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Policy 9200 – Student Discipline

The purpose of this policy is to establish and communicate disciplinary procedures and guidelines to HCPSS employees, students, parents, and the community.

Policy Document

Implementation Procedures

I. Policy Value Statement

The Board of Education of Howard County (Board) is committed to providing a safe, engaging, and supportive school environment where all students feel a sense of belonging. The Board believes that the teaching of expected school behaviors is the shared responsibility of Howard County Public Schools (HCPSS) employees, parents, and community members. The Board believes that clear expectations for positive behaviors must be communicated, taught, modeled, and nurtured. Inappropriate behaviors should be addressed in a manner that is conducive to learning. The Board expects the use of a continuum of behavioral supports and interventions to meet students’ varied behavioral, emotional, and developmental needs. This includes positive and preventative strategies, educative and responsive strategies.

The Board expects the use of a continuum of discipline strategies that fosters positive behaviors and monitors and addresses the disproportionate application of disciplinary actions. To this end, the Board’s student discipline policy sets forth the expectation of discipline that is fair, equitable, consistent, and reflective of a restorative approach (where applicable). As such, the Board expects HCPSS employees to monitor and address any disproportionality.

II. Purpose

The purpose of this policy is to establish and communicate disciplinary procedures and guidelines to HCPSS employees, students, parents, and the community.

III. Standards

General Procedures
1. This policy applies to all students while on school property, during a school-related activity, and/or otherwise subject to the authority of HCPSS. This includes, but is not limited to, school buses, bus stops, school-sponsored events, field trips, athletic functions, and any other activity where school administrators have jurisdiction over students. This policy also applies to off-campus incidents in accordance with Policy 9280 Students Charged with Community or Reportable Offenses and Policy 9460 Bullying, Cyberbullying, Harassment, and Intimidation Involving Students.
2. The HCPSS Student Code of Conduct provides a framework for behavioral goals and disciplinary policies. It establishes standards for student behavior and potential disciplinary consequences for violations of those standards.
3. The Board will review and approve the HCPSS Student Code of Conduct annually.
4. HCPSS employees, students, parents, and community members will be informed of the provisions of this policy on an annual basis.
5. All searches and seizures conducted on school property will take place in accordance with Section 7-308 of the Annotated Code of Maryland, Policy 9020 Student’s Rights and Responsibilities, and Policy 9260 Student Search and Seizure.
6. Per Maryland Education Code Section 7-306, a HCPSS employee may not administer corporal punishment to discipline a student. The following are not considered to be corporal punishment:
  1. HCPSS employees are authorized by law to take reasonable action necessary to prevent violence in the school building, on the school property or on a school-sponsored trip, including intervening in a fight or physical struggle that takes place in their presence.
  2. HCPSS employees may use no more than the degree of force that is reasonably necessary to prevent violence, restore order, protect themselves, the students involved in the fight or struggle, and other persons in the vicinity of the confrontation.
  3. Expectations for School Resource Officers (SRO) are defined in the School Resource Officers (SRO) MOU Between the Howard County Department of Police and the Howard County Public School System.
Due Process

When potential violations of the HCPSS Student Code of Conduct are being investigated, students will be provided with due process by a HCPSS employee before discipline is administered. Per Policy 9020 Student’s Rights and Responsibilities, due process includes:
1. Providing written notification to the student of the allegations within the scope of the HCPSS Student Code of Conduct.
2. Providing a written explanation of all the evidence.
3. Allowing the student an opportunity to respond to the allegations. (Students will be encouraged to provide a written response).
4. Interviewing potential witnesses and viewing video, as available and as necessary, to fully understand the circumstances of the potential violation.
5. Notifying the parent(s) verbally and in writing of the violation when the disciplinary consequence or behavior warrants reallocation of the student’s time (such as formal detention or Saturday School), exclusion, or suspension (Policy 9200 Student Discipline).
Disciplinary Consequences/Leveled Responses

When it has been determined that a violation of the HCPSS Student Code of Conduct has occurred, HCPSS employees will take the following steps:
1. HCPSS employees will refer to the “Considerations for Response to Violations of Behavior and Discipline Policies” section of the HCPSS Student Code of Conduct when determining a disciplinary consequence that aligns with the offense/violation.
2. HCPSS employees will provide a written notification to the student and parent of the outcome of the investigation and disciplinary consequences.
  1. If the student is found to be in violation of HCPSS policy and/or the HCPSS Student Code of Conduct and is subject to disciplinary consequences, the parent must be provided a written and verbal notification of the violation and disciplinary consequence within two (2) school days.
  2. If a suspension or expulsion is part of the decision rendered, parents and students will be made aware of their right to appeal.
  3. Disciplinary procedures for students with disabilities who are receiving special education services or services under Section 504 will be in accordance with current State and federal laws.
    
    Procedures for determination of whether the conduct was a manifestation of the student’s disability and for interim alternative educational settings consistent with State and federal laws and regulations are required.
    
    Per the law, school-based employees may not increase a student’s disciplinary measure and/or action because of the student’s disability.
    
    Students with disabilities and their parents have due process safeguards that require notice to parents before decisions are made regarding change of educational placement. (Education Article §8-413, COMAR 13A.05.01.15, COMAR 13A.08.01.11, COMAR 13A.08.04, IDEA)
3. Student infractions of this policy, while on school buses, may lead to the principal/designee suspending transportation privileges temporarily or permanently.
4. If a student violates State or local laws or HCPSS policy and as a result of the commission of the violation damaged, destroyed, or substantially decreased the value of school property or property of another that was on school property at the time of the violation, the school may require the student or student’s parent to make restitution. Additionally, a student may be subject to other disciplinary consequences related to any violation of State or local laws.
5. Disciplinary infractions that constitute violations of criminal statutes will be reported to appropriate officials of the Howard County Police Department (HCPD) and the Maryland State Department of Education (MSDE). (COMAR 13A.08.01.15)
Student Records

Records of students’ disciplinary infractions and the consequences for those infractions will be maintained on an ongoing basis according to approved procedures including Policy 3050 Records Management and Policy 9050 Student Records; this includes students with disabilities receiving special education services or services under Section 504.
In-School Intervention (ISI)

A principal/designee may assign a student an ISI. An ISI is the opportunity afforded a student, after the student is removed to an alternate location within the school, to continue to:
1. Appropriately progress in the general curriculum.
2. Receive the special education and related services specified on the student’s Individualized Education Program (IEP) if the student is a student with a disability in accordance with COMAR 13A.05.01.
3. Receive accommodations as specified in the student’s Section 504 Plan.
4. Receive instruction commensurate with the program afforded to the student in the regular classroom.
5. Participate with peers as they would in their current education program to the extent appropriate.
Suspension or Expulsion
1. A principal/designee may suspend a student enrolled in grades 3 through 12 for up to ten (10) consecutive school days for each offense.
2. For a student enrolled in grades prekindergarten–grade 2, the following apply:
  1. A principal/designee may suspend a student for up to no more than five (5) school days per offense only when the school administration, in consultation with a school psychologist or other mental health professional, determines that a student is an imminent threat of serious harm to other students or HCPSS employees that cannot be reduced or eliminated through intervention and supports.
  2. The Superintendent/designee may expel a student from school only if required by federal law.
3. At the request of a principal, the Superintendent/designee may suspend a student enrolled in grades 3 through 12 for more than ten (10) school days or expel the student for 45 school days or more.
  1. An extended suspension may occur when the Superintendent/designee has determined that either:
    
    The student’s return to school prior to the completion of the suspension period would pose an imminent threat of serious harm to students, HCPSS employees, or others; or
    
    The student has engaged in chronic and extreme disruption of the educational process that has created a substantial barrier to learning for other students across the school day, and other available and appropriate behavioral and disciplinary interventions have been exhausted.
  2. Expulsion may occur when the Superintendent/designee has determined that the student’s return to school prior to the completion of the expulsion period would pose an imminent threat of serious harm to other students, HCPSS employees, or others.
  3. The Superintendent/designee will limit the duration of the suspension to the shortest period practicable; and
  4. HCPSS will provide the suspended student with comparable educational services and appropriate behavioral support services to promote successful return to the student’s regular academic program.
  5. Upon receipt of a written report from a principal requesting an extended suspension or expulsion, the Superintendent/designee will promptly make a thorough investigation of the matter.
4. Any student suspended or expelled from school will remain off all HCPSS properties for the duration of the expulsion or suspension unless prior authorization has been granted by the school principal.
5. Minimum education services during short-term, long-term, or extended suspension and expulsion will be provided as follows:
  1. Each principal will assign a school-based employee to be the liaison between the appropriate teachers and the students on suspension or expulsion. This liaison will communicate weekly, by phone or email, with those suspended/expelled students and their parents regarding classwork assignments and school-related issues. The liaison will also check on the status of any intervention, mandatory assessment, and/or counseling the student was supposed to receive during the suspension.
  2. Any student suspended from school for up to three (3) school days (short-term suspension) will be provided the opportunity to complete the academic work they miss during the suspension period without penalty; all students who receive short-term suspensions, and their parents, will be provided with contact information for the liaison responsible for ensuring that requirements described are met.
  3. Any student suspended from school for four (4) or more school days (long-term or extended) or expelled, who is not placed in an alternative educational setting will receive daily classwork and assignments during the period of suspension or expulsion.
  4. Work submitted during the period of suspension or expulsion will be reviewed and corrected by teachers in accordance with Policy 8010 Grading and Reporting: PreKindergarten Through Grade 5 and Policy 8020 Grading and Reporting: Middle and High School.
  5. Any student who is suspended or expelled will complete and return classwork and assignments in a time frame equivalent to the period of suspension or in accordance with the student’s Section 504 Plan and IEP in order to receive full credit.
6. Any student who is expelled or suspended is precluded from participation in or attendance at all HCPSS school-related before-school or after-school and extracurricular activities held during the period of the suspension or expulsion.
7. If a graduating senior is suspended for ten (10) school days or fewer, and the period of suspension includes the day of commencement, the student may appeal directly to the Superintendent in order to participate in the commencement ceremony. If a decision is to be made prior to commencement exercises, the appeal must be filed no later than two (2) school days prior to the commencement ceremony.
Alternative Educational Setting

Alternative educational options through HCPSS include virtual day and evening programs, in person evening programs, digital education courses, the Gateway program at the Homewood Center, and the Passages program. Alternative educational settings may be used as placements during extended suspensions and expulsions.
1. For students awaiting a threat assessment or reportable offense hearing to provide temporary support and access to instruction.
2. For students transitioning to HCPSS from the Department of Juvenile Services (DJS) placement.
3. For students requiring a smaller, more supportive environment to receive their daily education.
4. Used for students who are removed from the regular school program due to reportable offenses.
Annual Data and Reporting
1. HCPSS will submit the required discipline data to MSDE annually.
2. HCPSS will provide a discipline report to the Board annually. The discipline report will include the identification of student groups being disciplined disproportionately relative to their overall enrollment. Strategies and plans for remediation will be identified and evaluated for efficacy.
Professional Learning

The HCPSS will provide training and resources to enable HCPSS employees to implement this policy.

IV. Responsibilities

The Superintendent/designee will ensure HCPSS employees receive training and resources necessary to implement this policy.
The Superintendent/designee will notify all HCPSS school-based administrators annually of the provisions of this policy.
The Superintendent/designee will ensure students, parents, school security guards, HCPSS employees, and SROs are notified of the provisions of this policy annually.
Principals/designees and the Superintendent/designee will determine appropriate disciplinary action for a student based on the severity of the infraction and on a range of disciplinary consequences.
Principals/designees and the Superintendent/designee will ensure that students with IEPs will receive a Free Appropriate Public Education (FAPE) during extended suspensions and/or expulsions.
Principals will ensure violations of criminal statutes are reported to the appropriate officials of the HCPD and the MSDE.
Principals will ensure disciplinary records are maintained according to HCPSS policy and approved procedures.
Students will comply with all school rules and procedures and will exhibit the expected student behaviors delineated in the HCPSS Student Code of Conduct.
In cases whereby a student, HCPSS employee, or parent of a student feels there has been a violation or a misinterpretation of this policy or procedures, they should notify the principal and the Director or Executive Director of Schools.

V. Delegation of Authority

The Superintendent is authorized to develop appropriate procedures for the implementation of this policy within the limits set forth by this policy.

VI. Definitions

Within the context of this policy, the following definitions apply:

Alternative Educational Setting – A location outside of the designated home school designed to accommodate the needs of students who have demonstrated the need for significant academic or behavioral support.
Corporal Punishment – Physical penalty or undue physical discomfort inflicted on the body of a student.
Day – A calendar day unless otherwise indicated as a school day.
Detention – The placement of a student in a non-standard, supervised setting during the school day, before or after school, or on Saturdays.
Exclusion – The removal of a student to a supervised area for a limited period of time during which the student has an opportunity to regain self-control and is not receiving instruction including special education, related services, or support and is not physically prevented from leaving or returning to the classroom.
Expulsion – The exclusion of a student from the student’s regular school program for 45 school days or longer as determined by the Superintendent/designee.
Free Appropriate Public Education (FAPE) – Provision of regular, special education and related services designed to meet a student’s individual educational needs.
HCPSS Employee – Any individual who is a permanent or temporary employee of the HCPSS whose compensation is paid in whole or part by the Board, including but not limited to, school-based administrators, teachers, substitute teachers, paraeducators, and other school-based and Central Office support staff.
Imminent Threat of Serious Harm – Likely or immediate danger of adverse and significant impact on physical or emotional well-being.
Individualized Educational Program (IEP) – Written description for the special education and related services for a student with a disability that is developed, reviewed, and revised by the student’s IEP Team.
In-School Intervention (ISI) – The opportunity afforded a student, after the student is removed to an alternate location within the school, to continue to:
1. Appropriately progress in the general curriculum.
2. Receive the special education and related services specified on the student’s IEP in accordance with COMAR 13A.05.01.
3. Receive the accommodations and related services specified on the student’s Section 504 Plan if the student is eligible under Section 504 of the Rehabilitation Act of 1973.
4. Receive instruction commensurate with the program afforded to the student in the regular classroom.
5. Participate with peers as they would in their current education program to the extent appropriate.
Parent – Any one of the following, recognized as the adult(s) legally responsible for the student:
1. Biological Parent – A natural parent whose parental rights have not been terminated.
2. Adoptive Parent – A person who has legally adopted the student and whose parental rights have not been terminated.
3. Custodian – A person or agency appointed by the court as the legal custodian of the student and granted parental rights and responsibilities.
4. Guardian – A person who has been placed by the court in charge of the affairs of the student and granted parental rights and responsibilities.
5. Caregiver – An adult resident of Howard County who exercises care, custody, or control over the student but who is neither the biological parent nor legal guardian, as long as the person satisfies the requirements of the Education Article, §7-101 (c) (Informal Kinship Care) or has been issued a U.S. Department of Health and Human Services’ Office of Refugee Resettlement (ORR) Verification of Release form entering into a custodial arrangement with the federal government.
6. Foster Parent – An adult approved to care for a child who has been placed in their home by a State agency or a licensed child placement agency as provided by the Family Law Article, §5-507.
Restorative Practices – Processes that proactively build healthy relationships and a sense of community to prevent and address conflict and wrongdoing.
School Day – Day, including a partial day, when a public agency is open and students are required to be in attendance for instruction.
School Property – Any property owned or leased by the HCPSS or used by HCPSS for school-related activities. The concept of property extends to school activities such as field trips, use of parks and recreation facilities, proms at hotels, etc. School buses, bus stops, and facilities scheduled by the school system for student use are considered an extension of school property.
School-Related Activity – Any school system activity, on or off school property, in which a student directly participates (e.g. school field trip, athletic event, or class/graduation activity), or an activity in which the student does not directly participate but represents the school or student body simply by being present (e.g. spectator at a school event).
Section 504 Plan – A written document developed for an eligible student that allows the student to receive a free and appropriate public education in the least restrictive environment.
Suspension – The denial of a student’s right to attend regular classes or school for a specified period of time for cause. Suspension includes extended suspension, in-school suspension, short-term suspension, or long-term suspension.
1. In-School Suspension – The removal of a student from the student’s current education program, for up to but not more than ten (10) school days in one school year, for disciplinary reasons by the principal to another location within the school building.
2. Short-Term Suspension – The removal of a student from school for up to but not more than three (3) school days for disciplinary reasons as determined by the principal.
3. Long-Term Suspension – The removal of a student from school for between 4–10 school days for disciplinary reasons as determined by the principal.
4. Extended Suspension – The exclusion of a student from school for between 11 and 45 school days for disciplinary reasons as determined by the Superintendent/designee.

VII. References

A. Legal

18.U.S.C. §921 and §924
Md. Ann. Code, Family Law Article, Section 5-507
Md. Ann. Code, Education Article, Section 7-101(c)
Md. Ann. Code, Education Article, Section 7-305
Md. Ann. Code, Education Article, Section 7-305.1
Md. Ann. Code, Education Article, Section 7-305.6
Md. Ann. Code, Education Article, Section 7-307
Md. Ann. Code, Education Article, Section 7-308
COMAR 13A.05.01, Provision of a Free Appropriate Public Education
COMAR 13A.08.01.11, Disciplinary Action
COMAR 13A.08.01.15, Reporting Delinquent Acts
COMAR 13A.08.01.17, School Use of Reportable Offenses

B. Board Policies

C. Relevant Data Sources

Maryland State Department of Education (MSDE) Discipline Summary Reports
System and School Discipline Data

D. Other

Bus Conduct Report Form
HCPSS Student Code of Conduct
Instructional Intervention Team and Student Support Team Process Guide
Parental Rights, Maryland Procedural Safeguards Notice
School Improvement Handbook
School Resource Officers (SRO) MOU Between the Howard County Department of Police and the Howard County Public School System
Special Education Procedural Safeguards Booklet
Student/Parent Handbook

VIII. History

ADOPTED: November 21, 1989

REVIEWED: January 17, 2024

MODIFIED:

August 14, 2014
September 19, 2017

REVISED:

September 8, 1994
November 12, 1998
January 14, 1999
May 12, 2005
May 11, 2006
December 13, 2007
May 9, 2013
June 12, 2014
June 7, 2018
June 12, 2025

EFFECTIVE: July 1, 2025

Policy History Key

Adopted-Original date the Board took action to approve a policy
Reviewed-The date the status of a policy was assessed by the Superintendent’s Standing Policy Group
Modified-The date the Board took action to alter a policy that based on the recommendation of the Superintendent/designee did not require a comprehensive examination
Revised-The date the Board took action on a that policy based on the recommendation of the Superintendent/designee needed a comprehensive examination
Effective-The date a policy is implemented throughout the HCPSS, typically July 1 following Board action.