Nondiscrimination and Americans with Disabilities Act Statement
Need help or have questions? Find contact information, request accommodations, and access FCPS nondiscrimination policies.
These documents explain expectations for student behavior and adult responses to enhance school safety and to create a fair, equitable and supportive school environment. Translations for the current School Rights and Responsibilities (SR&R) are being updated and will be posted as soon as they are available.
The Universal Grade Matrices (UGMs) provide grade-level guidance to help administrators respond to student behavior consistently and fairly. They outline age-appropriate interventions and disciplinary responses based on the severity and impact of each incident.
Early elementary matrix Upper elementary and middle school matrix Secondary/high school matrix
We welcome your feedback. Help us improve the Student Rights & Responsibilities guides, resources, and policies by sharing your thoughts.
August 2026
Dear Parents and Families,
On behalf of Fairfax County Public Schools (FCPS), I welcome you and your children to the 2026-27 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 2026-27 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, consistently fair, and developmentally appropriate; when strong relationships are built between teachers and students; and when families are engaged 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 to be successful 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 during the 2026-27 school year. 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 Regulation 2601: Student Rights and Responsibilities (SR&R), can be found in the appendix to this booklet. It will be updated online during the year, 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
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.
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.
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:
Part 1: Overview of the SR&R Regulation. Contents include but are not limited to:
Part 2: Appendices of Important Policies or Regulations, including:
Contact your school’s main office or the FCPS Office of Equity and Student Conduct at [email protected] .
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.)
| SBAR Code⁴ | Category A: Behaviors that impede the Academic Progress (BAP) of the student or of other students | Level 1 | Level 2 | Level 3 | Level 4 | Level 5 |
|---|---|---|---|---|---|---|
|
BAP1
|
Interfering with learning in the classroom (talking, excessive noise, off task, out of seat, possessing items that distract) | X | X | * | ® | |
|
BAP2
|
Interfering with learning outside of the classroom (excessive noise, interrupting a class, etc.) | X | X | * | ® | |
|
BAP3
|
Scholastic dishonesty (such as cheating, plagiarism) | X | X | * | ® | |
|
BAP4⁵
|
Unexcused tardiness to class | X | X | |||
|
BAP5⁵
|
Unexcused tardiness to school | X | X |
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 and 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.
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.
The Universal Grade Matrices (UGM) are a guidance expansion to the discipline matrix. UGMs are
aligned to the student’s grade level and provide standard discipline responses for incidents, including sanctions and interventions. Families can review the universal grade matrices in Appendix D.
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: Consult the grade-aligned Universal Grade Matrix for standard discipline responses
Step 5: Code the disciplinary infraction in SIS
Each year, Fairfax County Public Schools reviews and updates the Student Rights & 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 2026-27 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:
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…
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 cellphone 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.
Schoolattendanceisacriticalcomponentinachild’sacademic success.
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.
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.
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.
For additional information and resources, please visit teen.smokefree.gov , therealcost.betobaccofree.hhs.gov , or search “vaping” at fcps.edu.
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
Reflect and decide: How can you help your child balance social media and gaming time with homework, sleep, and in-person activities?
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.
“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 Regulation 2118 governs the procedures for reports of sexual harassment by students.
FCPS Regulation 4950 governs the procedures for reports of sexual harassment by employees.
Sex harassment includes hostile environment, rape, fondling, dating violence, domestic violence, statutory rape, incest, and stalking. To file a complaint of sex harassment, click on this link: Report Sexual Harassment .
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.
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 Onflo Platform and can be accessed by (a) launching the application from Student desktops; or (b) by clicking on this link ( Submit Discrimination and Harassment Report ).
For more information about the FCPS Title IX response and the FCPS sexual harassment regulations, contact the Title IX Coordinator at [email protected] .
Title IX webpage: https://www.fcps.edu/title-ix
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.
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.
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.
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.
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 (Appendix B) for details.
Each school board shall develop, and each public elementary and secondary school shall implement age-appropriate and developmentally appropriate policies relating to student cellphone and smart device possession that prohibit student cellphone and smart device possession and use on school property from bell to bell. To the extent that student cellphone or smart device possession and use is otherwise permitted on school property before or after bell to bell, the School Board shall regulate such possession and use with the objective of reducing any distractions in, or disruptions to, the learning environment, including bullying and harassment; ensure that implementation and enforcement of such policies (i) is the responsibility of the school administration; (ii) minimizes,
to the extent possible, any conflict with the instructional responsibilities of teachers or any disturbance to instructional time; and (iii) does not involve any school resource officer, as defined in § 9.1-101
, that may be employed in any school in the school division; permit any student, pursuant to an Individualized Education Plan, Section 504 Plan, individualized health care plan, or Limited English Proficiency plan, to possess and use a cellphone or smart device on school property, including in the classroom, from bell to bell to monitor or address a health concern or as an accommodation or assistive technology support; and expressly prohibit any student from being suspended or expelled as a consequence of any violation of such policies.
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).
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.
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.
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, socialawareness, relationship skills, and responsible decision-making are taught in various ways throughout a student’s academic career. Administrators, staff, and caregivers work together to teach students the social and emotional, behavioral, and academic skills needed to be successful in schools and in life.
The Fairfax County Public School system uses a Multi-Tiered System of Support (MTSS) framework to support students’ social and emotional, behavioral, and academic needs. FCPS implements Positive Behavior Interventions and Supports (PBIS) within the MTSS framework to design, teach, and reinforce necessary skills.
When determining the most appropriate response to student behavior, teachers and school administrators exercise careful judgment. Their decisions are based on multiple factors, including the student’s developmental stage, their response to previous interventions, and the behavior’s impact on the student and the wider school environment.
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 and 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 proactive strategies that build relationships, teach, and encourage behaviors, and promote learning. Next, the flowchart addresses how to respond when a behavior interferes with learning. More intensive strategies or time may be needed for a student to learn how to manage emotions, calm down, or work to repair relationships.
If after trying prevention and intervention strategies, the student’s behavior does not improve, the staff member may ask for an administrator's support by completing an Office Discipline Referral (ODR). It is best practice for a staff member to conference with a student to understand and hear their perspective, share their side, and restore relationships. These conversations are likely to determine solutions and identify possible social and emotional, behavioral, and academic skills that require support. The Behavior Flowchart suggests preferred ways in which staff respond 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.
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 2601.39P, located in the Appendix of this booklet.
Step by Step Guide
If you wish 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 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:
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 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:
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 must 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.
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:
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.
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.
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.
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.
Responsible digital citizenship entails the safe, respectful, and accountable engagement with technology.
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.
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.
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.
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 cellphone 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.
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.
Any observation or receipt of inappropriate online material, or awareness of a policy violation, obligates the student to report the incident promptly.
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.
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).
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.
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 or log on to your SISParentVue account and sign to acknowledge review of this document.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.
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:
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.
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 and from 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.
Students must:
Students must:
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.
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.
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 attend a public school or 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.
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.
Downloadable Cellphone Policy Information
FCPS is committed to ensuring that every student is able to access an education that is free from cellphone 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 cellphone and cellphone accessory use and possession.
Students are advised that the use of cellphones and/or cellphone accessories outside of the cellphone 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.
All cellphones and/or cellphone accessories should be off and away during the school day in accordance with the FCPS cellphone policy. FCPS is not responsible for providing charging stations for personally owned devices nor does it perform repair or maintenance on cellphones and/or cellphone accessories.
Cellphone and/or cellphone 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 cellphones and/or cellphone accessories, nor for any loss, damage, or theft of these items.
FCPS is not responsible for damage to cellphones and/or cellphone accessories that may occur in schools, at school-sanctioned functions, or on school property.
Through the utilization of personal cellphones and cellphone accessories, the student and their parent/guardian implicitly affirm their understanding and agreement to abide by the stipulations articulated within this Cellphone and Cellphone Accessories Policy.
Need help or have questions? Find contact information, request accommodations, and access FCPS nondiscrimination policies.
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School Address
6001 Union Mill Road
Clifton, VA 20124
School CEEB Code |
470549
Main Office |
703-802-5400
Main Office Fax |
703-802-5497
Student Services |
703-802-5422
Student Activities |
703-802-5416
Activities Hotline |
703-761-7228
Attendance |
703-802-5419
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