2015–16 Parent Handbook A guide to programs and services in Anne Arundel County Public Schools

Flip over to see the Student Handbook Contacting Us Many questions can be answered at your child’s school. Public information is available upon request. Please refer to the following telephone numbers for assistance. If you’re not sure which office to contact, please call the Communications Office at 410-222-5312 or 410-222-5316.

Advanced Studies and Programs 410-222-5365 Military Liaison 410-222-5280 Advanced Learner Program (ALPs) 410-222-5430 Music 410-222-5465 (formerly G/T) Out-of-Area Placements and Transfers 410-222-5326 AP/College Prep 410-222-5434 Outdoor Education 410-222-3822 Alternative Education Programs 410-222-5193 Art 410-222-5450 Physical Education & Health 410-222-5460 Athletics 410-222-5463 Public Information 410-222-5312 or 5316 AVID 410-222-5458 Reading/Language Arts (Elementary) 410-222-5455 Board Members Office 410-222-5311 Reading/Language Arts (Middle) 410-222-5456 Bus Transportation 410-222-2910 School & Family Partnerships 410-222-5414 Charter Schools 410-224-8572 School Attendance Boundaries 410-439-5683 Co-Curricular 410-222-5434 School Counseling 410-222-5280 Continuing Education 410-222-5384 School Performance Regional Offices, by Cluster: Curriculum & Instruction 410-222-5401 Annapolis/Broadneck 410-626-9745 Arundel/South River 410-518-6473 Deputy Superintendents Glen Burnie/Severna Park 410-766-6592 Academic & Strategic Initiatives 410-222-5304 Chesapeake/North County 410-518-6471 Student & School Support 410-222-5191 Meade/Southern 410-626-9747 Digital Media & Learning Services 443-770-5142 Northeast/Old Mill 410-766-6594 Early Childhood (PreK, Kindergarten) 410-222-5441 School Psychology 410-222-5321 English (High School) 410-222-5452 School Security 410-222-5083 English Language Acquisition 410-222-5416 Science 410-222-5451 (formerly ESOL) Science & Technologies 410-222-5490 Equity & Accelerated Student Achievement 410-222-5354 Signature Programs 410-222-5342 Evening High School/Summer School 410-222-5384 Social Studies 410-222-5440 Food & Nutrition Services 410-222-5900 Special Education 410-222-5410 Student Government, CRASC 410-222-5405 General Information 410-222-5000 Student Safety & Discipline 410-222-5288 or 5289 Home/Hospital Teaching 410-222-5476 Student Services 410-222-5322 Home Schooling 410-222-5457 Superintendent of Schools 410-222-5304 Human Relations/Equity Programs 410-222-5318 Testing 410-222-5147 Immunizations 410-222-4896 Title I 410-222-5444 Infants & Toddlers 410-222-6911 Transportation 410-222-2910 International Student Office 410-263-6420 Volunteer Programs, PTA/PTO/CAC 410-222-5414 Magnet Programs 410-533-4815 World & Classical Languages 410-222-5424 BioMedical Allied Health (BMAH) 410-222-5391 x1 Career & Technology Center—North 410-969-3100 Career & Technology Center—South 410-956-5900 Important Hotlines International Baccalaureate (IB/MYP) 410-222-5415 Student Safety Hotline 1-877-676-9854 Performing & Visual Arts (PVA) 410-224-7284 To confidentially report bullying, fighting, abuse, harassment, Science Technology Engineering 410-222-5391 x1 weapons, gangs, or any other dangerous situation at school & Mathematics (STEM) AA County Crisis Response 410-768-5522 Mathematics (Elementary) 410-222-5461 Mathematics (Secondary) 410-222-5464 Maryland Youth Hotline 1-800-422-0009 © AACPS Publication #1395/52—Parent (rev. 7/15) DPS/SG 7/15) (rev. Publication #1395/52—Parent © AACPS

Questions concerning the Parent Handbook should be directed to: Teresa Tudor, Senior Manager School & Family Partnerships Anne Arundel County Public Schools, 2644 Riva Road, Annapolis, MD 21401 410-222-5414 1

AACPS offers several ways you can keep up-to-date on everything from Stay Informed! programs and services to current AACPS news and events, and school closings.

AACPS Educational Television Online Comcast—Channels 96 & 996 hd Broadstripe—Channels 96 & 496 hd ParentCONNECTxp Verizon— Channel 36 Anne Arundel County Public Schools To follow the progress of your child, AACPS Educational TV broadcasts original programming highlighting the students, sign up for ParentConnectxp. Visit teachers, and programs of Anne Arundel County Public Schools, including: www.aacps.org/parentconnectxp AACPS Bulletin Board Food 4 Thought for more info. Current and upcoming events, Conversations about healthy lifestyles, airing at the top of each hour. communities of wellness and the In addition, many middle and school meals program in AACPS. high school teachers list school AACPS Digest assignments and deadlines on News from and about AACPS. Nuestra Comunidad (Our Community) class specific websites. Ask your Information for Spanish-speaking At Your Service— child’s teacher for details. viewers about current and upcoming Support, Strive, Succeed school system and community events Student Services presents topics of im- happening in and around Anne Arun- portance to students and their families. del County. (In Spanish) Athletes in Action Parent Connection Highlights student athletes and Highlighting the contributions of coaches from the various high school parent and business volunteers. To follow us... sports programs. ...on our website—www.aacps.org Parent’s Corner AVID Achievers: Stories of Success Valuable information about current ...on Facebook— Students, educators, and volunteers topics and upcoming and events for www.facebook.com/aacps of the AVID program in middle and adults and students in AACPS. high schools. ...on Twitter—@AACountySchools Schools in the Court Behind the Scenes Annual program in cooperation Celebrating the AACPS employees with the District Court of Maryland who work hard each and every day where high school students spend a AACPSRELEASE to support our students and families day in court to see cases and hear tes- To sign up to receive AACPS behind the scenes. timonies about the consequences news releases as they occur, Board of Education Meetings of poor decision making. visit www.aacpsnews.org. Live coverage of the bi-monthly World View meetings with multiple rebroadcasts. Exploring and celebrating cultural Board of Education Highlights diversity and connections through Monthly recognitions, plus the conversations with community mem- Educator, Employee, Volunteer of bers about topics local and global. To subscribe to our weekly AXIS the Month presented at the Board of Special Events newsletter (www.aacps.org/axis), ask Education meetings. Live or recorded events throughout your child’s school to enter your email BOE Meeting Recap the year, including the Spelling Bee, address into the student database. News recap of each Board meeting. award ceremonies, and more. ¡Charlemos Juntos! (Let’s Chat Together!) Events, school programs and com- Watch us on munity resources of importance to the Over the Phone Hispanic community. (In Spanish). To receive automated phone Click the Youtube link at notifications on school www.aacps.org closings and more through Connect-Ed, be sure the school has Throughout the year, AACPS-TV adds new programming to match your phone number on record. the interests of our community. Visit www.aacps.org/cable for the most up-to-date schedule and list of shows. 2 Contents New, revised, and frequently requested information

AACPS Board of Education 3 During the School Year 14 Early Childhood Services 34 Attendance • 14 Special Education Services • 34 Before Your Child Goes to School 4 Complaint Procedures • 15 Child Identification • 34 Immunization Requirements • 4 Custody • 15 Community-Based Services (CBS) • 34 Enrollment & Residency • 4 Field Trips • 15 Early Childhood Intervention • 34 Homeless Students • 4 Fundraising. • 15 Prekindergarten Program • 34 International Students • 5 Home Communications • 15 Kindergarten Programs • 34 Medical Conditions (Concussions) • 5 Pest Management • 16 Section 504 Rights • 5 Reducing Energy Use • 16 Elementary School 35 School Improvement Process • 16 Academic Program • 35 Getting Your Child to & from School 6 Social Media • 17 Elementary Assessments • 35 Schedules & Services • 6 Student Equity • 17 Promotion & Retention • 35 Student Supervision • 6 Student Records • 17 Title I Schools • 35 School Bus Stop Safety • 6 Students & Technology • 19 Triple E • 36 Meeting the School Bus • 6 Kindergarten, Pre-K, & ECI ID Tags • 6 Academics 20 Middle Schools 36 Conduct on School Buses • 6 College & Career Readiness • 20 Scheduling • 36 Requests for Alternate Grading—Overview • 20 Service Learning Requirements • 36 Bus Transportation • 6 Grading — Elementary School • 21 Extracurricular Activities • 36 Video Cameras & Audio Grading — Middle School • 21 Middle School Assessments • 37 Recording Devices • 7 Grading — Middle & High School • 22 Preparing for High School • 37 Unauthorized Entry onto a Bus • 7 Grading — High School • 22 Promotion of Students • 37 Safety around the School Bus • 7 Homework • 23 Skipping a Grade • 37 Walking to School • 7 Honor Roll • 24 Summer School • 37 Crossing Guards • 7 ParentCONNECTxp • 24 Traffic Signs & Crosswalks • 7 High School 38 Parent/Teacher Conferences • 24 Tips to Keep Children Safe • 7 Report Cards • 24 Early College Access Program • 38 Selecting & Changing Courses • 38 Get Involved 8 Service Learning • 25 Alternative Education • 25 Senior Status • 39 Communicating with your School • 8 Evening High School • 25 Summer School • 39 Chaperones & Volunteers • 8 Secondary Summer School • 25 Extracurricular Activities • 39 Parent & Community Involvement • 8 Twilight School • 26 Academic Eligibility • 39 Participating in Senior Activities • 40 Keeping Students Safe & Healthy 9 Mary Moss @ J. Albert Adams • 26 Bias-Motivated Behavior, Bullying & Phoenix Academy • 26 Board Policies and Regulations 42 Cyberbullying, Harassment, Hazing, & Special Education • 26 Intimidation • 9 Bullying, Harassment or Intimidation Child Abuse & Neglect • 9 Assessments & Exams 27 Reporting Form 43 Medical & Health Issues • 10 State & National Assessments • 27 School Security • 10 PARCC • 27 Suicidal Thoughts & Gestures • 10 PSAT/NMSQT/SAT/ACT • 28 School Wellness & Health • 10 Advanced Placement (AP) Exams • 28

Beginning the School Year 12 Programs of Choice 29 Student Information • 12 Advanced Learner Programs Emergency School Closings, • 12 & Primary Talent Development • 29 Federal Parent-Pupil Survey • 12 Advanced Placement Courses (AP) • 29 AVID • 29 School Meals • 13 See the Student Handbook Charter Schools • 30 Student Accident Insurance • 14 for information on: Advanced Co-Curricular Programs • 30 Magnet Programs/CAT Centers • 31 The Code of Student Conduct • 4–15 Signature Programs • 33 Student Responsibilities • 19–20 Student Discipline • 21–22

Find more online: Anne Arundel County Public Schools: www.aacps.org This handbook can be found online (www.aacps.org/parents) and is also available in Spanish and Korean. 3 AACPS Board of Education Board meetings are broadcast live on AACPS-TV! (see page 1)

Stacy Korbelak Patricia Nalley Teresa Milio Birge Tom Frank Julie Hummer President Vice President 410-674-5354 301-261-6181 410-693-7458 443-603-5205 410-757-0454

For more information, contact Molly Connolly Executive Assistant to the Members of the Board of Education 410-222-5311

Allison Pickard Debbie Ritchie Solon Webb Jacob Horstkamp 410-570-0361 443-534-2660 410-267-0326 Student Member 410-271-2944

Programs and policies of Anne Arun- Exceptions to the meeting schedule for Board meetings are also streamed del County Public Schools are estab- the 2015–2016 school year only are: live on the Internet and can be ac- lished by a nine-member Board October meetings are on the 2nd and cessed at www.aacps.org/board. Past of Education. Eight board members 4th Wednesday: October 7 at 10 a.m. broadcasts can be viewed online, at serve overlapping terms of five years and October 21 at 7:00 p.m. the same link. each and are appointed by the Gover- All Board meetings are open to the nor. Board members may serve two December meeting is Wednesday, public, and citizen participation is consecutive terms. December 16 at 10:00 a.m. (one meet- encouraged. At the beginning of each The ninth member, the Student ing only in December) regularly scheduled Board meeting, Member of the Board, is a high school February meetings are both daytime the Board sets aside time for public senior elected by student government meetings: February 3 and February 17 comment. During that time, any representatives as their nominee and at 10:00 a.m. citizen may speak to the Board on any appointed by the Governor to serve a item not on the meeting’s agenda. Citi- June meetings are both daytime meet- one-year term. zens are asked to hold their comments ings: June 1 and June 22 at 10:00 a.m. The Board meets twice a month dur- on specific agenda items until the ing the school year, usually on the first July and august time the agenda is being considered Wednesday beginning at 10:00 a.m., Board meetings and public hear- by the Board. Personnel concerns are and on the third Wednesday beginning ings held at the Parham Building are confidential matters and may not be at 7:00 p.m., at the Dr. Carol Sheffey broadcast live on AACPS-TV (Chan- discussed at public Board meetings. Parham Building, 2644 Riva Road, nel 96 on Comcast and Broadstripe, Special meetings, Board workshops Annapolis. Call the Board Office at Channel 36 on Verizon). A schedule and public hearings are scheduled 410-222-5311 or go to the website be- of rebroadcasts can be found at www. annually and as otherwise established low for the complete meeting schedule. aacps.org/cable. by the Board.

Board of Education: www.aacps.org/board Board Meetings: www.aacps.org/boardmeetings Board Meeting Webcasts: www.aacps.org/boardvideos 4 Before Your Child Goes to School

Enrollment & Residency Homeless Students 2015–2016 Requirements [boe*] The McKinney-Vento Homeless Educa- Immunization Requirements tion Assistance Act was incorporated To enroll a new student, the biological Prekindergarten parent or court-awarded guardian/ into the No Child Left Behind Act. It • 4 diphtheria-tetanus-pertussis custodian* must provide: ensures educational rights and protec- tions for children and youth experienc- (DTP, DT or DTaP) • the child’s evidence of birth. ing homelessness. The federal govern- • 3 polio • proof of residency. (Proof of resi- ment’s legal definition of homelessness • 1 measles-mumps-rubella (MMR) dency includes mortgage papers/ (based on the McKinney-Vento Home- • 1 varicella (Chicken Pox) lease, and one additional supporting less Education Assistance Act) includes documentation such as a utility bill anyone who lacks a regular, fixed, and • 3 Hepatitis B issued within 60 calendar days prior adequate nighttime residence (sub- • 2 PCV ages 12–23 months to enrollment.) standard housing); is sharing housing 1 PCV 24–59 months • a copy of the immunization record. due to loss of permanent housing or (Prevnar-Pneumonia vaccine is • proof of parents’/guardians’ identity economic hardship; is living in a shelter, required for all pre-school aged (including driver’s license, passport, hotel or motel; is living in a public place children.) Motor Vehicle identification card, or not designated for sleeping (cars, parks); In addition, children 12–59 months other legal forms of identification). is an unaccompanied youth; is a child old must have one dose of the Hib or youth awaiting foster care place- vaccine given after 12 months of age. A student may not attend school ment; is a child or youth abandoned without proof of immunization compli- in a hospital; or is a migrant child who Kindergarten–Grade 12 ance. A student enrolling in a school in qualifies under any of the above. • 4 or 3 DTP, DTaP, or DT/Td Maryland for the first time must com- The McKinney-Vento Homeless (If your child is 7 years of age or plete a physical within nine months Education Assistance Act requires older, 3 doses of DTP, DTaP, Tdap, after enrolling. A student transferring districts to ensure homeless students DT or Td are required.) from another school system in Mary- have access to education and other • 7th/8th graders—1 Tdap (Tetanus, land must have the Maryland transfer services they need to meet the same diphtheria, pertussis/whooping form. A student enrolling from out- high academic achievement standards cough) of-state should bring the most recent as all students. All local school districts • 7th/8th graders—1 MC4 (Meningo- transcript and immunization record. must designate a Homeless Liaison. coccal) (can only be given at age 11) Students must attend the school The Homeless Liaisons must ensure designated to serve the attendance that: homeless children and youth are • 3 polio area of their bona fide residence. Ex- identified; homeless students enroll in, • 2 measles, 2 mumps, 2 rubella ceptions to the placement of students and have full and equal opportunity (MMR) according to attendance areas may be to succeed in, the school districts; and • 3 Hepatitis B made as follows: with Board of Educa- that homeless families, children, and tion approval, the Superintendent may youth receive educational services. • Varicella (Chicken Pox) **New** transfer groups of students outside Homeless students have the right to — Kindergarten/Grade 1: 2 doses their normal attendance area to relieve enroll in school immediately. Parents — Grades 2–12: 1 or 2 doses overcrowding or to ensure an equi- can request continued enrollment in — Age 13 years or older: 2 doses table distribution of students among the school attended prior to becoming available facilities, or the Division of homeless or at the local school for the Note: All doses of measles, mumps, Student Services may authorize an current residence. For further infor- rubella (given as MMR vaccine) and out-of-area placement of individual mation please contact 410-518-9873. varicella must be given on or after students whose particular circum- the first birthday. stances or needs warrant it. If you For additional information on Im- have questions regarding out-of-area munizations, visit the Maryland placements, please call 410-222-5322. Department of Health website below.

Find more online: Enrollment/Custody: www.aacps.org/enroll Immunizations: www.aahealth.org/programs/comm-diseases/immunizations/child *A caregiver who is not the biological parent or court-awarded guardian must seek approval to enroll through the Division of Student Services. 5

International Students Medical Conditions ing the records. All students who speak, or are exposed If your child has a chronic health condi- 8. Request an amendment to the to, a language other than English at tion, such as asthma, diabetes, or ana- record if you believe information home and all newly arrived foreign phylactic allergies, you should notify contained in the record is inac- students will pass through the Inter- the school health professional immedi- curate or misleading or violates national Student Services Office for ately so that proper procedures can be your child’s privacy or other rights. their initial intake into Anne Arundel developed to assist your child. For more If the school system refuses to County Public Schools. At the Interna- information, call the school nurse. amend the record, you have the tional Student Services Office, students right to request a hearing and/or and families will fill out all registration If your child has been diagnosed with to place in the record a statement forms, have immunizations reviewed a concussion, it is important to notify of why you disagree with the or be referred to health clinics, be school health staff. School health staff information it contains. advised of graduation requirements can work with your child and your 9. Have educational evaluation for high school students, and complete child’s teachers to ensure proper sup- and placement decisions based English language screening. Families ports while at school. on information from a variety of need to bring their child(ren)’s birth For additional information related sources and by persons who know certificate, immunization records, two to concussions visit www.cdc.gov/ your child’s educational needs, the proofs of address, and previous school concussion/HeadsUp/ meaning of the evaluation infor- records. The International Student There are links on the AACPS website mation, and the placement options Services Office can be reached at 410- with additional information and train- available in the school system. 263-6420. ing resources related to concussions. 10. Have the Section 504 Plan re- viewed at least annually, if one is Section 504 Rights developed, and have the student re-evaluated every three years or The purpose of Section 504 of the Rehabilitation Act of 1973, as amended, is to before any significant change is ensure that: made in your child’s placement. “No otherwise qualified individual with a disability in the United States…shall, solely 11. Be included in decisions or actions by reason of his or her disability, be excluded from the participation in, be denied regarding your child’s identifi- the benefits of, or be subjected to discrimination under any program or activity cation, evaluation, educational receiving Federal financial assistance.” program or educational placement. Anne Arundel County Public Schools implements procedures to ensure a free, 12. Appeal any decision made by the appropriate public education for students with disabilities who are eligible under Section 504 Team through the Section 504. AACPS Conflict Resolution Parents of students with disabilities have the right to: Procedures and/or to the Office 1. Have the school system advise you 4. Have your child receive a free, ap- for Civil Rights. of your rights under Section 504. propriate public education (FAPE). The most current information is 2. Have your child with disabilities 5. Have your child be given an equal available at the website below. take part in, and receive benefits opportunity to participate in school from, public education programs programs and extracurricular without discrimination because of activities sponsored by the school. the disability. 6. Receive notice before the school 3. Receive all information in your identifies or evaluates your child or native language or other primary changes your child’s educational mode of communication. placement. 7. Inspect and review all of your child’s educational records, includ- Students must attend ing the right to obtain copies at a reasonable cost. You will not be the school designated charged for a copy of your child’s to serve the attendance record if the cost would prevent you from inspecting and review- area of their bona fide residence.

International Students: www.aacps.org/html/instr/iso/ Section 504: www.aacps.org/section504 Concussion: www.aacps.org/athletics/ath_health.asp

*[boe]—See Page 42 6 Getting Your Child to and from School

nne Arundel County Public Student Supervision that your child stay at the school, you Schools provides Transporta- must make prompt arrangements for Parents and guardians are responsible Ation from designated bus stops your child’s pick-up at the school. for the supervision and safety of their for students who reside within the children receiving bus transportation schools attendance area. Transpor- from the time that children leave home Kindergarten, Pre-Kindergarten, tation is dependent on your child’s in the morning until the time of board- & ECI Identification Tags grade level and the distance of your ing the school bus. The same rule ap- residence from the school. Transpor- At the start of the school year, each plies at the time of discharge from the tation is provided for: kindergarten, pre-kindergarten, and bus on the way home from school. The ECI student will receive a Transpor- • prekindergarten students who live school administrator and bus person- tation Identification Tag. This name in excess of one-half mile from the nel acquire supervisory responsibility tag will identify the child’s name, attending school. while children are on the school bus. bus number, parent’s name, bus stop, • kindergarten students who live teacher’s name, address, school name more than one-half mile from School Bus Stop Safety and contact numbers. Please be certain their school. Millions of children in the United that this identification tag is placed on • elementary students who live more States ride safely to and from school the outer clothing of your child each than one mile from their school. on school buses each day. Although day— not on their backpack. • middle and high students who live school buses are the safest way to get more than one and one-half miles them to school, each year a number Conduct on School Buses from their school. of school-age children die in school The slightest distraction to the driver Proper behavior by students at bus bus-related traffic crashes, according may have significant student safety stops and on the school bus translates to the National Highway Traffic Safety consequences. Appropriate student to safe transportation. Students who Administration (NHTSA). behavior on school buses is essential do not follow bus rules could lose The biggest dangers are with stu- to the safe operation of the school bus. their bus privileges. The bus driver is dents, five to seven years old. Students Riding the school bus is a privilege. This in charge of the bus and the students are hit either by the school bus or by a privilege may be temporarily denied while they are on the bus. passing vehicle when they are in the or permanently revoked if misconduct danger zone located around the school jeopardizes the safe operation of the bus. Remember, it is illegal for a car to Schedules & Services school bus or the safety of students pass a bus with its red light flashing. riding the bus. School suspension is a Bus Schedules are posted for three possible sanction for bus misconduct. weeks at the beginning of the year, at Meeting the School Bus the website below. After that, please Requests for Alternate contact your child’s school for informa- There is no general provision to keep tion about bus schedules. children on the school bus when parents Bus Transportation fail or choose not to meet the school The Transportation Division is When exceptions to bus transportation bus at the bus stop at the time of the responsible for any concern involving arrangements are needed, you must afternoon discharge. This provision for the school bus, be it the schedule, the complete an Exceptional Transportation discharge includes pre-kindergarten and driver, the attendant, the bus stop loca- Request form five working days before kindergarten students. If for some rea- tion, or the bus itself. Concerns should the date the exceptional transportation son you are not able to be at the bus stop be reported by telephone to 410-222- is expected to begin. The principal may to greet your child, and you do not wish 2910. The Transportation Division will conditionally approve the request, but for your child to be discharged without make every effort to resolve concerns then must forward the request to the adult supervision, contact a responsible as quickly as possible. Please avoid Transportation Division for final ap- adult and arrange for this alternative confrontations with the school bus proval. Request forms are available in person to be at the bus stop, or call the operators at bus stops. the school office. local school and ask that your youngster not be placed on the bus. If you request

Find more online: Bus schedules: www.aacps.org/buses (available the first three weeks of each school year) 7

Transportation arrangements of this 26-101, Disturbing activities at school or directed to the local agency or to the nature are to be consistent for each day, college and 26-104, Obstruction, hin- AACPS Transportation Division. morning and/or afternoon, Monday drance, or interference with school bus through Friday, for each school day, for driver during official duties. Tips to Keep Children Safe the time period requested. Requests for occasional, inconsistent days (i.e., Safety around the School Bus • Children should leave home early every Tuesday and Thursday) or every enough to arrive at the designated other week will be denied. Emergency Young children are most likely to be hit school bus stop ten minutes before situations, such as sudden illnesses or a by the school bus because they: the scheduled arrival time of the death in the family that require excep- • hurry to get on or off the bus. school bus. This enables the bus tional transportation may be approved • act before they think and have little operator to account for students by the principal without five-day experience with traffic. upon approaching the bus stop. Bus advance notice. Please note: Services operators activate red flashing lights are not available to areas beyond the • assume motorists will see them and when the bus comes to a complete school’s attendance area. Transporta- will wait for them to cross. stop at the school bus stop. Motorists tion for students residing outside the • do not always stay within the bus must stop for these lights. Tardy pas- attendance area is the responsibility of driver’s sight. sengers cause motorists to become the parent(s)/guardian(s). If you have a concern about a bus impatient and some will ignore the Requests for accommodations of dif- stop, please talk with your child’s lights. For this reason, bus operators fering schedules shall be subject to the school principal or the school system’s are generally instructed not to wait recommendation of the Supervisor of Supervisor of Transportation. for persistently late passengers. Transportation and the approval of the • Walk with younger children to Chief Operating Officer. Walking to School and from the school bus stop or Transportation will be approved on a make arrangements for another first-come, first-served basis while space Parents, together with the child, relative or neighbor to accompany is available. If a bus becomes overcrowd- should develop a walking route to and the children. ed, exceptional transportation request from the school bus stop or school • Supervise children to make sure students will be removed to reduce loads. which minimizes the exposure of the they get to the stop on time, they Transportation will be provided from an child to traffic. Shortcuts through wait a safe distance from the established bus stop location only. isolated fields and woods, or across streams or railroad tracks can often roadway, and they avoid rough play. Please respect private property. Video Cameras & Audio be dangerous. Entering abandoned houses or deserted buildings on the • Teach your child to ask the driver for Recording Devices way to or from school bus stops should help if he or she drops something Many school buses are now equipped not be condoned. The route should be near the bus. If a child stoops to pick with video cameras and/or audio direct and uninterrupted. up something, the driver cannot see recording devices. These tools moni- him or her. A bookbag or backpack tor the passenger area of the bus. The Crossing Guards helps keep loose items together. objective is to provide an important The Anne Arundel County Police • Make sure clothing has no loose additional tool to assist the driver and drawstrings and backpack straps administration in managing student Department is responsible for the training, placement, and supervision of are short, so they don’t get caught in conduct on school buses, an important the handrail or bus door. Although safety consideration that benefits all. school crossing guards. All requests for school crossing guards are to be made all drawstrings have risk in snag- in writing through a school’s PTA or ging, those with buttons at the end Unauthorized Entry onto a Bus Citizen Advisory Committee and for- of the drawstring are particularly School buses are the proprietary use of warded to the Transportation Division dangerous. The NHTSA suggests Anne Arundel County Public Schools for processing and evaluation by the that drawstrings be cut. with the purpose of safely transport- appropriate police and traffic agencies. • Encourage safe school bus loading / ing students to and from school or unloading. school-sponsored activities. Parents Traffic Signs & Crosswalks • Work with your child to develop may not board school buses without a safe walking route to and from Local traffic agencies are responsible the consent of Anne Arundel County the school bus stop or school that is for school zone signs, pedestrian Public Schools or its authorized agent. direct and uninterrupted. Doing so may constitute a violation of crosswalks, and traffic control signs. Maryland Education Article, Sections Requests for any of these items may be

Keeping children safe: www.safekids.org/safetytips/field_risks/school-bus-safety

*[boe]—See Page 42 8 Get Involved With Your Child’s School

nvolved parents have a direct impact Join your PTA/PTO, CAC, SECAC, on increased student achievement. School Improvement Team, or Human IWe hope you will stay involved in When parents and Relations Committee. Contact your your child’s education. Be a guest reader, teachers stay in touch — school for meeting times and dates. speak about your job for Career Day at Volunteer in your child’s school. You school, help with class events, chaper- through telephone calls, can be a guest reader, speak about your one a field trip, become a mentor, read job for Career Day at school, help with the school newsletter, visit your child’s conferences, notes, class events, chaperone a field trip, be- class during scheduled activities, and emails, and letters — come a mentor, and much more. Talk to meet your child’s teachers. your school’s volunteer coordinator to students benefit. find out about volunteer opportunities. Communicating with your School Communicate with your child’s teacher about your child’s progress. Your interest and involvement in your unless there will be unsupervised Attend parent-teacher conferences, child’s education is a key to academic access. Background investigations are request a meeting when you have con- success. Please call first to make an good for two years. Chaperones or cerns, and attend Back-to-School night appointment with a teacher, school volunteers with an approved AACPS to learn about your child’s academic counselor, or administrator. background investigation completed program. Support your child’s academ- You are encouraged to attend the in the previous school year are not ic success at home by talking about the Back-to-School night at your child’s required to undergo a new investiga- value of education, creating a place for school; to attend scheduled confer- tion. The Office of School Security can your child to do homework and study, ences with teachers and to make ap- verify if anyone is a current employee monitoring homework to be sure it is pointments for conferences to review and if an updated background inves- completed, getting extra homework the educational progress of your child; tigation is required for any chaperone help if needed, and limiting TV time. to volunteer in your child’s school; and or volunteer who has undergone a Learn about what is happening in to join some of the many groups at the previous background investigation. your school and in schools across the school, including the PTA or PTO, CAC, If background investigation forms county by visiting your child’s school School Improvement Team, and Hu- are not received from the schools two during American Education Week, man Relations Committee. weeks prior to the trip, the investiga- reading the school newsletter, visiting Parents can also keep informed tion may not be completed before the the AACPS website (www.aacps.org), about school system news, events, event. In this case, the chaperone will and tuning in to AACPS-TV (Comcast and programs through AXIS, AACPS’ not be cleared to go on the trip. The & Broadstripe Channel 96 & Verizon weekly e-newsletter. AXIS is emailed Office of School Security notifies school Channel 36). to all parents who supply an email ad- principals of any applicants who are not The Office of School & Family Part- dress on their child’s Emergency Card approved. The school principals then nerships develops and supports numer- Verification Report. notify those applicants. ous initiatives to engage families and Parents can sign up to receive email Download the Investigation Form at community members in collaborative alerts of news releases by subscribing the link below. Bring the form to the relationships with schools. The office online at the address below. student’s school for processing. sponsors parent involvement confer- ences, conducts countywide volunteer Chaperones & Volunteers Parent & Community Involvement training, develops parent workshops Background investigations are re- and trains school staff members to Parent and community involvement implement them, provides outreach to quired for all overnight chaperones provide strong, positive forces in the and volunteers who have unsuper- international families, and hosts five academic success of students in Anne AACPS-TV programs, Parent Con- vised access to students either on or Arundel County Public Schools. Re- off school property. (Unsupervised nection, and Parents Corner, World search has shown that students benefit View, iCharlemos Juntos!, and Nuestra access is defined as an adult having when parents, schools, and community the responsibility for a student or stu- Comunidad. members work together collaboratively. For more information about any of dents without the presence of a school As a parent, there are many ways to staff member.) Background investiga- these programs, call the Office of School be involved in your child’s education. & Family Partnerships at 410-222-5414. tions are not required for day trips Here are a few:

Find more online: Keeping informed: www.aacpsnews.org Chaperones/Volunteers: www.aacps.org/html/Parents/chaperone.asp 9 Keeping Students Safe & Healthy

Bias-Motivated Behavior, Bullying Bullying Reporting an Incident & Cyberbullying, Harassment, It is important to understand the dif- When a student reports to a staff ference between bullying behavior member that he/she is the target of Hazing, & Intimidation [boe*] and normal peer conflict. bullying, and/or cyberbullying, harass- The Board of Education is committed Bullying is behavior that is: ment and intimidation, hazing, and/ to providing students with an orderly or bias behaviors, the staff member learning environment that is free from • intentional. will respond quickly and appropriately bullying and cyberbullying, harass- • repeated over time. Chronic to investigate and intervene, making ment and intimidation, hazing, and/or bullying is considered more than every effort to provide the student bias-motivated behaviors. Processes two acts per month. with a practical, safe, private, and age- for handling these behaviors are • intended to harm. There is an intent appropriate way of reporting. Reports clearly defined in Board of Education to cause physical or emotional hurt. will be handled by the school in a policies and regulations and the Code timely manner and, if verified, will be • involves a power differential. One of Student Conduct. followed up by support from student child is more popular, bigger, or Bullying and cyberbullying, harass- services personnel for both the target older than another. ment and intimidation, hazing, and/or and the student engaging in these bias-motivated behaviors are unsafe • creates a hostile educational envi- behaviors, to ensure that all students behaviors that do not reflect respect ronment. Your child doesn’t feel safe. feel safe and supported. for others as defined by the Code of Bullying behaviors are handled by Parents or guardians, close relatives, Student Conduct. If a student is a tar- school personnel when they occur in and students can submit the Bullying, get of one of these behaviors, parents school, during a school-related activ- Harassment, or Intimidation Reporting or guardians, close relatives, and stu- ity, on a school bus, or are substantial- Form (page 43) to report instances of dents can report this using the Bullying, ly disruptive to the orderly operation these behaviors. Harassment, or Intimidation Reporting of the school. This form is also available on the Form, available on the website below or AACPS website and in a number of in the back of this handbook. Students Bullying is not: locations in the school, including but should also be encouraged to report • unkind words that occur once. not limited to the main office and the directly to a staff member. • rough play that is not intended school counseling office. Bias-Motivated Behavior to hurt. A Guide for Parents of Students Who • a physical attack that is not part Child Abuse & Neglect [boe*] Have Been Victims of Bias Behavior de- of a pattern of behavior. All educators, other school system fines bias-motivated behaviors (some- • behavior that may be inappropriate employees, and volunteers with Anne times referred to as prejudice or intol- to someone else, but that the stu- Arundel County Public Schools who erance) in Board of Education policy dent to whom it is directed does not have reason to believe that a child and explains school system procedures see as hurtful; for example name- has been subjected to physical abuse, and legal concerns. It also addresses calling that all are participating in sexual abuse, mental abuse, or neglect common feelings and behaviors your on an equal basis. are required by law to immediately child may experience and ways to help report such suspicions to the Depart- your child overcome any changes in What You Can Do ment of Social Services (410-421-8400) behavior, and information on how we • If the bullying is occurring at or to the police. can help. Parents can request a copy school, contact the teacher, school All school system employees and from the Office of Safe & Orderly counselor, and/or administrator. volunteers receive training to rec- Schools or your child’s Student Ser- • Ask your child’s teacher questions ognize the signs of child abuse and vices Team at school, or download it at about his or her interactions with neglect and what their responsibilities the anti-bullying website below. other children. are under the law. • Seek help from the school counselor to assist with social skills, assertive- ness, or friendship skills training.

Getting Involved: www.aacps.org/family Anti-Bullying: www.aacps.org/antibullying Reporting an incident: https://secure.aacps.org/bully/bullyForm.asp

*[boe]—See Page 42 10

Medical & Health Issues to both prescription and non-prescrip- will help us provide a safe and orderly tion medicine. Prescription medication environment for children and staff. The School Health Room must be brought in a pharmacy-labeled As required by law, public notice Each school is assigned a School Health container; over-the-counter medica- is posted for buildings equipped Professional, who is a Registered Nurse, tion must be brought in the original, with any form of public video surveil- and a Health Assistant, who is certified sealed container. Medication cannot be lance, i.e., entrance cameras, hallway by the Maryland Board of Nursing as administered to students without this cameras, exterior cameras, parking both a Certified Nursing Assistant and completed paperwork. For your child’s lot cameras, etc. a Medication Technician and works safety, all medications must be brought under the supervision of the School to school by an adult. Suicidal Thoughts & Gestures Health Professional. The School Health The Parent’s Request to Administer [boe ] Professional may be shared among two Medication at School can be obtained * to three local schools. from your school health professional or If a school employee becomes aware If your child needs to use the health downloaded from the website below. that your child has implied, stated, room, he or she will be assessed for written about, or discussed (including EpiPens, etc. illness or injury. through electronic communications) (Stock auto-injectable epinephrine) The care provided will be based possible suicide or makes suicidal ges- Stock auto-injectable epinephrine on the School Health Services First tures, he/she will immediately report (EpiPen) has been and continues to be Aid Manual: this information to the principal as available in all Anne Arundel County well as a student services staff person, • The majority of health room visits Public School health suites for admin- who will talk with your child immedi- are minor and are handled with istration to students experiencing signs ately and assess the seriousness of the basic first aid and comfort measures. and symptoms of anaphylaxis while at situation. You will be contacted to pick • If the health room staff feel that the school. Anaphylaxis is potentially life up your child and to discuss the course student is too ill to remain at school, threatening and may occur as a reac- of action to be taken. You may be asked the parent will be contacted to pick tion to insect stings, insect bites, foods, to have your child seen by a mental up the student. medications, and other allergens. health provider and will be provided • Health room staff will contact EpiPens are not sent on field trips. with resources to help you in seek- parents whenever students request Parents of students with prescribed ing such assistance and for additional that their parents be called due to a auto-injectable epinephrine must con- guidance and information. health concern. tinue to provide the prescribed auto- injectable epinephrine for use at school School Wellness & Health • If emergency transportation is and school-sponsored activities. needed, 911 will be called, and the Please contact your school nurse Anne Arundel County Public Schools parents notified. with any questions or concerns. and Anne Arundel County Depart- • The goal of the School Health Ser- ment of Health collaborate on a uni- vices team is to return students to School Security fied approach to support the Centers class as soon as possible. for Disease Control model of School All visitors must enter through the Health and Wellness. Together a Administering Medication main entrance of a school and report systematic approach is designed to con- To request that medication, prescrip- directly to the office before going to nect health (physical, emotional, and tion or over-the-counter, be adminis- any area of the school building or social) with learning. That connection tered to your child during the school grounds. All visitors are required to improves children’s health and their day at school, you must complete a Par- present a government issued photo ID capacity to learn through the sup- ent’s Request to Administer Medication (drivers license, passport, military ID, port of families, communities, and the at School form, which includes several etc.) to be scanned into our visitor ac- schools working together. Parents are stipulations and a signed order from a countability system. in a unique position to influence the physician. The term medication refers If you are picking your child up health of their children and they set Only parents, legal early from school for medical or dental the stage for health behaviors, provide appointments, you must sign the sign- reinforcement for such behavior, and guardians, and those on out log that is kept in all school offices. serve as emotional supports in the Only parents, legal guardians, and behavior change process. the emergency contact those on the emergency contact list Below are the components of the list may pick a child up may pick a child up from school. School Wellness Policy with activities in personnel will require photo identifica- AACPS as well as suggested activities from school. tion from anyone who comes to school that could be done at home. to pick up a child. Your cooperation

Find more online: School Health Services: www.aahealth.org/parentsguide Medication: www.aahealth.org/programs/children-services/school-health/meds 11

What we’re doing at school... How you can help at home...

Health Services Caring for students with acute and chronic health Attend routine well-visits with your child’s 410-222-6838 conditions. Providing first aid, administering medica- primary care physician. Contact the school nurse if tions, and teaching and promoting health education. your child has a health condition that could interfere with their education. Health Education Students in elementary, middle and high school fo- Parents can and should model healthy living, which 410-222-5460 cus on building health literacy skills. Health Literacy includes, but is not limited to, eating right, getting refers to the ability to obtain, interpret, and under- appropriate amounts of exercise, and avoiding the use stand basic health information and services which of tobacco and alcohol. can, in turn, be used to support the use of refusal skills, decision making skills and promote advocacy. Physical Education The undisputable evidence shows that the more active Exercise helps the body fight off simple illnesses; -in & Physical Activity students are, the better they perform academically. clude active play in your child’s schedule. Students 410-222-5460 Teachers integrate “Brain-Boost” activities into should be encouraged to include at least 60 minutes instruction and calling upon kinesthetic learning op- of moderate to vigorous physical activity a day as portunities to enhance student achievement. Students prescribed by the Center of Disease Control. receive at least 30 minutes of physical education twice a week in elementary schools, at least 50 minutes in middle schools, and must graduate with one full credit from high school. Physical All schools are using green cleaning products. Three Convert from standard to green cleaning products. Environment LEED silver schools will be opening over the next 410-439-5658 several years.

Nutrition Environment The first Friday of the month students have the -op Research shows frequent exposure to a new food & Services portunity to participate in “Tasting of the Rainbow” Increases a child’s acceptance of that food. Ask 410-222-5900 where they can sample a new fruit or vegetable your child about new foods they try at school and at lunch. Samples have included: mango, papaya, incorporate them into your meals at home. purple carrots, jicama, yellow tomatoes, orange cau- liflower, sugar snap peas and watermelon radishes. Employee Wellness AACPS believes that the healthy lifestyle of staff sets Focus on healthy eating and physical activity Go for 410-222-5221 a good example for students and ultimately enhances a walk or play a game with your children. Make sure the learning process. Many schools create wellness you and your children get enough sleep. activities for staff.

Counseling, Provide classroom lessons and small group Reach out to your child’s school counselor, school Psychological & Social Work, instruction about personal/social/emotional psychologist, school social worker, pupil personnel & Pupil Services skills and challenges and identify barriers to worker, or school nurse for resources and strategies 410-222-5282 school attendance. that you can use at home to support your child’s emotional and physical well-being. Family Engagement Encourage students in community service projects Families should take a walk in the neighborhood 410-222-5414 that encourage physical activity. or local park and use this opportunity to talk about healthy lifestyles with your children. Community Establish partnerships with community members, Ask questions and be active in your school and Involvement businesses, and organizations to support healthy community. By being active in your school and the 410-222-5414 initiatives for students and staff within the school community, you can be a change agent and make a and outside of the school building. difference.

School & Emotional Providing school wide programming to support Talk to your child about the events at school and Climate a positive school climate. Through the use of encourage their participation. A strong home- 410-222-3267 advisory lessons, cultural events, and whole school school connection can help foster healthy social initiatives, schools cultivate a safe and supportive and emotional development. learning environment for all students.

Emotional Wellness : www.aacps.org/crisisresources Wellness: www.aacps.org/wellness School security: www.aacps.org/safety

*[boe]—See Page 42 12 Beginning the School Year

Student Information School Closing Announcements Please do not call your It is important to keep the school up The school system’s website, Facebook child’s school or central to date on information related to your and Twitter pages, and AACPS-TV office to find out about child, including work and home tele- remain the best places to check for phone numbers, emergency contacts accurate, up-to-date information on closings and other and procedures for an unexpected school closings. early dismissal. If any of the informa- emergency-related tion changes during the course of the Code Red— All school offices and central offices schedule changes. school year, including those people with are closed. permission to pick up your child from Channel 36 on Verizon). Notices are school, please contact the school office Code Blue with Liberal Leave— also posted on the Twitter pages for all immediately. School personnel will re- Schools are closed for students and county schools. quire photo identification from anyone teachers. School office and Central In addition, announcements are who comes to school to pick up a child. Office employees may report to work up to two hours late. posted (and you may sign up for email Emergency Card Verification Report alerts) on the website School’s Out You will receive a Emergency Card No Announcement (www.schoolsout.com). Verification Report, containing infor- School hours are not being adjusted. Phone numbers used by the Connect- mation we have on file for your child. ED system are pulled from the district’s Read the information carefully, make student information system. Messages any necessary changes, and return the are also sent to email addresses on file. report to the school. It is critical to keep emergency contact A section of the Emergency Card Emergency Notification Card numbers and email addresses up to date Verification Report is to inform parents In order to inform the school of how to at your child’s school. about activities for which the school dismiss your child in the event of an The “Schools Today” and spot- system needs permission. Generally, emergency early dismissal, parents are light sections of the AACPS website, this section includes information about asked to complete the Emergency No- located at the top of the page, are the Youth Tobacco and Risk Survey, tification Card. Use this card to inform also where parents can find out about Release of Information to Military schools on how to dismiss your child situations such as cancellations of Recruiters, Use of Social Media, and a as well as who may pick up your child. after-school activities, bus delays, and Media Release. Detailed explanations School personnel will require photo single-school closures. of this section will be sent home along identification from anyone who comes to school to pick up a child. with the report. Specifically with re- Federal Parent-Pupil Survey gard to the media release section, dur- ing the school year, we receive many Emergency School Closings, Every year, at the end of September, the school system requests information on inquiries from various media outlets Early Dismissals, Late Openings each student in order to apply for fed- looking to do stories about our schools, & Special Operational Delays students, employees, and programs. eral funds under the Impact Aid Law. You can indicate whether you wish Changes to school schedules caused by While the results of the Parent/Pupil to allow your child to be interviewed, inclement weather or other emergency Survey forms provide approximately videotaped, or photographed for stories conditions are announced by voice and $2 million annually in revenues to the done by AACPS and outside media. text message through the Connect- school system in support of the instruc- Please note that this section includes ED automated telephone notification tional program, we know that addition- the use of your child’s name/photo- system; posted on the school system’s al funds would be available if we had a graph in honor rolls and other stories website (www.aacps.org), Facebook page higher student filing count. This would published in local media outlets, and (www.facebook.com/aacps), and Twitter greatly enhance our school system’s on social media and websites. page (@AACountySchools); and broad- quest to move from good to great. cast on major area radio and television The U.S. Department of Education stations, including AACPS-TV (Channel has requested a separate survey form 96 on Comcast and Broadstripe, and for each child and each survey form

Find more online: School closings: www.aacps.org (top of page) www.aacps.org/closings www.facebook.com/aacps www.schoolsout.com 13 must be signed and dated by the Par- Breakfast and Lunch • provides a record of all purchases. ent/Guardian. Multiple children may The breakfast meal includes: • allows for deposits on a weekly, not be claimed on a single form, even • a half pint of fat free or low fat milk. monthly, or yearly basis. if they are siblings. • 100% juice and/or fruit. Elementary Schools and Special All prepaid account balances remain Centers will distribute the Parent/Pu- • one or two servings of whole grain on the student’s account while the pil forms to the students with instruc- rich foods (bagel, cereal, or muffin, student is enrolled in Anne Arundel tions to have their Parents/Guardians just to name a few). County Public Schools. Money remains on the student ac- complete and return the survey to the The lunch meal includes: school on the next school day. count as they advance to a higher grade • a half pint of fat free or low fat milk. Secondary Schools, Home Teach- and/or transfer to a different school ing, Non-Public, and Infant/Toddler • multiple servings (up to two cups) in Anne Arundel County. Refunds for Program will distribute the forms to of fruits and vegetables. withdrawing and graduating students will be completed at the school café all students with instructions to have • one or more servings of whole grain (cash register) upon request. their Parents/Guardians complete rich foods. and return the survey by U.S. Mail to Balances that remain on account • one serving of a protein food Anne Arundel County Public Schools after withdrawal/graduation will be such as poultry, fish, beef, cheese, in the self-addressed, stamped enve- available for refunds up to one calen- or beans. lope provided. dar year after withdrawal/graduation. It may be necessary for a second Pre-Pay for Meals at School or Online After such time, all monies remaining mailing/distribution for those house- For your convenience, FNS offers the on account will revert back to AACPS holds that did not complete the survey. option of pre-paying for breakfast, lunch, in support of school breakfast and We hope this procedure will be ben- and a la carte purchases. Pre-payments lunch programs. eficial to all and will lead to increased may be made directly to the school caf- Creating a MyPaymentsPlus account: funding to the school system. eteria or via the MyPaymentsPlus Online Visit the website below and follow the Pre-Payment System. onscreen directions to register your School Meals At no cost, MyPaymentsPlus allows child using his/her student ID number families to: (available from your child’s school). The Division of Food & Nutrition • create a free, secured account. Contact the MyPaymentsPlus support Services (FNS) supports a healthy life- center at 877-237-0946 if you need ad- style for all students in Anne Arundel • check your child’s current ditional assistance. County Public Schools. To assist with account balance. student academic achievement, FNS • monitor the food and beverage Free & Reduced-Price Meals provides nutritious meals at affordable items your child purchases. Anne Arundel County Public Schools prices, in a safe, friendly, and attractive offers meals to students at full-price, re- • create settings to receive e-mail environment within a self-supporting duced-price, and at no cost, depending notifications when the account operation. All schools offer breakfast upon eligibility standards established reaches a low balance. and lunch daily. by the federal government. Confidenti- Breakfast is usually served 15 min- For a small MyPaymentsPlus program ality is always protected as all students utes prior to the start of the school day. fee per deposit, it also allows families to: access their accounts with a six-digit The time of lunch service is deter- • make a prepayment into your stu- student identification number. mined by the school principal. dent’s account using an electronic If you believe your child qualifies for Additional site specific programs check, credit card, or debit card at free or reduced-price meals, you are and services may also be available. www.MyPaymentsPlus.com or by encouraged to complete a Meal Benefit FNS provides students without calling 866-430-3907. Form and return it to your child’s lunch money a meal, charged to the school. To avoid any interruptions in • create settings to automatically students account. Repayment of this meal benefits while new applications replenish your child’s account when charged meal is due to the cafeteria. are being processed, student eligibil- it reaches a low balance. Phone calls to parents occur nightly ity is carried over temporarily from until payment is received. Pre-paying is encouraged as it: the previous school year until the new • increases speed of service to stu- application is processed in September. dents, allowing more time to eat. You will be notified when the applica- tion is approved or denied. • eliminates the need for students to carry money to school every day.

School Meals/Lunch Menus: www.aacps.org/nutrition Prepaying for school meals: www.MyPaymentsPlus.com 14

All children are treated the same regardless of ability to pay. No child will be discriminated against because During the School Year of race, sex, color, national origin, age, economic status, or disability.

How to Apply Attendance You may apply for free and reduced- Lawful Causes of Absence price meals any time during the To be successful, students need to • Death in family school year. attend school regularly. Parents can • Illness encourage proper attendance by en- Online: • Religious holiday suring that their child: Go to the online application at the web- • Court appearance site below. Once the online application • gets enough rest. • Suspension is submitted and validated, eligibility • eats a healthy breakfast. • State emergency status will be sent home. • has adequate time to get to school. • Hazardous weather conditions Paper Application: All schools use Blackboard Connect • Work approved or sponsored by the school Request a paper application from your (formerly Connect-ED), an automated • Lack of Authorized Transportation school. Return the completed applica- telephone notification system that phones the homes of absentees. (excluding students suspended tion to your child’s schools for process- from bus for disciplinary reasons) Beginning July 1, 2015, children ing. Once validated, eligibility status • A visit with a parent/guardian who will be sent home. must attend school until age of seven- is an active duty member of the teen and beginning July 1, 2017, man- uniformed services and has been datory attendance age will be eighteen. Student Accident Insurance called to duty for, is on leave from, or Currently all children who turn immediately returned from deploy- Anne Arundel County Public Schools five by September 1 must be enrolled ment to a combat zone or combat does not purchase blanket accidental in public or non-public kindergarten. support posting medical or dental insurance for sports, If you believe that your child is not school-sponsored or student activities developmentally ready for kinder- If your child is going to be out of while school is in session. However, garten, you may write a letter to the school for an extended time, you should AACPS has made arrangements with Superintendent requesting a one-year call the school immediately to make a private insurance carrier to offer ac- waiver. The local school system must plans for instruction. Students who are cident coverage to all enrolled students approve home instruction and be noti- out of school for an extended time may at a modest premium. Through this fied by parents of alternative kinder- receive home and hospital instruction. program parents or guardians have the garten decisions. Home and Hospital Teaching opportunity to purchase accident in- There are lawful reasons for ab- Home and hospital teaching ser- surance protection for their child. The sence from school. Whenever your vices are provided to a student who is Student Accident Insurance informa- child is absent, you must provide a temporarily unable to attend school tion that the student in your household note of explanation to the school with- for certified medical or emotional brings home at the beginning of the in three days of your child’s return to reasons. Home and hospital teaching school year will provide more details school. Absences due to illness in ex- is a short-term, itinerant instructional about this insurance. cess of five consecutive days require a service with specific guidelines. Home For further information contact the physician’s note. School counselors and and hospital teaching is provided to a Insurance and Safety Management pupil personnel workers are available student who is convalescing or receiv- Office at 410-222-5223. to assist families in situations where ing treatment at home, in a therapeutic students are having difficulty with center, or in a hospital for four weeks school attendance. or more. Requests must be submitted A student who is lawfully absent will to the school guidance office. be allowed to make up work within a reasonable number of days and will Children must attend receive credit for that work. A student who is illegally absent will be allowed to school until age 17. make up work. In certain cases, where extenuating circumstances exist, the Beginning July 1, 2017, principal may recommend awarding mandatory attendance credit for those assignments. age will be 18.

Find more online: School Meals Online Application: https://applyformeals.aacps.org/ Home/Hospital Teaching: www.aacps.org/hometeaching 15

Complaint Procedures [boe*] dered at Level I, or if the decision is not Custody rendered within ten school days, the Each school will accept and consider Noncustodial parents retain full student or parent/guardian will refer responsible individual and group parental rights relative to their child’s the complaint to the appropriate Re- complaints. A complaint is a claim that education unless these are limited by a gional Assistant Superintendent within there has been a violation or misappli- court document, or other legally binding ten school days. Such complaints and cation of a written provision of school document, which must be filed with the appropriate records will be forwarded policy, regulation, or law. If formal school. A child will be released to either through the principal’s office. The legal advice is deemed necessary by parent unless a court document limiting appropriate Regional Assistant Su- either party or if the case alleges a vio- parental rights is filed with the school. perintendent will render a decision in lation of law that may lead to litigation, writing within ten school days. the complaint will proceed immedi- Field Trips [boe*] ately to the Superintendent. Level III If the student or parent/guardian is Field trips are part of the instructional Informal Levels of Complaints not satisfied with the decision ren- program, providing experiences that A student or parent with a complaint dered at Level II, or if no decision is enrich classroom offerings. Students will first discuss the problem with the rendered within ten school days, the may go on field trips during the school person who made the decision which student or parent/guardian will refer year. Teachers often plan related is alleged to be in error. the complaint to the Associate Super- instructional activities before and after If the student or parent is not satis- intendent for School Performance. The the trip. No child will be denied the op- fied, or does not receive a decision with- Associate Superintendent for School portunity to attend a field trip because in ten school days, a conference should Performance will, within ten school of economic need. Students participat- be arranged between the student and/ days, render a written decision. ing on a trip during school hours are or the parent(s) (or legal guardian) and permitted to make up any school work Level IV the principal or principal’s designee. missed, and the students’ absence If the student or parent/guardian is The conference shall take place within from class for any approved field trip not satisfied with the decision ren- ten school days. should not be recorded as an absence dered at Level III, or if no decision is If the student or parent/guard- from school. Parents should be aware rendered within ten school days, the ian is dissatisfied with the decision that the Superintendent and Board of person will refer the complaint to rendered at the informal level, the Education may cancel field trips at any the Superintendent within ten school person may file a formal written time in the interest of student safety. complaint to the principal. days. The Associate Superintendent of Neither the Board, nor any member School Performance will forward all Fundraising [boe ]. of the administration or faculty, will complaints and appropriate records to * make reprisals affecting any party by the Superintendent. The Superinten- Fundraising projects by students or reason of participation in the com- dent will, within 10 school days, render parents must be planned in advance plaint procedure. a written decision. and be approved by the principal. The decision of the principal will be based Formal Levels of Complaints Level V If the student or parent/guardian is on three factors — the educational Level I dissatisfied with the decision rendered value for students, the benefits for stu- If the student or parent/guardian is at Level IV, or if no decision is rendered dents, and the safety of students. dissatisfied with the decision reached within 15 school days, the person will at the informal level of the complaint refer the complaint to the Board within Home Communications procedure, the student or parent/ 30 calendar days. guardian will, within ten school days A new policy adopted by the Board of of the decision, file a formal written Making a Formal Complaint Education on June 19, 2013, limits the complaint to the principal, indicating 1. Put your complaint in writing. number of agencies and organizations the specific regulation, policy, or law Before a problem can be solved, it from which material can be sent home violated. The principal, upon receipt, must be expressed in words so that with students. The policy allows only will meet with the student or parent/ it can be understood. flyers and other material from Anne Arundel County Public Schools; federal, guardian, and render a written report, 2. If you feel you have exhausted all state, and local governments; PTAs, including specific recommendations, other avenues open to you without PTOs, etc., operating within AACPS; within ten school days. finding a satisfactory solution, file clubs directly affiliated with AACPS; and your written complaint with the Level II the 21st Century Education Foundation. school’s principal. If the student or parent/guardian is Material from other Anne Arundel not satisfied with the decision ren- County groups, such as for-profit busi-

Home/Hospital Teaching: www.aacps.org/hometeaching

*[boe]—See Page 42 16 nesses, recreation sports teams, dance applications are scheduled when chil- If you desire to be on this separate schools, etc., may now be displayed on a dren are not in the immediate vicinity list, please check the appropriate box table, rack, or other suitable area desig- and when weather and wind condi- regarding pesticide notificationon your nated by the school but not sent home tions (<10 mph) permit. child’s Emergency Card Verification Re- with students. Parents should note port and return it to your child’s school. Universal Written Notifications the materials placed in these areas are Copies of the Material Safety Data AACPS goes beyond its legal mandate neither sponsored by, endorsed by, nor Sheet, labels for any pesticide being and will provide written universal the result of any other affiliation with, applied, pesticide application records, notification to all parents or guard- AACPS. Materials that are defamatory, IPM inspection records and/or answers ians of children and staff members in obscene, lewd, encourage criminal to specific questions regarding the Inte- elementary schools and also in middle behavior, or are not age-appropriate will grated Pest Management Program may and high schools, whenever chemical not be displayed in these areas. How- be obtained by contacting the Facilities pesticides are to be applied in school ever, parents should be aware that court Operations Office at,9034 Fort Small- buildings or on school property. This decisions interpret broadly the content wood Road, Pasadena, MD, 21122 or by information will be posted on a central- acceptable to be displayed in these areas. calling 410-360-0138. ly located pesticide information board. That material, in some instances, may Notifications will be in accordance with include religious material. Maryland law and, except for emer- Reducing Energy Use gencies, will include a minimum of 24 Anne Arundel County Public Schools Pest Management hours advance notice, and will include has an agreement at 50 schools with the location of the area(s) to be treated, EnerNOC, Inc. Energy Demand Reduc- Integrated Pest Management (IPM) date and time, the chemical name, and tion program (EDR) to help stabilize the Program potential health effect(s). Please note electric grid when energy demands Anne Arundel County Public Schools that exterior applications must include are greatest. Our agreement requires was the fourth school system in the an anticipated timeline rather than an us to reduce the energy load in certain country to achieve IPM STAR certi- exact date as wind and weather condi- schools with high energy usage when fication. The IPM Institute of North tions must be factored into the applica- high energy demands/brownouts are America, Inc. recognizes AACPS for its tion schedules. All treatment sites will imminent within the mid-Atlantic standout comprehensive school pest be posted prior to applications. region. On non-holiday weekdays from management program. Anne Arundel A listing of the common chemical June 1 through September 30, these County Public Schools manages pests pesticides that might be applied in schools may be asked to curtail energy (animals, plants, or microorganisms) AACPS school buildings or on school usage from 12:00 p.m. to 8:00 p.m. by which may interfere with human use of grounds can be found at the webpage turning off the HVAC and reducing the school site, cause loss or damage to below. Those parents, guardians or unnecessary lighting for a minimum school structures or property, or dimin- staff members that do not have access of one hour to a maximum of six hours. ish the quality of life for students, staff, to the internet, or email, and wish to For information call the Energy Conser- and others. To deal with most pest issues, receive the common chemical pesti- vation Office at 410-439-8031. the school system utilizes Integrated cide listing via non-electronic formats, Pest Management. This is a program for may do so by contacting the Integrated School Improvement Process controlling pests that stresses occupant Pest Management Division for a paper education, zone monitoring and estab- copy of the listing. All public schools in Maryland are striv- lishing action thresholds, improved sani- ing to meet the standards established by Bait Stations tation, structural controls and repairs, the Bridge to Excellence in Public Schools When bait stations are necessary, a and universal notification to all parents, Act and the No Child Left Behind Act. sign or notice will be posted on the teachers, and staff. Chemical pesticides Each school in Anne Arundel Coun- door of the room or at the primary are used as a last resort in this effort ty has a School Improvement Plan (SIP) entrance to the treatment area. and are selected by the least hazardous that is developed and modified regu- material capable of controlling the pest. Notification Lists— larly by the School Improvement Team Licensed pesticide applicators are Middle and High School Only (SIT), consisting of teachers, adminis- utilized whenever pesticides are ap- In conjunction with the above de- trators, other school staff, parents, and plied. Applications made inside schools scribed universal written notification at the high school level, students. The are scheduled when classrooms are procedures, Maryland law allows SIP identifies school needs, and lists vacant. Pesticides applied on school parents and guardians of children and specific efforts that will be undertaken athletic grounds will be applied as field staff in middle and high schools the to reach the AACPS goal to elevate all use schedules, weather, and wind con- opportunity to be placed on a separate students and eliminate all gaps. ditions (<10 mph) permit. Other outside pesticide application notification list.

Find more online: Pesticides: www.aacps.org/schools/info MD School Report Card: www.mdreportcard.org/rschool.aspx?K=02AAAA 17

Under Board policies Schools also will be able to use • Collaborate with community part- approved sites to communicate with ners to create additional opportuni- & regulations, parental parents and students under certain ties to support school initiatives and acknowledgment and conditions also spelled out in the poli- increase parent involvement cies and regulations. • Generate awareness of county-wide consent are required and Office of Equity and Acceler- before any AACPS Student Equity ated Student Achievement initia- The Office of Equity and Accelerated tives, facilitate discussion, provide student can view or Student Achievement (OEASA) provides resources, and recognize the efforts access social media multiple levels of support, empowers of schools via the OEASA Twitter schools, families, and the greater com- account and other public venues sites for instructional munity to achieve our collective goal: purposes on school Elevate All Students, Eliminate All Gaps. Student Records [boe*] We promote achievement for ALL As a parent or guardian of a minor, you system devices. students using a three-tiered approach have the right to review and inspect in which we: support schools in devel- your child’s education records. If you Social Media [boe*] oping and maintaining a responsive, wish to review your child’s education equitable school culture; facilitate the On April 17, 2013, the Board of Educa- records, you should make an appoint- implementation of engaging, relevant, tion approved two policies and two Ad- ment with your child’s administrator research-based, differentiated instruc- ministrative Regulations regarding the or school counselor. If you have con- tion; and provide enrichment opportu- use of social media by employees and cerns about the content or accuracy of nities for all students. Our mission is students for instructional purposes in the education records, please contact to serve and support students, schools, Anne Arundel County Public Schools. your school principal. You may request and families in a manner that is posi- The policies and regulations define copies of materials from the student tive, purposeful, and proactive. a “social media site” as “any online or records officefor a fee of $.25 per Internet based platform that allows inter- Our Vision… page. The first high school transcript active communication between persons or By collaborating with administra- shall be provided at a cost of $2.00 entities on social networks, blogs, websites, tors and teachers to develop effective, each when available through the high application software, Internet forums, culturally responsive instruction, sup- school counseling office. and wikis.” Other sites, such as Edmodo porting families, and forming positive Release of Student Information and Schoolnetworks.com, are currently partnerships with various community The federal No Child Left Behind Act being utilized by AACPS. organizations, we will Elevate All Stu- requires high schools to provide to Under the policies and regulations, dents, Eliminate All Gaps. military recruiters, upon request, ac- parental acknowledgment and con- Our Objectives… cess to names, addresses, and phone sent are required before any AACPS numbers of high school students un- • Provide specific site-based support student can access social media sites less it is requested that the information and resources that are tailored to for instructional purposes on school not be released to military recruiters the unique needs and culture of system devices. Students who do not using the form available. Similarly, each school have parental approval will be given Board policy also requires schools to alternate instructional activities dur- • Facilitate professional development release information to colleges or other ing times when social media is being for Equity Liaisons designed to higher education institutions upon accessed by students on school system offer concrete strategies to create request. If you do not want AACPS devices for instruction. a positive, responsive culture and to disclose this information to either A list of approved sites for students improve the quality of instruction military recruiters or higher education to access will be reviewed at least an- • Facilitate professional development institutions without your prior written nually, differentiated by school levels, to support both new and experi- consent, please complete the “Opt-Out and published on the AACPS website. enced administrators in building Form” available at high schools or on The consent form is contained on the leadership capacity within them- the Emergency Card Verification Report. Emergency Card Verification Report. selves and their staffs Permission to grant access to social Access to Official Student Records media through this format does not • Share resources and research-based Your rights under the Family Educational extend to student use of personal elec- best practices to all AACPS employ- Rights and Privacy Act (FERPA) and tronic devices. ees via our professional develop- state and local policies and regulations ment and our Blackboard Site regarding access to, confidentiality, and release of these student records.

Social Media: www.aacps.org/socialmedia.pdf Student Equity & the OCR Agreement: www.aacpsschools.org/oeasa

*[boe]—See Page 42 18

A student record is maintained for record is not amended as requested every student who is attending or has Directory Information by the parent or eligible student, the attended the Anne Arundel County parent or eligible student will be noti- Under school system regulations, Public Schools. Records may be main- directory information includes: fied of the decision and advised of his/ tained in the student’s school or by her right to a hearing regarding the school staff who provide services to • name and address request for amendment. Additional the student. These records are con- • date/place of birth information regarding the hearing fidential. Parents or eligible students • major field of study procedures will be provided to the par- have the right to consent to disclosure • weight/height ent or eligible student at that time. of any personally confidential infor- • dates of attendance Directory Information mation contained in them. • degrees/awards received • honor roll selection Please note that each student record One exception which permits • current school contains personally identifiable infor- disclosure without consent is disclo- • photographs mation about the student, including sure to school officials with legitimate • most recent previously directory information. educational interests. A school official attended school Directory information may be is a person employed by the school • participation in officially disclosed without consent. In addition, system as an administrator, supervisor, recognized activities and sports AACPS is authorized to release student instructor, or support staff member directories to certain entities, such as (including health or medical staff and military recruitment or institutions of law enforcement unit personnel); a record within 45 days of the day the higher education. person serving on the Board of Educa- school or school system receives a However, parents of eligible stu- tion; a person or company with whom request. Parents or eligible students dents have the right to refuse to permit the school system has contracted to should submit a written request to any or all of the above categories of perform a special task (such as an at- the school principal or other designee information to be included as directory torney, auditor, medical consultant, or identifying the record(s) they wish to information in the student record. This therapist); or a parent or student serv- inspect. The principal or designee will request must be made in writing to the ing on an official committee, such as make arrangements for access and school’s principal. To request the with- a disciplinary or grievance committee, notify the parent or eligible student of holding of directory information, go to or assisting another school official in the time and place where the records www.aacps.org/optout, complete the performing his or her tasks. A school may be inspected. Parents may also form, and return it to the principal at official has a legitimate educational request a copy of the student’s record. your child’s school. If you do not have interest if the official needs to review A pre-determined per-copy cost and Internet access, a form can be obtained an education record in order to fulfill any necessary postage will be charged from your child’s school. his or her professional responsibility. unless such a fee would preclude Resolving Issues The complete student record will the parent from having access to the The school may attempt to resolve any be sent, upon request, when a student record. In the absence of a legal docu- other issue regarding records with transfers to another school, public or ment stating otherwise, either parent an informal meeting. If a mutually- private. Schools are required to keep a of a student has the same rights as the agreeable solution is not reached, the list of every person obtaining informa- other concerning access to the stu- parent or eligible student has the right tion from a student record other than dent’s records. to a formal hearing. A written request those specifically authorized in Anne Parents or eligible students may for such a hearing must be addressed Arundel County Public Schools. Ques- also ask school officials to amend a to the principal. The hearing shall tions regarding types and locations of record that they believe is inaccurate be held within 15 working days of records maintained should be directed or misleading or in some other way the receipt of the written request. to the principal of the student’s school. violates the student’s rights or privacy. Parents may file complaints with the Parents (custodial or non-custodial), They should write the school principal, U.S. Department of Education, Family guardians, and other authorized rep- clearly identify the part of the record Education Rights and Privacy (FERPA) resentatives of the parent or student they want changed, and specify why Office at 400 Maryland Avenue SW, (“parents”), or eligible students have the it is inaccurate or misleading. If the right to inspect and review the student Washington, DC 20202. Parents of eligible students have the right to refuse to permit any or all of the designated categories of information to be included as directory information in the student record.

Find more online: Withholding Student Information: www.aacps.org/optout 19

For More Information Students shall: • plagiarize online content. Parents desiring more detailed infor- • use only their individually assigned • use or import offensive, obscene, mation should refer to Administrative user accounts and passwords. libelous, disruptive, or inflammatory Regulation JH-RA, which is available • use the provided school network language, pictures, or other material for review at the school. If you have account in an ethical, responsible, on any AACPS computer or network. any questions concerning this mat- and legal manner for school-related • use electronic resources in such a ter, or wish to have this information tasks only. way that it interrupts instruction. translated into a primary language other than English, please contact the • communicate with others using • remove or damage computer principal of the school in which your appropriate language in a courteous components. son or daughter is enrolled. and respectful manner. • have unauthorized access to • maintain the privacy of their per- computers or software to willfully Students & Technology [boe*] sonal information, such as name, tamper with or destroy data. address, phone number, account Acceptable Internet Use • use electronic resources for com- passwords, social security num- Your son or daughter will have the mercial, personal purchasing, or bers, and respect the same privacy opportunity to use the Anne Arundel illegal purposes. of others. County Public Schools’ network, which • use electronic resources and equip- includes access to the Internet. The Students shall not: ment in any other manner that Internet is a world-wide telecommu- • use electronic resources to bully, would violate AACPS Board policy. nications network with almost limit- harass, intimidate, threaten, or • share user account information or less instructional resources available in any way harm the safety and passwords with others or, use the for teacher and student use. Anne welfare of others. user accounts and passwords as- Arundel County Public Schools has • attempt to override or bypass se- signed to others. implemented a content-filtering system curity or restrictions on computers, Consequences for violations of the to ensure that students access infor- networks, and/or Internet access. mation consistent with the goals of our Technology Resource Use Policy are instructional program. The filtering • use any network account for non- addressed In the Code of Student Con- system is effective in blocking ac- school related activities. duct (Computer Misuse). cess to inappropriate content such as • conduct unauthorized copying of pornography, violence, and terrorist software, download or copy files sites. Your student is responsible for without permission, or install soft- appropriate behavior while using the ware on computers. school’s computer network. Teachers actively monitor student activities while online for appropriateness. Anne Arundel County Public Schools is committed to providing safe and quality instructional opportunities for all students. The use of the Inter- net is an integral component of the overall instructional program. Please take a few moments to discuss with your child the importance of using this resource responsibly.

Internet Safety: www.aacps.org/html/press/safeinternet.asp

*[boe]—See Page 42 20 Academics College & Career Readiness, Grading, Credit, Homework, Report Cards, etc.

College & Career Readiness signments (for example; tests, quiz- Grade Codes for PreK–K zes, homework and projects) and the The Great Eight: Essential Guideposts for CD—Consistently Demonstrates Skills/ consequences of work submitted after the Journey to Greatness is a resource to Behaviors Independently the due date; the frequency and types help parents make decisions along the The student exhibits the skills of assessments; the teacher’s availability pathway from grades K–12 to ensure independently with minimal for reteaching and reassessment; the teacher intervention. their child is ready for college and/ types of assessments which do and do or a career. Each guidepost is aligned PR—Progressing in Development of not qualify for reassessment; the pro- to the Anne Arundel County Public Skills/Behaviors with Teacher cedures parents can use to contact the Guidance and Support Schools strategic plan and promotes teacher for missed and late assignments The student exhibits the the development of a strong founda- and the process for obtaining make-up skills with teacher guidance tion for student success in college or in work; and the means by which par- and support. a technical skill career. ents shall receive student progress and ND—Needs Development Since the guideposts are more grades; and additional information for The student has exhibited strenuous than the requirements for parents and students. the skills in isolated or rare graduation from high school, starting instances, or with a great deal Because parents are partners in the early allows parents to plan for the nu- of support. The performance education of their children, communi- merous pathways to graduation while is inconsistent and below the cation between teachers and parents accommodating the various learning normal range of expectancy for is vital to student success. Written styles of individual students. It’s never a student at that grade level. notes, telephone conversations, email too late to reach one of the Great 8! messages, the online parent portal, Grade Codes for Grade 1 and face-to-face conferences are all Grading—Overview [boe*] excellent means of maintaining timely, CD—Consistently Demonstrates Skill (100%–87%) The 2012–2013 Grading Regulation appropriate, and open communication PR—Progressing in the Development reflects changes to provide consistency with parents. Teachers shall evaluate student prog- of the Skill among schools, teachers, and through- (86%–73%) out the system; and to more clearly ress to determine the degree of mastery EM— Emerging (72%–60%) define how schools will work with stu- of course content, skills, and standards. A grade, code, or percentage shall reflect The student exhibits the skill dents to increase academic achievement with consistent teacher assis- and mastery of content. Most notably, student achievement and progress tance and support. the changes include an explanation for toward meeting course expectations. Teachers and schools shall maintain ND—Needs Development an opportunity for students to improve (below 60%) a score on a qualifying assessment, records of student progress. It is ex- activity, or assignment; provide for a pected that teachers shall enter graded Reading Level Codes minimum grade for an assignment for student work into their electronic grade which a student made a good faith ef- book and return that work to students for Grades 1-5 fort; and includes a penalty for submit- within a week of it being submitted to 3 — Above Grade Level ting work after the due date. the teacher. However, it is recognized 2 — On Grade Level that to provide meaningful feedback to 1 — Below Grade Level Expectations and Communication students on certain projects or lengthy At the beginning of a grade or course of papers teachers may not be able to read/ study, teachers shall provide to students Letter Grades for Grades 2–5 review and post the grade within a A letter grade for the marking and make available to parents a written week’s time. In such cases the teacher period shall be established using course outline, syllabus, or overview of will communicate with students and the following scale: grade/course expectations detailing the parents as to when these assignments A = 100% - 90% (Excellent) content, skills, and standards students will be graded and returned. B = 89% - 80% (Good) are expected to master; the grading/ School staff shall report student C = 79% - 70% (Average) processes to be applied consistently, progress to students and parents on a D = 69% - 60% (Below Average) including information regarding the regular basis. Teachers shall complete E = Below 60% (Unsatisfactory) weighting of various types of as- quarterly interim reports and/or NG = No Grade

Find more online: Grading Policy: www.aacps.org/grading College & Career Readiness: www.aacps.org/great8 21 comment sheets only for students Social Studies and Science. Each entry Single marking period courses making unsatisfactory progress. shall be dated and a notation of the shall receive a final percentage grade Report cards will be issued four times activity observed, evaluation, and/or equivalent to the percentage grade during the school year. The dates of task shall be included in the record. earned during that marking period. distribution will be printed in the In grades 2–5 in elementary school, The percentage and the letter grade official Anne Arundel County Public report cards shall indicate student shall appear on the report card as the Schools calendar. achievement by a letter grade for final course grade. Reading, Writing, Math, Science and In eighth grade, students shall take Grading — Elementary School Social Studies. Each letter grade on the comprehensive final examinations in report card shall be based upon a com- Language Arts/Reading, Mathemat- Grades or codes are given to elemen- pilation of the grades recorded during ics, Science, Social Studies, and World tary students to document progress the marking period. Languages at the end of each semes- toward and mastery of skills, con- In grades 2–5 in elementary school, ter. Examinations shall account for cepts, and standards. Guided practice, grading codes shall be given for: Art, 10% of the second and fourth marking assigned before mastery is expected, Media, Music, Physical Education, period grades. shall not be graded. Expected Student Behaviors, Chorus, Credit Classes Grades shall be weighted differently and Instrumental Music. Report cards Any middle school student taking a according to the nature and complexity shall indicate consistently demonstrates, high school course prior to entering of the assignment, assessment, or ac- progressing in the development of skill, high school shall receive credit if the tivity. Assignments completed at home emerging in the development of the skill, student passes the course and passes shall not be given as much weight as and needs development. the Final Exam. With regard to Algebra those completed at school. Each grading code on the report I, the student must pass the final exam card shall be representative of a stu- Prekindergarten and Kindergarten or the PARCC Algebra I Assessment. dent’s performance over time rather Prekindergarten and kindergarten Credit shall be awarded upon than the student’s performance on a Progress Reports are used to report entering ninth grade. The grade for single task. student progress to parents. When the course shall be calculated into the completing the Progress Report, a student’s high school GPA in the same teacher shall use grade codes to Grading — Middle School manner as other high school courses, indicate consistently demonstrates, Grades are given to middle school including courses with weighted grades. progressing, and needs development students to document progress toward for each item observed. Transfer Students and mastery of course content, skills, Students transferring from a public Grade 1 and standards. school, an MSDE approved nonpublic In Grade 1, all teachers shall keep a Teachers shall use points to evaluate school (grades 6–12 or grades K–12), or record of each student’s performance individual assignments. The marking from an out-of-state nonpublic school in each area of the report card. These period grades, based upon the final (credits accepted by the state’s public entries shall be representative of the percentage of points earned divided by high schools) will be awarded course student’s performance over time possible points, shall be calculated to credits and grades based upon the rather than the student’s performance the tenths place and then rounded to student transcript from that educa- on a single task. a whole number (.5 and higher rounds tional setting. In Grade 1, report cards shall indi- up), and shall appear on the report card. Students enrolling from an MSDE cate consistently demonstrates, pro- Final middle school grades shall non-approved nonpublic school gressing in the development of the skill, be determined by the duration of the (church exempt) or a home school emerging in the development of the course. Yearlong courses shall receive program (including online, correspon- skill or needs development for specific a final percentage grade determined dence, virtual, and distance learning skills in reading, writing, math, sci- by the average of the four marking high schools) will be awarded credits ence, social studies, art, media, music, period grades. The percentage and the based on an evaluation of documenta- physical education, and expected letter grade shall appear on the report tion (transcripts, report cards, cur- student behaviors. card as the final course grade. Single riculum content, etc.). A Plan of Action semester courses shall receive a final Grades 2–5 recommendation will be developed by percentage grade determined by the For Grades 2, 3, 4, and 5, the teacher the High School Transfer Liaison. This average of the two marking period shall make an entry every five to eight Plan of Action may require that the grades. The percentage and the letter school days as an assessment of the student test for credit to determine grade shall appear on the report card student’s performance for each indica- course proficiency or to be enrolled in as the final course grade. tor in Reading, Writing, Mathematics, and to complete successfully a sequen-

*[boe]—See Page 42 22 tial course. Elective course credit will Students who receive an “I” shall com- be determined through documentation Middle & High School Grading plete makeup work within two weeks without assessment. beyond the end of a marking period or Calculating Grades Students enrolling from an MSDE a reasonable amount of time as deter- Course and marking period grades approved middle school (K–8), from mined by the teacher and principal in are based on the following scale: an MSDE non-approved nonpub- order to receive credit for a course. lic school (church exempt), or from 100% – 90% = A If a teacher believes a student has a home school program (including 89% – 80% = B stopped working during any grading online, correspondence, virtual, and 79% – 70% = C period, the student’s record shall be distance learning high schools), may be 69% – 60% = D thoroughly evaluated to determine awarded credit for Algebra I, Geometry, Below 60% = E whether a passing grade will be given. World Language I, and World Lan- There must be thorough documentation, guage II after successfully testing for evidence of opportunity for parental credit. Course credits will receive an “S” Weighted Grading for input, and approval by the principal to (Satisfactory) grade without an impact Honors, Advanced Placement, override a numerical average. on the GPA. Post AP, and International Baccalaureate Classes Academic Dishonesty A student who exhibits academic dis- Grading — Middle & High School AP, Post-AP, honesty, as determined by the teacher Unweighted Honors IB Teachers shall help prepare students and administrator, shall receive a zero for college and careers by providing A 4.0 4.5 5.0 on the particular assessment/assign- ment in question. Violations of the opportunities for cooperative learn- B 3.0 3.5 4.0 ing. However, teachers shall provide Academic Integrity Policy and Regula- an individual grade for each student’s C 2.0 2.5 3.0 tion may result in disciplinary action. Consequences for violations may vary work when the student is performing D 1.0 1.0 1.0 in a cooperative setting. according to the severity of the viola- Students shall have one additional E 0 0 0 tion and shall follow the progressive opportunity to improve their score on interventions and discipline as out- a qualifying assessment, activity, or as- The additional quality point will be lined in the Student Code of Conduct. signment which demonstrates knowl- awarded to students in Advanced edge of course content, skills, and stan- Placement, Post AP, and International Grading — High School dards. To qualify, students must have Baccalaureate courses who earn The marking period grades, based completed and submitted the original grades of A, B, or C. upon the final percentage of points assessment, activity, or assessment by earned divided by possible points, shall the due date and must have participat- Teachers shall assign a minimum be calculated to the tenths place and ed in the teacher-facilitated reteaching grade of 50% to assignments or assess- then rounded to a whole number (.5 (before, during, or after school) within ments for which the student made a and higher rounds up). five school days following the return of good faith effort, as determined by High school course final grades the original graded work. Within ten the teacher, to meet the basic require- shall be determined by averaging school days of receiving the returned ments. If a student does no work on an three percentage grades. Each of original graded work, students must assignment or assessment, the teacher the two marking period grades of a complete and submit the new assess- shall assign a grade of zero. semester shall equal 40%, and the ment, activity, or assignment. The semester exam shall equal 20% of the higher grade shall be the grade of re- Late Assignments final semester average. cord. Work that may not be reassessed All assignments shall have a due date. The percentage grade for each includes that which is identified on the Assignments submitted after the due marking period shall appear on the course syllabus (as agreed to by content date shall be penalized on a sliding report card. The percentage grade for teams and approved by administration), scale basis, as described in the syllabus high school semester final exams shall final research reports and projects that or course outline, and determined by appear on the report card. The final culminate a unit of study, or final se- the course content team in advance. grade for each semester in high school mester or marking period exams (with The outside date for late work to be shall appear on the report card as both the exception of those taken in courses submitted shall be five school days a percentage and a letter. Only final for high school credit). from the original due date. letter grades shall appear on student A student with lawful absences near transcripts. or at the end of a grading period may receive a temporary “I” (Incomplete).

Find more online: Grading Policy: www.aacps.org/grading 23

Any middle school student receiv- semester and will be teacher- the home teacher, will be factored ing the grade “NG” (no grade) for a made, teacher-selected, or county- into the marking period grade or marking period shall not have the mandated. Course requirements semester grade, proportionate to the grade calculated into the semester av- include the completion of a final amount of time spent in class and erage. Any high school student receiv- examination/alternative assessment on home teaching. ing “NG” on a final exam shall not have in each course; however, the final the grade calculated into the semester examination or alternative assess- Homework [boe*] average. The “NG” grade shall not be ment shall be waived at the elec- included in any semester calculation tion of a student should he or she Homework is an important and re- for Honor Roll, GPA, or eligibility. take the Advanced Placement (AP) quired component for student achieve- Some courses such as work-based or International Baccalaureate (IB) ment. A teacher’s evaluation of and learning, independent study, special examination in the same course. In feedback regarding homework shall be inclusion classes, and alternative credit that event, the final grade shall be reflected in the grade or the code giv- programs, etc., produce a grade of “S” determined by the average of third en. Students are expected to dedicate (satisfactory) or “U” (unsatisfactory). and fourth marking period grades focused time outside of school hours toward the completion of homework. The grade is recorded on the transcript [boe*]. The principal may deny credit as “S” or “U”. An “S” earns credit; a “U” for those courses in which course Parents shall not be expected to play does not. For calculation purposes requirements are not completed. a “formal teaching role” in homework. when an “S” or “U” grade is used, there Parents can, however, support this as- • Students unable to take a final exam pect of their children’s education by es- are no quality points issued; therefore, due to an emergency situation may, there is no credit attempted factored tablishing regular times for homework with the approval of the principal, completion and identifying specific into the GPA calculation. be permitted to take a make-up Any course a student repeats for places in the home where students can exam. In extenuating circumstances work with minimum distractions. grade improvement or to build pre- and solely at the discretion of the requisite skills, and for which credit Teachers shall provide feedback for principal, a waiver to the final exam the homework assigned. Some home- has been previously granted, cannot may be considered. receive credit again. The highest grade work assignments may be evaluated earned for a repeated course shall • High schools will schedule two for completeness, while others may be calculated into the GPA. For the exams on each designated day, and be evaluated for accuracy. Teach- purposes of cumulative Grade Point students will be dismissed approxi- ers shall maintain precise records Average calculation, only those courses mately two hours early on exam to document the grades earned for appearing on the transcript shall be days. Teachers will use the two homework assignments. factored into the calculation. hours of additional planning time to In elementary school, homework is grade the exams. reflected in the code given for expect- Earning Credit • For seniors during the second ed student behaviors. • Final examinations are comprehen- semester (spring), teachers in all Middle school and high school sive evaluations for the semester. subjects will give written exams courses differ in design and content. Final examinations are two hours designed to be one regular class pe- Homework shall be assigned and in length with the exception of final riod in length. Practicum exercises evaluated in Language Arts/English, exams for second semester seniors, are not to be part of the exam. The Mathematics, Science, Social Studies which are one class period in length. teacher has the discretion to include and World and Classical Languages Final examinations will include a va- an essay for second semester senior courses. Homework grades shall riety of question types, including at exams. count no less than 10% and no more least one essay question. On the sec- than 15% of the grade for the marking • Summer and evening high school ond semester final examination for period, as determined by the content grades for students enrolled in a seniors, the inclusion of an essay will team and reflected in the course sylla- regular day school program will be be at the discretion of the teacher. bus. In all other middle school courses, transferred and calculated into the homework shall be assigned at the • Teachers will design assessments student’s GPA. and other means of evaluation so teacher’s discretion. • All county high schools will award that teachers, students, and parents credit based upon the established will be able to determine the extent policies and regulations of Anne to which the course objectives for Arundel County Public Schools. the grading period are being met. The evaluation will be a compre- • Grades earned by students for hensive examination or alternative course work completed while on assessment, as appropriate, for the home teaching, as determined by Earning College Credit: www.aacps.org/html/studt/ecap.asp Homework Help: www.aacpl.net/homework

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High School Honor Roll last name, grade and most importantly Time Guidelines for Homework The Honor Roll consists of students your ParentCONNECTxp User ID. Enter who have a weighted GPA of 3.0 or your child’s school name in the email PreK–Kindergarten greater and have no grades of “D,” “E,” subject line. Your child will be added to 20 minutes per night, your active account and a confirmation two to three times per week “I,” or “U” during a marking period. email will be sent to the email address Grades 1–2 ParentCONNECTxp on file in the system. While you will be 30 minutes per night, able to login immediately, please give three to four times per week Anne Arundel County Public Schools the system 24 hours to update before Grades 3–5 offers an easy-to-use secure website expecting data to be available. 45 minutes per night, that allows parents/legal guardians in three to four times per week grades 1 – 12 to engage in their child’s Accessing ParentCONNECTxp Generally, you can expect for new ac- Grades 6–8 academic success. ParentCONNECTxp counts to be active 24 to 48 hours after 60 minutes per night, supplements, not replaces, existing four to five times per week tools that currently support commu- you have submitted your new registra- nication between you, your child’s tion request. You will receive an email Grades 9–12 notification with your user name and 90 minutes per night, teacher(s) and the school. ParentCON- password. It is recommended that you four to five times per week NECTxp provides parents with the range of useful information. Parent- change your password immediately. Advanced Courses CONNECTxp is accessible 24 hours a Using ParentCONNECTxp Courses identified as Honors, Ad- day, seven days a week, after you have Parents/guardians can access the Par- vanced Placement, International registered and received your password Baccalaureate Diploma Programme, ent Guide to Using ParentCONNECTxp Post AP, and Advanced Programs of and user ID. ParentCONNECTxp can (in English and Spanish) from the Choice may require additional time be accessed from any computer with AACPS website. commitments. Internet access. (Please be aware that Expectations may include pre- the site may be down from time to Parent/Teacher Conferences course assignments which may count time for maintenance.) as a homework grade toward the November 23 & 24, 2015 marking period grade. Establishing an Account See school calendar for additional dates Any person who has legal rights to For parents, the conference provides view his/her child’s school records an opportunity to: Honor Roll [boe*] is eligible to receive a user account. • get to know your child’s teacher(s). The honor roll is published each grad- Generally, parents have one household ing period. Anne Arundel County account however more than one par- • learn about the school Honor Roll certificates are awarded to ent can obtain a user account. and curriculum. students at the end of the semester or Parents New to ParentCONNECTxp • discuss your child’s at the end of the school year, which- Parents who do not have an account strengths and weaknesses. ever is appropriate. can complete the on-line registra- • work with the school in setting Superintendent’s Honor Roll tion form by clicking on the Request goals and plans. Account button. Your school will The Superintendent’s Honor Roll • share with the teacher what verify the information to what is in the consists of students whose grades for the school can do to improve student information system. Once the both marking periods and semester your child’s program. examinations are all “As” or “Ss” for an information is verified, you will receive • learn ways you can support entire semester. your ParentCONNECTxp user name and password via email. New accounts your child. Principal’s Honor Roll will become active 24 to 48 hours after • communicate your concerns The Principal’s Honor Roll consists of submitting the request. If the infor- to the school. students who receive all “As” or “Ss” in mation submitted does not match the a marking period. school’s records, you will be contacted Report Cards Middle School Honor Roll by the school with further instructions. The report card is one method of com- The Honor Roll consists of students Adding Additional Children who make all “As,” “Bs,” and “Ss” dur- munication between home and school to an Active Account ing a marking period. Those receiving regarding a student’s academic perfor- Your student(s) can be added to your one “C” are included, provided there mance. Report cards are issued four existing PCxp account. Send an email is at least one offsetting “A” for that times a year at the end of each mark- to [email protected] with the marking period. ing period. following information: Child’s first and

Find more online: ParentCONNECTxp: www.aacps.org/parentconnectxp 25

Interim reports are also sent home ate behaviors by teaching, guiding, at the end of the fifth week of each Service Learning directing, and providing opportunities nine-week marking period. Second- Graduation Requirements for new learning to occur. We create ary teachers are required to send opportunities for students to practice Anne Arundel County Public Schools home interim reports for students in students meet the state’s graduation and succeed in making responsible danger of failing a subject or those requirements of 75 hours of service and effective choices in order to reach whose grades have dropped by two learning in the following grades their academic potential and contrib- or more letter grades. Elementary and courses: ute to the school community. AACPS teachers may also send home interims operates on the simple philosophy that to inform you of your child’s academic Grades 4 or 5: 5 hours all students can learn. standing, but this practice varies from (Social Studies) AACPS believes that students learn school to school and from teacher to Grades 6–8: 30 hours in different ways on different days teacher. through different means, and it is Parent-teacher conferences for Grades 9–12: 40 hours the schools’ responsibility to diagnose students are held in November and 10 hours each, in barriers and prescribe interventions February (see the school calendar). If Health which address those differences. For your child attends high school, you US Government more information, please call the Exec- should call your child’s school coun- Science 10 utive Director of Alternative Education selor to arrange times to meet and English 11 at 410-222-5193. discuss academic progress with teach- ers and the school counselor. You are Evening High School encouraged to make an appointment grade level entry. A student who Anne Arundel Evening High School to meet with your child’s teacher(s) enters in the ninth through eleventh is a high school instructional program throughout the school year at times grade will be expected to make up all which gives students who desire an that are convenient for both you and Service Learning hours required in alternative setting for completing the teacher(s). highs school (40 hours). Parents should high school the opportunity to do so. consult with their child’s guidance Report Card Distribution Students between the ages of 16 and counselor about the requirements for Report cards will be distributed on: 21 may transfer into Anne Arundel high school students transferring into Evening High School to complete • November 19 AACPS in grades 11 and 12. • February 2 requirements for their high school • April 19 diploma. The Evening High School Alternative Education also offers courses for day school Weather related closings may affect students who have been unsuccess- these dates. The final report cards for Alternative Education programs in ful during the school year. There is a all students will be mailed to parents Anne Arundel County Public Schools tuition/ registration fee for enrolling at the end of the school year. (AACPS) are envisioned to be dynamic, multi-agency educational environ- in evening high school. For more in- ments which model community col- formation see high school counselors, Service Learning laboration in the delivery of quality or call the evening high school office Service Learning is a state graduation educational and social-emotional at 410-222-5384. requirement in Maryland. In Anne support services for students and their Arundel County Public Schools, stu- families. These unique programs will Secondary Summer School dents complete the requirements by produce academic, behavioral, and The Secondary Summer School pro- participating in curriculum-based proj- attendance gains for students who gram offers middle school and high ects in fifth through twelfth grades. are not succeeding in the traditional school students the opportunity to The ultimate goal of the service- school setting. make up courses during the summer learning program in our school system The mission of the programs recog- which they unsuccessfully completed is to help students become an integral nizes and respects the value of diver- during the school year. There is a part of their community and to help sity. Alternative Education Programs tuition fee for each course. For more them understand and appreciate the offer educational options which are information see high school counsel- role of service in a democratic society. child-centered, family-driven, com- ors, or call the summer school office at Students who enter AACPS in fifth munity-based, and culturally compe- 410-222-5384. through eighth grade will not be held tent. We believe everyone deserves a accountable for the Service Learn- safe, supportive, and orderly learning ing requirements that preceded their environment. We encourage appropri-

Service Learning: www.aacps.org/servicelearning

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Twilight School Phoenix Academy Where: Twilight School is offered after school The Phoenix Academy is a K–12 special • All educators are united in a common at high schools in the spring for the re- education and alternative education commitment and are accountable to mediation of fall courses in which first school. The alternative education ensuring all students succeed. time 9th graders have been unsuccess- program serves students in grades • Access to general education curricu- ful and for spring graduating seniors 10–12. The Phoenix Academy provides lum/standards is prioritized with who may have a class to make up to a supportive environment designed to high expectations. meet graduation requirements. There meet the needs of students who have • Best practices are incorporated in is a tuition fee for each course. Twilight experienced barriers to learning in the instructional deliveries. School is not offered at all high schools. comprehensive school environment, Consult school counselors regarding the while also ensuring a continuum of • All stakeholders are part of instruc- availability of this program. special education provisions. tional decision-making. The school’s mission and vision are To the extent appropriate, instruction Mary Moss @ J. Albert Adams grounded in community collaboration for students with disabilities will be Academy and the Kids at Hope philosophy, as the provided in the same setting as instruc- school seeks to utilize any and all avail- tion for students without disabilities. Mary Moss at J. Albert Adams Acad- able resources and supports to ensure The goals of special education in emy is an exciting new innovative that every student meets with academ- Anne Arundel County Public Schools educational option for 160 students ic success-no exceptions! While offering are to: in grades 6–9 (80 students in grades smaller class sizes and an increased • ensure that all students with dis- 6–8 and 80 students in grade 9) who level of academic and behavioral sup- abilities receive a free, appropriate are experiencing barriers to learning. port, the Phoenix Academy offers a public education which may include Based on the values of compassion and wide array of courses. This includes to special education and related ser- personalization, creativity, collabora- Honors, Advanced Placement (AP) and vices to meet their unique needs. tion, communication, student voice Career and Technology Education (CTE). and choice, critical thinking— and The three in-house CTE completer • provide a full range of educational a grit and growth mindset—Mary programs at Phoenix include: Culinary opportunities in the least restrictive Moss at J. Albert Adams Academy (Prostart), Print and Design and CASE environment for each student. will provide a dynamic and engag- (Curriculum for Agriculture Science • ensure that the rights of students ing learning environment through Education). For more information about with disabilities and their parents the use of transformative teaching the Phoenix Academy, please call the are protected. methods, and a Project Based Learn- school at 410-222-1650. • assess and ensure the effectiveness ing (PBL) curricular framework. AVID of efforts to provide an appropriate strategies will also be incorporated into Special Education educational program for all students the program to ensure each student with disabilities. develops deeper learning competencies Special education is built on the belief and the critical thinking and question- that all students can and will learn. It The school system offers special educa- ing skills required for success in college is the school system’s responsibility to tion and related services to students and beyond. provide appropriate learning experi- with disabilities from birth to age 21. In order to ensure a safe and ences for all students, to recognize and If you suspect that your child may nurturing environment, students and understand the unique nature of each be experiencing learning difficulties families will also receive social and student, to promote the worth and due to a disability, you may request a emotional services designed to support dignity of each student, and to strive referral through the school principal. students as they transition through for the educational success of every For more information, please call the life’s challenges. student. The vision includes the estab- Director of Special Education at 410- At Mary Moss at J. Albert Adams lishment of a dynamic and responsive 222-5410. Academy, we will seek to find the learning community of general and key to every student’s passion, while special education for students with unlocking opportunities aligned with disabilities that: their strengths and skills, empowering • maximizes achievement. them to achieve and contribute to the • promotes the skills and knowledge greater good. For additional informa- AACPS operates on the necessary to contribute to society. tion call 410-222-1639 simple philosophy that • focuses on independence and transitional success and a limitless all students can learn. future.

Find more online: Special Education: www.aacps.org/specialed 27 Assessments & Exams

hile attending Anne Arun- 3. By teacher observation during the del County Public Schools, school day’s activities or by a col- 2015–16 Testing Dates Wyour child will take a lection of their work samples variety of assessments, including state- The Kindergarten teachers will PSAT/NMSQT mandated assessments, district created have from the first day of school until Grades 9 through 11 course assessments, assessments November 1 to complete the Kinder- required for high school graduation, garten Readiness Assessment. It will October 14 and assessments related to advanced help teachers tailor their instruction PARCC—English Language Arts/Math course work and college admissions. to the needs of your child. When the Grades 3 through 11 Your child’s academic performance is assessment is complete, teachers will 30-day window: April 19–June 1 based on more than assessment scores; have a report to share with families. however, assessment results are vital The report will help families and HSA Biology & Government to monitor student progress as well as teachers work as partners so that our October 5 & 6 (make-up only) evaluate and improve instruction and children are successful in school. January 11 & 12 (make-up only) curricula to ensure student success. Partnership for Assessment of April 4 & 5 (seniors only) A brief description follows for each Readiness for College and Careers May 23–24 (current students) state-mandated and other assessment. July 27–31 (Summer School) Schools will notify parents with spe- (PARCC) The Partnership for Assessment of cific testing information as each date MSA Science Readiness for College and Career approaches. Additionally, the counsel- Grades 5 and 8 (PARCC) assessments are developed ing office in each school has additional March 7–March 18 information about these assessments by a consortium of states of which and test-taking strategies for you and Maryland is one of the leaders. The Alt-MSA Science/NCSC your child. PARCC assessments are aligned to the Grades 3 through 8, 10 Maryland College and Career Ready Science: September–January Standards and they assess students’ NCSC: March–April State & National Assessments mathematics and literacy skills. The PARCC assessments require students AP Kindergarten Readiness Assessment May 2–13 to demonstrate their ability to read (KRA) complex texts, write essays, solve The Kindergarten Readiness Assess- Test dates are subject to change. mathematics problems, and use criti- ment, administered when students cal thinking skills. Students take the enter Kindergarten, is used by your scores on the US Government and Biol- mathematics and literacy PARCC child’s Kindergarten teacher to mea- ogy exams will remain a requirement assessments in grades 3-8 as well as sure what your child knows and can for graduation. in select high school courses includ- do in the early learning areas of social To determine which state assess- ing English 10, English 11, Algebra skills, language and literacy, cognitive ments students are required to take I, and Algebra II. All data from these development, and physical well-being and pass for graduation, students and assessments are used to guide future and motor development. (This assess- parents should check with the school. instructional decisions needed to sup- ment does not determine whether your port student academic growth so that Maryland School Assessment (MSA) child can be enrolled in Kindergarten.) all students graduate with the skills Science On the KRA, here are three ways needed to be college and career ready. The Science MSA measures student for your child to show what he or she Participation in PARCC English 10 and achievement in elementary and knows and is able to do: Algebra 1 is a graduation requirement. middle school science content and 1. By selecting the answer to a ques- skills. Students take the assessment High School Assessments (HSA) tion or prompt (e.g., “Show me the in grade 5 (measures content from Maryland High School Assessments block that is the largest of three.”) grades 4 and 5) and in grade 8 (mea- (HSAs) are end of course assessments 2. By performing a requested task sures content from grades 6-8). These in US Government, and Biology that (e.g., retelling a short story) assessments consist of selected and are required for graduation. Passing constructed response questions.

Testing: www.aacps.org/testing

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Maryland Alternative School Preliminary SAT/National Merit Advanced Placement (AP) Exams Assessment (Alt MSA) Science Scholarship Qualifying Test and the National Center and Students enrolled in AP courses have State Collaborative Assessment (PSAT/NMSQT), SAT I & II and the opportunity to sit for the corre- (NCSC) System the ACT sponding exam. Colleges and universi- ties use the AP results to determine Students with significant cognitive dis- In addition to the state mandated college preparedness, student motiva- abilities who meet eligibility criteria, as assessments, high school students tion, and placement. Students may determined annually by the student’s may opt to take a number of differ- have the opportunity to earn credit IEP team, will take the Alt MSA Science ent tests offered by the College Board. or advanced standing at many of the and the NCSC. These assessments allow The Preliminary SAT/National Merit nation’s colleges and universities. High students to demonstrate their reading, Scholarship Qualifying Test (PSAT/ school students are urged to take the math, and science abilities in a format NMSQT) is cosponsored by the College Advanced Placement (AP) exams in best designed for students with special Board and National Merit Scholarship specific subjects such as English, world needs and skills. Corporation. High school students take and classical languages, chemistry, the PSAT/NMSQT which can qualify Bridge Plan Academic Validation history, calculus, psychology, biology, them for scholarships and prepare The Bridge Plan for Academic Vali- physics, economics, computer science, them for the SAT 1. All eligible stu- dation provides an opportunity for environmental sciences, statistics, and dents will take the PSAT/ NMSQT in students who are not able to demon- fine arts. Except for AP Studio Art, October. This test measures student strate their content knowledge and which is a portfolio assessment, each performance in language usage, writ- skills on traditional assessments to AP exam contains a free response sec- ing, reading, and mathematics. meet the graduation assessment re- tion (either essay or problem solving) Many colleges use the SAT I as one quirements. Students who fail to meet and a section of multiple choice ques- of several admissions requirements. the minimum passing scores on the tions. The modern language exams It is normally taken by college-bound US Government and/or Biology HSA also have a speaking component, and students in grades 10, 11, or 12. The will work with a teacher to complete the AP Music Theory Exam includes SAT I is an aptitude test that measures a Bridge Project. Bridge Projects allow an optional sight singing task. Each AP critical reading, writing, and math- students to demonstrate their content Exam is given an overall score of 1, 2, ematical reasoning skills students have knowledge and skills through a per- 3, 4, or 5, with 5 indicating a student developed over time. It is character- formance based task. who is extremely well-qualified to ized as the best available independent, receive college credit and/or advanced ACCESS for English Learners (ELs) standardized measure of a students placement based on an AP Exam grade. ACCESS for English Learners (EL) is the readiness for college. Check with the colleges and universi- English Language Proficiency Test that SAT Subject Specific Exams (SAT II) ties to which your child is applying is designed to determine a student’s pro- are optional assessments that allow for credits they may award. A fee is ficiency in English when he/she is iden- students to demonstrate their content required to take each exam. Financial tified as an English Learner. The test is knowledge in specific subjects in sci- assistance may be offered based on administered annually to EL students ence, history, English, mathematics, student need. Check with your local in grades K–12. Students are assessed in and world languages. Some colleges high school counseling office for more four domains: Speaking, Reading, Writ- use subject tests to place students into information on the Advanced Place- ing, and Listening. Results are reported appropriate courses and as an addi- ment courses, exams or fees, or contact to parents annually. tional data point when determining the high school test coordinator. Sum- college admissions. Alternate ACCESS for ELs mer assignments may be required in The ACT is a college entrance exam The Alternate ACCESS for ELs is de- AP Courses. signed for ELs with significant cogni- accepted by all four-year institutions. It tive disabilities who cannot mean- is nationally administered and is used ingfully participate in the standard to help colleges evaluate applicants. The ACCESS for ELs assessment, even with ACT is an achievement test with four accommodations. In order to partici- core sections (English, Math, Reading, pate in the alternate assessment, the EL Science) and an optional Writing sec- student must meet certain eligibility tion. Some students earn higher scores criteria. The Alternate ACCESS for ELs on the ACT. Because many colleges will is available for the 1–2, 3–5, 6–8, and accept the ACT test, check with the 9–12 grade clusters. colleges and universities to which you may apply. See your school counselor for additional information.

Find more online: HSA exams: www.hsaexam.org PSAT, SAT, & AP exams: www.collegeboard.org. ACT exams/dates: www.act.org 29 Programs of Choice

ACPS Programs of Choice provide students with special- AP Diploma Requirements ized curricular, instructional, A Anne Arundel County Public Schools be- Advanced Placement Courses (AP) and co-curricular activities that meet lieve that students who engage in rigor- Advanced Placement courses are de- their specific intellectual interests and ous programs should be recognized for needs. Each program is designed to their efforts. To provide this recognition, manding and challenging courses in- give students choice in their education Anne Arundel County Public Schools has tended for students who demonstrate and provide increased opportunities developed an AP Diploma Endorsement. potential for college level work. The for students to engage in problem and In order to earn an AP Diploma Endorse- College Board sponsors the Advanced ment, a student must: project-based learning to solve real- Placement Program, and it develops, • Earn a minimum of five AP credits,in administers, and grades examina- world problems. four of the five domains: tions for each advanced placement –– languages (English and/or World l County Pu de blic course. Many universities and col- un S r c or Classical Language) A h o e o n l n s leges grant advanced standing and/or A –– social studies college credit on the basis of how well A

d –– mathematics s v a Pre-K–8 m n a a student performs on the Advanced ce gr d ro –– natural sciences Learner P –– computer science and/or fine arts Placement test. Information regard- Advanced Learner Programs & • Earn grades of C or better, and ing advanced placement courses and examinations are available from the Primary Talent Development • Sit for a minimum of 5 AP exams counseling office in each high school. (ALPs & PTD) Students, however, are not required The Primary Talent Development AVID Cord Requirements to take an advanced placement course (PTD) program offers K–2 students in order to be eligible to sit for an opportunities to explore learning To earn an AVID Cord at graduation, a Advanced Placement examination. It student must: challenges that tap into their creative should be noted that a student’s report and cognitive strengths. Advanced • Take an AP exam card grade for an Advanced Placement Learner Programs (ALPs) imple- • Take the SAT or ACT course is determined by the classroom mented in grades 3 through 5 deliver • Submit AVID senior data on time teacher. It is not a reflection of the highly challenging curriculum to ad- • Have been in AVID for at least 3 high results of the Advanced Placement test. vanced learners on a daily basis while school years including their entire senior year also ensuring all students have access • Apply and be accepted into at to more advanced instructional op- least one 4 year college portunities. Through participation in • Maintain an unweighted GPA one or more ALPs trail, implemented of at least 2.75 during a portion of every instruction- al day, students experience learning Advancement Via Individual at greater levels of depth Determination (AVID) and engagement. Advancement Via Individual Determi- In the Exploratory Trail, students nation (AVID) is an accelerated aca- who traditionally had limited access challenge are re-grouped during demic program that prepares students to advanced learning opportunities mathematics and a portion of language for a rigorous course of study that will participate in more rigorous instruc- arts to receive fully differentiated enable them to meet the requirements tional activities. Blended with grade- instruction through participation in of a four-year university enrollment. level curriculum, students engage in mathematics and language arts Single- AVID is an elective course offered to strategies and materials designed to Subject Trails. The Single-Subject Trails students in grades 6–12. In order to take develop higher level thinking skills, are presented by a classroom teacher the AVID elective course, students must analyze complex material, and nurture trained in using the advanced curricu- apply, interview, and be accepted into untapped potential. Students dem- lum for a minimum of one hour daily. the AVID program. Students who are onstrating the need for even greater accepted into AVID commit to earn-

Advanced Studies & Programs: www.aacps.org/ap ALPS/PTD: www.aacps.org/alps AVID: www.aacps.org/avid

*[boe]—See Page 42 30 ing good grades, schedule changes to dents with a special focus on science, include advanced courses, and excellent math, and technology while preparing Advanced Co-curricular behavior and attendance. The AVID them to excel in an increasingly tech- Activities & Adjunct Programs elective provides a strong relevant writ- nological and global society. Co-Curricular Programs ing and reading curriculum, study skills, • 24 Game Competition assistance with organization and time • Anne Arundel County Spelling Bee management, and tutorials. • AVID Club • BMAH Club Charter Schools • Continental Math League • Destination ImagiNation Monarch Academy Public Charter The Maryland Charter School Act of • FIRST Robotics School (Grades: K–8) 2003 was established as an alterna- • Integrated Fine Arts Clubs Monarch Academy Public Charter tive means within the existing public • MESA (Mathematics, Engineering, school system to provide innovative School aims to educate its students Science Achievement) learning opportunities and creative to be self-motivated, creative, critical • Mock Trial educational approaches to improve thinkers and life-long learners who • Model United Nations student education. Maryland’s law are productive contributors to the • NASA BEST Aerospace emphasizes a focus on innovation and global community in the 21st century. Engineering Club student achievement and in so doing At Monarch Academy, children are • National History Day places a premium on the relationship encouraged to think critically, question, • On-Line Book Clubs between the school system and the reflect, and participate in a rigorous, • SEAPerch Underwater Robotics public charter school applicant. highly interactive instructional pro- • Signature-Based Co-Curricular Public Charter Schools are inde- gram that integrates arts and technol- Clubs/Activities pendent, tuition-free, publicly funded ogy across the curriculum. • STEM Approved Co-Curricular Clubs/Activities schools that are open to all students on Monarch Academy is a unique col- • Stock Market Game a space available basis. If there are more laboration of two innovative, proven • World Language and Culture Clubs applicants than seats available, a lottery models for excellence: the Transforma- is required by law. Charter schools tion Education (TranZed) child-serving organization model and the Expedi- Adjunct Programs follow the same laws, policies, and regu- United States Naval Academy tionary Learning model. lations as all public schools. However, • Advanced Studies Courses and Sat- charter schools provide families with Monarch Global Academy urday Demonstration Physics Labs additional educational choices so that Public Contract School Anne Arundel Community College parents can choose to send their child The mission of Monarch Global Academy • EXPLORE K–5 to a school that has an instructional Public Contract School is to prepare stu- • Middle School Scholars approach that fits their child’s learning dents in grades K–8 for world citizenship • High School Programs needs or academic interests. by harnessing student’s natural curiosity, Maryland Hall for the Creative Arts Currently, AACPS authorizes two developing their critical thinking skills • Art, Theater, & Dance Programs and capacity to utilize a cross discipline public charter schools: The Chesapeake St. John’s College Science Point Public Charter School approach to creative problem solving, develop self-discipline, awareness and a • Seminars for Honors /AP English and The Monarch Academy Public commitment to service in an intercon- and Social Studies Students Charter School and one Public Contract nected, dynamic, global economy. This School, Monarch Global Academy will be accomplished through a unique during the summer. Some take place Public Contract School. collaboration of two proven models for with face-to-face contact while others excellence, the International Baccalaure- are online, requiring remote access. ate (IB), Primary Years Program (PYP) Participation in these activities, con- and the Transformation Education tests, or competitions afford, students (TranZed) child-serving organization. additional opportunities to enrich their current program of studies. The Chesapeake Science Point Public Advanced Co-Curricular Programs number of co-curricular activities var- Charter School (Grades: 6–12) The Advanced Co-Curricular Pro- ies at each school location. In addition, Chesapeake Science Point Public grams Office supports programs that adjunct programs, or partnerships with Charter School, in partnership with provide an enriching complement organizations in the community, offer students, parents, and the community, to a student’s regular educational unparalleled resources for students. will attain educational excellence by experience. These programs may be Online book clubs provide a new providing a rigorous and quality edu- offered before school, during school, opportunity for advanced learners. cation for middle and high school stu- after school, on weekends, and/or Students from multiple schools connect Find more online: Charter Schools: www.aacps.org/charterschools Chesapeake Science Point: www.mycsp.org 31 with one another to discuss an ad- Magnet Programs vanced level novel. At the end of each 2015 Magnet Fair Magnet Programs offer highly motivat- six week book club, students and par- General Information Sessions ed and academically-able students the ents are given the opportunity to meet opportunity to engage in a specialized face-to-face, participate in a Socratic September 21 course of study or emphasis on instruc- Old Mill Middle South discussion, and receive recognition. tion that differs from the traditional curriculum. These programs provide September 29 Annapolis High School unique environments and a highly per- sonalized education. There are current- At these general Magnet information ly three different Magnet Programs for sessions, families will receive an over- view of all Magnet Programs and the grades 6–8 and five different Magnet International Baccalaureate application process. These sessions are Programs for grades 9–12 offered at a Primary Years Programme targeted for all interested 5th and 8th total of 17 different schools. A student’s grade students and their families. (IB PYP) Magnet School is determined by his/her The IB Primary Years Programme, for home middle school. The Magnet Pro- students aged 3 to 12, focuses on the grams are housed in schools that may development of the whole child as an tion (World Language), Individuals & be different from their home school. Societies (Social Studies), Mathematics, inquirer, both in the classroom and in Admission to all Magnet Programs the world outside. At the heart of the Sciences, the Arts, Design, and Health is by formal application. Each program & Physical Education. program’s philosophy is a commitment has its own eligibility criteria and to structured, purposeful inquiry as there are a variety of pathways for a the leading vehicle for learning. student to be eligible for admission to The following schools currently an AACPS Magnet School Program. offer the IB Primary Years Programme Interested students are evaluated on as authorized or candidate schools: their interest, and passion, in addition Performing and Visual Arts (PVA) Germantown, Manor View, Monarch to their academic history. We encour- Global Academy, Southgate, Hebron- The PVA middle school program is age a diverse group of students to ap- offered at Bates and Brooklyn Park Harman, South Shore, Eastport, Over- ply for admission and offer accommo- look and Sunset elementary schools. Middle Schools for students interested dations for English language learners in reaching their maximum artistic and IB PYP schools are community (not and special education students. magnet) schools. academic potential through advanced coursework in all disciplines and arts-

e • techn nc ol ie og intensive co-curricular opportunities. c y Middle School Magnet Programs s • • Students can choose to study in one of five Arts Areas (creative writing, dance, Magnet High School e s n c g ti in a ee em ring • math instrumental music, visual arts, or vocal PreK–12 Science, Technology, music) and will receive instruction from Engineering & Mathematics qualified teachers and Artists-in-Resi- dence to develop the skills needed to be a (STEM) Programs International Baccalaureate Middle well-rounded artist or performer. The STEM Office at AACPS offers Years Programme (IB MYP) suites of STEM academic in-school, In the middle schools, the MYP offered co-curricular, online, and camp pro- at Annapolis, MacArthur, and Old Mill grams for PreK–12 students during the North is a three-year program designed academic year and summer months. to meet the educational requirements These programs enrich and enhance of students in grades 6–8. Offering a Participation in learning, build STEM career aware- teaching methodology that connects Co-Curricular ness, and engage students in challeng- school subjects to the world outside of ing STEM-related projects and events. the classroom, it challenges students activities, contests, or AACPS is in the process of building an to consider their role in global and competitions afford, exciting, rich learning environment local communities and to take action to substantially increase the numbers based upon what they are learning. students additional of young people who see value and The MYP offers a balanced education reward in studying and working in where students engage in eight MYP opportunities to Science, Technology, pre-Engineering, subject groups each year: Language and enrich their current and Mathematics discipline areas. Literature (English), Language Acquisi- program of studies. Monarch Academy: www.monarchcharter.org Co-Curricular Programs: www.aacps.org/cocurricular Magnet Programs: www.aacps.org/magnet

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• tec ce hno en lo ci g tations and professional work ethics. y s • • Students have an opportunity to earn IB Diploma Requirements

Magnet High School Industry Certifications, College Credit, e s n ic To earn an IB Diploma, a student must: g t in a ee em ring • math and/or Apprenticeship Steps. High school students can attend • study and take IB Exams Science, Technology, Engineering, in six subjects. one of the Centers as part of their and Mathematics (STEM) • complete the interdisciplinary The STEM middle school program regular daily schedule and earn Theory of Knowledge course. offered at Central Old Mill Middle credits required for their high school • write a 4,000 word Extended Essay. South and Lindale Middle Schools en- graduation. CAT offers an exten- • complete 150 hours of Creativity, courages students to become lifelong sion of comprehensive high school Action, and Service. learners and innovators through an courses with an in-depth study of interdisciplinary STEM environment 25 technical programs. interest and potential a curriculum of that highlights the infinite applica- rigorous training that emphasizes the tions of STEM in every aspect of the creative process through collaborative world today. STEM students will study opportunities thus building their artistic both historic and contemporary devel- skill and gaining real-world experiences opments in STEM research by using to prepare for higher education or a problem and project-based learning to International Baccalaureate career in the arts. Through an arts- consider, discuss, and solve hands-on Middle Years and Diploma intensive curriculum, PVA students and real-world problems. Programme (IB MYP and DP) Annapolis, Meade, and Old Mill high have the opportunity to foster their schools offer the IB Programme for artistic passions both in front of an High School Magnet Programs students aspiring to become competi- audience and behind the scenes through tive and innovative leaders in their premiere arts venues and exhibitions. area of study or interest including Students can choose to study in one science, mathematics, liberal arts, of the following Arts Majors: creative technology, visual and performing writing, dance, film, technical design/ arts, and language. IB students engage arts management, acting, visual arts, instrumental music, piano or vocal BioMedical Allied Health (BMAH) in creative and innovative problem music through the lens of composition. The BioMedical Allied Health program solving by taking an active role in their

local and global communities and con- • tec is offered at Glen Burnie High School ce hno n l ie og c y s • • for students interested in exploring necting their education with the world fields in the health-care industry while around them. Through the interna- Magnet High School e s n c g ti tionally recognized IB program, known in a pursuing a rigorous course of study. ee em ring • math Through partnerships with major hos- for its academic breadth and depth, Science, Technology, Engineering, pitals and institutions in the Baltimore- students will learn to prepare for suc- and Mathematics (STEM) Washington Professional Corridor and cess in post-secondary education and st The STEM high school program, of- through partnerships with local col- as 21 century visionary frontrun- fered at North County and South leges and universities, BMAH students ners. The IB MYP prepares students in River high schools, is for students will participate in regular job shadows grades 9 and 10 for the IB DP in grades interested in a problem/project-based and internship opportunities to gain 11 and 12. Students who successfully and hands-on education focused on real-world experience in the biomedi- complete the requirements of the the fields of Science, Technology, Engi- cal and allied health fields. Diploma Programme will be eligible for the IB Diploma, recognized by colleges neering, and Math. Through partner- and universities around the world. ships with local colleges, universi- ties, and STEM professionals, STEM magnet students will develop strong research skills, explore STEM ca- Centers of Applied Technology (CAT) reers, and gain real-world experience The Centers of Applied Technology through internship opportunities. are dedicated to preparing students for Performing and Visual Arts (PVA) high-skill, high-demand, and high- The PVA high school program is offered wage careers. The hands-on environ- at Annapolis High School, Broadneck ment allows students to perfect techni- High School and Studio 39. The program cal and academic skills, while building is designed to provide serious artists an understanding of workplace expec- who demonstrate artistic ability,

Find more online: Signature Programs: www.aacps.org/signature 33

Signature Programs For more information A Signature is a theme chosen by a school and its surrounding community For more information on any of our to connect classroom instruction with Programs of Choice, call the appropri- ate office below, or visit the website real-world situations and workforce- listed at the bottom of the pages. relevant skills. A Signature brings together educators with local busi- ALPs and Primary Talent Development nesses and community leaders to make 410-222-5430 classroom instruction relevant, inter- esting, and challenging for students, AP with opportunities that connect to the 410-222-5434 21st Century workplace. Unlike Mag- AVID net Programs, which draw students 410-222-5458 from around the county to a specific Magnet School, Signature Programs AACPS Charter School Program provide rich, thematic opportunities 410-224-8572 for students already attending their Chesapeake Science Point home school. Students can choose to 443-757-5277 enroll in individual Signature-related courses, or they can take multiple Monarch Academy courses in their school’s Signature 410-760-2072 Pathway for the opportunity to earn specialized certificates or college credit Monarch Global Academy while still enrolled In high school. Each 301-886-8648 of the 12 comprehensive high schools Co-curricular or Adjunct Programs in Anne Arundel County will offer a 410-222-5434 unique Signature Program. The high school signature program Magnet Programs themes are: 410-222-5391 x1 Annapolis—Change Engineering Signature Programs Arundel—Community Development, 410-590-5119 & Global Citizenship Broadneck—Environmental Literacy Chesapeake—Information Management Glen Burnie—Public Service Meade—Homeland Security North County—International Trade, Transportation, & Tourism Magnet Programs Northeast—Human Performance offer highly motivated Old Mill—International Economics, & Finance and academically- Severna Park—Business, Innovation, able students the & Leadership opportunity to engage South River—Global Communication & Public Affairs in a specialized course Southern—Design: Preservation, of study or emphasis & Innovation on instruction that differs from the traditional curriculum.

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Early Childhood Services (Birth–Kindergarten)

he Early Childhood Program in • medical conditions. therapy in addition to special educa- Anne Arundel County Public • difficulty understanding simple tion, some also engage in physical and/ TSchools blends the developmen- directions. or occupational therapy. ECI Classes tal needs of the unique young learner have low adult to student ratios; how- • difficulty speaking, hearing, with the Maryland Content Standards. ever, the goal is for students to partici- or seeing. Teachers follow the county curriculum pate with non-disabled peers to the for reading/language arts, mathematics, • learning at a slower rate than maximum extent possible. Thus, the science, and social studies. Students also other children. class is co-located, whenever possible, receive instruction in physical educa- Child Find clinicians will first conduct with county prekindergarten settings. tion, health, art, music, and technol- a developmental screening if a child Students can attend ECI up to five days ogy. A child-centered environment is is suspected of having a disability. If per week. Determinations on inten- designed to help each student reach his needed, a full evaluation will then be sity, frequency, and duration are made or her learning potential. undertaken and will include the disci- through the IEP Process. plines of special education and speech Special Education Services therapy. Other disciplines participate Prekindergarten Program Early Childhood services provide spe- as needed. (Four Year Olds) cial education intervention directly to Full or half day prekindergarten, students with disabilities from birth Community-Based Services (CBS) for children who are four years old through age five, to their parents, or The families of an increasing number by September 1, is offered in some to both. of preschoolers with disabilities choose elementary schools. Enrollment is The Infants and Toddlers Program to have their children attend regular limited by funding, and some schools (ITP) provides developmental, educa- preschools or child care centers. These may have waiting lists. Public school tional, and family support services for children can receive special educa- prekindergarten programs must serve children with disabilities from birth tion, speech therapy, physical therapy, children from economically disadvan- through age two. Services are coordi- or occupational therapy services in taged or homeless families. If seats nated among the school system, the the school provided by school system remain after all economically disad- County Health Department, and the teachers and therapists. These educa- vantaged children have been enrolled, Department of Social Services. Ser- tors/clinicians provide consultation and the system may enroll children who vices are usually home-based and are technical assistance to preschool teach- have other school readiness needs. specified on theIndividualized Family ers while also providing Individualized Service Plan. Education Program (IEP) or Individual- Kindergarten Programs Infants and toddlers are eligible for ized Family Service Plan Extension (IFSP Full day kindergarten, for children ITP if there is a documented significant Extension)-determined direct service who are five by September 1, is offered difference between their chronologi- to children. Children who only have at every elementary school. cal age and their developmental age, or delays in the pronunciation of words if they have an inherited or physical (articulation) typically receive services condition that will probably result in a in the elementary school in the commu- For More Information future disability. nity in which they reside. For information on Early Childhood Services, please contact: Child Identification Early Childhood Intervention • Infants & Toddlers Program Children who are suspected of hav- The Early Childhood Intervention (ECI) 410-222-6911 ing a disability that may require program provides comprehensive • The Child Find Program special education can be referred for educational services for three and four 410-766-6662 screening by parents, legal guardians, year olds who require a more struc- • Prekindergarten and Kindergarten physicians, school personnel, or other tured environment than is typically 410-222-5441 community agencies. Typical areas of found in Community-Based Services. concern include: Although most students receive speech

Find more online: Early Childhood programs: www.aacps.org/earlychildhood Special Education: www.aacps.org/earlychildhood/special.asp 35

Elementary School (Grades 1–5)

he focus of elementary school students. To help teachers monitor Promotion & Retention [boe*] is to provide a firm educational individual student’s reading progress, All decisions regarding the promo- Tfoundation so that students kindergarten, first, and second grade tion or retention of students are the progress through school with confi- students complete the Fountas and shared responsibility of the principal dence to learn skills and strategies in Pinnell (F&P) reading assessments and parent/guardian. Communication all content areas. Teachers provide op- several times each year. These assess- between the school and the home is portunities for students to learn inde- ments are embedded within classroom an expectation to ensure opportuni- pendently as well as to work together time and allow each student to read ties for the sharing of information. to creatively solve problems as they individually to the teacher. The teacher In the event the school recommends apply new learning to novel situations. uses the student’s identified strengths retention and the parent/guardian Throughout the elementary years, and any Instructional needs to help disagrees, the student will be retained. students develop a variety of strategies guide instruction tailored for each The parent will have the opportunity to learn new material, increase their child. The teacher will inform the par- to appeal this decision. organizational skills, and learn in- ents of each child’s reading level and creasingly more complex information. suggest appropriate reading materials A major goal of elementary school is to that can be used at home to support Title I Schools develop the whole child intellectually, and strengthen their student’s reading Parents have the right to be informed emotionally, socially, and physically for development. Some students will also of a teacher’s qualifications and when success in middle school, high school, complete the Dynamic Indicators of their child is taught by a teacher who college, and beyond. Basic Early Literacy Skills (DIBELS) as is not “highly qualified” for four or well. The results of DIBELS will also more consecutive weeks. Academic Program be used to provide appropriate reading The definition of “highly qualified” support for students. In these early is determined by each state’s educa- Students engage in comprehensive grades, students also take district as- tion department. The Maryland State curricula for reading/language arts, sessments in math, as well as the sec- Department of Education (MSDE) has mathematics, social studies, and ond grade national Naglieri Nonverbal developed thorough guidelines that science which emphasize the joy of Abilities Test. These assessments are define what it means to be highly learning. In addition to these core used to help identify each student’s qualified at each grade level and in subject areas, all students participate strengths and to support their indi- each subject area. The Anne Arundel weekly in art, music, physical educa- vidual instructional needs. County Public Schools will continue tion, library media instruction, and Beginning in the third grade, to abide by the state’s guidelines in Triple E (where applicable). Teachers students take quarterly assessments complying with this parental right. integrate technology using a vari- in reading, math, science and social Parents may contact their child’s ety of programs to extend learning studies. These assessments, as well as school regarding the professional for students. At various grade levels, teacher-made assessments, are used to qualifications of their child’s teacher. the curriculum incorporates health, monitor student learning. Each spring, Specifically, parents may ask about the safety, environmental, and financial students will take the PARCC (Partner- teacher’s undergraduate major, the education. Students may take strings ship for Assessment of Readiness for graduate certification or degree held instruction beginning in third grade, College and Careers) Assessment that by the teacher, and the field in which and instrumental music instruction will assess students math and literacy the teacher is certified. In addition, a beginning in fourth grade. English skills. In fifth grade, students take parent may request information about Language Acquisition services are the Maryland Student Assessment the status of the teacher’s state certifi- offered for eligible English Learners. (MSA) in science. All data from these cation and licensing measures for the assessments are used to guide future grades and subject areas in which the Elementary Assessments instructional decisions needed to sup- teacher is teaching. In order to monitor and gauge stu- port student academic growth. dent progress in the subject areas, the district and state administers a limited number of assessments to elementary

Infants and Toddlers :www.aacps.org/itp Title I: www.aacps.org/title1/

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Triple E Enhancing Elementary Excellence, or Middle Schools (Grades 6–8) Triple E, is an AACPS Elementary School initiative that promotes student engagement and team collabora- tion through hands-on exploration. n middle schools, a team of Lan- courses and co-curricular programs Through student-led, project-based guage Arts, Math, Science, and So- may differ from school to school, de- learning, students begin to take cial Studies teachers is responsible pending on student demand, teacher I ­ ownership for their own learning. for the educational progress of a group expertise, and teaching resources. The result is transdisciplinary connec- of students. This team of teachers Students use technology within the tions to life! Each school chooses from plans the instructional day, coordi- various subject areas. English Lan- one of four themes: nates activities, teaches interdisciplin- guage Acquisition courses are offered STEM in Society ary topics, and meets with parents. for eligible English Learners. This approach promotes a sense of Students entering a traditional or • an environment that allows community among students and staff, magnet AACPS school from another students to study challenging and and gives teachers more time to work math sequence in their 6th grade year meaningful questions through sci- individually with students. Students will be scheduled into Stem 7/8 upon ence, technology, engineering, and meet with counselors through sched- entrance to 7th grade. mathematics. Students take risks, uled guidance activities. explore new ideas and become problem-solvers and innovators Service Learning Requirements Scheduling Global Studies Students complete 30 hours of their All middle school students take Eng- Service Learning Graduation Require- • an interdisciplinary perspective lish/Language Arts, Mathematics, Sci- ment in middle school. Service Learn- that connects students to the world ence, and Social Studies daily for the ing hours are completed through around them. Students develop a entire year. Physical Education/Health interdisciplinary projects conducted sense a responsibility as global citi- is also a required course and is offered in sixth, seventh, and eighth grade. zens—caring about issues, assess- on a rotating day basis in all three Students complete the three stages of ing perspectives, and reflecting on grade levels. Typically, seventh grade Service Learning— preparation, action, world connections students must take a World and Classi- and reflection—under the supervision Arts & Humanities cal Language course on an alternating and coordination of their interdisci- day basis, while eighth grade students plinary team’s teachers. These teams • an exploration of how people pro- may choose a daily World and Classi- balance the service experience across cess and record the human need to cal Language course. Encore courses the major content areas of English/ respond to life through the arts and are offered on an A/B/C day, alternat- Language Arts, Social Studies, Math- literature. Students are nurtured ing day, and quarterly basis. Magnet ematics, and Science. through qualities of intelligence schools offer variations to this as well and imagination. Students explore (see page 31). through dance, music, theatre, and Extracurricular Activities The six-period day schedule pro- visual arts vides two instructional periods for Students participate in extracur- World Cultures and Language Encore courses each day. Each middle ricular activities such as intramural sports, chorus, instrumental music, • In PYP schools, students engage school student must take at least dance, yearbook, drama, newspaper, in inter-related questions, student- one Fine Arts class (Art, Band, Cho- and other activities that are offered to centered problem-oriented inquiry rus, General Music or Strings) every meet student interests in the vari- learning that recognizes the whole year. New Encore courses have been ous schools. Some after school pro- child. In the Triple E classroom a designed to include workforce and life grams are closely linked to a student’s passion for German, French, Span- skills to equip learners with the tools instructional program and require ish, Italian, etc. is ignited through they need to succeed in the 21st cen- enrollment in specific classes. Please the study of culture and language. tury. Students who have been recom- mended for additional reading support check with the advisor of the activity Triple E is currently available in will receive intervention instruction for the published guidelines. schools in the Meade, North County, during Encore periods. and South River regions. The program Co-curricular programs aug- will expand to other regions as the ment instruction outside the regular budget allows. school day. The availability of Encore

Find more online: Middle School Courses: www.aacps.org/html/studt/2013_14ms.pdf 37

Middle School Assessments Arts (PVA), or Science, Technology, Skipping a Grade Engineering, & Math (STEM), should In order to monitor and gauge student For information on the procedures to reference the descriptions for those progress in the specific subject areas, have a child skip a grade, please con- programs on page 32 , or visit the the district and state administers a tact your school principal. website below. limited number of assessments to middle school students. Students Summer School take quarterly district assessments in Promotion of Students [boe*] The secondary summer school pro- English language arts, mathematics, In order for a middle school student to gram offers students the opportunity social studies, science, and world and be promoted to grade 7, he/she must to make up courses which they unsuc- classical languages. These assessments, pass three of four Core courses (Lan- cessfully completed during the school as well as teacher-made assessments, guage Arts, Mathematics, Science, and year. There is a fee for each class. are used to monitor student learning. Social Studies). In addition, if a student Each spring, students take the PARCC takes fewer than five Encore courses, (Partnership for Assessment of Readi- he/she may fail no more than one En- ness for College and Careers) Assess- core course. If a student takes five or ment that will assess students’ math- more Encore courses, he/she may fail ematics and literacy skills. In eighth no more than two Encore courses. grade, students take the Maryland In order for a middle school student Student Assessment (MSA) in science. to be promoted to grade 8, he/she must All data from these assessments are pass three of four Core courses (Lan- used to guide future instructional guage Arts, Mathematics, Science, and decisions needed to support student Social Studies). If a Core course is failed, academic growth. Middle school it must not be in the same subject failed students who take Algebra I or a world in a previous year. In addition, if a and classical language for high school student takes fewer than five Encore credit, must pass a corresponding final courses, he/she may fail no more than exam in order to earn high school one Encore course. If a student takes credit in these courses. five or more Encore courses, he/she may fail no more than two Encore Preparing for High School courses. In order for a middle school stu- In middle school, students learn about dent to be promoted to grade 9, he/ high school graduation requirements she must pass three of four Core and begin the process of planning a courses (Language Arts, Mathematics, program to meet those requirements. Science and Social Studies). If a Core Parents should meet with their child course is failed, it must not be in the and school counselor to discuss this same subject failed in a previous year. six-year plan, which helps their child In addition, if a student takes fewer select the appropriate high school than five Encore courses, he/she may courses to prepare for a college educa- fail no more than one Encore course. tion, future employment, or both. If a student takes five or more Encore Students who are interested in our courses, he/she may fail no more Teachers provide high school magnet programs, includ- than two Encore courses. ing BioMedical Allied Health (BMAH), opportunities for Centers of Applied Technology (CAT), students to learn International Baccalaureate Middle Years and Diploma Programme independently as (IB MYP/DP), Performing and Visual well as to work together creatively. High School Courses: www.aacps.org/html/studt/2013-2014.pdf Early College Access Program: www.aacps.org/html/studt/ecap.asp

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High School (Grades 9–12)

here are 12 comprehensive Program, and the Science, Technology, school students to explore college level high schools in Anne Arundel Engineering, and Mathematics Program. coursework in a variety of academic TCounty. A comprehensive high For information on these programs see areas. This college level coursework school serves all of the students in a page 32. can complete the academic day for ap- given attendance area. At the heart of Two Centers of Applied Technology proved high school students who are the high school program is a core of serve the county by providing special- progressing toward high school gradu- subjects which address the skills and ized instruction in career and technol- ation and/or provide the opportunity knowledge that all students need. In ogy education, including Computer to study subject matter not otherwise addition, the program includes a wide Technology, Construction Manage- available through the traditional sec- range of specialized elective courses ment, Automotive Technology, and ondary school curriculum. Designated and extracurricular activities. English Health Occupations. courses may meet the criteria for both Language Acquisition courses are of- In addition to the regular day pro- college and high school credit. Prior fered for eligible English Learners. gram, six evening high school centers written consent from the school princi- Anne Arundel County Public provide an opportunity for students to pal or designee, after advisement with Schools has one scheduling model for earn original or review credits. There the school counselor, is required. high schools. Most students take eight is a fee of $300 per course for concur- classes, each approximately 80 min- rent students. Selecting & Changing Courses utes long, on an A-day/B-day rotation An alternative high school pro- each year. gram is provided for students who It is the responsibility of the student to To meet the goal of accelerated have either committed offenses that evaluate and select courses carefully, achievement for all students, all high may result in expulsion or who have obtaining help, as needed, from teach- schools offer an Advanced Placement repeatedly violated the Code of Student ers, school counselors, and administra- Certified High Schools Program (APCHS). Conduct in regular high schools. The tors. Parent approval of course selec- The APCHS recognizes the high school program aims to minimize the time a tions is required for all students under for conducting a high quality and rigor- student spends outside a traditional 18 years of age. ous AP Program. This program offers educational program while increasing Students have the right to participate a defined number of core AP courses, the student’s opportunity for a suc- in any part of the curriculum in accor- provides program support, provides for cessful return to the home school. dance with nondiscriminatory practices. initial and ongoing teacher preparation/ A student who requests a course transfer for a schedule correction professional development, and encour- Early College Access Program ages and recognizes student participa- within ten school days of the start of tion in AP courses. Anne Arundel County Public School a course will be granted the transfer Anne Arundel County Public (AACPS) and Anne Arundel Commu- upon approval of the principal and the schools offers five high School Magnet nity College (AACC) are joint sponsors parents or legal guardian and if there programs—the BioMedical Allied Health of the Early College Access Programs is space available. (ECAP), which includes Dual Credit Program, the Centers of Applied Technol- Schedule Corrections and Non-Dual Credit programs. ECAP ogy, the International Baccalaureate Pro- The following reasons may be accept- is designed to allow authorized high gramme, the Performing and Visual Arts ed by the principal to make schedule

Credits Required for Graduation English—4 Social Studies—3 Mathematics—4 Science—3 Physical Education—1 Health—0.5 Basic Technology—1 Fine Arts—1 Electives—8.5 In addition, a student shall successfully complete at least one of the following: 1 credit in English 9 1 credit in History of the US 1 credit of Algebra 1 1 credit in Biology 1⁄2 credit in Fitness for Life 1⁄2 credit in Health See your School Counselor Music, Art, Dance, & Any elective course Two credits of a world or Two credits of advanced A state-approved career 1 credit in English 10 1 credit in World History 1 credit of Geometry 2 credits, including 1⁄2 physical education or consult a copy of the High Theatre Arts courses may count. classical language (two years technology education and technology program 1 credit in English 11 1 credit in U.S. Government 2 mathematics elective laboratory experience in elective credit School Program of Study for of the same language) 1 credit in English 12 credits any of the following areas: a list of courses that meet or • Earth Science this requirement Two credits of American • Life Science Sign Language • Physical Science See the High School Program of Study about the World and Classical Language or Advanced Technology requirement for University System of Maryland Completer.

Find more online: Athletics: www.aacps.org/athletics Summer School: www.aacps.org/summer 39

academic eligibility for student partici- Promotion of Students [boe*] pation in interscholastic athletics and To be promoted to grade: Completed Credits Needed ...in Academic subjects extracurricular activities. To be eligible 10 6 at least 3 to participate in interscholastic athlet- 11 13 at least 7 ics or extracurricular activities in 12 20 at least 11 grades 9–12, a student must maintain a Students who do not successfully complete all courses in a grade level are strongly “C” average (a 2.0 weighted grade point urged to attend summer school or evening school. average or greater) as determined by existing county grading procedures in corrections: and who are enrolled in a program the courses taken in a given eligibility period. A student may earn a maxi- 1. Adding courses for seniors who that allows them to meet all graduation mum of one “E” grade in courses taken need a specific course to meet requirements by June of the same aca- during that eligibility period. graduation requirements. demic year may be considered seniors. If a student receives two of any 2. Correcting courses for sequential combination of “E,” “I” (incomplete) or order. Summer School “U” (unsatisfactory), that student is on 3. Inserting courses to deal with fail- The secondary summer school program academic probation. An “I” (incomplete) ures from the previous school year offers students the opportunity to equals an “E” until resolved otherwise. or semester. make up courses in which they were At the end of each academic eligi- 4. Deleting courses previously taken not successful. There is a $300 fee for bility period the Athletic Director or and passed. each class. Contact the Evening High sponsor of each activity will notify 5. Adding new courses to replace School and Summer School Office for the principal or the principal’s desig- those made up in summer school. more information at 410-222-5384. nee of those students who have failed 6. Adding academic subjects recom- to meet academic eligibility require- mended by colleges or employers Extracurricular Activities ments and are on academic probation or are academically ineligible. A high (must be certified in writing by the Students may participate in extra- school student on academic probation college or employer). curricular activities in high school. must attend academic assistance ses- 7. Correcting courses for health rea- Students pursue interests through a sions monitored by the academic advi- sons (must be certified in writing variety of school-sponsored clubs and sor. Academic assistance sessions will by a physician). activities in a supervised setting. Some consist of a minimum of 8 sessions for of the activities have fees. 8. Changing courses as a result of a minimum of 6 hours spread evenly Some after-school programs are a course correction in another throughout the 16-day probationary closely linked to a student’s instruc- subject. period. tional program and require enrollment 9. Changing courses as a result of A student who is academically ineli- in specific classes. Please check with teacher recommendation. gible will not be part of the team or act the advisor of the activity for the pub- 10. Other reasons as determined by in the capacity of a team member at lished guidelines. the principal. games or performances unless par- ticipation is a requirement for a grade Academic Eligibility for Senior Status or credit in a specific course on the Extracurricular Programs [boe*] student’s schedule. Students who have successfully complet- The Anne Arundel County Board of The student may participate in ed three years of high school and earned interscholastic athletic practices or a minimum of 20 credits by September 1 Education has established standards of

Credits Required for Graduation English—4 Social Studies—3 Mathematics—4 Science—3 Physical Education—1 Health—0.5 Basic Technology—1 Fine Arts—1 Electives—8.5 In addition, a student shall successfully complete at least one of the following: 1 credit in English 9 1 credit in History of the US 1 credit of Algebra 1 1 credit in Biology 1⁄2 credit in Fitness for Life 1⁄2 credit in Health See your School Counselor Music, Art, Dance, & Any elective course Two credits of a world or Two credits of advanced A state-approved career 1 credit in English 10 1 credit in World History 1 credit of Geometry 2 credits, including 1⁄2 physical education or consult a copy of the High Theatre Arts courses may count. classical language (two years technology education and technology program 1 credit in English 11 1 credit in U.S. Government 2 mathematics elective laboratory experience in elective credit School Program of Study for of the same language) 1 credit in English 12 credits any of the following areas: a list of courses that meet or • Earth Science this requirement Two credits of American • Life Science Sign Language • Physical Science See the High School Program of Study about the World and Classical Language or Advanced Technology requirement for University System of Maryland Completer.

Athletic Participation and Eligibility: www.aacps.org/athletics/athleteguide.pdf

*[boe]—See Page 42 40

With the ex­ception of state, county, pass these required tests the counselor Starting Dates for and school elected and/or appointed may also determine if a combined Interscholastic Athletics officers of the student government, this score or Bridge Plan is appropriate policy’s academic eligibility require- to meet requirements. To determine August 12 Fall season begins November 15 Winter season begins ments will not apply to student partici- which state assessments students are March 1 Spring season begins pation in student government activities. required to take and pass for gradu- State policy dictates that to be ation, students and parents should When starting dates for the season fall on a Sunday, practice will start the eligible to participate in interscholas- check with the school. preceding Saturday. tic athletics at the high school level, a Students must earn a minimum of student must be officially registered 26 credits. They must pursue one of and attending the school at which it is three program options. The World & anticipated he/she will complete his/ Classical Language Completer prepares students to enter post-secondary edu- her graduation requirements. extracurricular clubs, meetings, or cational programs both in and outside For more detailed information re- rehearsals. The student must attend a of Maryland. The Career Completer garding residency requirements, please conference with the academic advisor provides students with the skills for see page 4. to review his or her eligibility status on immediate employment upon high the 16th day of probation. school graduation or with the technical preparation to continue their educa- The student may resume participa- Graduation Requirements tion. Students may pursue require- tion in interscholastic athletics and/or A Maryland High School Diploma ments as both a World & Classical extracurricular activities on the last is awarded to students who fulfill Language Completer and a Career and day of the academic probation period, minimum enrollment, credit, and Technology Education Completer. The provided the academic advisor notifies competency requirements. A student third option is to complete two credits the principal that the student has met must complete four years of approved of advanced technology to earn the all probationary requirements and is study beyond the eighth grade. Com- Advanced Technology Completer. academically eligible. petency requirements include taking Courses that meet graduation re- The academic probation period for the required high school assessments. quirements may include approved dual each sport season is as follows: Students must also fulfill a student ser- credit courses taken at the community Fall first day of the new vice learning requirement, beginning college. The district has procedures for school year in fifth grade. The service learning approving early college access pro- grams and students interested should Winter the same day of the first requirement is part of their regular see their school counselor for more marking period report program of study. information. Procedures should ensure cards are issued Beginning in the 2011–12 school year, all students participate in the compre- that a student approved for concur- Spring first day of the hensive environmental education pro- rent enrollment has senior status, is spring season gram through their regular program of enrolled in a minimum of two half- If a student with disabilities receiv- study to meet their graduation require- credit classes each semester, be at least ing special education services fails to ment in environmental literacy. 16 years old, maintain a minimum 2.0 meet academic eligibility standards to The Maryland Department of Edu- cumulative grade-point average, has participate in interscholastic athletics cation (MSDE) and AACPS are transi- individual transportation, and will or extracurricular activities, the stu- tioning from the Algebra I HSA and graduate at the end of the year. dent and/or his/her parent/guardian the English 10 HSA to the PARCC tests may contact the principal of the school for Algebra I and English 10. Depend- and request the convening of an In- ing upon the year students graduate, dividualized Education Program (IEP) passing scores from the HSA or PARCC Team meeting to assess if IEP revisions may contribute to their specific gradua- are required to support the student in tion requirements. Along with Algebra meeting academic eligibility standards. I and English 10 testing requirements, To be eligible to participate in inter- all students must pass the Biology HSA. scholastic athletics at the high school Students in 9th, 10th, or 11th grade level, a student shall also meet the must also pass the Government HSA. eligibility requirements and standards The school counselor can assist with established in the current edition of the particular requirements for stu- the Maryland Public Secondary Schools dents based upon the year the student Athletic Association Handbook and the will graduate. If a student is unable to Anne Arundel County Athletic Handbook.

Find more online: Graduation Ceremonies: www.aacps.org (click the 2014 Graduation Ceremonies link, available early May) 41

Maryland High School Certificate Graduation Ceremonies There shall be a State Certificate for Maryland High School Diplomas and completion of a special education Maryland High School Certificates will program named the Maryland High be awarded at graduation ceremonies School Certificate. This certificate shall only to those students who have met be awarded only to students with dis- all requirements by that date. abilities who cannot meet the require- Participation in Senior Activities [boe ] ments for a diploma but who meet one * The culmination of a student’s high of the following standards: school career is a special time for 1. The student is enrolled in an families across our county and beyond. education program for at least The memories our children make in four years beyond eighth grade their elementary, middle, and high or its age equivalent, and is de- school years will last them a lifetime. termined, by the Individualized However, poor decisions in the days Education Program (IEP) Team, leading up to high school graduation with the agreement of the parents can ruin those memories. The Board of the disabled student, to have of Education has adopted a policy developed appropriate skills for stipulating that students who violate the student to enter the world of the Code of Student Conduct with re- work, act responsibly as a citizen, gard to alcoholic beverages, controlled and enjoy a fulfilling life. World dangerous substances, or other intoxi- of work shall include, but not be cants during the last four weeks of limited to: school prior to the last scheduled day a. gainful employment for graduating students be prohibited b. work activity centers from participating in senior activities c. sheltered workshops such as prom and graduation. Students and their parents are d. supported employment reminded of this issue multiple times 2. The student has been enrolled during the school year, including in an education program for four acknowledgement of the policy and years beyond the eighth grade or regulations by signing the form in the its age equivalent and has reached front of this handbook. age 21. Please refer to Policy IID and Ad- Code of Maryland Regulation COMAR 13A.03.02.02. ministrative Regulations IID-RA and Anne Arundel County JCC-RAC for more specific information High School Certificate [boe*] about this issue. An Anne Arundel County Public Schools’ certificate for completion of a four-year high school program may For more information be awarded at graduation ceremo- For more detailed information regard- nies, if approved by the IEP team, to ing high school course offerings and certain students with specific de- graduation requirements, stu- velopmental disabilities who have dents and parents should request not completed requirements for a a High School Program of Study Maryland High School Certificate but booklet from the guidance office. have completed their individual high school program of study and will be leaving the high school and entering an alternative AACPS program (i.e., Vocational Citation Program, On- Campus Transition Program). The stu- dent will be awarded the Maryland High School Certificate upon comple- tion of the alternative program.

*[boe]—See Page 42 42

Board Policies and Regulations [boe]

any of the topics in this Topic Board Policy Administrative handbook are covered by Regulation MBoard of Education Policies and Administrative Regulations. Sec- Academic Eligibility JJA 909.01 tions with specific references to Poli- Extracurricular Programs cies and/or Regulations are marked Bias-Motivated Behavior, Bullying & JCCA JCCA-RA with [BOE*]. To view those listed in the Cyberbullying, Harassment, Hazing, handbook (as well as others), visit & Intimidation www.aacps.org/boardpolicies. Child Abuse & Neglect JEF JEF-RA Student Conduct JCC JCC-RAC Enrollment & Residency JAB JAB-RA Requirements Field Trips IFS IFS-RA Fundraising 504 AR 504 Grading Policy II II-RA Graduation Requirements IIC IIC-RA High School Honor Roll II-RA Homework II II-RA Maryland High School Certificate IID-RA Promotion & Retention of Students IIB IIB-RA Release of JCM JCM-RA Student Information JH JH-RA Social Media (Student) JCCC JCCC-RA Social Media (Employee) GAOO GAOO-RA Student Complaints Related JCH JCH-RA to Policy, Regulation, or Law Anne Arundel County Public Schools Students with Known Anaphylactic JECA JECA – RA prohibits discrimination in matters Allergies or Who are Perceived affecting employment or in providing access to programs on the basis of to be Having Symptoms of actual or perceived race, color, religion, Anaphylaxissions national origin, sex, age, marital status, Suicidal Thoughts & Gestures GAD-RA sexual orientation, genetic information, gender identity, or disability. Suspected Head Injuries JJE JJE-RA For more information, contact: and Concussions Anne Arundel County Public Schools Use of Personal Electronic Devices JCC JCC-RA Division of Human Resources by Students 2644 Riva Road, Annapolis, MD 21401 410-222-5286 • TDD 410-222-5000 www.aacpsschools.org/boardpolicies www.aacps.org Bullying, Harassment

Anne Arundel County Public Schools | Office of Safe & Orderly Schools 43 Bullying, Harassment, or Intimidation Reporting Form (For definitions of Harassment, Intimidation, and Bullying, see other side) Bullying, harassment, or intimidation are serious and will not be tolerated. This is a form to report alleged bullying harassment, or intimida- tion that occurred on school property; at a school-sponsored activity or event off school property; on a school bus; or on the way to and/ or from school,* in the current school year. If you are a student victim, the parent/guardian of a student victim, or a close adult relative of a student victim, or a school staff member and wish to report an incident of alleged bullying harassment, or intimidation, complete this form and return it to the principal at the student victim’s school. Contact the school for additional information or assistance at any time.

Was the behavior intentional, repeated over time, intended to harm, involving a power differential, and creating a hostile educational environment? Yes No

Date (mm/dd/yyyy) School School System Today’s Date:

Person Reporting Incident Check one: Student Student (Witness/Bystander) Parent/guardian Close adult relative School Staff Name: Telephone: E-mail:

1. Name of Student Victim Age

Is he/she 2. Name(s) of Alleged Offender(s) (If known) Age School (if known) a student?

Yes No

Yes No

Yes No

Yes No 3. Date(s) of Incident(s) (mm/dd/yyyy)

4. Place an ‘X’ next to the statement(s) that best Demeaning and making the victim of jokes describes what happened (choose all that apply): Making rude and/or threatening gestures Any bullying, harassment, or intimidation Excluding or rejecting the student that involves physical aggression Intimidating (bullying), extorting, or exploiting Getting another person to hit or harm the student Spreading harmful rumors or gossip Teasing, name-calling, making critical remarks, or threatening, in person or by other means Electronic Communication (specify)

Other (specify)

5. Where did the incident happen (choose all that apply)? On school property At a school-sponsored activity or event off school property On a school bus The way to/from school Electronically

Maryland State Department of Education in accordance with the Safe Schools Reporting Act of 2005 AACPS | Bullying, Harassment, or Intimidation Reporting Form page 2

6. What did the alleged offender(s) say or do? (Attach a separate sheet if necessary)

7. Why did the bullying, harassment or intimidation occur? (Attach a separate sheet if necessary)

8. Did a physical injury result from this incident? No Yes, but it did not require medical attention Yes, and it required medical attention

9. If there was a physical injury, do you think there will be permanent effects? Yes No

10. Was the student victim absent from school as a result of the incident? No Yes If yes, how many days was the student victim absent from school as a result of the incident? ______

11. Did a psychological injury result from this incident? No Yes, but psychological services have not been sought Yes, and psychological services have been sought

12. Is there any additional information you would like to provide? (Attach a separate sheet if necessary)

Signature Date

Definition of Bullying, Harassment, and Intimidation Intentional conduct, including verbal, physical, or written conduct, or an intentional electronic communication, that: (I) creates a hostile educational environment by substantially interfering with a student’s educational benefits, oppor- tunities, or performance, or with a student’s physical or psychological well-being and is: 1. motivated by an actual or a perceived personal characteristic including race, national origin, marital status, sex, sexual orientation, gender identity, religion, ancestry, physical attribute, socioeconomic status, familial status, or physical or mental ability or disability; or 2. threatening or seriously intimidating; and (II) 1. occurs on school property, at a school activity or event, or on a school bus; or 2. substantially disrupts the orderly operation of a school. Electronic communication means a communi- cation transmitted by means of an electronic device, including a telephone, cellular phone, computer, or pager.

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Watch for details Fall 2015 Got Homework? **HelpNow/Brainfuse** National Geographic Virtual Transparent Language Elementary, Middle, High Library (STEM) Middle, High Get a card… Chat live with a tutor, 2 pm till Middle, High Learn over 80 languages, including midnight, seven days a week. National Geographic magazine back ESL. from the Anne Arundel County Public Library English, social studies and writing to 1888. Includes images and videos. help. Available in Spanish. 3M Cloud Library An Anne Arundel County Public Library card is one of the Opposing Viewpoints in Context Elementary, Middle, High most important school supplies a student can have, and it’s **Maryland AskUsNow** Middle, High Downloadable popular eBooks and free! A library card gives students access to a world of both Elementary, Middle, High Articles and information on current eAudiobooks. Chat live with a librarian 24/7 at events and social issues. print and electronic resources to help them succeed in school. www.aacpl.net/help DK (Dorling Kindersley) (STEM) Students have access to subscription resources such as Primary Search Elementary eBooks, magazine and journal articles, practice tests and Biography in Context Elementary eBook versions of popular DK Middle, High Full text access to many magazines. children’s books. language learning software from their computer—or one of People past and present. the library’s PCs. Science in Context (STEM) Gale Virtual Reference Library Have a question? Students can chat live with a librarian 24 CultureGrams Middle, High Elementary, Middle, High Elementary, Middle, High Current research for students, eBook versions of reference titles. hours a day using Maryland AskUsNow, and get real-time Culture, history and customs of including science experiments. online homework help with subject specialist tutors from 2 pm countries and states. OneClickDigital to midnight with HelpNow from Brainfuse. Links are available Science Reference Center (STEM) Elementary, Middle, High Discovering Collection (STEM) Middle, High Downloadable eAudiobooks. on the library’s website, www.aacpl.net. Middle, High Full-text periodicals, reference titles Overdrive And don’t forget—the library still has print books, audiobooks, DVDs and CDs! Literature, history, science and & encyclopedias. Includes science biographies. experiments. Elementary, Middle, High Download popular eBooks and Funk and Wagnall’s New World Students Resources in Context eAudiobooks, includes a reading Databases and eResources Encyclopedia Middle, High room. Elementary, Middle, High Full-text articles, biographies, essays Anne Arundel County Public Library subscribes to authoritative databases General encyclopedia. and time lines. Safari Tech Books (STEM) and other electronic resources to ensure that students can access the High most current and accurate information available. See the reverse Global Issues in Context U.S. History in Context Technical eBooks on programming, High Middle, High certification, web design, etc. side of this sheet for a complete list of the Anne Arundel County Country and international issues U.S. history from the colonial period Public Library’s online resources for students. resources. to the present. TumbleBooks Elementary Our databases and eResources: History Reference Center World History in Context Interactive eBooks and educational • Work through the Internet, but are not Internet sites. Middle, High Middle, High games. U.S. and world history resources. World history through the ages. • Are subscription-based and paid for by the library. Novelist Plus • Provide access to authoritative articles, information, Kids Infobits (STEM) Learning Express Library High eBooks, tutoring and more. Elementary Elementary, Middle, High Search for fiction and nonfiction Beginning research. Practice subject and grade-specific titles by author, plot, read-alikes, • Are created and published by companies that also tests, ASVAB, AP, ESL, GED, SAT curriculum, lexile level and more. produce print resources. Literature Resources from Gale • Are chosen by library staff to support educational and Middle, High Testing and Education Reference Novelist K-8 plus Author biographies, criticism, Center Elementary, Middle curriculum needs. excerpts, and plot summaries. High Search for titles by author, plot, • Are accessible from home with a valid library card. Practice SAT, AP and other exams. Also read-alikes, curriculum and more. National Geographic Kids (STEM) financial aid and scholarship info. To learn more about the homework resources at the Elementary, Middle Library, visit your local branch or go to www.aacpl.net Magazine 2009–current (last three Muzzy Online months excluded), 200 National Elementary, Middle Geographic Kids books and 500 kid- Fun and interactive language friendly, downloadable images. learning. Anne Arundel County Public Library www.aacpl.net • 410.222.7371