Student Handbook

The Washington County Public Schools (WCPS) Handbook and Guide for parents, legal guardians, students, and staff includes school system guidelines, policies, and procedures that apply to all public schools in Washington County. In addition to this handbook and guide, administrative teams at each school may include additional expectations for their students at the school level with the approval of appropriate WCPS administrators. 

Please review this handbook and guide during the early days of the school year. Parents/legal guardians and students will be asked to acknowledge that they have reviewed the Student Handbook and Guide when they log in to ParentVUE/StudentVUE.

POLICY KAB
Parent-Family-Community Involvement / Title I And Comparability /
Processing of Complaints Relating to Programs Supported by Federal Funds

TITLE I SCHOOLS

ParentVUE / StudentVUE

Guidelines for Visiting Schools

Meal Prices

Student Accounts

Free & Reduced Price Meals

Allergies & Special Dietary Needs

Connect with WCPS

Registration & Enrollment

Special Permission

Provision of Service to and from School

1. Students must ride the bus to which they have been assigned. School staff and school bus drivers are not authorized to accept notes from a parent/legal guardian for their student to ride a bus other than the one to which he or she has been assigned.
2. Changes to your student’s transportation, due to residential relocation or change of a consistent care provider, can be made only by submitting a Transportation Location Change Form (TLC). The form is available on the WCPS website in the Quick Links column. It is a “fill-in” form that can be completed and either emailed to wcpstransportation@wcps.k12.md.us or faxed to 301-766-2911.
3. Parents/legal guardians must complete a TLC Form (See Exhibit EEA-E) to request student transportation to and/or from any location other than the student’s home address.  Any such request is subject to the approval of the Transportation Supervisor or designee. A TLC Form must be submitted annually or when a student’s transportation change becomes necessary.
4. To promote safety, consistency, and accountability, submitting a TLC Form will allow, within the student’s assigned school zone, two consistent a.m. stop locations and two consistent p.m. stop locations per student for the school year. Exceptions will be made only in case of an emergency, as determined by the Transportation Supervisor or designee. A maximum of ten working days may be required to process and implement a TLC request.
5. Consistent stop locations mean that a student must maintain the same schedule from week-to-week. Alternation of days or weeks is not permissible.

Transportation of Students with Special Permission Approval

Generally, students who receive special permission to attend a school outside of their designated attendance area must provide their own transportation to the “new” school. Parents/legal guardians may request access to an existing bus stop inside the attendance area of the “new” school’s approved school zone. All requests are subject to the submission of required information and the approval of the Transportation Department.

1. A parent or legal guardian who is requesting transportation for a student with special permission must submit a TLC Form to the Transportation Department.
2. The TLC Form is subject to the approval of the Transportation Department. Available seating on the bus is one of the considerations in the approval process.
3. Students, for whom transportation is approved, will be dropped off at a pre-designated location which, in most cases, will not be in proximity to the student’s home. It is the obligation of the parent or legal guardian to be present at the designated drop-off location at all times.
4. The TLC Form must also provide an alternate adult and a dwelling in the immediate area of the designated bus drop-off location. This information is important in the event the parent or legal guardian is unable to meet the student at the designated stop at the designated time.

Failure of the parent or legal guardian to adhere to these obligations will result in the immediate termination of special permission bus services.

See also: Policy JC and Administrative Regulation JC-R – Permission to Attend School Out of Home School Attendance Area

School Bus Riders Rules and Regulations

The school bus is an extension of the school day. Conduct should be the same as in the classroom. The safety of all passengers on the school bus is paramount to WCPS. The school bus riding rules are posted on every bus.

SCHOOL BUS RIDING RULES

1. Follow directions from the driver the first time that they are given.
2. Driver is authorized to assign seats.
3. Remain properly seated at all times during the ride.
4. Use classroom voice on the bus. No loud talking and no profanity.
5. Keep aisle clear at all times. Do not block the rear emergency door.
6. Keep all body parts to yourself and inside the bus at all times.
7. The school bus is a drug, alcohol, and tobacco-free zone.
8. Use of cell phones is restricted to games, music, or texting. No phone conversations, no use of cameras, and maintain possession at all times.
9. Never tamper with the bus or any of its equipment.
10. Maintain quiet when crossing a railroad track.

Students may transport musical instruments as long as it can be held on his/her lap or placed at his/her feet. The instrument may not protrude into the aisle or occupy the seat space of another passenger, nor can it impede the view of the rear window, or of the other students, to the driver. Other items, such as classroom projects, may be transported so long as the container size meets the same guidelines for storage as musical instruments. Glass containers and animals, including birds, fish, and insects, may not be transported.

AFTER LEAVING THE BUS

1. The driver will not discharge students at stops other than the regular bus stop, at the home, or at school, unless proper authorization is received from the school principal and/or the Transportation Department.
2. When it is necessary to cross the road, students should always walk at least 10 feet in front of the bus, looking to be sure that no traffic is approaching from either direction. Students should never cross behind the bus.
3. Students should proceed straight home upon exiting the school bus.

EXTRACURRICULAR TRIPS

1. The above rules and regulations apply to any field trip under school sponsorship.
2. Students shall respect the directions of a competent chaperone appointed by the school and follow directions given by the driver

School Bus Stop Laws

Excerpted from the Maryland Vehicle Law, Titles 1, 2, and 11 to 27 of the Transportation Article, and COMAR 13A.06.07, Pupil Transportation. 

Md. Code, Transportation Article §  21-706. Overtaking and Passing School Vehicle

The driver must stop on meeting or overtaking any stopped school vehicle. If a school vehicle has stopped on a roadway and is operating the alternately flashing red warning lights specified in §22-228 of this article, the driver of any other vehicle meeting or overtaking the school vehicle:

• Shall stop at least 20 feet from the rear of the school vehicle, if approaching the school vehicle from its rear, or at least 20 feet from the front of the school vehicle, if approaching the school vehicle from its front.
• May not proceed until the school vehicle resumes motion or the alternately flashing warning lights are deactivated.

Md. Code, Transportation Article §  22-228. Special Equipment on School Vehicles

Every school vehicle driver shall put in operation alternately flashing warning signals not less than 100 feet before bringing the vehicle to a full stop for the purpose of receiving or discharging passengers or when stopping within 100 feet behind another school vehicle in the act of loading or unloading passengers.

Parental Responsibilities

1. Riding the school bus is a privilege. Student behavior directly affects the safety of all passengers. School buses are an extension of the school day and all school rules and regulations apply accordingly. All elementary students will be assigned a seat. The bus driver is authorized to assign seats to middle and high school students at any time. Parents/legal guardians must ensure that their student(s) understands the rules and regulations for riding the bus.
2. Parents/legal guardians should notify their student’s school immediately of a change of address or to request a change in transportation. Complete a Transportation Location Change Form (TLC) for bus stop location changes other than your student’s home address.
3. It is the responsibility of the parent/legal guardian to provide supervision for their student(s) while walking to, from, or waiting at the designated bus stop, or while walking to and from school if they reside in the designated non-transported area. Parents/legal guardians are responsible for identifying the appropriate walk route from home to school or to the bus stop.
4. Parents/legal guardians are expected to have students at the assigned bus stop five (5) minutes before the scheduled arrival time of the bus in the morning. Traffic volume or accidents, beyond the control of the Transportation Department, may affect the bus schedule. Please allow a window of time for the bus to arrive. For information regarding a late bus, please call 301-766-2903.
5. Pre-K and Kindergarten students must be met at the bus stop at the end of the school day by a parent, legal guardian, or care provider who has been identified on the student’s emergency contact list. In the event that an authorized adult or appropriately aged sibling is not at the bus stop, the Pre-K or Kindergarten student will be returned to the school. Repeated occurrences of no one meeting a Pre-K or Kindergarten student at the bus stop may result in suspension of bus services, pending a meeting with the parent/legal guardian, school administrator, Assistant Supervisor of Transportation, and bus driver.
6. Parents /legal guardians are liable for damage caused by their student(s) to the property of others, including the school bus.
7. Parents/legal guardians are not authorized to board the bus at the bus stop. If a parent/legal guardian has a concern regarding their student’s transportation, they should contact their school or the Transportation Department.
8. Parents/legal guardians should learn their student’s bus number for safety and security purposes, and to expedite assistance when contacting the school or Transportation Department.

The application of common sense is the best method for determining the role of the parent/legal guardian regarding the safety of their student traveling to and from school, either as passengers on a school bus or as pedestrians.

Student Bus Discipline

Discipline problems on the school bus distract the driver’s attention from driving safely, which could potentially lead to an accident. To minimize that type of situation from occurring, it is very important for students to know and follow the School Bus Riding Rules and for parents/legal guardians to communicate the importance of the rules to their student(s).

If a student chooses to break a rule, the following consequences may be applied:

Step 1 – The driver will give a verbal warning, describing the action for which the student is being warned.

Step 2 – The driver has the right to select and implement one or more of the following actions:

• Consult with school staff who have knowledge of the student for guidance and support.
• Assign student to a specific seat for a defined period of time.

Step 3 – The driver will prepare a written referral and deliver it directly to school administration for action.

• School administration is responsible for speaking with the referred student and for administering appropriate disciplinary action in accordance with Administrative Regulation EEA-R.
• School administration will complete their portion of the written referral, noting action taken, and return a copy to the school bus driver.
• If a student is suspended from the bus, the driver should be notified of the start date and duration of the suspension.
• A driver may be present at a student conference with school administration and/or a parent/legal guardian during the discipline process as appropriate.

Severe offenses, such as possession of weapons, drugs, or fighting, etc., will escalate the consequences as reflected in the Disciplinary Guidelines set forth on page 25-26 of this handbook.

If a student loses his/her bus riding privileges, it is for all school buses operating in Washington County.

MARYLAND LAW: Transportation – Interfering with Transit Operators and School Bus Drivers – Penalties prohibits a person from obstructing, hindering, or interfering with a school bus driver while the driver is engaged in the performance of official duties. A violator is guilty of a misdemeanor and subject to maximum penalties of a $1,000 fine and/or 90 days imprisonment (§ 26-104 of the Annotated Code of Maryland Education Article).

Audio and Video Surveillance Cameras

The Washington County Board of Education believes that the safety and security of students are top priorities. The Board has authorized the installation and use of audio and video surveillance cameras on school buses operating in Washington County.

Staff and students are informed of the presence of audio and video surveillance cameras on the school bus in the annual WCPS Handbook and Guide and through the posting of audio and video surveillance signs on each school bus.

See also Policy EFGH – Surveillance Cameras

For more information contact the WCPS Transportation Department at 301-766-2902 or 301-766-2903.

General Process During Inclement Weather or Other Emergencies

Receiving School Closing and Delay Notifications

ADMINISTRATIVE REGULATION IIBH-R
Acceptable Use of Technology Systems and Equipment

POLICY JICJ
Use of Personally-Owned, Electronic Communication Devices and Social Media Platforms During the School Day

ADMINISTRATIVE REGULATION JICJ-R
Use of Personally-Owned, Electronic Communication Devices and Social Media Platforms During the School Day

Recommendations for Students, Staff, and Community

This policy is currently under review (August/September 2026)

Artificial Intelligence Guidance

Artificial Intelligence Guidance (español)

POLICY JFC
Code of Conduct

POLICY JFCA
Student Dress Code

ADMINISTRATIVE REGULATION JFCA-R
Student Dress Code

POLICY JFH
Policy Prohibiting Bullying, Harassment, or Intimidation

ADMINISTRATIVE REGULATION JFH-R
Administrative Regulation Prohibiting Bullying, Harassment, or Intimidation

Bullying, Harassment, or Intimidation Reporting Form – ONLINE FORM

Bullying, Harassment, or Intimidation Reporting Form – PAPER FORM

Bullying, Harassment, or Intimidation Reporting Form – PAPER FORM  (español)

Bullying, Harassment, or Intimidation Investigation Form
(for school use only)

POLICY JICF
Addressing Gangs, Gang Activity, and Similar Destructive or Illegal Group Behavior

ADMINISTRATIVE REGULATION JICF-R
Addressing Gangs, Gang Activity, and Similar Destructive or Illegal Group Behavior

POLICY JGA
Reportable Offense

ADMINISTRATIVE REGULATION JGA-R
Reportable Offense

POLICY JOB
Student Records

ADMINISTRATIVE REGULATION JOB-R
Student Records

Drugs/Alcohol

Students do not have the right to use, sell, distribute, possess, or be under the influence of drugs, including alcohol, on school property or during school-sponsored activities unless the medication has been prescribed by a physician for the individual student. The principal and school nurse must be notified by the parent and/or physician of the student’s need to take medication (prescription or over-the-counter) during school hours. See Student Health: Medication in this handbook. Students also must be aware that Maryland law (Criminal Law Article, Section 286B) prohibits possession, distribution, etc., of non-controlled substances (“look-alikes”) in school.

K-9 Drug Scans

WCPS has partnered with local, county, and state law enforcement agencies to conduct K-9 scans in and around the school.

 If the police K-9 scan results in an alert, the police officer will notify a school administrator. The school administrator will attempt to locate the student associated with the vehicle parked on school property and have them respond to the vehicle. Police policies and procedures will determine if the police search the vehicle or take other action. The school administrator can ask the student for permission to search the vehicle. A student's willful refusal to cooperate with a school administrator at any time during a search of the person or property, which is detrimental to the security, discipline, and sound administration of the school, may result in disciplinary action. School administration can contact the student’s legal guardian if the student refuses to cooperate in order to obtain parental permission to search the vehicle.

 Students who have alcohol or other drug-related problems are urged to discuss the problem with appropriate staff. School staff will respect the student’s right to privacy. Students who violate the drug and alcohol policy must be referred to the school’s Student Assistance Program (SAP).

 Staff, parents, students, and visitors may not use tobacco on school property.

Student Possession/Use — Drugs and Alcohol

1. Use of illicit drugs, including the unlawful use of alcohol and tobacco, is illegal and harmful for students.
2. There shall be no use, possession, or distribution of illicit drugs, tobacco, or alcohol by students on school premises or at any school activity on or off school grounds.
3. Students who knowingly and willingly place themselves in proximity with a person who is illegally in possession or using drugs or alcohol may be deemed to have violated Student Possession/Use Regulations.”
4. Students who violate this procedure face disciplinary action, as well as possible legal penalties. (See WCPS Disciplinary Guidelines)
5. Students who use or possess drugs/alcohol in any WCPS schools will be referred to the Student Assistance Program.

Parents — Drugs and Alcohol

All programs, guidelines, services, standards of conduct, and disciplinary sanctions must be made known to parents.

Where to Call for Information

Department of Student Services – 301-766-2960

Firearms

If the superintendent or designated representative finds that a student has brought a firearm onto school property, the student shall be expelled from WCPS for a minimum of one (1) year. The superintendent may specify, on a case-by-case basis, a shorter period of expulsion or an alternative educational setting. (See also: WCPS Disciplinary Guidelines)

COMAR 13A.08.01.12 Maryland Annotated Code, Education Article, Section 7-305

(Firearm: a handgun, rifle, shotgun, bomb, grenade, rocket, .32 caliber gun, missile, .22 semi automatic, 9mm gun. 18 U.S.C. ss 921.)

If a school production contains a scene with a Firearm Prop (a permanently inoperable prop, [80 Op. Atty. Gen. MD 147]), the Drama Coordinator will notify the school administrator and the Office of Chief Legal Counsel. Notification will be made in the program that a prop resembling a firearm will be displayed during the play.

Asbestos Management

In October of 1986 the U.S. Congress enacted the Asbestos Hazard Emergency Response Act (AHERA). Under this law comprehensive regulations were developed to address asbestos problems in public and private elementary and secondary schools. These regulations require schools to inspect for friable and non-friable asbestos, develop asbestos management plans that address asbestos hazards in school buildings, and implement response actions in a timely manner.

The WCPS program for fulfilling these responsibilities is outlined in the asbestos management plan for each school. The plans currently contain the inspection reports and the appropriate response actions. They also contain plans for periodic re-inspections and post-response activities.

Delivery of asbestos management plans to schools began on May 1, 1989. The receipt of these management plans required an acknowledgment by the principal or assistant principal. On May 9, 1989, the Asbestos Management Plans were delivered to the Governor as required by law.

On December 14, 1987, the Asbestos Hazard Emergency Response Act (AHERA) went into effect requiring school districts in the United States to inspect each building used for educational purposes. These inspections are to be conducted using persons who have been trained and annually re-certified by the Environmental Protection Agency and the State Department of Health.

This law compels the Board of Education to locate and identify all asbestos-containing material (ACM) in the schools. Not all schools in Washington County contain asbestos. Regarding those that do contain asbestos, the inspections identified ACM in floor tile, ceiling tile, sprayed-on surfacing material, thermal system insulation, and miscellaneous materials. The law also requires the Board of Education to assess each area of ACM and determine what plans of action will be taken to ensure that no asbestos fibers are released into the environment, repair any damaged ACM, and remove any material that cannot be con-trolled using conventional engineering techniques.

WCPS developed an Asbestos Management Plan that identifies the locations of all known ACM in the schools and describes the plan of action to be taken to manage the ACM. The plan has been reviewed by the State of Maryland and is available to any concerned individual who wants to examine its contents.

Since May 9, 1989, the Asbestos Management Plans have been available for review during normal business hours at the following locations:

• The main office of each school during normal school hours.
• Facilities Department

Washington County Public Schools

10435 Downsville Pike

Hagerstown, MD 21740

301-766-2881

For further information, please contact the Facilities Department at the above location.

Integrated Pest Management Program

The Integrated Pest Management (IPM) program employed by the WCPS is a proactive rather than a reactive approach to insect and rodent control in school facilities. The IPM program includes routine inspections or surveys of all school facilities to identify conditions conducive to pest invasion, to ensure early detection of pest presence, and to monitor infestation levels. As a first step in pest control, the IPM approach employs a number of preventative strategies and alternatives to pesticide application, such as employee education, source reduction, inspection and identification of potential problem areas, and improved sanitation. Each approach is monitored and evaluated, and modifications are made if necessary. Pesticides are used only as a last resort.

Maryland law requires that parents of all elementary school children be notified prior to any pesticide application. Parents of middle school or high school students who wish to be notified prior to interior pesticide applications must request that they be placed on the school system’s pesticide notification list. To be added to the notification list, send a written request which includes your name, address, and telephone number as well as your child’s name and school to:

      Director of Facilities – Robert Rollins

      Washington County Public Schools

      10435 Downsville Pike

      Hagerstown, MD 21740

The following is a list of the pesticides and bait stations, by common name, that may be used on school premises during the school year. The list includes, but is not limited to:

• glyphosate
• siduron
• PCNB
• permethrin
• boric acid
• imidacloprid
• icambabifenthrin
• MCPP
• piperonyl butoxide
• orthoboric acid
• phrethrin
• phenothrin
• hydroprene
• hydramethylnon
• diuron
• benefin
• bromadiolone
• cholecalciferol
• napthalene
• 2-4-D
• propoxur
• pyridine
• allethrin
• triclopyr
• deltamethrin
• prometon fipronil
• allethrin
• trifluralin
• atrazine
• lambda-cyhalothrin
• diphacinone
• sulfur
• cyfluthrin
• dichlorprop
• dimethyl
• quinclorac
• indoxacarb
• resmethrin

Copies of material safety data sheets (MSDS) and product labels for each pesticide and bait station used on school property are maintained by the contact person. Persons wishing to review this information or who need additional information should contact the Facilities Department at 301-766-2881 to arrange an appointment.

Suspected Child Abuse and Neglect

Every WCPS employee receives annual training on the prevention, identification, and reporting of suspected child abuse and/or neglect. Maryland law and Policy JLF and Administrative Regulation JLF-R mandates that every educator who has reason to believe that a child has been subjected to physical or sexual abuse or neglect, must immediately report the information to the Department of Social Services and the appropriate law enforcement agency.

• The law and policy are quite specific: When there is doubt about reporting a suspected situation, it is to be resolved in favor of protecting the student and the report must be made immediately.
• School personnel are permitted to briefly question a student to determine if there is reason to believe that the child’s injuries resulted from physical or sexual abuse.
• Investigation of suspected abuse is the responsibility of the Department of Social Services, assisted by the police.
• School staff may not inform parents/guardians about any report of suspected abuse.
• School personnel may not attempt to conduct an internal investigation and must cooperate with DSS or law enforcement, if an investigation is conducted.
• All records and reports concerning protective service investigations of child abuse and neglect and their out-comes are protected by the confidentiality statute Article 88A-Section 6 (B). School personnel only become involved if requested to assist in providing services to the child or family.

Additional information and copies of the complete policies may be secured from the Department of Student Services at 301-766-2960.

Reporting Suspected Child Abuse or Neglect

Anyone who has reason to believe that a child has been abused or neglected should make a report to the Department of Social Services by calling 1-800-91Prevent (1-800-917-7383).

Washington County Community Agencies

WCPS Community Resources Guide – English

WCPS Community Resources Guide – español

WCPS Attendance Guidelines

POLICY JE
Student Attendance

ADMINISTRATIVE REGULATION JE-F
Student Attendance

POLICY JEA
Pregnant and Parenting Students

ADMINISTRATIVE REGULATION JEA-R
Pregnant and Parenting Students

Home and Hospital Teaching (HHT)

NOTE: The WCPS Attendance Policy is not designed nor intended to punish sick children or to encourage ill children to be in school. The procedures are designed to promote the importance of regular, daily school attendance. The law is quite clear – students are to be in school every day school is in session, unless they are ill or absent for another lawful reason.

WCPS School Counseling

ADMINISTRATIVE REGULATION JHCG-R
Procedures for Student Telehealth Appointments

WCPS Mental Health Resources

PPWs serve as representatives of the Department of Student Services, and as consultants to the schools. They reach out to families and assist students to succeed in school. Specifically, they encourage school attendance on a regular basis, foster appropriate behavior, and help families access community and support services, as needed. PPWs conduct home visits to promote family involvement; assist schools with enrollment, residency, custody, disciplinary actions; and help plan and carry out alternative services. Each PPW is assigned to several schools and serves as a key member of the student support team for each school.

 Questions regarding PPWs or to find out which PPW services your child’s school should be directed to the Director of Student Services at 301-766-8776.

WCPS Community Schools General Info

Code of Maryland Regulations

Each local school system must adopt a set of regulations designed to maintain an environment of order and discipline necessary for effective learning. These regulations should provide for counseling and establish standards for appropriate disciplinary measures and may permit suspension, alternative placement, or expulsion, if necessary. 

Student misconduct definitions and a range of administrator responses to student misconduct across multiple levels are shown on the WCPS Disciplinary Guidelines (Board Exhibit JK-E) chart. These responses range from those designed to teach appropriate behavior to responses which are exclusionary due to the severity of the behavior or potential implication of future harm.

Restorative Approaches

The primary purpose of any disciplinary measure is rehabilitative, restorative, and educational. Restorative approaches is a relationship-focused student discipline model that (1) is primarily proactive and preventative; (2) emphasizes building strong relationships and setting clear behavioral expectations that contribute to the school community well-being; (3) is in response to behavior that violates clear behavioral expectations, focuses on accountability for any harm done by the problem behavior; and (4) addresses ways to repair the relationships affected by the problem behavior with the voluntary participation of an individual who was harmed.

Restorative approaches used by schools may include conflict resolution, mediation, peer mediation, circle processes, restorative conferences, social emotional learning, trauma-informed care, positive behavioral intervention supports (PBIS), and rehabilitation.

Suspensions and Expulsions

The removal of a student from school because of inappropriate, disruptive or dangerous behavior is a serious matter. However, removal is sometimes necessary when a student’s behavior interferes with the efforts of teachers and students to learn or when the safety of the students and teachers is involved.

The length of time the student is out of school depends both upon the seriousness of the incident and upon the student’s previous conduct. Through this handbook and guide and other school announcements, students are informed of some of the behaviors that are not acceptable in WCPS.

Students should be aware that the school has the authority to take disciplinary action, even when the misbehavior occurs off school property or when schools are closed, if the behavior affects the good order and discipline of the school. For example, schools may take disciplinary action when students are misbehaving on the way to or from school or misbehaving while participating in school-related activities such as field trips and other school-sponsored activities.

See also Student Conduct Ineligibility

Extracurricular Activities

Participation in extracurricular activities is a privilege provided to students who meet the academic and behavior standards detailed in this and other publications. Extracurricular activities include, but are not limited to sports, clubs, graduation ceremonies, and field trips that occur or extend beyond the regular school day. Students can lose the privilege of participating in extracurricular activities if they fail to meet WCPS’ academic and behavior standards, their school’s behavior standards, or the behavior standards of the extracurricular program in which they are participating or are requesting to participate. Students will be informed if they are ineligible to participate in all or some extracurricular activities.

In-school Suspension

“In-school suspension” means the exclusion within the school building of a student from the student’s regular education program for up to, but not more than, ten (10) school days in a school year for disciplinary reasons by the school principal or designee.

Out-of-School Suspension

“Out-of-School Suspension” means the removal of a student from school for disciplinary reasons for a period not to exceed ten (10) days by a school principal or designee. A student may be suspended for up to ten (10) days for just cause. A principal or designee may use other disciplinary means to correct student behavior (conferencing, detention, in-school suspension, etc.) at their discretion, in accordance with school policies and procedures.

The principal or designee may place a student on short-term suspension after a conference with the student. During this conference, the student can tell their side of the story. Parents/legal guardians are notified when the student is placed on short-term suspension and a meeting is arranged at the school so that the school administrator, parents/legal guardians, and student can plan together to avoid any repetition of the misbehavior.

Parents/legal guardians have the right to an informal appeal of the school administrator’s suspension decision. This process is also utilized for an appeal of a level 1-3 administrator response(s).The informal appeal is a paper review and all requests for appeal must be in writing. The written appeal should include the reason for requesting the appeal and contain any written documents to be considered. During the appeal process, the suspension of the student remains in effect. Through the appeal process, the consequences may be increased or decreased. The following are the steps in the appeal process: 

1. Parents/legal guardians may appeal the decision for the suspension directly to the principal. Such appeals must be submitted in writing to the principal within ten (10) days of the suspension decision. The principal will review the parent’s request and render a written decision to the parent.
2. In the event the parents/legal guardians are not satisfied with the principal’s decision, they may appeal that decision, in writing, to the Director of Student Services, School Counseling, and School Health within ten (10) days of the principal’s ruling of the appeal. The Director of Student Services, School Counseling, and School Health may direct a PPW to make a thorough review of the matter. The Director of Student Services, School Counseling, and School Health will confer with the PPW and will render a written decision to the parent.
3. If parents/legal guardians are not satisfied with the decision of the Director of Student Services, School Counseling, and School Health, the parents/legal guardians  may appeal that decision, in writing, within ten (10) days, to the Executive Director of Elementary Education or the Executive Director of Secondary Education. The Executive Director of Elementary or Secondary Education will review the parent’s request and render a written decision to the parent.
4. If the parents/legal guardians wish to appeal the decision of the Executive Director of Elementary Education or the Executive Director of Secondary Education, this may be made in writing within ten (10) days to the Superintendent of Schools, in accordance with Policy BEE and Administrative Regulation BEE-R(1). 
5. Further appeal of the decision of the Superintendent may be made in writing within ten (10) days to the Washington County Board of Education. The decision of the Washington County Board of Education is final.

Extended Suspension or Expulsion

“Extended Suspension” refers to the exclusion of a student from a student’s regular program for a time period from 11 to 44 school days. An “expulsion” means the exclusion of a student from the student’s regular school program for 45 school days or longer. Examples of unacceptable behavior for which a student may be requested for an extended suspension or expulsion can be found on the WCPS Disciplinary Guidelines chart. These regulations apply to all activities that are connected with school. For example, students may be disciplined if they have weapons at school football games, dances, and while traveling to and from school.  

Important notes in reference to weapons violations:

• The type of weapon or the reason the weapon is in the student’s possession is not relevant. The following will be treated as weapons: an airsoft gun, a taser, a penknife, a large knife, brass knuckles, a chain, a pipe, nunchaku, a BB gun, a pellet gun, a starter pistol, a revolver or automatic pistol–loaded or unloaded, operable or inoperable.
• If a student is asked to hold a weapon, the student should refuse. The student may be expelled because the weapon is in his or her possession. The person who brings the weapon to school may also be expelled.
• Violations of Maryland law will result in notification of law enforcement possible arrest and prosecution.

While the principal can request a student for an extended suspension or expulsion after a conference with the student, the Superintendent’s designee is responsible for determining the disposition in each case. The designee is required by law to limit the duration of the exclusion to the shortest period practicable. A decision may be made to reinstate the student in the same school immediately after the ten (10) day long-term suspension; provide an alternative placement or program for the student for up to 45 days; transfer the student to another school; expel the student from school; or require a professional evaluation and/or counseling.

If a principal requests an extended suspension or expulsion, the principal will immediately summarize the situation and request additional consequences, in writing, to the Superintendent.

Upon notification of the receipt of the request, the Director of Student Services, School Counseling, and School Health shall direct a PPW to meet with the student and parent(s), provide an additional opportunity for due process, and thoroughly investigate the disciplinary incident. The Director of Student Services, School Counseling, and School Health, after such review, will determine if a longer suspension, a change in school placement, or expulsion is warranted and notify the parents, in writing, of the decision.

The decision to suspend a student longer than ten (10) days, change a student’s school placement or to expel a student may be appealed. All requests for appeals must be in writing and include the reason for the appeal. Throughout the appeal process, the decision of the Director of Student Services, School Counseling, and School Health remains in place. In the appeal hearings, the parents/legal guardians and the student may bring counsel, witnesses, and may present evidence to support their position. Through the appeal process, the consequences may be increased or decreased.

The following are the steps in the appeal process:

1. If the parents/legal guardians wish to appeal the decision of the Director of Student Services, School Counseling, and School Health, they may file an appeal, in writing, within ten (10) days of such a decision with the Executive Director of Elementary or Secondary Education who will serve as the superintendent’s designee. The Executive Director of Elementary or Secondary Education will schedule a conference with the parents/legal guardians and the students to hear the appeal and will render a decision, in writing to the parents/legal guardians.
2. If the parents/legal guardians are not satisfied with the decision of the superintendent’s designee, the parents/legal guardians may file an appeal, in writing, within ten (10) days of such a decision, with the Board of Education in accordance with Policy BEE and Administrative Regulation BEE-R(1). The Board of Education or its hearing officer shall have forty-five (45) days from the date the appeal was received by the Executive Director of Elementary or Secondary Education to hear the appeal and issue a decision
3. The decision of the Board of Education is final.

Students with Disabilities

Students with disabilities may be suspended or expelled according to IDEA regulations, Procedural Safeguards Parental Rights Handbook (provided at least annually to the parent/legal guardian of a student with a disability), the student’s individualized educational program, and WCPS procedures.

School Work Missed Due to Suspension

Students will be provided the opportunity to make up class work missed during any out of school suspension, within a reasonable time period. Parents/legal guardians will be provided with the name and contact information for a designated school liaison who will assist in obtaining and exchanging school work during the period of suspension.

Suspended students are not permitted to be on school property unless permission is granted by the school administrator. Students will be given the number of days equal to the number of days absent to submit completed make-up work.

Restitution

“Restitution” refers to restoring something that has been taken away or making payment for an injury or loss. WCPS is charged with educating the children of Washington County. Part of the educational process is to teach respect for the person and property of others, as well as to teach that all persons are responsible for their own behavior. If, as the result of certain behavior, properties are damaged, destroyed, or stolen, the person or persons responsible must be prepared to pay to repair or replace the property.

Vandalism

School staff tries to prevent vandalism and help students understand the need to respect the rights of others. Efforts are made to increase school pride, involve parents, and create activities and programs that stress pride in school and care of property.

Where minor acts of vandalism are committed, students may be required to perform school service chores as restitution to discourage future acts of this kind. For instance, a student may be asked to remove writing from the walls of a school building or clean a given area that has been dirtied by the student.

In addition, Maryland law describes a procedure for obtaining restitution from a parent and/or a student who has been charged with a crime and prosecuted through Juvenile Court. Maryland law states that if a juvenile is found to be delinquent as the result of an act that has damaged another person or another person’s property, the Juvenile Court may require the juvenile or the parent of the juvenile to pay the injured person in repayment for the loss. WCPS will make every effort to obtain restitution for damage to school property through the use of Maryland law and the Juvenile Court.

Hazing

Hazing is any action or activity that inflicts physical or mental harm or anxiety, or which demeans, degrades, or disgraces a person, regardless of location, intent, or consent of individuals. Additional information regarding hazing of persons involved in extracurricular activities, including interscholastic athletics, can be obtained from each high school athletic director and varsity head coach.

Individuals who are proven to have made false accusations shall be subject to appropriate disciplinary and/or legal action.

Administrators will make every effort to ensure that individuals who make a complaint of harassment or hazing in good faith, and individuals who assist in the investigation of harassment in good faith, will not have their grades or learning environment adversely affected.

The school system takes seriously any allegations of harassment or hazing and will fully and promptly investigate such allegations. However, if it is determined that an individual has intentionally made a false accusation, that person will be subject to appropriate disciplinary and/or legal action.

Textbooks

Textbooks are a vital resource for the school system. If any student loses or damages textbooks, the parents/legal guardians will be required to replace the textbook or pay the cost of repairing the damage. The principal may withhold books, supplies, or equipment until restitution or, in extenuating circumstances, an appeal has been made to the Executive Director of Secondary Education or the Executive Director of Elementary Education.

Loaned Instructional Materials

WCPS loans instructional materials in addition to textbooks for students to use in classes and activities. These materials include but are not limited to, the following: calculators, science laboratory equipment, musical instruments, band uniforms, choir robes, athletic uniforms, and equipment. It is the responsibility of the student using and/or possessing loaned instructional materials to care for them properly and to return them in good condition, taking into account normal wear. The student and parent/legal guardian are liable for any vandalism, damage, or theft because of negligence or improper use. Any other negative circumstances regarding these items must be reported to the teacher in charge immediately. Maintenance and repair, other than that which is performed by the system or respective school, is the responsibility of the student or guardian. Cost of replacement is also the responsibility of the student or parent/legal guardian and will be determined according to fair and current market value.

Corporal Punishment

Principals and assistant principals and all other employees of WCPS are not permitted to use corporal punishment as a disciplinary measure for students. Corporal punishment is bodily punishment such as spanking or striking someone with a hand. Shaking, pinching, or any contact intended to inflict pain may also be considered corporal punishment.

There are circumstances and/or conditions under which WCPS employees are permitted to appropriately use physical contact. Maintaining a safe and orderly school environment, administering first aid, and attending to health needs are circumstances and/or conditions where touching students is permitted. Other examples of these circumstances are as follows:

• Intervening in fights,*
• Preventing accidental injury,
• Protecting oneself,
• Providing appropriate care to disabled students,
• Moving through a crowd to address an emergency, and
• Employing passive restraint with students with emotional disabilities (only if staff have received appropriate training).

*All school staff are encouraged to contact an administrator and/or wait for the assistance of other adults, in order to ensure further injury does not occur to students or staff.

See also WCPS Disciplinary Guidelines, Board Exhibit JK-E

Students in Transition (Homeless Education) – General Information

The McKinney-Vento Homeless Assistance Act ensures that each homeless child and youth has equal access to the same free, appropriate public education as other students, and requires that any barriers to the enrollment, attendance, retention, or success of these children are eliminated.

If there is a possibility that a student is experiencing homelessness and, therefore, entitled to McKinney-Vento rights, the parent/guardian/caregiver will be requested to complete a Student in Transition Enrollment form to assist in determining eligibility.

Once the homeless student is identified, in accordance with the McKinney-Vento Act, WCPS will either continue the student’s education in the school of origin (school that a child or youth attended when permanently housed or the school in which the child or youth was last enrolled, including preschool), or immediately enroll the student, even if the student lacks the records required for enrollment, in the school in the attendance area where the student is currently living, depending on the needs and best interest of the student.
 

• The placement determination will be student-centered and consider the age of the student, the distance of the commute and the impact it may have on the student’s education, personal safety issues, a student’s need for special instruction, the length of anticipated stay in a temporary location, and the time remaining in the school year.
• A school must educate a homeless student in their school of origin, presuming that this is in the best interest of the child or youth, unless doing so is contrary to the request of the youth’s parent, legal guardian, or (in the case of an unaccompanied youth) the youth. 
• A homeless student’s right to attend the selected school extends for the duration of the homelessness.
• If a homeless student becomes permanently housed during the academic year, he or she is entitled to stay in the selected school for the remainder of the academic year, if appropriate.
• Transportation will be provided to the school deemed to be in the student’s best interest at the request of the parent/legal guardian.
• Students who become homeless between academic years are entitled to attend the selected school for the following academic year, if appropriate.
• If a student is assigned to a school other than the school of origin, or the school requested by the custodial parent(s) or legal guardian(s), the district must provide written explanation to the parent, including the right to appeal.
• In the case of an “unaccompanied youth,” the student will be assisted with placement/enrollment decisions, which consider the youth’s wishes, and notice will be provided to the youth of the right to appeal.
• A decision regarding appropriate school assignment must be made regardless of whether the child or youth resides with the homeless custodial parent(s)/legal guardian(s) or has been temporarily placed elsewhere.
• Disputes and appeals regarding services to homeless students should be referred to the Director of Student Services.

Students who are homeless have a right to access all school-related services (i.e., pre-school education, Multilingual Learner (ML) services, vocational programs, field trips, athletic programs, before-and after-school programs, magnet schools, school nutrition programs, etc.). Homeless students shall not be separated from the mainstream school environment on the basis of their homeless status. All effort should be made to ensure that homeless students transferring from another school district are awarded credit for all completed coursework. Homeless students immediately qualify for free meals and are not responsible for any school-related fees.

Public notice of the educational rights of homeless children and youth are posted in every public school and in appropriate places in the community. Contact the school guidance office for questions or details.

The WCPS Coordinator of Homeless Education in the Department of Student Services (301-766-2823) is also available to assist parents with any issues regarding enrollment, transportation and other available support and services.

See also Policy JFA and Administrative Regulation JFA-R

Foster Care

Students placed in Foster Care have the same rights as McKinney-Vento Homeless students. Foster Care students have the right to stay in their school of origin for the duration of their placement or may elect to attend the school in the attendance area where they are currently residing. A Best Interest Meeting will take place between WCPS and the Department of Social Services (DSS) or the Department of Juvenile Service (DJS) to determine the appropriate school placement. Foster parents are expected to meet with guidance office staff at the student’s school in order to provide the placement letter/court order from DSS or DJS, complete WCPS school enrollment documents and the foster care enrollment form.

School Health Services – General Information

School Health Services/Program Overview

The School Health Program was adopted in 1991 by the Code of Maryland Annotated Regulations from the State of Maryland (COMAR) which requires that public school systems and health agencies implement a comprehensive health services program that offers a variety of services to students, including the services of a school nurse.

Comprehensive school health services are provided in each of Washington County’s public schools by American Medical Staffing. Each health room is staffed by at least one health professional that is either a Registered Nurse (RN), Licensed Practical Nurse (LPN), or Certified Nursing Assistants (CNA)/Certified Medication Technician (CMT). The RN maintains overall responsibility for each assigned school or cluster of schools. Health services include medication and treatment administration, first aid, illness appraisal, immunization compliance monitoring, health teaching and screenings, and communicable disease surveillance. 

School Health Office Procedures

Students with illnesses or injuries should obtain a pass from their teacher and report to the health office for evaluation and treatment. Based on the child’s signs and symptoms, health staff may determine that he/she should go home. It is the parent/legal guardian’s responsibility to make arrangements for their child to be picked up within a reasonable time frame.

Parents/legal guardians may be asked to pick up their child if any of the following signs and symptoms are observed or reported:

• A fever greater than 100.4 ° F
• Vomiting more than twice in the preceding 24 hours
• Diarrhea that causes “accidents”
• Skin sores that are draining fluid on an uncovered part of the body and are unable to be covered with a bandage
• Respiratory virus symptoms that are worsening or not improving
• The child’s signs and symptoms are interfering with his/her ability to learn

After obtaining permission from the parent/legal guardian, students may be released to the parent/legal guardian, or a friend/relative as indicated on the Student Health/Family Information form. Students must sign out with the attendance secretary. If a student does not sign out, it may be counted as an unexcused absence.

Generally after an illness, students can return to school under the following conditions:

• The student has been fever-free for 24 hours without the use of fever reducing medications.
• Vomiting has resolved overnight and the student can hold down food/liquids in the morning
• Diarrhea has improved.
• Respiratory virus symptoms are getting better overall for at least 24 hours. 

In order to ensure students’ safety, it is important that parents/legal guardians provide the health office with up-to-date health information by completing the Washington County Public Schools Family Health Information Form each school year. Please inform the health office of any significant injury or illness and communicable disease diagnosed by your child’s health care provider. 

Parents/legal guardians can expect to be contacted by phone if/when their child has been evaluated in the health room for any significant illness or injury, and when emergency care has been provided. Parents/legal guardians that have created a ParentVUE account can access detailed information about all of their child’s health office visits. Parent/legal guardian requests for notification by phone each time their child is evaluated in the health office  must be approved by the registered nurse based on medical necessity.

Medications/Treatments

If a student is to receive medication or a treatment during school hours, the parent/legal guardian must provide a completed medication or treatment order form. The order form must be signed by both the parent/legal guardian and the healthcare provider. The medication must be transported to the school’s health office by an adult. All prescription medication must be in a properly labeled prescription container. Over the counter medications also require a completed medication order form and must be supplied in the original unopened container. Parents/legal guardians are responsible to provide the health office with all supplies and equipment needed to administer the medication(s) and/or medical treatment(s). Medication/treatment forms must be completed annually or when there is any change to the medication, dose, route of administration time. Medications that are discontinued or expired are destroyed after five (5) days if not picked up by an authorized adult. Medications not picked up by the last day of the school year are destroyed in accordance with current WCPS procedures.

Medication/Treatment Administration Guidelines:

• The first dose of a newly prescribed medication should be given at home.
• No medications or treatments can be given without a completed medication/treatment form. Students are expected to report to the health office at the appropriate time to receive the prescribed medication/treatment.
• School Health staff will make every effort to locate students who do not report for their medication or treatment.
• All medication/treatment  orders must be reviewed and approved by the school’s registered nurse prior to administration. The registered nurse has two (2) school days to sign-off on the medication/treatment.
• Students have the right to refuse the administration of medications and/or treatments. 
• Health staff can only administer medications and treatments as prescribed by a licensed health care provider and can not take direction from parents/legal guardians regarding changes to medication dosages or administration times (may not apply to certain diabetic orders). 

The licensed nurse may communicate with a licensed health care provider for concerns or clarification of a medical order or to share information relevant to the treatment regimen without the written authorization of the parent/legal guardian. Regardless of the health care setting, scope of practice for nurses requires verification when administering ordered medications and treatments. For all other communications, health staff shall follow all Family Educational Rights and Privacy Act (FERPA) and Health Insurance Portability and Accountability Act (HIPAA) regulations.

Medication Management for Overnight Field Trips

If a student is attending an overnight field trip and requires medication, the parent/legal guardian must have the student’s health care provider complete the Medical and Emergency Information section of the field trip permission form. The same medication rules apply as stated in the Medications/Treatments section above.

Emergency and Stocked Medications

Students may be allowed to self-carry and self-administer prescribed emergency medications. The self-carry section of the medication order must be completed by both the parent/guardian and the health care provider. Once the order is received, the registered nurse must assess and approve the student’s ability to self-carry and/or self-administer the medication. The registered nurse’s decision shall be based on the nursing assessment that may include the student’s medical history, review of records, parent/legal guardian interview, the student’s competency to self-administer, and a review of the student’s environment. 

Epinephrine Auto-Injectors (EAI)

Every school is equipped with a stock supply of epinephrine auto-injectors to administer to anyone in the building and on school property that is believed to be experiencing symptoms of anaphylaxis in accordance with WCPS regulations and policies  and Maryland State law. The stocked supply of epinephrine auto-injectors will not be available during field trips off of school property. To ensure continuous access to this life-saving medication, parents/legal guardians of students diagnosed with life-threatening allergies are encouraged to provide the school with their child’s prescribed epinephrine auto-injector and a completed medication order form.

Naloxone

Naloxone is stocked in each school building and may be administered to individuals on school property  who are reasonably believed to be experiencing an opioid overdose in accordance with WCPS regulations and policies and Maryland State law. This emergency medication restores breathing and consciousness, and helps to prevent fatalities. 

Metered Dose Inhalers (MDI) – Bronchodilators

A bronchodilator is a type of medication that relaxes bronchial muscles resulting in the expansion of air passages to provide fast treatment of asthma-related symptoms and symptoms of respiratory distress. Each school is stocked with an albuterol metered dose inhaler to be administered in accordance with WCPS regulations and policies and Maryland State law  to students in grades Kindergarten and above, who are perceived to be experiencing asthma-related symptoms or to be in respiratory distress. The stocked supply of bronchodilators will not be available during field trips off of school property. To ensure continuous access to this life-saving medication, parents/legal guardians of students diagnosed with asthma or reactive airway disease are encouraged to provide the school with their child’s prescribed inhaler and a completed medication order form. 

Note: Maryland law prohibits the administration of a stocked bronchodilator to students in pre-kindergarten UNLESS the student has a completed health care provider authorization form signed by the health care provider and the parent/legal guardian on file in the health office. 

Important Notice Regarding Stocked Medications

All stocked emergency medications including naloxone, bronchodilators, and epinephrine auto-injectors will be administered to students in accordance with Maryland laws. Parent/legal guardian permission to administer stock medications to a student is not required. Parents/ legal guardians are encouraged to speak with their child’s health care provider and contact the health office if the administration of any of the stocked medications is medically contraindicated for their child.

Major Injuries and Emergencies

Major injuries and emergencies will be referred to the Emergency Management System (911). Every effort will be made to notify the parent or guardian.

Automatic External Defibrillator (AED)

An AED is used to treat victims who experience sudden cardiac arrest. The treatment must be delivered within a short time to be effective. Sudden cardiac arrest occurs when the electrical impulses of the human heart malfunction causing ventricular fibrillation, a condition that will result in sudden death unless appropriately treated. AEDs are available at schools. Trained individuals are designated to use the AED on school system premises, however, any lay person is permitted to use it, if necessary.

Head Lice (Pediculosis)

Current head lice management policies are aligned with recommendations from the Centers for Disease Control and Prevention and the American Academy of Pediatrics. Students that are sent to the health office with symptoms of infestation will be screened by school health staff. If evidence of head lice is observed, health staff will contact the parent/legal guardian and recommend that the student is picked up from school to begin treatment. Students may return to school after treatment. Parents/legal guardians can help by routinely inspecting their child’s scalp for signs of head lice throughout the school year and instructing him/her not to share hats, combs, brushes and avoid head-to-head contact with other students.

Immunization Requirements

Maryland law requires that parents/legal guardians of students enrolled in kindergarten through twelfth grade provide evidence of immunizations or age appropriate immunity against Tetanus, Diphtheria, Poliomyelitis, Measles (Rubeola), Mumps, Rubella, Hepatitis B, Varicella, and Meningococcal. Children in pre-k, who are under the age of 5, must also show evidence of immunization with Pneumococcal vaccination (PCV -7).

Parents/legal guardians should contact their healthcare provider to schedule an appointment for the immunizations prior to the start of school. The Washington County Health Department also provides immunizations. To schedule an appointment at the health department, call 240-313-3210. Children who do not have proof of immunizations or age-appropriate immunity may be excluded from school.

Vision and Hearing Screenings

Vision and hearing screenings are provided for children in grades pre-k, kindergarten (if not screened in pre-k), 1, and 8 during the school year by American Medical Staffing personnel. 

In accordance with Maryland Schools Health Services Guidelines, parents/legal guardians will receive written notification of the screening results as follows:

• A letter will be sent home with your child if he/she passes the vision screening exam. 
• A letter will be mailed to your home address on file if your child fails the vision screening exam. 
• A letter will be mailed to your home address on file, if your child fails the hearing screening exam. 

Parents/legal guardians should note that these are simple screening tests and are not designed to be diagnostic of specific vision or hearing disorders.

Maryland Children’s Health Program (MCHP)

Children up to the age of 19 without health insurance may qualify for the Maryland Children’s Health Program MCHP or the MCHP Premium Program. The MCHP program provides free health care and the MCHP Premium Program provides low-cost health care to children in families with low to average incomes. For detailed information on MCHP or MCHP Premium, call the Washington County Health Department at 240-313-3330 or visit www.washcohealth.org. MCHP applications also are available from the school health office staff.

Student Insurance – General Information

POLICY IKE
Promotion and Retention of Students

ADMINISTRATIVE REGULATION IKE-R
Promotion, Acceleration, and Retention of Students

When a student has a disability that significantly impacts his or her learning, the student may be eligible for special education. Special education is specialized instruction that is designed to meet the unique needs of a student with a disability.

Child Find is the process used to locate, identify, and evaluate students suspected of having an educational disability. The process is as follows:

1. A student is referred for Child Find.  A written referral is preferred.
2. The Individualized Education Program (IEP) (ages 3-21) or Individualized Family Service Plan (IFSP) team (birth to age 3) meets to review the referral and all relevant information to decide if it is suspected that the student is being impacted by a disability.
3. If the team suspects an educational disability, the team determines what additional information is needed to determine eligibility. The parent/guardian must sign consent for the team to conduct assessments.
4. The team meets* to review the assessments and all relevant information to decide if the student has a disability that requires specialized instruction through an IEP or IFSP. *within 60 days from signed consent and within 90 days from referral.
5. If the student is found eligible for special education services, the team meets* to develop an IEP or IFSP. The parent/guardian must sign consent for the IEP to be initiated. *within 30 days of determination of eligibility, special education services are delivered in the least restrictive environment, which means that the student will spend as much time as possible in the general education setting.

The IEP is reviewed and updated at least one time per year. Progress on IEP goals is monitored and reported regularly. Reevaluation is considered at least every three years.

Referral to Individualized Family Service Plan (IFSP) is the name of the process for identifying children (birth to 33 months of age) with developmental delays and disabilities who require specialized instruction. The steps of this process are:

1. The child (birth to 33 months of age) is referred to the Birth to K Program via online referral, email, phone, or fax. A written referral is preferable. (A 45-day timeline begins on the date of referral and must include making contact with the family, conducting an initial contact visit with the family, completing evaluations (upon obtaining consent), determining eligibility for services, and developing an IFSP for those children who are eligible for services.)
2. Within three days of receiving the referral, a Birth to K service coordinator contacts the family to confirm receipt of the referral and schedule an initial contact visit.
3. During the initial contact visit, medical and developmental information is reviewed, and age expected skills are discussed. Evaluations are offered. For families who make the choice to proceed with evaluations, consent is obtained, and evaluations are scheduled. (For families who choose not to proceed with evaluations, the referral is ended, and the family is provided with a Birth to K Program packet that includes program contact information, developmental, and community resources.)
4. Developmental evaluations and assessments are completed and the IFSP team meets to review all relevant information. A child qualifies for specialized instruction based on 1) Having an automatic qualifying diagnosed condition; 2) Demonstrating a 25% delay or greater in any developmental domain (i.e., cognitive, social-emotional, communication, adaptive, gross motor, or fine motor) based on evaluation data; or 3) Demonstrating atypical development in any area of development.
5. If the child is eligible for special education services, the team meets to develop an IFSP. The parent/guardian must sign authorization for the IFSP to be initiated and services are to begin within 30 days of the initial IFSP date.
6. Special education services are delivered in the least restrictive environment, which includes natural and inclusive settings for children birth to 33 months to include home, home of a family member, childcare, and community settings, etc. 

The IFSP is reviewed and updated at least every six months. Progress on IFSP goals is monitored and reported regularly.

For Parents, Guardians, Staff, and Students

Commonly asked questions:

How do I refer my child for special education services? You can submit a written referral to the special education case manager at your child’s school. Be sure to include a description of your concerns.

What if my child is too young to be enrolled in school? You can make a referral through the WCPS birth through kindergarten team at 301-766-8217.

What if I home school or my child is not enrolled in a public school? You can submit a written referral to the special education case manager at the school that your child would attend if he/she was enrolled in public school. If your child is found eligible through the child find process, an IEP draft will be developed and would be implemented through WCPS if your child was to enroll in a WCPS school.

One of the predominant purposes of SECAC is to enable and facilitate community awareness, knowledge, support of special education and the education business processes, whereby concerned citizens can participate in these processes to work cooperatively with WCPS to ensure the unique and multifaceted needs of students with disabilities are met.

Exact meeting times and locations for the 2025-2026 school year are subject to change but are currently scheduled for the third Wednesday of each month from 6:30 p.m. – 8:00 p.m. at the Center for Education Services, 10435 Downsville Pike, Hagerstown, MD 21740. There will be no meetings held in July, August, or December.
 

• September 25, 2024 Auditorium
• October 23, 2024 Auditorium
• November 20, 2024 Auditorium
• January 15, 2025 Auditorium
• February 12, 2025 Auditorium
• March 12, 2025 Auditorium
• April 9, 2025 Auditorium
• May 21, 2025 Auditorium

For additional information on SECAC, please contact: 301-766-8221 or secac@wcps.k12.md.us.

The Family Support Resource Center is dedicated to helping parents navigate questions about special education and their child’s needs. As a resource, referral, and training center, it connects families with the school system and the broader community to ensure strong support networks. The center serves children and young adults with special needs from birth through age 21, offering a full range of services designed to empower families and strengthen partnerships in education.

The center is sponsored by WCPS, in collaboration with the Maryland State Department of Education to provide the following supports:

• Meet with families to help them understand the special education process, which includes but is not limited to: explaining IEPs in detail, assisting families with meetings, and explaining the laws that govern special education.
• Provide support for transitions from the Birth to Kindergarten program to Special Education Preschool services, and from school to work, or transitional youth programs where services will be funded through different public agencies.
• Offer trainings to agencies that support families of children with special needs.
• Provide disability awareness trainings to WCPS staff, churches, community groups, childcare centers, etc.

Do You Want Answers?

• How do I know if my child needs special education or related services? How do I have my child evaluated?
• What are IEP, LRE and due process?
• What do all the special education terms really mean?
• What are my legal rights in relation to my child?
• How do I get the school to understand my child's needs?
• How can I become an advocate for my child at school?
• How can I encourage and motivate my child at home?
• What programs and services are available to help my child when schooling is complete?
• Are there discussion groups where I can meet other parents of children with special needs?

      Our staff works to provide answers to your questions about special education and your child.

Workshops

• Building Things at Home for an Exceptional Child
• Moments with Michael: Anecdotes from a Father of a Special Needs Child
• ADHD Symptoms, and Mitigation Techniques
• Regulating Students with Arts Activities
• Autism Waiver: What is It? What Can it do for You?

Resources

• Phone Support: The Family Support Resource Center staff is available if you need someone to talk to or answer your questions at 301-766-8221.
• Reference Materials: Lending Library Publications and videos on a variety of topics are available for loan.
• Website: Resources and workshops available to residents of Washington County:
  https://sites.google.com/wcps.k12.md.us/special-education-parent-port2/family-support-resource-center?authuser=0
• Newsletter: A free newsletter for parents and educators
• Services: A listing of community agencies/organizations serving individuals with special needs is available.
• School/Community Needs: The Family Support Resource Center staff will travel to schools or community/civic groups to provide information, insight or workshops for people interested in learning more about children with special needs.

Contact Us

Phone: 301-766-8221
Email: maginmic@wcps.k12.md.us
Michael Maginnis
Family Support Coordinator

District 504 Procedures

Federal law requires that all students be assessed and receive an individual score in reading and mathematics in grades 3 through 8 and a high school grade. Maryland measures academic progress each year by administering the Maryland Comprehensive Assessment Program (MCAP), Maryland Integrated Science Assessment (MISA), and the Alternate Maryland School Assessments for students with disabilities. Scores from state assessments are posted on reportcard.msde.maryland.gov. This site contains test results, school progress, demographic information, and other facts and figures for every school and school system in Maryland.

Instructional information and parent resources at www.marylandpublicschools.org, including information on the MISA and MCAP Assessments.

Elementary and Middle School Assessments

Students in grades 3 through 8 participate in the English language arts (ELA) and mathematics MCAP assessments. The MCAP assessment is a test of reading and math achievement that meets the testing requirements of the federal Every Student Succeeds Act (ESSA). This test is given during April and May. The MCAP assessments are designed to be administered online, containing multiple-choice questions and questions requiring written responses. The MCAP ELA/math assessment scores show how well students have learned the reading and mathematics skills in the Maryland’s College and Career-Ready Standards (MCCRS). In March, the MISA assesses science achievement for students in grades 5 and 8. These scores reflect the science skills learned during the current and preceding two years. In 8th grade, students take the MCAP Social Studies 8 Assessment, which measures student knowledge of United States history. Sample questions for all MCAP assessments can be found at support.mdassessments.com. 

High School Assessments

Students in high school will take a combination of assessments to demonstrate their academic proficiency and meet graduation requirements. High school students will take MCAP ELA, math, government, and life science assessments aligned with the courses in which they are enrolled to measure school and individual student progress toward Maryland’s High School Core Learning Goals. Students take each test after they complete the content-related course. This includes middle school students taking high school level courses.

The website, www.marylandpublicschools.org, provides answers to commonly asked questions about the high school assessments and links to numerous resources, including the Core Learning Goals, publicly released test forms with answer keys and scoring rubrics, and a testing calendar. Resources for students taking the MCAP ELA/math assessment can be found at support.mdassessments.com.

College and Career Readiness

In 2021, Maryland passed the Blueprint for Maryland’s Future. The intent of this legislation is to ensure that Maryland students graduate from high school prepared for college and career pathways. School districts are required to determine whether students are prepared to take credit-bearing college courses in math and English Language Arts by assessing them no later than 10th grade. To comply with the assessment requirements of the Act, WCPS will review students’ assessment scores to determine if the student meets the requirement. If students have not yet demonstrated readiness for college-level work, they will complete supplemental coursework.

Alternate Maryland School Assessment

The Individuals with Disabilities Education Act (IDEA) of 1997 also requires that states provide an “alternate assessment” when implementing statewide accountability systems. Students with significant cognitive disabilities who cannot participate in the MCAP, and MISA assessments, even with accommodations, participate in the alternative assessments. These assess students’ attainment of their instructional level reading, mathematics, and science mastery objectives that are aligned with grade-level Maryland Content Standards.

Information about student participation in and the administration of the high school interscholastic athletic program is in the Washington County Public Secondary Schools Athletic Association Handbook (revised annually). See: WCPS Athletics. 

Additional information can be found in the Maryland Public Secondary Schools Athletic Association (MPSSAA) Handbook (revised annually). See the website: www.mpssaa.org. 

POLICY IGDL
Student Activities - Eligibility (High Schools

POLICY IGDK
Participation on Athletic Teams and Extracurricular Activities

POLICY IKA
Grading System for Secondary Schools

Program Overview

Title I is a federal assistance program for designated schools. “Title I, Part A of the Elementary and Secondary Education Act of 1965” was reauthorized by the “Every Student Succeeds Act (ESSA), 2015.”

Federal Title I funds flow through the various state departments of education to local school districts. The amount of funds sent to each school district is based on the number of low-income families, according to federal census data on poverty. The local school district identifies eligible schools and provides Title I resources to those schools.

WCPS currently provides Title I funds to eight (8) elementary schools: Bester, Eastern, Hickory, Lincolnshire, Salem Avenue, Pangborn, Jonathan Hager, and Ruth Ann Monroe Primary. Each of these schools has a schoolwide Title I program. Schoolwide programs are used in schools that have a high percentage of students who receive free or reduced meals. Each Title I school must develop methods to serve the academic needs of all students in the school. Schoolwide programs combine Title I funds with federal, state, and local funds to improve school programs. Title I schools that are new to Title I typically start as a Targeted Assistance program for the first two (2) years. In this type of program, Title I funds may only be used to provide services to children who are identified as having the greatest need for educational assistance. However, upon written request, the Maryland State Department of Education can give a new Title I school permission to implement a schoolwide program if the school system can effectively demonstrate that they will successfully meet Title I requirements. 

Title I schools:

• Identify students most in need of educational help (students do not have to be from low income families to receive this help)
• Set goals for improvement
• Measure student progress, using academic student achievement standards
• Develop programs that add to regular classroom instruction
• Involve parents in all aspects of the program

Title I school programs generally offer:

• Smaller classes
• Additional administrators, teachers, and paraprofessionals
• Additional professional development for school staff
• Extra time for instruction, before or after school
• A variety of teaching methods and materials
• Counseling and mentoring

“Every Student Succeeds Act” Notification Requirements

Parents/legal guardians of a student in a Title I school have the right to know the professional qualifications of the classroom teacher(s) who instructs their child. Federal law allows parents/legal guardians to ask for certain information about their child’s classroom teacher(s) and paraprofessional(s) and requires WCPS to provide this information in a timely manner, if it is requested.

Parents and families of students in Title I schools have the right to ask for the following information about each of their child’s classroom teachers and paraprofessionals:

• Whether the MSDE has licensed or qualified the teacher for the grades and subjects he or she teaches
• Whether the MSDE has decided that the teacher can teach in a classroom without being licensed or qualified under state regulations because of special circumstances
• Whether the student has been assigned, or has been taught for four or more consecutive weeks by a teacher who does not meet applicable State certification or licensure requirements at the grade level and subject area in which the teacher has been assigned
• The teacher’s college major, whether the teacher has any advanced degrees and, if so, the subject or degrees
• Whether any teachers’ aides or similar paraprofessionals provide services to the child, and if they do, their qualifications

In addition, parents/legal guardians may request information on the level of achievement and academic growth, for the school, child, or school system, if applicable, on each of the State academic assessments.

Parents/legal guardians who would like to receive the above information are asked to make the request, in writing, to the school’s principal. The principal will then provide the information to the parents/legal guardian within 30 business days.

Process To Be Followed With Respect To Complaints Concerning State And Federal Statutes Or Regulations Relating To Programs Supported By Federal Funds

See Administrative Regulation KAB-R – Process to be Followed with Respect to Complaints Concerning State and Federal Statutes or Regulations Relating to Programs Supported by Federal Funds

WCPS provides students and families with a variety of educational options to address the diverse aptitudes, talents, and interests of gifted and talented students. The Annotated Code of Maryland (Section 8-201) defines a “gifted and talented student” as one who has outstanding talent and performs, or shows the potential for performing, at remarkably high levels of accomplishment when compared with other students of a similar age, experience, or environment. Accomplishment or potential may be demonstrated in intellectual, creative, or artistic areas. Advanced learners may also demonstrate unusual leadership capacity or excel in specific academic fields. All of WCPS’ gifted and talented programs are aligned with COMAR Chapter 12A.04.07 Gifted and Talented Education.

Universal screening  for Gifted and Talented Program (GATE) identification is completed for all students in grades 1 and 4 via the administration of the CogAT Online Full Battery as well as a review of available performance data. 

All WCPS elementary schools offer Early Talent Development (ETD) Pre-K-2 as part of their regular education programs. ETD is a science-based thinking skills development curriculum, which consists of one or two units of instruction per year. ETD tasks are also a part of a student’s screening for all elementary WCPS gifted education programs.

Currently, WCPS offers two options for advanced-level learners at the elementary level: Elementary School-Based Gifted and Talented Program (GATE) and WCPS Magnet Programs for Highly Gifted Students. Placement into either program involves a comprehensive review of multiple data sources through a screening process of all students, including Multilingual Learners (ML) and students who may be twice-exceptional. The WCPS Elementary GATE program extends and/or enriches county curricula in math, reading, science, and social studies through interdisciplinary instruction for identified gifted students in grades 1 through 5.

WCPS Elementary Magnet Programs for Highly Gifted Students, located at four elementary schools, offer highly challenging and fast-paced curricula on a full-time basis for advanced learners in Grades 2-5. Each magnet program features a specialized theme which offers opportunities for in-depth study, projects, and enriching activities that can benefit all students at the school. Magnet programs have been strategically located to serve families and children throughout Washington County. WCPS elementary schools that offer magnet classes include:

• Boonsboro Elementary Magnet School for Global Citizenship
• Emma K. Doub School for Integrated Arts and Technology
• Fountaindale School for the Arts and Academic Excellence
• Williamsport Elementary Magnet School for Science, Technology, Engineering, and Math (STEM)

At the middle schools, advanced learners are challenged in merit classes for math, language arts, social studies, and/or science. Placement in these classes is based on a comprehensive review of multiple sources of information. The review process is also inclusive of Multilingual Learners (ML) and students who may be twice-exceptional. Students may also participate in co-curricular/extracurricular activities such as Destination Imagination, Math 24 Game, and Math Counts.

Five (5) WCPS Middle School Magnet Programs for Highly Gifted Students with specialized themes are also offered. Magnet students take up to two (2) magnet level classes in which the instruction is infused with the school’s particular theme. A magnet student may also have other merits on his/her daily schedule. The middle school magnet programs are strategically positioned to serve sixth, seventh, and eighth graders from across the county and build on the highly successful elementary magnet themes. They include: 

• Boonsboro Middle School Magnet Program for Global Citizenship
• E. Russell Hicks Middle School Magnet Program for the Humanities
• Northern Middle School International Baccalaureate Middle Years Programme
• Springfield Middle School Magnet Program for Science, Technology, Engineering, and Math (STEM)
• Western Heights Middle School Program for Supporting Creative Academic Performance and Excellence (Arts: SCAPE) Avenue A.

Additionally, Arts: SCAPE at Western Heights Middle School offers a second magnet program for creatively gifted students: Avenue B. Avenue B applicants complete either an audition or a portfolio, depending upon the program of concentration. Avenue B options include band, chorus, creative writing, dance, graphic design, orchestra, theater, and visual arts.

Since the elementary magnet program begins at grade two, and the middle school magnet program begins at grade six, all first and fifth-grade students in the regular education program are screened for their potential to apply to a magnet program. Eligible students are then invited to apply. Please visit our webpage, https://www.wcpsmd.com/departments/advanced-programs, for more information regarding the magnet application process.

At the high school level, WCPS offers a variety of advanced, early college, magnet, specialized, and Career-technology education programs (CTE) to meet the needs of highly-able and identified gifted and talented students. See the WCPS High School Program of Studies to learn more.

The Law

Title III of the Every Student Succeeds Act (ESSA) focuses on Multilingual Learner (ML) success. It requires programs to ensure all Multilingual Learners (ML), the new term for English Learners (ELs), including immigrants, achieve both English proficiency and academic success. This means MLs can meet the same challenging academic standards expected of all students. This emphasis on achievement aligns with the legal responsibility established in Lau v. Nichols and Castañeda v. Pickard, where courts ruled schools must provide meaningful support to ensure equal opportunities for ML students.

According to the ruling in Plyler v. Doe, undocumented students have the right to attend public schools and participate in all school activities. Moreover, school officials are not allowed to require students or their parents/legal guardians to prove that they are in this country legally, through evidence such as green cards, citizenship papers, or Social Security numbers.

Translation and Interpretation Language Resources

WCPS is committed to inclusivity and offers free resources to support and facilitate communication in multiple languages for families, legal guardians, and staff. These resources include telephonic interpretation services, prearranged on-site interpreters for meetings, and translation tools for online newsletters, texting, electronic communication, and apps. WCPS also provides translated versions of vital district-wide documents like health and enrollment forms, transportation and meal applications, permission slips, and more. This commitment ensures that all families, regardless of their language, feel valued and included in our school community. Interpretation and translation services can be requested through your child’s school or by contacting the International Welcome Center at 301-766-8288. Please make requests in advance whenever possible to ensure interpreter availability.

International Welcome Center (IWC)

The WCPS International Welcome Center (IWC) provides support in multiple languages to guide families and legal guardians through enrollment, language assessments for ML eligibility, and developing a learning plan for your student. Beyond enrollment, the IWC offers workshops and training sessions to empower you as a parent/legal guardian, helping you navigate the school system, understand the curriculum, and participate actively in your student's education.

The WCPS International Welcome Center (IWC) is located at Pangborn Elementary School at 195 Pangborn Blvd, Hagerstown, MD 21740. The phone number is 301-766-8288 and the email address is iwc@wcps.k12.md.us.

The WCPS IWC supports all languages. Families are encouraged to make appointments at the IWC and start the enrollment process for students who meet the above criteria or for families who need language assistance. Final enrollments will occur at the student’s home school after the pre-enrollment process has been completed at the IWC. 

During the pre-enrollment process, the IWC will administer an English language placement test to determine a student’s level of English proficiency and eligibility for ML instruction and services.

When pre-enrolling a student, the WCPS IWC can help complete all paperwork needed at school for enrollment:

• Enrollment form
• Proof of Birth
• Proof of Residency
• Immunization Record
• Home Language Survey
• Permission for Placement
• School records, grade reports and transcript history translation
• All ML instruction, assessment, and records as listed below

Identification and Eligibility of Multilingual Learners (ML) 

Students are identified as needing services based upon parent/guardian responses to Maryland’s Home Language Survey and a test of English proficiency. If a language other than English is indicated on two or more of the three questions below, the student will be assessed for English language support services. Additional criteria for testing may be considered.  Information collected will only be used for determining whether a student needs English language support services and will NOT be used for immigration matters or reported to immigration authorities.

• What language(s) did the student first learn to speak?
• What language does the student use most often to communicate?
• What language(s) are spoken in your home?

Parent Notification

A parent/legal guardian permission and notification letter must be sent to parents/legal guardians annually for new and continuing ML who participate in English language development programs, including ML for whom services have been refused. Parents/legal guardians of an ML identified for participation in the English language development program are informed:

• No later than 30 days after the beginning of the school year for students who enter at the start of the school year.
• Within the first two (2) weeks of a student being placed in the ML program if the student was not identified as an ML prior to the beginning of the school year.

Instructional Programs

The WCPS English language development program adjusts instruction to students’ strengths and needs. Instructional strategies, practices, and methods to help each student learn English and meet age appropriate academic standards are based upon scientific research. The expectations for ML are to transition fully into mainstream classes, meet appropriate academic achievement standards for grade promotion, and graduate from high school at the same rate as all students. WCPS uses one or more of the instructional models:

• Middle School and High School ML Courses: These ML classes offer intensive English instruction in listening, reading, writing, and speaking.
• ML-specific English instruction, where English language skills and content are the focus of instruction in the ML only class.
• Mixed classes with English support, where English language skills and content are the focus of instruction in the MLs’ and non MLs’ class.
• Pull-out support: A program outside of the regular classroom designed to teach ML academic English language skills, which may include listening, speaking, reading, writing, study skills, content vocabulary, and cultural proficiency.
• Push-in support or collaborative co-teaching: The ML teacher accompanies and instructs ML in the general education classroom.
• Tutoring support before, during, or after the school day
• Summer school

Description of Program Placement Options and Goals

All programs include English language development and teaching strategies differentiated for each student’s level of English language proficiency. These strategies help each student reach English proficiency in listening, speaking, reading and writing to succeed academically in all subjects. The expectations for ML are that students fully transition into mainstream classes, meet appropriate academic achievement standards for grade promotion, and graduate from high school at the same rate as mainstream students.

English Multilingual Learners With Special Needs

The English for speakers of other languages (ESOL) program will support the instructional objectives of the individualized education plan (IEP).

Exit Criteria

MLs will no longer be eligible for ESOL services when they meet the state exit criteria on the annual English language proficiency assessment.

Parental/Legal Guardian Rights

Parents/legal guardians have the right to request placement in a different method of instruction if available. Parents/legal guardians have the right at any time to refuse ESOL services by contacting your child’s ESOL teacher or school. Students will still take the annual English Language Proficiency Assessment. This process must be completed annually.

Reclassified Multilingual Learners (ML)

MLs who no longer require ML services or who are exited from ESOL services are monitored for two (2) years to ensure that these students continue to make progress in meeting challenging State academic content and student academic achievement standards.

English Language Proficiency Assessment

All MLs, including those who refuse services, are required to take an annual English Language Proficiency Assessment (ELPA) called ACCESS. ACCESS is administered to MLs in grades K through 12 upon their entry into the school system and annually during a testing window in the second semester. The assessment measures a student’s English language proficiency in the areas of listening, speaking, reading, writing, and literacy.  ACCESS results are reported in six (6) proficiency levels: entering, emerging, developing, expanding, bridging, and reaching. ACCESS test results are typically available by late spring. Families will receive score reports along with an explanation of what the scores mean for your child’s progress and placement. Please note: Even if parents refuse ESOL services, students are still required by law to participate in the annual English Language Proficiency Assessment (ACCESS or Alternate ACCESS), as this determines continued eligibility and language development.

The Alternate ACCESS™ is designed for MLs with significant cognitive disabilities. In order to receive the most descriptive information from the test, it is very important that only students who meet all three criteria below and who cannot participate in the ACCESS™ even with the provision of accommodations—shall be considered for the Alternate ACCESS™.

Alternate ACCESS™ participation criteria include:

1. The student has been classified as an ML.
2. The student has a significant cognitive disability and is eligible for special education services under IDEA.
3. The student is in an alternate curriculum aligned with his or her state’s academic standards, and is participating in the state’s alternate accountability assessment.

The Alternate ACCESS™ is available for the 1–2, 3–5, 6–8, and 9–12 grade clusters.

English Language Development Standards

Maryland is a member of the WIDA Consortium and has adopted WIDA’s English Language Development (ELD) Standards. As a multi-state coalition of state departments of education, WIDA acts in collaboration to advance academic language development and academic achievement for ML through high quality standards, assessments, research, and professional learning for educators. WIDA’s grade-level ELD Standards directly correspond to grade-level Maryland College and Career Readiness Standards and utilize proficiency levels to measure the progression of a student’s English language development.

Exemption of Recently Arrived Multilingual Learners (ML)

Maryland exempts “recently-arrived” MLs from one administration of its reading assessment during the first year of enrollment in U.S. schools, per federal law.

Accommodations for Multilingual Learners (ML)

Both federal and state laws require the inclusion of all students, including MLs, in large scale assessments and equal access to grade-level content standards. Teachers ensure that students work toward grade-level content standards by using a range of instructional strategies based on the varied strengths and needs of students. Providing accommodations during instruction and assessments may also promote equal access to grade-level content.

Parent and Community Outreach Services

WCPS provides community participation programs, family literacy services, parent outreach and training activities to ML students and their families. The WCPS ML department also provides interpretation and translation services upon request. Information/Información For more information on the ML program, please refer to the ML Handbook of Guidelines and Procedures or call 301-766-8288. Esta información es importante. Si no puede leerla, pídale a alguien que se la explique en un idioma que pueda comprender, o llame al 301-766-8288.

Contact Information for School-Based ESOL/ML Points of Contact

Each school has an assigned ML teacher or case manager. Families may contact the school office or the WCPS International Welcome Center to be connected with their school’s ML point of contact.

Children are eligible for pre-kindergarten, kindergarten, and first grade based on their birth dates and ages:

• Children must be four years old on or before September 1, for pre-kindergarten.
• Children must be five years old on or before September 1, for kindergarten.
• Children must be six years old on or before September 1, for first grade.

Based on research that focuses on school readiness and best practices, the Maryland State Board of Education aligned Maryland’s entry guidelines with other states to ensure that children enter school ready to learn.

Pre-kindergarten Eligibility Guidelines

WCPS pre-kindergarten program is a State and Federally funded program for four-year-old children who demonstrate school readiness needs. The primary focus of pre-kindergarten is designed to provide high-quality learning experiences, which establish a routine of lifelong learning, so that the students may be fully ready to learn when they enter kindergarten. These learning opportunities focus on the seven domains of early learning. Throughout the day, integrated instruction will include social foundational skills, language and literacy, scientific thinking, mathematical thinking, social studies, fine arts, and physical development and well-being. Students will engage in literacy instruction, developmentally appropriate mathematics instruction, and purposeful play opportunities in an effort to fully prepare them for kindergarten readiness.

To be eligible for Washington County’s public pre-kindergarten, a child must be four years of age on, or before, September 1 of the current school year. Families must live in Washington County and provide proof of income for state monitoring purposes. We offer universal pre-kindergarten and all incomes are accepted with a priority given to Tier 1 and Tier 2 families. Tier 3 families will be notified of a later placement. Public pre-kindergarten may not be used as an alternative to kindergarten.

Early Admission Process for Kindergarten

To be eligible for consideration for early admission to kindergarten, the child must be five years of age by October 15. To begin the early admission assessment process, parents/guardians must complete the application. The application must be returned to the Office of Early Learning by June 15. Early admission assessments will be scheduled with parents/guardians and will be completed during the spring/summer.

Pre-Kindergarten Regional Sites  

All K-5 elementary schools offer opportunities for Pre-K participation. In addition, pre-kindergarten programs can also be found at North High and Boyd J. Michael, III Technical High School. These pre-kindergartens are a collaboration with the Teacher Academy of Maryland programs.

Review curriculum for Elementary, Middle, and High school programs.