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From YouTube: Summer Series: Code of Student Conduct
Description
Description
A
Good
evening,
everyone
welcome
to
Anne
Arundel
County
Public
Schools
2018
Tuesday
summer
series
in
an
effort
to
address
and
provide
information
on
topics
of
concern
to
residents
across
the
county.
Anne
arundel
county
public
schools
is
hosting
six
summer
series
sessions,
and
tonight
is
the
second.
Our
session
will
end
no
later
than
7
o'clock
p.m.
please
be
advised
that
the
session
is
being
recorded
and
will
be
posted
on
the
website
for
public
reference.
A
No
cards
have
been
provided
for
you
to
write
down.
Questions
pertaining
to
this
evenings
topic.
Questions
will
be
reviewed
and
read
by
our
moderator,
dr.,
maureen,
mcmahon
and
read
in
the
order
in
which
they
are
received
throughout
the
presentation.
This
evening
you
may
complete
a
card
and
give
it
to
dr.
McMahon.
A
Only
questions
on
the
note
card
will
be
acknowledged
and
one
card
one
question
per
card,
please
personnel
and
private
issues
can
be
discussed
with
our
staff.
At
the
conclusion
of
this
meeting
this
evening,
topic
is
an
overview
of
our
Student
Code
of
Conduct.
Our
director
of
safe
and
orderly
schools.
Miss
Alice
Swift
will
provide
an
overview
of
the
code.
The
office
of
safe
and
orderly
will
be
co-facilitators
in
this
conversation
as
well.
Miss
Swift
will
introduce
her
team
when
she
arrives.
A
B
You
good
evening
and
thank
you-
this
is
a
awesome,
privilege
and
honor
to
come
out
this
evening
to
speak
with
our
parents
on
our
constituents
and
students
about
our
code
of
conduct,
to
give
you
an
overview
of
how
this
all
comes
together
and
before
we
do
that,
I'd
like
to
introduce
my
team,
it's
part
of
the
team,
but
those
that
could
make
it
this
evening,
dr.
Shawn,
Ashworth,
special
assistant
program,
specialist.
We
have
mr.
Wade
Blair
who's,
one
of
our
special
assistants
and,
of
course,
dr.
B
Lauren,
Ward
Allen,
who
is
also
a
special
assistant,
and
so
there
are,
as
I
said,
there
are
other
members
of
the
team,
but
they
were
not
able
to
make
it
this
evening
and,
as
folks
come
in,
hopefully
it'll
be
more.
But
it's
a
nice
intimate
group.
So
please
I'm
gonna
walk
you
through
the
overview
and
then
that'll,
probably
free
up
more
time
for
us
to
have
some
conversation.
B
B
Page
numbers,
so
you
can
reference
the
code
and
you
can
keep
those
materials
and
put
your
notes
in
there.
As
you
know,
I
take
you
through
what
we're
going
to
talk
about
this
evening,
but
page
one
and
of
the
code
is
your
table
of
conduct.
I'm
excuse
me
table
of
contents,
which
outlines
student
rights
and
responsibilities.
Student
discipline
where
parents
and
students
can
go
to
get
help
with
a
problem,
of
course,
resources
that
are
accessible
to
our
parent
community
and
our
students
and
the
glossary
of
terms
that
support
our
actual
code
of
conduct.
B
And
some
things
aren't
in
the
book
and
then
that
individual
student
that
we
really
must
focus
on.
Of
course,
then
it
becomes
a
little
more
intense
where
we
want
to
make
every
effort
to
support
them
through
their
educational
processes
of,
and
also
having
interventions
that
are
aimed
at
reducing
those
continued
and/or
behaviors.
That
could
possibly
escalate
into
very
serious
violations
under
the
code
of
conduct
the
consequences
and
levels
of
discipline.
And
this
is
a
s,
a
tricky
area
or
an
area
where
parents
may
say
well
what
does
that
mean?
B
Or
you
know,
how
does
this
particular
violation
fall
at
a
level
three,
four
or
five
or
what
will
constitute
a
one
or
two?
And
we
can
talk
about
that
at
the
conclusion
of
the
presentation.
If
you
have
specific
questions
that
we
could
gear
some
examples
to
clarify
that
for
you,
but
our
level,
one
and
two
of
course,
over
time
there
are
specific
violations
that
are
automatic
level,
fours
automatic
level
fives,
and
we
will
address
that
and,
of
course,
the
consequences
that
fall
in
that
continuum.
They
would
be
for
more
serious
violations.
B
There
are
tears
in
terms
of
the
progressive
some
are
automatic,
but
over
time
the
goal
is
to
reduce
the
level
of
exclusions.
So
I'll
start
with
the
lowest
possible
type
of
exclusion,
as
it
relates
to
student
discipline,
and
that
would
be
your
in
school
suspension
and
that
would
be
an
exclusion
within
the
school
no
more
than
ten
days,
but
one
to
ten
days
in
in-school
suspension
and
not
at
one
time.
It
could
happen.
Incrementally
short
term
suspension
would
be
one
to
three
days
out
of
school.
A
long
term.
B
B
The
superintendent
now
is
involved
with
making
a
decision
and
or
his
designee,
and
in
that
case
that
will
be
myself
or
Sally
Egan
to
my
right
after
review
of
the
case
by
the
special
assistant
and
us
looking
at
the
evidence
that
supports
the
removal,
but
we'll
talk
about
that
as
we
move
along
and
then,
of
course,
the
expulsion.
That
would
be
a
removal
of
a
student
for
a
minimum
of
45
days
and
it
could
be
a
maximum
of
the
balance
of
the
school
year.
You
may
say
well
what
constitutes
an
expulsion.
B
Well,
a
handgun,
loaded
or
unloaded
on
school
property
would
constitute
an
expulsion
from
school,
and
so
the
final
one
would
speak
to
bus
suspensions
and
that's
progressive,
because
it's
levels
1
through
4
students,
first
offense,
second,
third,
fourth,
offense
and
students
with
disabilities.
If
transportation
is
built
into
their
IEP
and
they're
unable
to
get
to
school,
then
that
would
count
as
a
suspension
day
or
days,
and
then
there
would
have
to
be
other
arrangements
made
for
that
child
to
get
to
school.
B
But
a
bus
suspension
does
not
mean
the
student
is
suspended
from
school,
just
they're
suspended
from
the
bus,
the
appeal
rights
and
end
of
anything.
If
parents
don't
agree
with
the
decision
of
the
principal
through
the
short
and
long
term
suspension
process,
then
of
course,
on
the
day
that
the
child
is
suspended
from
school
excluded.
B
For
that
expulsion
request,
getting
help
with
the
problem
and
I
think
that
that
should
be
like
the
whole
focus
before
we
always
tell
or
give
the
the
gray
area
first,
but
a
lot
of
times
we
find
that
students
are
excluded.
They
may
have
had
difficulty
communicating
their
concerns
with
the
adults
in
the
building,
whether
it
be
the
teacher
or
their
grade
level,
administrator
or
a
counselor.
B
But
the
main
thing
is,
if
your
child
or
students,
that
you
know
that
are
friends
to
your
friends
or
people
in
your
community,
say
our
goal
in
building
these
relationships
and
continuing
to
foster.
What
we
know
about
the
expectation
to
have
all
children
in
school
should
be
are
100%
priority
is
that
we
implore
to
you
all
to
say.
B
Please
know
that
anything
that
your
child
brings
to
the
table
with
regards
to
getting
that
help
is
confidential
and
should
be
held
in
the
strictest
of
confidence
to
whomever
there
talked
into
speaking
with
that
any
school
problems,
personal
problems,
academic
problems
that
they're
having
and,
of
course,
extracurricular
and
their
activities
a
lot
of
times
sponsors.
You
know
after-school,
engage
with
our
children
and
of
course
you
know
things
happen
on
sports
teams,
and
you
know
there's
some
words
exchanged
and
then
it
may
spill
over
into
the
classroom.
B
But
we
need
to
say
to
you
that
it
is
important
that
you
know
that
we
are
here
to
support
and
help,
but
the
first
stop
in
the
road
before
students
take
matters
into
their
own
hands.
Is
to
identify
where
to
get
that
help
and
that's
outlined
on
pages
24
and
25
of
the
Student
Handbook
and
then
the
last
document
or
I
believe
slide
would
speak
to
the
acknowledgment
of
review.
B
What
I've
just
said
in
a
nutshell,
should
be
coming
to
parents
at
the
start
of
school
back-to-school
nights
in
PTSA
meetings
in
grade
level,
assemblies
among
student
government
organizations
that
this
conversation
should
be
throughout
on
PA
announcements,
so
that
on
us
our
students
understand
that,
in
the
event
that
they
do
violate
the
code-
and
there
are
consequences
to
that-
that
you
know
that
you're
signing
off
on
what
it
is
that
Anne
Arundel
County,
Public
Schools
and
our
Board
of
Education
has
set
forth
to
govern
those
processes.
And
it's
it's.
It's
a
contract.
B
Academic
integrity,
of
course,
technology,
resource
and
use
by
students
and
and
the
biggest
and
the
probability
of
one
of
the
most
heavy
hitters
is
our
bullying
cyber
bullying,
intimidation,
harassment,
hazing
and
bias,
motivate
motivated
behavior
actions
of
which
students
do
violate
consistently.
And
so,
when
you
review
this,
you,
when
your
child
brings
this
home
in
the
fall
you're
at
dodging
that
you've
gone
through
the
code
and
that
you've
expressed
to
them
hey.
This
is
what
can
happen
and
if
your
child
is
awesome
as
I'm
sure
they
are
and
they
are
advising
their
peers.
B
You
know
they
should
be
telling
them
too,
that
this
is
what
binds
the
agreement
between
the
school
system
and
our
families.
And,
of
course,
investigations
do
take
place
and
we
do
try
to
render
the
best
decision
based
on
the
information
that
we
do
have,
but
that
that
document
is
critical,
I
mean
and
it
should
be
signed
after
review
and
return
back
to
the
school.
Let's
put
on
file
and
hopefully
never
to
be,
looked
at
and
used
again,
but
in
the
event
that
it
has
to
be
pulled
during
our
due
process
of
accountability.
B
B
B
A
You
so
much
miss
Swift
at
this
point.
I
know
that
some
of
you
may
have
questions
if
you
would
pass
them
to
dr.
McMahon
again
we
ask
that
you
put
one
question
per
note
card.
If
you
do
have
a
question
and
please
put
your
contact
information
on
the
back,
so
that
if
we
do
have
follow-up,
we
can
certainly
follow
up
with
you
we're
going
to
begin.
Dr.
McMahon
does
have
some
questions
already.
If
you
do
have
that
way,
we'll
give
you
a
minute
or
two,
please
feel
free
to
listen.
A
You
don't
have
to
ask
a
question.
We
know
that
some
of
you
are
here
as
community
members
trying
to
get
some
more
information.
Remember
school,
specific
or
student.
Specific
information
will
not
be
answered
during
the
course
of
this
presentation,
because
it
is
public
information
and
it
will
be
remain
on
the
website
Republican
to
protect
privacy
of
our
students,
and
we
will
answer
we'll
have
a
time
to
answer
those
after
the
session
has
ended.
Additionally,
a
question
will
be
asked
by
dr.
Eggman.
A
C
B
Right,
well,
the
elementary
middle
and
high.
We
have
our
Student
Code
of
Conduct
lessons.
They
were
developed
partially
by
dr.
Sean,
Ashworth
and
students
in
the
PVA
program.
Of
course,
the
office
of
a
school
performance
and
also
ways
would
be
through
the
public
address
system,
grade
level,
assemblies,
back-to-school,
night,
PTA
meetings.
Of
course,
our
student
leaders,
you
know
it
just
depends
on
the
school
and
the
principal
and
their
team
and
how
they
do
it.
They
have
initiatives
in
the
school
they
may
want
to
tackle
anti-bullying
or
something
like
that.
They
may
want
to
tackle
bias.
B
They
may
want
to
promote
activities
and
extracurricular
things
and
and
talk
about
the
rights
and
responsibilities
for
the
privileges
that
students
do
receive,
but
the
creativity
there
is
no
one
fit
systemic
way,
but
I
do
want
to
acknowledge
that
high
schools
and
middle
schools-
really,
you
know,
get
on
board
to
promote
a
lot
of
creative
ways
that
kids
get
to
get
involved
to
promote
the
code.
But
those
are
some
of
them.
I
didn't
know
if
anyone
else
knew
of
any
other.
B
D
C
B
It
is
a
process
annual
that
we
start
April,
April,
March
April,
but
more
April,
it's
a
three
meeting
or
three
tiered
process,
and
it
involves
every
office
at
central
office
from
parents,
students,
technology
security,
special
ed,
legal,
safe
and
orderly
curriculum
and
instruction
student
support
services.
I
mean
every
office
in
this
building
touches
the
code
of
conduct
and
we
divide
it
out
into
the
11
domains
that
it
that
it
rests
with.
We
assign
team
members
and,
of
course
they
provide
their
impact
in
their
input,
scuse
me
and
then
we
vetted
through
legal.
B
We
also
rely
upon
the
recommendations
from
the
Maryland
State
Department
of
Education.
We
look
at
data
points
as
they
support
the
changes
to
the
code.
For
example,
one
of
them
this
year
will
be
threats
of
mass
violence
where
we
have
bomb
in
the
code.
We
have
category
for
attacks
or
threats
at
a
lower
level.
Although
we,
you
know
very
clear,
all
threats
are
serious,
but
threats
of
mass
violence
is
new
based
on
what
is
happening
across
this
country.
C
C
B
We
say
both
genders
and
we
even
even
have
included
transgender
or
students
that
are
in
transition,
because
there's
some
students
that
like
to
that
are
of
that
sex
who
like
to
wear
the
opposite
sex
clothes
and
then
there's
some
students
that
are
transitioning
to
another
gender.
So
in
terms
of
specific
the
hats,
the
shoes
for
safety
precautions
in
terms
of
the
development
of
that
data
through
risk
management,
incidents
of
students
getting
hurt
by
certain
paraphernalia
or
drugs,
or
you
know
anything
that
is
offensive
to
a
particular
group
or
organization
or
protected
class.
B
They're
not
allowed
to
exhibit
that
in
their
attire
and
those
particular
codes
and
of
enforcement
come
through
the
actual
school-based
administration.
Whether
hats
are
allowed-
and
you
know
when
they
walk
through
the
building
the
shorteez
of
shorts-
or
you
know
certain
things,
midriffs
and
anything.
That's
exposing
body
parts
or
drawing
attention
and
causing
a
disruption
to
the
school.
Then,
of
course
the
adherence
to
following
you
know
would
come
through
the
administration,
but
in
terms
of
development,
it
falls
in
in
line
with
all
of
the
other
violations
potential
that
could
exist,
and
so
we
gauge
it.
B
That
way.
Like
Healy's,
I'm
thinking
about
some
new
things
that
came
down
the
pike,
but
our
standard
gang
like
activity,
drugs,
anything
that's
defaming
a
particular
group
of
people
and
their
you
know
their
rights
and
privileges
to
be
in
school,
and
if
it's
on
that
person's,
you
know
body
through
they're
closed,
they
should
be
pulled
in
and
that
should
be
addressed
immediately.
B
C
B
Thank
you.
The
State
Department
of
Education
gives
autonomy
to
the
local
superintendent
to
impose
those
particular
consequences.
But
again
it's
based
on
data
points.
We
do
get
recommendations,
but
the
school
system
and
/
colmar.
We
are
allowed
to
modify
it
to
meet
the
needs
of
what
we're
seeing
the
trends,
the
data
it
could
be
attacks
and
fights.
Do
we
need
to
up
a
level
should
it
shouldn't
have
started
at
a
level
one?
Does
it
need
to
go
to
a
level
three?
B
B
B
Pertains
to
all
students,
a
student
and
students,
a
staff
and
staff,
the
staff,
and
so
our
office
doesn't
touch
staff.
The
staff
we
deal
with
student
to
student
incidents,
the
office
of
investigations,
the
employee
case
management
through
Human
Resources,
our
deputies.
They
handle
that
particular
discussion
if
it's
adult
bias,
but
all
means
all.
We
are
inclusive.
B
C
B
That's
an
excellent
question
because
that
seems
the
big
be
the
biggest
thing
there
they're
two
ways:
the
bullying
report
forms
hardcopy,
one
in
the
code
of
conduct
or
the
student
handbook.
In
addition,
our
preferred
way
is
the
electronic
way,
and
so,
when
you
go
onto
our
website,
wwas
org
and
you
click
on
the
parent,
the
drop
down
menu.
You
will
see
the
stop
sign
for
bullying,
stop
anti-bullying.
You
click
that
it's
a
two-page
form
and
you
complete
that
online
as
soon
as
you
hit
submit.
B
They
also
get
a
copy
their
office,
and
so
what
happens
after
the
report
comes
in
the
school
within
24,
no
more
to
48
hours
should
be
responding
to
that
parent
family,
either
by
calling
asking
the
parent
to
come
in
getting
the
overview
of
the
report
meeting
with
the
impacted
student
and
alleged
victim
and
start
an
investigation
based
upon
what
it
is
that
the
student
has
brought
forward
that
occurs,
the
due
process
for
the
student
that's
been
accused.
Now
they
are
now
able
to
be
called
in
and
should
be.
B
They
are
asked
about
the
allegations
that
have
been
brought
forth
and
then
the
school
must
make
a
decision,
whether
it
is
a
bullying,
intimidation,
harassment,
hazing
or
bias,
but
you
know
particular
incident,
sometimes
well.
The
first
time,
according
to
the
state
bullying,
has
to
be
a
repeated
act
so
the
initial
time
it
happens.
If
it
happens
again.
Unfortunately,
in
its
and
a
lot
of
times
it
does,
then
the
school
can
escalate
it
up
and
document
it
as
bullying.
Sometimes
it's
intimidation.
B
Sometimes
it
is
harassment,
and
we
also
want
to
not
leave
out
cyber
bullying.
We
do
not
want
to
leave
out
sexual
harassment
and
we
do
not
want
to
leave
out
harassment
and
all
of
those
terms
are
identified
on
page
27
and
throughout
the
end
of
our
code
on
the
student
handbook
side
that
helped
you
to
navigate
and
to
understand
what
those
terms
actually
mean.
B
So
when
you
say
it's
bullying,
okay,
yes,
as
parents,
that's
probably
what
we
would
say,
but
you
would
need
to
know
the
outcomes
of
the
investigation
as
it
relates
to
you
know
a
generalization
of
what
the
school's
findings
are
and
then
from
there.
They
would.
You
know,
share
with
you
what
they
can
they're,
not
able
to
tell
you
about
the
discipline
of
the
other
child
and
then,
of
course,
if
other
things
need
to
be
done,
meaning
changing
classes,
meaning
separate
student
safety
plans
and
things
like
that.
B
All
of
that
would
come
into
play,
but
the
actual
reporting
mechanism
that
we
prefer
is
the
electronic
way.
But
there
is
a
hard
copy
there.
If
you
don't
have
a
computer,
the
administrator
at
the
school
should
be
assisting
your
child,
the
guidance
counselor
if
they
go
there
privately
and
safe
and
secure
to
do
that.
Amongst
that
person
only
again
when
I
emphasize
confidentiality,
that
is
paramount.
We
don't
want
any.
You
know,
retaliation
to
anyone
that
comes
forward
to
report
and
you
can
also
call
the
hotline
and
the
numbers.
C
B
Many
of
the
schools
have
begun
to
use,
though
the
restorative
practices
I
know
that
if
you
want
to
go
into
the
specifics,
but
I'll
do
the
the
generalization
of
it.
Sometimes
conflicts
can
be
mitigated
through
that
circle.
If
there
is
a
dispute
or
back-and-forth
and
students
come
together
and
the
the
group
can
be
as
small
as
as
to
as
large
as
10
plus,
but
with
that
being
said,
I
know
that
there
are
essential
questions
that
are
asked
of
the
students.
B
It's
a
talk,
it's
a
talking
about
more
or
less
an
introspective
approach
and
how
that
student
can
look
at
what
their
role
was
in
terms
of
how
they
got
to
where
they
did
and
through
that
process
of
restoration
have
people
owning
what
they
did
now.
What
can
I
do
to
be
better
and
how
can
we
walk
away?
They
don't
have
to
leave
being
friends,
but
they
can
agree
to
disagree
and
respect
each
other's
space
and
I.
Don't
know
because
I
know,
dr.
Ashworth
has
had
a
lot
of
training
in
that
as
well.
B
D
That's
exactly
what
I
was
going
to
start.
I
was
going
to
start
with
many
of
our
schools,
if
not
all
by
now,
actually
begin
the
idea
of
restorative
practices
through
community
circles
that
happen
in
the
mornings
or
during
advisory
times.
In
elementary,
we
call
them
community
building
circles
in
our
middle
school
secondary
school.
Some
schools
are
calling
them
morning
rally,
and
it
is
there
as
an
opportunity
for
students
to
get
along
to
learn
how
to
get
along
to
have
positive
conversation
and
relationships.
D
There
usually
is
a
question
of
the
day
and
that
question
usually
relates
to
a
school
rule,
maybe
something
in
the
code
of
conduct
or
something
happening
in
the
building
or
just
again.
How
do
we
talk
nice
to
I'm
each
other,
and
so
that's
where
every
school
is
adopting
that
concept
and
then,
as
we
get
more
into
some
deeper
structures
of
restorative
practices,
those
usually
take
place.
Sometimes
the
school
counselors
use
them
as
a
way
to
prevent.
There
might
be
word
of
a
he
say
she
say
or
got
a
guy
problem.
D
That's
going
on,
and
the
school
counselor
or
administrator
will
call
it.
What
we
call
a
restorative
circle-
and
we
bring
those
individuals
together
and
really
the
purpose
of
the
circle
is
to
heal
harm
right
is
to
really
look
at
what
the
potential
agresa
is
doing
in
the
impact
that
their
behaviors,
having
not
only
on
them
academically
socially,
but
also
on
the
school
and
at
home,
into
the
parent,
and
so
restorative
circles
are
done
to
heal
harm
and
to
make
better
decisions.
D
And
then
we
also
have
what
we
call
community
conferencing
and
community
conferencing
comes
into
play
as
we
get
more
in
serious
and
behavior
so
say,
there's
a
fight
between
two
individuals.
Again,
our
goal
in
Anne
Arundel
County
is
to
keep
kids
in
school
and
also
to
create
a
safe
environment,
and
so
a
third
party
will
come
out
to
the
school
once
they
are
contacted
to
perform.
What
we
call
a
community
conferencing
and
that
conference
involves
both
families.
D
So
it's
not
just
to
students,
but
are
the
parents
or
the
grandparents
whoever's
involved
and
again
it's
an
opportunity
to
heal
the
harm
that
is
done
at
the
end
of
that
community
conference?
There
is
a
contract
that
is
done
between
the
school
and
the
parents
and
that
student
on
maintaining
appropriate
behavior,
as
outlined
in
a
code
of
conduct.
Thank.
B
The
Family
Partnership
office
for
Anne
Arundel,
County
Vince
Taylor,
is
our
point
of
contact
for
that
and
the
last
thing
I
want
to
add
about
that.
Is
it's
almost
an
unwritten
contract
between
families
that,
if
there
are
other
things
that
happen
in
the
community
that
Vince
Taylor's
office
would
have
the
right
to
move
the
to
the
Department
of
Juvenile
Services?
So
when
we
talk
about
community
conferencing
versus
restorative
practices
or
circles,
that's
a
little
more
serious
for
students
that
just
won't
stop.
B
Students
that
are
reporting
of
neighborhoods
that
they
don't
belong
in
students
are
really
causing
problems
that
we
have
to
get
another
agency
in
to
say:
hey,
we
had
a
conversation.
This
is
what
the
agreement
was,
but
out
of
that
grew
agreement,
we
have
some
unsafe
situations
still
going
on,
and
now
we
have
to
report
these
matters
to
the
local
authority.
B
B
C
B
Is
the
case
I
would
say
no,
it's
not
the
case
and
I
would
say
no
I'm.
Speaking
for
the
superintendent
I'm
speaking
for
my
supervisors
here
and
the
assistant
superintendents
and,
of
course,
our
deputy.
When
we
talk
about
all
I
mean
all
rights
should
be
protected
at
all
times.
It's
not
a
one-time
to
time
that
a
student
should
be
allowed
to
sexually
harass
anybody,
and
if
that
is
occurring,
as
Miss
Jackson
stated,
we
would
probably
need
to
know
what
school
so
that
we
can
follow
up
and
bring
correction
to
that
conversation.
B
I
do
want
to
say
that
bias
and
sexual
harassment
konna
tread
down
of
the
path
together,
but
they're
not
the
same
all
right.
We
deal
with
protected
classes
as
we
speak
to
a
woman's
rights
or
males
rights
or
LGBT
rights,
and
people
need
to
know
too
that
sexual
harassment
is
not
just
male
to
female
or
female
to
male.
It
could
be
male
to
male
female
to
female,
and
so
that
there's
more
to
come
on
that.
B
But
with
that
being
said,
the
minute
that
that
person
feels
that
have
been
harassed
sexually,
it
should
be
reported
on
the
bully
intimidation,
harassment
form
the
school
within
the
24.
No
more
than
48
hours
should
be
responsive
and
investigation
should
begin,
and
a
resolution
should
come
as
a
result
of
that
and
that
could
be
from
anything
from
touch
in
the
chest
area.
The
buttocks
and,
of
course,
our
private
front.
B
B
The
student
or
the
parent,
and
if
the
student
tells
a
friend
and
the
friend,
tells
the
administration
for
example,
then
the
administration
will
then
double
back
to
the
original
source,
but
the
person
have
reported
would
become
a
witness
and
they
would
provide
their
statement,
but
they
have
to
go
back
to
the
source.
Thank.
C
You
you're
welcome,
so
this
stakeholder
writes
out
of
school
and
in
school
suspensions
have
been
shown
to
correlate
with
a
school
to
Prison
Pipeline
in
some
instances.
What
is
internal
economy,
public
schools
doing
to
mitigate
the
negative
impact
on
students
who
are
given
in
school
or
out
of
school
suspensions?
Wow.
B
That's
a
heavy
one
because
without
data
points
you
know
to
say
who
went.
We
do
know
that
a
lot
of
times
when
we
start
with
a
short
term
could
end
up
long
term
extended
suspension.
But
then
the
child
also
violates
something
in
the
community.
There's
a
community
offense
and
then
out
of
that
a
community
offense
that
the
judicial
system
may
detain
that
student,
but
an
initial
suspension
unless
it's
I
want
to
say
a
hand
if
I
could
a
handgun
and
they
bring
that
to
school.
That
student
would
be
arrested
at
school,
charged
and
detained
okay.
B
So
if
that
is
the
immediacy
of
a
prison
to
pipeline,
then
I
have
to
say
then
in
that
case,
that
would
be,
but
the
goal
of
the
school
system
is
to
provide
interventions.
If
you
remember
the
onset
of
the
presentation,
we
talked
about
what's
universal
for
all,
then
we
begin
to
close
in
on
targeted
and
then
that
individual
student
that
event
individual
student
may
be
coming
in
with
barriers
of
homelessness
barriers
of
brokenness
in
terms
of
their
divorce
and/or
death
separation.
B
There
could
be
some
mental
health
concerns
with
that
child,
but
whatever's
going
on
the
goal
with
our
district
is
to
be
proactive
to
put
more
student
service
support
in
play,
get
our
counselors
involved.
Our
pupil
personnel
workers
involved
conduct
a
functional
behavior
assessment.
Take
them
through
a
process
for
the
IEP,
a
or
504.
Is
it
medicinal
related?
It
could
be
any
of
those
things,
but
it
should
be
responsive
to
what
that
particular
child
needs.
However,
students
do
come
in
and
now
I
have
to
come
back
and
kind
of
roll
it.
B
The
other
way
with
regards
to
Anne
Arundel
County
Public
Schools.
Sometimes
we
can't
control
certain
things,
and
so,
when
we
talk
about
prison
to
school,
to
Prison
Pipeline,
sometimes
the
kids
come
in
with
with
deficits
or
a
mindset
that
could
potentially
be
criminal
and
bring
that
to
the
school.
But
then
we
still
work
with
outside
agencies.
To
get
that
support,
do
they
need
mentorship,
the
Boys
and
Girls
Club
recreational
activities,
resources?
Do
they
need
extra
help,
academically
or
a
job?
B
I
mean
something
that
would
support
them
so
that
when
they're
not
with
us-
and
we
can't
supervise
and
protect
them,
that
they
know
that
when
they
come
back,
just
keep
coming
back
that
we're
gonna
be
here.
But
we
need
for
you
to
hold
on
and
in
your
holding
on
outside
of
the
schoolhouse,
we're
able
to
support
them
through
other
avenues
that
keep
them
off
the
streets
or
keep
them
from
making
those
types
of
decisions.
Unfortunately,
Emma.
B
The
goal-
and
it
may
not
be
in-school
suspension,
but
in-school
intervention.
The
decision
made
King
room
the
Learning
Lab,
depending
on
what
level
the
child
is
for
elementary
middle
or
high,
and
then
what
best
suits
that
particular
situation.
I
also
want
to
say.
Sometimes
certain
violations,
as
we
mentioned
in
the
PowerPoint,
would
be
automatic
level
four
or
five,
but
your
one
into
your
insubordination,
your
disrespect,
leaving
class
cutting
class.
B
That's
when
we're
talking
more
along
the
lines
of
that
intervention
component,
but
if
you're
going
to
fight
attack,
bring
drugs
and
alcohol
distribute
possess
use
and
do
all
those
things
now
we're
teetering
in
another
area
that
we
want
to
try
to
incorporate
our
Charles
leisure
programs.
Our
eighth
up,
you
know
alcohol,
you
know
tobacco
and,
of
course,
our
alcohol
and
drug
program.
You.
B
B
Now
the
student
who
was
offended
might
not
see
it
as
such
and
let
me
say
that's
just
an
example:
if
two
students
of
the
same
race
are
calling
each
other
a
certain
name
and
people
think
that
that's
appropriate,
but
when
they
hear
that-
and
they
say
no,
that's
not
appropriate
and
they
go
and
tell,
and
so
then
that
kid
can
land
in
the
bias
all
right.
But
then
the
two
students
may
say
we
call
each
other
that
all
the
time
it's
bias.
B
Speaks
are
responsible
action
program,
and
last
year
we
incorporated
I
would
say
referring
students
to
this
who
were
documented
and
investigated
and
documented
as
repeated
bullying,
intimidation
harassment,
because
we
recognize
there
was
something
inherently
wrong
in
addition
to
just
the
action,
but
they
needed
to
go
through
the
curriculum
to
finally
get
it.
But
a
lot
of
students
are
also
referred
to
the
responsible
action
program
who
are
upset
and
angry
who
want
to
cause
conflict.
D
B
Program-
and
these
are
students
who
use
tobacco
products,
smoking
on
campus
vapes
jewels.
All
of
that
stuff.
We've
added
that
to
the
code
this
year,
because
students
have
gotten
very
creative
with
using
tobacco
products,
as
has
the
you
know.
It
was
who
handled
the
smoking
I,
don't
want
to
say
Food
and
Drug
Administration,
but
the
the
bottom
line
is:
is
that
the
thing
the
products
they
have
are
really
pretty
and
really
nice-looking
and
a
lot
of
times?
B
Teachers
may
think
it's
just
air
freshener,
but
it
they
could
be
vaping
right
there
in
class,
but
once
known
about
they're
referred
and
there's
a
tiered
process
in
all
of
this
as
well,
because
we
recognize
some
kids
have
tobacco
addictions,
and
so
then
we
kind
of
have
to
move
away
as
a
more
discipline.
Or
is
it
now
more
intervention
and
support
some
kids
have
drug
problems?
Is
it
more
addiction
or
do
they
need
support,
but
that
student
that's
coming
and
bringing
drugs
to
school
and
selling
drugs
to
our
youth?
B
Guardians
options
and
given
as
a
consequence,
but
for
what
we
do
when
we
have
a
case
that
involves
say,
for
example,
student
that
bought
drugs
to
school
and
made
attempts
to
sell
the
drugs,
possession
use
and
or
distribution.
This
would
be
an
a
line
item
that
that
parent
would
receive
that
they
I
hate
to
use
the
word
mandatory,
but
as
close
to
mandatory
as
we
can
get
again,
we
can't
make
anyone
do
anything.
B
However,
if
in
fact
the
parents
had
cessation
classes
outside
if
they
were
going
to
drug
and
alcohol
counseling,
we
would
use
that
in
lieu
of
this
to
offset
it.
It's
not
a
disclaimer.
However,
most
kids
that
are
referred
to
these
programs
do
attend
and
they
do
get
better
and
we
don't
see
them
again.
So
we're.
C
C
B
Our
district
and
I
want
to
say
that
Anne
Arundel
County
is
the
model
for
the
state,
one
of
them,
I
would
say
V
model
what
happens
and
any
removal.
We
provide
a
free,
appropriate
public
education
to
all
students,
so
students
who
have
been
expelled
our
place
on
home
teaching
and
they
receive
academic
support
and
any
other
things
that
they
need.
If
we're
talking
about
students
with
disabilities,
then
we
work
with
them,
but
we
do
not
throw
children
away
and
then
upon
return,
we
have
a
readmission
review
board.
We
bring
them
back
through.
B
We
want
to
hear
from
them.
What
did
you
do?
How
did
this
change
your
life?
What
would
you
do
to
be
better
if
we
were
to
quote-unquote?
Let
you
back
in
ie,
comprehensive
school
or
alternative
school,
but
it
is
a
process.
I
want
to
say
in
the
/,
the
1994
gun-free
Schools
Act
that
was
signed
by
President
Clinton
post
Columbine.
That
was
when
the
federal
government
mandated
that
an
automatic
expulsion
in
schools
would
be
for
that
handgun
loaded
or
unloaded.
B
B
C
B
B
When
we
talk
about
groups,
we
always
look
at
the
endgame,
but
in
any
investigation
we
have
to
look
at
what
the
root
causes
are.
The
catalysts.
Where
did
it
begin,
and
each
student
that's
involved,
identified
and
investigated,
has
a
story
to
tell
so.
The
goal
of
the
administration
would
be
to
speak
with
every
student
identified
and
let
them
lead
them
to
the
outcome.
So
each
person's
role
for
whatever
happened
and
how
they
collided,
they
would
be
dealt
with
as
an
individual,
not
as
a
group,
but
a
lot
of
times
when
it
finally
hits.
B
Talk
about
inclusion,
support
each
other
and
agree
to
disagree,
but
you
can't
be
unsafe
in
a
school,
but
ultimately
we
would
hope
that
the
schools
do
investigate
drill
down
to
find
the
catalyst
of
where
it
started
and
deal
with
that
student.
You
know
each
student
of
course
deal
with
all
students
but
to
see
what
role
and
then
there's
some
students
whose
role
might
be
greater
than
others.
C
B
Well,
the
evening
news
or
the
news,
but
we
do
have
an
office
of
communications
that
works
in
tangent,
with
our
schools,
our
assistant,
superintendents,
our
deputies
and
our
superintendent,
and
so
what
happens?
There's
a
coordinated
effort
to
get
the
facts,
as
we
best
know
them.
At
that
time
to
calm
the
community
send
out
letters.
B
Our
superintendent,
the
same
we've
seen
that
over
the
course
and,
of
course,
allowing
parents
to
come
to
board
meetings
and
get
on
a
billet
and
get
their
two
minutes
to
say
what
they
need
to
say
and
being
adequately
addressed
and
respected
for
feeling
like
they
were
disrespected,
but
there
there
are
multiple
ways
that
we
get
it
out,
but
the
main
source
has
to
be
vetted
through
the
superintendent
in
the
Office
of
Communications
to
get
it
to
our
parents.
Thank.
A
You
so
much
dr.
McMahon
for
moderating
that
and
again
from
a
swift
and
your
entire
team.
I've
had
the
pleasure
of
working
with
MS
Eagan,
miss
Swift,
and
this
amazing
team-
and
you
know
miss
Swift,
mentioned
several
times
that
we
are
the
model
and
it's
a
lot
because
of
the
hard
work
of
this
team
and
I
have
the
pleasure
to
work
with
you
and
thank
you
so
much
I
want
to
reiterate
a
few
things
that
Miss
Swift
and
her
team
said
so
again.
A
Thank
you
that
one
of
the
most
important
things
if
you
can
carry
away
from
this
tonight
again
miss
Swift,
gave
you
an
over.
The
purpos'd
is
to
talk
about
this
Code
of
Student
Conduct
and
to
give
you
an
overview
of
some
of
the
programs.
But
you
know
we
have.
She
talked
about
the
form
and
the
electronic
form,
but
please,
if
you
have
a
problem,
please
make
sure
that
you
get
to
the
nearest
adult
trusted
adult
at
the
school
if
you're
a
parent
or,
if
you're
a
student,
so
you
know
the
forms
do
help.
A
You
know
many
people
ask
the
question.
As
Miss
Smith
Swift
says,
you
know
what
is
the
accountability
level
here
at
central
office
and
that
the
forms
really
helped
with
that
balance
between
the
school
and
our
central
office
and
making
sure
that
we're
accountable
to
our
community
but
the
most
important
people
which
are
students.
A
Another
reminder,
even
if
you
think
that
if
you're
reporting
something
and
it
doesn't
necessarily
nicely
fit
into
a
definition
like
bullying,
harassing
teasing
reported
anyway,
it's
your
duty
make
sure
that
you
report
it
even
if
you're
a
bystander.
If
it
didn't
necessarily
happen
to
you,
make
sure
that
you
report
it
because
remember
we're
a
school
system
of
teaching
and
learning
and
we
want
to
teach
appropriate
and
and
sometimes
replacement,
behaviors,
and
so
even
if
it's
not
considered
bullying
or
harassment.
But
it's
an
inappropriate
behavior.
A
The
next
thing,
I
want
to
make
sure
that
everyone
like
to
reiterate
to
everyone
here
this
evening,
is
that
if
you
have
a
clarifying
question-
or
some
of
you
may
have
something
personal
or
as
Miss
Swift
so
eloquently
put
earlier-
that
something
may
have
occurred
in
the
school
that
you
feel
like
wasn't
necessarily
resolved.
You
can
certainly
bring
that
to
our
attention
this
evening
and
our
staff
that
will
here
will
either
provide
resolution
or
get
your
information
to
someone
that
can
help
provide
that
resolution.
A
Because
of
our
programming
constraints,
we
have
to
end
the
formal
part
of
this
program
now.
I
really
thank
all
of
you
all
for
coming
this
evening.
Please
join
us
next
Tuesday
July,
the
24th
when
our
office
of
student
support
services,
again
under
the
leadership
of
miss
Eagan,
will
present
an
overview
of
some
of
the
emotional
and
social
supports
that
we
offer
to
our
students
and
in
turn
our
family
families
here
in
Anne,
Arundel
County,
Public
Schools.
Thank
you
and
have
a
safe
evening.