WCPS Disciplinary Guidelines
All disciplinary responses must be administered in accordance with Policy JK, JK-R and applicable law. Misconduct that may require law enforcement notification shall be addressed in accordance with applicable law, WCPS policy, administrative regulations, and reporting procedures. The Level of Responses (1–5) are progressive in nature as misconduct persists and increases in severity.
Misconduct definitions & applicable response levels
[you may need to Swipe horizontally to view all columns]
| MISCONDUCT | DEFINITION | LEVEL | |||||
|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |||
Class Cutting |
Failing to attend a class or school activity, after arrival at school, without an excused reason. | Yes | Yes | ||||
Tardiness |
Late to school or class. | Yes | Yes | Pre-K–5 should not receive any punitive or exclusionary consequences, but parents should be notified. | |||
Truancy |
Unlawfully absent from school or classes for a school day or a portion of the school day. | Yes | Yes | Pre-K–5 should not receive any punitive or exclusionary consequences, but parents should be notified. | |||
Disrespect |
Making intentional inappropriate and/or harmful gestures, verbal or written comments or symbols to others; being insubordinate or persistently disrespectful and/or in defiance of authority. | Yes | Yes | Yes | Yes | ||
Disruption |
Behavior that interferes with the learning environment or disrupts the operation of a school. | Yes | Yes | Yes | Yes | YesGrades 3–12 only | Level 5 only if chronic and/or extreme disruptions. |
Dress Code |
Failure to follow the dress code guidelines on page 13 of the student handbook. | Yes | Yes | Yes | |||
Bullying/Harassment |
Purposeful conduct or communication (verbal, physical, written conduct or electronic) that creates a hostile educational environment by interfering with a student’s educational benefits, opportunities, performance, or with a student’s physical or psychological well-being. | Yes | Yes | Yes | Yes | YesGrades 3–12 only | Level 5 only if bullying is persistent. |
Sexual Activity |
Inappropriate behavior of a sexual nature, including indecent exposure, consensual sex, inappropriate texting of a sexual nature, and other sexual activity not identified as sexual assault or harassment. | Yes | Yes | Yes | YesGrades 3–12 only | Refer the student to counseling. | |
Sexual Attack |
Engaging in behavior directed towards a school system employee or another student that is physically, sexually aggressive. | YesGrades 3–12 only | Law Enforcement Notification (LEN); refer the student to counseling; contact the Title IX Coordinator. | ||||
Sexual Harassment |
Engaging in intentional unwelcome sexual advances, requests for sexual favors, and/or other inappropriate verbal, written, or physical conduct of a sexual nature, directed toward others. | YesGrades 3–12 only | Contact the Title IX Coordinator. | ||||
Extortion |
The process of obtaining property from another, with or without that person’s consent, by a wrongful use of force, fear or threat. | Yes | Yes | Yes | YesGrades 3–12 only | Conduct threat assessment; Level 5 if engaged in persistent extortion; Level 5 LEN. | |
False Alarm/Bomb Threat |
The conveyance of threats or false information concerning the placement of explosive or destructive substances. Initiating a report warning of a fire or other catastrophe without cause in person or by phone. Misuse of 911. Discharging a fire extinguisher. | YesGrades 3–12 only | Conduct threat assessment; refer student to counseling; Fire Marshal and LEN. | ||||
Threat to Adult |
Threatening or aggressive language or gestures directed toward a staff member or anyone other than a student. | Yes | Yes | Yes | Yes | YesGrades 3–12 only | Conduct threat assessment; Level 5 if engaged in persistent threats or high/imminent threat. |
Threat to Student |
Threatening or aggressive language or gestures directed toward another student. | Yes | Yes | Yes | Yes | YesGrades 3–12 only | Conduct threat assessment; Level 5 if engaged in persistent threats or high/imminent threat. |
Academic Dishonesty |
Cheating, copying, forging signature of teacher and/or parent/guardian, plagiarizing, or altering records, or assisting another in such actions. | Yes | Yes | Follow Academic Integrity Policy. | |||
Inappropriate Use of School or Personally-owned Electronic Devices |
Inappropriate use of any electronic device by a student. | Yes | Yes | Yes | LEN if inappropriate use includes alleged criminal activity. | ||
Vandalism and Destruction of Property |
Damage, destruction, or defacement of property belonging to the school or others (includes school devices/equipment). | Yes | Yes | Yes | Yes | YesGrades 3–12 only | LEN. |
Theft |
Taking or obtaining property of another without permission and/or knowledge of the owner. | Yes | Yes | Yes | LEN – law enforcement may not pursue. | ||
Trespassing |
Unauthorized presence on school property, including while on suspension. | Yes | Yes | Yes | LEN. | ||
Alcohol |
Possession, use, or showing evidence of use, sale, or distribution of any alcoholic substances. | Yes | YesGrades 3–12 only | Refer student to Student Assistance Program (SAP); LEN; up to Level 5 if distributing, under the influence, or for persistent violations. | |||
Drugs/Controlled Substances |
Possession, use, or showing evidence of use, sale, or distribution of controlled dangerous substances including prescription drugs, over-the-counter medicines, look-alike drugs, and substances represented as controlled substances or drug paraphernalia (unless documentation on file that student may self-carry). | Yes | YesGrades 3–12 only | Refer student to SAP; LEN; up to Level 5 if distributing, under the influence, or for persistent violations. | |||
Inhalants |
Possession, use, or showing evidence of use, sale, or distribution of any inhalants or other intoxicants. | Yes | YesGrades 3–12 only | Refer student to SAP; LEN; up to Level 5 if distributing, under the influence, or for persistent violations. | |||
Tobacco |
Possession, use, sale, or distribution of tobacco, tobacco products, or e-cigarettes. | Yes | Yes | Yes | Refer the student to the local health department. | ||
Attack on Adult |
Being physically aggressive towards an employee of the school system or other adult, including physical contact with a staff member who is intervening in a fight or other disruptive activity. (Not horseplay.) | Yes | Yes | Yes | YesGrades 3–12 only | Level 5 if large, pre-planned, persistent violations, or with major injuries. | |
Attack on Student |
Physically pushing, hitting or otherwise being intentionally physically aggressive toward another student. (Not horseplay.) | Yes | Yes | Yes | YesGrades 3–12 only | Level 5 if large, pre-planned, persistent violations, or with major injuries. | |
Fighting |
A physical confrontation involving two or more students. | Yes | Yes | Yes | Yes | YesGrades 3–12 only | Level 5 if large, pre-planned, persistent violations, or with major injuries. |
Serious Bodily Injury |
Causing serious bodily injury which involves (a) substantial risk of death; (b) extreme physical pain; (c) protracted and obvious disfigurement; or (d) protracted loss or impairment of a function of a bodily member, organ or mental faculty. Reference: IDEA at 20 U.S.C. § 1415 (k)(7)(D), referring to 18 U.S.C. § 1365 (h)(3). | Yes | Yes | LEN. | |||
Arson/Fire |
Attempting to set, aiding in setting, or setting fire to a building or other property. | Yes | Yes | Yes | Yes | YesGrades 3–12 only | LEN; Level 5 if there was intent to harm. |
Explosives |
Possession, sale, distribution, detonation, or threat of detonation of an incendiary or explosive material or device including firecrackers, smoke bombs, flares or any combustible or explosive substance or combination of substances or articles, other than a firearm. See 18 U.S.C. § 921. | Yes | Yes | Yes | YesGrades 3–12 only | LEN. | |
Firearms |
Possession of a firearm as defined in 18 U.S.C. § 921. Examples include handguns, rifles, shotguns, and bombs. | Yes | LEN; mandatory long-term suspension and request for expulsion. | ||||
Other Guns |
Possession of any type of gun, other than a firearm, loaded or unloaded, operable or inoperable. This may include any object that is a look-alike of a gun or firearm (e.g., B-B guns, pellet guns, water guns). | Yes | Yes | Yes | Yes | YesGrades 3–12 only | LEN; Level 5 if it’s loaded/operable. |
Other Weapons |
Possession of any implement that could cause or is intended to cause bodily harm, other than a firearm or other gun. | Yes | Yes | Yes | YesGrades 3–12 only | LEN; Level 5 if it’s likely to cause serious harm. | |
Levels of Responses
Level 1
Examples of Classroom, Support, and Teacher-led Responses
These responses are designed to teach appropriate behavior, so students are respectful, and can learn and contribute to a safe environment. Teachers are encouraged to try a variety of teaching and classroom management strategies. When appropriate, teachers may engage the student’s support system to ensure successful learning and consistency of responses, and change the conditions that contribute to the student’s inappropriate or disruptive behavior. These responses should be used in a graduated fashion.
- Classroom-based Responses (verbal correction, written reflection/apology, reminders/redirection, role play, daily progress sheet)
- Check in with School Counselor/Resource Specialist
- Community Conferencing
- Detention
- Informal and/or Preventative School-Based Mentoring
- Parent Outreach (contact parent via telephone, email or text)
- Referral to appropriate substance abuse counseling service
- Referral to health/mental health services
- Restorative Practices (Follow IIRP training)
Level 2
Examples of Classroom, Support, and Removal Responses
These responses are designed to teach appropriate behavior, so students behave respectfully, can learn, and contribute to a safe environment. Many of these responses engage the student’s support system, and are designed to alter conditions that contribute to the student’s inappropriate or disruptive behavior. These responses aim to correct behavior by stressing its severity and acknowledging potential implications for future harm, while still keeping the student in school. These responses should be used in a graduated fashion.
Any Level 1 response, plus:
- Behavioral Contract
- Community Service
- Functional Behavior Assessment/Behavioral Intervention Plan
- Referral to Student Support Team for review of 504 Plan
- Loss of Privileges
- Parent/Guardian and Student Conference (with Teacher)
- Peer Mediation
- Referral to Community-Based Organization
- Referral to IEP Team (Student not Currently Eligible for Special Education Services)
- Referral to IEP Team (Student Currently Receiving Special Education Services)
- Referral to Student Support Team
- Removal from Extracurricular Activities
- Restitution
- School-based or Outside Facilitated Conflict Resolution
- Student Court
- Temporary Removal from Class
Level 3
Examples of Support, Removal, and Administrative Responses
These responses engage the student’s support system to ensure successful learning, and to alter conditions that contribute to the student’s inappropriate or disruptive behavior. These responses aim to correct behavior by stressing its severity and acknowledging potential implications for future harm, while still keeping the student in school. These responses may involve the short-term removal of a student from the classroom. Such a removal should be limited as much as practicable without undermining its ability to adequately address the behavior. These responses should be used in a graduated fashion.
Any Level 1 and 2 response, plus:
- In-School Suspension
- Parent/Guardian and Student Conference (with Administrator)
- Referral to Appropriate Substance Abuse Counseling Services
- Restorative Conference (Follow IIRP training)
Level 4
Examples of Support, Removal, Administrative, and Out-of-School Exclusionary Responses
These responses address serious behavior while keeping the student in school, or when necessary due to the nature of the behavior or potential implications for future harm, remove a student from the school environment. They promote safety of the school community by addressing self-destructive and dangerous behavior, and should be used in a graduated fashion.
Any Level 1, 2, and 3 response, plus:
- Formal Mentoring Program
- Short-term Out-of-School Suspension (1–3 days)
Level 5
Examples of Long-term Administrative, Out-of-School Exclusionary, and Referral Responses
(May Be Administrator or District Staff-led)
These responses remove a student from the school environment for an extended period of time because of the severity of the behavior and potential implications for future harm. They may involve the placement of the student in a safe environment that provides additional structure and services. These responses promote the safety of the school community by addressing self-destructive and dangerous behavior, and should be used in a graduated fashion.
Any Level 1, 2, 3, and 4 response, plus:
- Expulsion (>45 days)
- Extended-Term Out-of-School Suspension (11–45 days)
- Long-term Out-of-School Suspension (4–10 days)
- Referral to Alternative Education
Exhibit Adopted: June 6, 2014: Revised: July 24, 2014; Revised: December 14, 2017; Revised: July 18, 2019; Revised: October 14, 2019; Revised: February 16, 2022, Revised: July 2025. Amended: July 28, 2026.