers, or any other peripheral equipment is prohibited.

• Equipment Malfunction Reporting:Equipment malfunctions must be reported immediately to a teacher, technical support staff, or principal.

• Fixed Equipment Placement:Desktop workstations and associated peripherals are to remain in their designated locations.

• Absence of Privacy Expectation:To ensure student safety and compliance with this Acceptable Use Policy, FCPS reserves the right to monitor and investigate students' online activities as deemed necessary. This includes the right to access, review, copy, store, or delete any communications or files for sharing with authorized adults as permitted or required by law. Users should harbor no expectation of privacy regarding their utilization of FCPS equipment, network, internet access, files, or email accounts.

5. Guidelines for Personally Owned Computing Devices (BYOD)

Students utilizing personally owned electronic devices on school premises are subject to the following provisions:

• Policy Adherence:All stipulations outlined in this document remain applicable when personally owned devices are used on school property, during school-sponsored activities, or while connected to the FCPS network.

• Exclusive FCPS Wi-Fi Connectivity:Personally owned devices with wireless capabilities are permitted to connect exclusively to the FCPS Wi-Fi network (excluding private cellular services) while on FCPS premises, during times as specified in the cell phone policy.

• Required Antivirus Software: You must have current antivirus software installed and running on your personal device before connecting to the FCPS network.

• Prohibition of Disruptive Software:No device integrated into the FCPS network shall contain software capable of monitoring, analyzing, or potentially disrupting the FCPS network.

• Disclaimer of FCPS Responsibility:FCPS disclaims responsibility for any loss, theft, damage, or associated replacement or repair costs incurred for a personal device as a consequence of student participation in the BYOD initiative.

• Absence of Personal Device Support:FCPS staff are not responsible for the storage, technical support, or troubleshooting of personal devices.

• Student Responsibility for Device Security:Students bear full responsibility for their personally owned devices and are obligated to secure all such devices appropriately when not in use.

• Monitoring and Confiscation:FCPS reserves the right to monitor and investigate all devices and activities occurring on the FCPS network. Devices may also be confiscated by school officials in accordance with the Student Rights and Responsibilities (SR&R) document.

6. Consequences of Policy Violations (Disciplinary Framework)

Violation of this policy constitutes a breach of student disciplinary regulations, irrespective of the location or timing of the infraction. Consequently, schools will address instances of inappropriate technology use through established disciplinary procedures, consistent with the protocols employed for incidents occurring within the physical classroom environment.

Potential consequences for non-compliance with this policy may include:

• Verbal Reprimand:An informal communication from an educator or administrator.

• Privilege Suspension:Temporary restriction of access to technology resources (e.g., for a defined period such as one day or one week).

• Parental Notification:Communication with the student's parent(s)/guardian(s) regarding the infraction.

• Administrative Referral:Escalation of the incident to the principal or other relevant school administrators for further review.

• School Suspension:Temporary exclusion from school for severe or repeated violations.

• Restitution or Remediation:Requirement to compensate for or facilitate the repair of damage to school property.

• Legal Intervention:In rare instances involving egregious or illegal activities, law enforcement agencies may become involved.

For a comprehensive exposition of disciplinary actions, reference should be made to the FCPS Student Rights and Responsibilities (SR&R)document.

7. Protocol for Reporting Incidents

Any observation or receipt of inappropriate online material, or awareness of a policy violation, obligates the student to report the incident promptly.

Reporting Procedures:

• Notification of Teacher:This constitutes the primary reporting channel for most issues.

• Notification of School Administrator:This includes, but is not limited to, the principal, assistant principal, or director of student services.

• Notification of IT Staff:For concerns pertaining to technical issues or network security.

Prompt reporting is critical to maintaining a secure and conducive digital environment for all stakeholders.

8. Supplemental Considerations

• Policy Adaptability:Given the rapid evolution of technology, this policy is designed with inherent adaptability. FCPS commits to updating this policy as new technologies emerge to ensure its continued relevance and effectiveness.

• Regulatory Compliance:This policy adheres to pertinent laws and regulations, including the Children's Internet Protection Act (CIPA).

Acknowledgment of Understanding

Through the utilization of FCPS technology resources, the student and their parent/guardian implicitly affirm their understanding and agreement to abide by the stipulations articulated within this Acceptable Use Policy.

Relevant Supporting Documents:

Regulation 6410, Appropriate Use of Fairfax County Public Schools' Network and Internet Resources

Regulation 2601, Student’s Rights and Responsibilities Book

• Demonstrate appropriate conduct at the bus stops including proper care for private property at that location.
• Not stand on the traveled portion of the roadway or parking lot while waiting for the bus or engage in play or other activities that will endanger themselves or their companions or possessions while waiting beside the road.
• Not approach a bus arriving at the bus stop until it has come to a complete stop with the entrance door open.
• Not run alongside a moving bus. Wait to cross a traveled portion of the roadway, or to board a bus, until the bus is stopped and other vehicles approaching or following the bus have stopped. The bus driver will signal students to cross a roadway when it is safe to do so.
• Report any illness or injury sustained on or around the bus immediately to the driver.
• Follow the directions of safety patrols who are assigned to a bus stop or a bus. Safety patrols help bus drivers and work under the direction of the school sponsor and the bus driver (elementary only).

Conduct on the Bus

Students Must:

• Recognize that the bus driver is the authority on the bus and obey and be courteous to them and fellow students.
• Go directly to a seat and remain seated unless otherwise directed by the driver.
• Not tamper with the emergency door.
• Not slap others or wave or shout at pedestrians or other vehicles.
• Not throw objects about the bus or from a window (or throw objects at the bus from outside).
• Carry onto bus only unbreakable objects that can be safely held in a student’s lap.
• Not share, sell, or consume food or beverages.
• Not talk on the cell phone, except in the case of an emergency. Texting or listening to music or video is permissible with earphones.
• Present written request from parents or guardians, subject to approval of school principal, to go home on an alternate route.

Leaving the Bus

Students Must:

• Remain seated until the bus comes to a full stop.
• Exit bus in an orderly manner.
• Leave the bus stop area only when safety permits; that is, when crossing a roadway, cross at a distance of approximately ten feet from the front of the bus after the driver signals it is safe to do so.

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 § 22.1-279.4 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 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.

Regulation 2601.39P

Downloadable Cellphone Policy Information

Cell Phone and Cell Phone Accessories Policy Acknowledgement

FCPS is committed to ensuring that every student is able to access an education that is free from cell phone distractions. Please make sure you and your child have reviewed the Student Rights and Responsibilities, which includes the acceptable use policy for students on the FCPS network as well as the policy on cell phone and cell phone accessory use and possession.

Use of Cell Phones and/or Cell Phone Accessories on FCPS Properties or at FCPS-sanctioned Events

Students are advised that the use of cell phones and/or cell phone accessories outside of the cell phone policy guidelines is a violation of student disciplinary rules. As such, schools will respond to the violations of the policy by following normal disciplinary procedures, in accordance with the FCPS Students Rights and Responsibilities (SR&R) document.

Possession of Cell Phones and/or Cell Phone Accessories on FCPS Properties or at FCPS-Sanctioned Events

All cell phones and/or cell phone accessories should be off and away during the school day in accordance with the FCPS cell phone policy. FCPS is not responsible for providing charging stations for personally owned devices nor does it perform repair or maintenance on cell phones and/or cell phone accessories.

Security, Theft, or Damage

Cell phone and/or cell phone accessories, including secure storage and care of these items, are the sole responsibility of the student. FCPS is not responsible for the security or safety of cell phones and/or cell phone accessories, nor for any loss, damage, or theft of these items.

Cell Phone and/or Cell Phone Accessory Damage

FCPS is not responsible for damage to cell phones and/or cell phone accessories that may occur in schools, at school-sanctioned functions, or on school property.

Acknowledgement of Understanding

Through the utilization of personal cell phones and cell phone accessories, the student and their parent/guardian implicitly affirm their understanding and agreement to abide by the stipulations articulated within this Cell Phone and Cell Phone Accessories Policy.