With increased access to computers and online material from all over the world, students may access content that is not of educational value in the context of the school setting. LCPS does not condone the use of such material and does not permit the usage of inappropriate materials in the school environment. LCPS is also not responsible for the accuracy or the quality of information obtained through the Internet.

When using computer equipment and networks in schools for any purpose, all students need to act responsibly. Students must use appropriate language and behavior on computers and networks as described in Policy 8650, Student Technology Acceptable/Responsible Use Policy. Malicious behavior and unauthorized use of equipment, systems, or applications could be in violation of this policy and subject to disciplinary action.

All students will be monitored closely by school personnel as they use approved technology in the school building. Students must connect to the LCPS network, which will filter Internet use of all school activities. Elementary students will be supervised when using telecommunications services and technology resources in the regular school setting.

LCPS uses third-party websites to offer online programs solely for the benefit of students and the School Division and not for commercial purposes. Agreements and contracts are vetted to ensure that terms and conditions include privacy provisions that meet our high standards and are in compliance with the Family Educational Rights and Privacy Act (FERPA), Children’s Online Privacy and Protection Act (COPPA), and applicable Virginia laws. COPPA permits LCPS to act as an agent for parents in consenting to the collection of limited information from children under 13 years of age where an application collects personal information from students for the use and benefit of the school and for no other commercial purpose. 

Per Policy 8655, Student Personal Device Use, students' cell phones may not be used during instructional time.Students in grades K-8 must keep devices off and away from bell to bell, meaning the entire school day. Students in grades 9-12 may use devices during non-instructional times based on their school administrators’ direction. Parents/guardians and students are advised to be aware of this policy. Parents/guardians and students are also reminded that School Board policies shall be followed in all cases. 

LCPS is not responsible for training, maintenance, troubleshooting, loss, theft, or damage of any personal technology and reserves the right to monitor and/or investigate all activities initiated on these devices when connected to the authorized LCPS network.

Any violation of this policy by a student may result in the student’s loss of privileges and/or possession of such devices while on school property, under school control, or attending any school-sponsored function or activity and may result in further disciplinary action. Student use of such devices for unlawful or other prohibited purposes while on school property, under school authority, or attending any school-sponsored function or activity may result in seizure of the device by school officials and disciplinary action, including expulsion.

The educational value of student activities is recognized by the School Board. Activities provide students opportunities to develop special interests and talents, to mature socially, to represent their school community, and to experience the responsibilities of participation and management in organizations.

Students of school age have a right to a free public education and have a responsibility to attend school. Regular attendance and on-time arrival are essential if students are to benefit fully from the educational opportunities provided to them. Students are expected to attend school and arrive on time every day. Appropriate interventions will be implemented to address attendance concerns.

The General Assembly of Virginia has recognized the importance of regular attendance by enacting a compulsory school attendance law for students under the age of 18. As outlined in Virginia Code § 22.1-254, Policy 8120, Compulsory Attendance, and Policy 8140, Student Attendance Requirements and Procedures, every parent, guardian, or other person having control of any child between the ages of 5 and 18 shall send such child to a public, private, denominational, or parochial school, have such child taught by a tutor or qualified teacher, or provide home instruction as approved by the Superintendent or designee. This law requires parents/guardians to see that their children attend school for the same number of days and hours that school is in session, and it provides penalties for failure to do so. Penalties are also provided for anyone, including other students, who encourages or induces students to be absent or who employs or harbors a student who should be in school. The School Board employs attendance officers who are authorized and required to file a petition in the Juvenile and Domestic Relations Court to obtain compliance with this law.

Parents/guardians who believe that a child is not mentally, physically, or emotionally prepared for school must notify the Superintendent in writing that they wish to delay compulsory attendance until the following year if the child has not reached their 6th birthday on or before September 30 of that school year.

See Appendix A for a reprint of the Compulsory School Attendance Law in its entirety.

LCPS will implement ongoing and continuous strategies to identify, locate, and evaluate children residing within its jurisdiction who are birth to age 21, inclusive, and need special education and related services as defined in 8VAC20-81-50. Strategies will focus on addressing children who: live in typical homes; are highly mobile, such as migrant and homeless children; are wards of the state; attend private schools, including children who are home-instructed or home-tutored; are suspected of having a disability and are in need of special education, even though they are advancing from grade to grade; and are under age 18, who are suspected of having a disability who need special education and related services, and who are  incarcerated in a regional or local jail in Loudoun County for 10 or more days.

 LCPS shall locate, identify, and evaluate children with disabilities who are enrolled by their parents in private, including religious, elementary and secondary schools.

• Strategies to identify children who are parentally placed in private schools will be designed after consultation with representatives of those settings. 

• These efforts will ensure an accurate count of these children.

• The cost of carrying out the child find requirements, including individual evaluation, may not be considered in determining if a local educational agency has met its obligation for calculation of its expenditures under federal and state regulations governing special education. 

• If the location of the administration of the private school in which the child attends is within Loudoun County and the child lives outside of Loudoun County, LCPS will be responsible for the child find activities. 

• LCPS will consult with appropriate representatives of private school children with disabilities, as well as home-instructed or home-tutored children with disabilities and representatives of parents of parentally-placed private school children with disabilities, on how to implement the child find and evaluation activities. 

Referrals will be accepted in written, electronic, or oral form by the principal or designee of the school the child attends or if initially enrolling in the school division, the school in the parent’s attendance zone. Referrals can be received from any source including parents, school staff, the school-based team, the Virginia Department of Education, any other state agency, or other individuals regarding children who are residents of Loudoun County or who attend a private school that is located within Loudoun County. Once a referral is received, the principal or designee will ensure that the referral is documented on a referral form which includes the child’s name, the reason for the referral and the efforts made to address the concerns, the date the referral was received, the name of the person or agency making the referral, the parents’ names, and contact information for the parents.

 In reviewing the child’s performance, the team may use a process based on the child’s response to scientific, research-based interventions or other alternative research-based procedures.  The team shall ensure that these interventions are documented and do not needlessly delay a child suspected of having a  disability from being evaluated for special education and related services. If the child has not made adequate progress after an appropriate period of time during the implementation of the interventions, the team shall refer the child to the special education administrator or designee for an evaluation to determine if the child needs special education and related services.  Referrals from the team for a special education and related services evaluation will be forwarded to the special education administrator or designee within three days of their decision.

Within 10 business days following its receipt, the referral will be reviewed by the school-based team which includes the referring source, as appropriate, the principal or designee, at least one teacher, at least one specialist, and one member who is knowledgeable about alternative interventions and about procedures required to access programs and services that are available to assist with children’s educational needs. Additional professionals may be included as appropriate and based on the reason for the referral. The school-based team will review the reason for the referral and review the child’s record and any other performance evidence or data that will be used to make recommendations for educational and/or behavioral needs. The team may: (1) determine the referral for special education evaluation is not needed for the student, noting that the child is performing adequately; (2) recommend interventions with prescribed review dates; or (3) refer the child for a special education evaluation. All decisions of this team will be documented in writing and include information upon which a decision was based. Such documentation will be maintained in the student’s scholastic record.

If the team decides not to refer the student for a special education and related services evaluation, the parents will be provided with prior written notice indicating that the request for a special education evaluation was refused, the reasons for the decision, a description of other options the team considered and reasons why they were not accepted, a description of the evaluation information (each evaluation procedure, assessment, record or report) used to make the decision and any other factors that were relevant to the team’s decision, and their right to appeal the decision through the due process hearing procedures. The parents will be given a copy of the procedural safeguards.

 If the referral is made to the special education administrator or designee within three business days, the special education administrator or designee will initiate the evaluation-eligibility process, forward the referral to the school team to review and respond to the request, or deny the request. If the referral is made by the child’s parents, the parents will be notified of the decision. If the request is denied, the parents will be provided prior written notice as already described and as is required pursuant to 8VAC 20-81-170 of the Virginia Administrative Code.

Policy 8070, Written Comments and Complaints, provides a process that allows parents and students to offer input, comments, and suggestions. Parents/guardians and students with complaints should attempt to resolve their concerns first with the staff at the child’s school, beginning with, where applicable, the teacher, school assistant principal, or principal. Comment and complaint forms are available on the LCPS website.  Paper forms will also be available at individual schools. Retaliation against parents/guardians and students who file complaints or participate in related proceedings is strictly prohibited.

 LCPS shall locate, identify, and evaluate children with disabilities who are enrolled by their parents in private, including religious, elementary and secondary schools.

• Strategies to identify children who are parentally placed in private schools will be designed after consultation with representatives of those settings. 

• These efforts will ensure an accurate count of these children.

• The cost of carrying out the child find requirements, including individual evaluation, may not be considered in determining if a local educational agency has met its obligation for calculation of its expenditures under federal and state regulations governing special education. 

• If the location of the administration of the private school in which the child attends is within Loudoun County and the child lives outside of Loudoun County, LCPS will be responsible for the child find activities. 

• LCPS will consult with appropriate representatives of private school children with disabilities, as well as home-instructed or home-tutored children with disabilities and representatives of parents of parentally-placed private school children with disabilities, on how to implement the child find and evaluation activities. 

Referrals will be accepted in written, electronic, or oral form by the principal or designee of the school the child attends or if initially enrolling in the school division, the school in the parent’s attendance zone. Referrals can be received from any source including parents, school staff, the school-based team, the Virginia Department of Education, any other state agency, or other individuals regarding children who are residents of Loudoun County or who attend a private school that is located within Loudoun County. Once a referral is received, the principal or designee will ensure that the referral is documented on a referral form which includes the child’s name, the reason for the referral and the efforts made to address the concerns, the date the referral was received, the name of the person or agency making the referral, the parents’ names, and contact information for the parents.

 In reviewing the child’s performance, the team may use a process based on the child’s response to scientific, research-based interventions or other alternative research-based procedures.  The team shall ensure that these interventions are documented and do not needlessly delay a child suspected of having a  disability from being evaluated for special education and related services. If the child has not made adequate progress after an appropriate period of time during the implementation of the interventions, the team shall refer the child to the special education administrator or designee for an evaluation to determine if the child needs special education and related services.  Referrals from the team for a special education and related services evaluation will be forwarded to the special education administrator or designee within three days of their decision.

Within 10 business days following its receipt, the referral will be reviewed by the school-based team which includes the referring source, as appropriate, the principal or designee, at least one teacher, at least one specialist, and one member who is knowledgeable about alternative interventions and about procedures required to access programs and services that are available to assist with children’s educational needs. Additional professionals may be included as appropriate and based on the reason for the referral. The school-based team will review the reason for the referral and review the child’s record and any other performance evidence or data that will be used to make recommendations for educational and/or behavioral needs. The team may: (1) determine the referral for special education evaluation is not needed for the student, noting that the child is performing adequately; (2) recommend interventions with prescribed review dates; or (3) refer the child for a special education evaluation. All decisions of this team will be documented in writing and include information upon which a decision was based. Such documentation will be maintained in the student’s scholastic record.

If the team decides not to refer the student for a special education and related services evaluation, the parents will be provided with prior written notice indicating that the request for a special education evaluation was refused, the reasons for the decision, a description of other options the team considered and reasons why they were not accepted, a description of the evaluation information (each evaluation procedure, assessment, record or report) used to make the decision and any other factors that were relevant to the team’s decision, and their right to appeal the decision through the due process hearing procedures. The parents will be given a copy of the procedural safeguards.

 If the referral is made to the special education administrator or designee within three business days, the special education administrator or designee will initiate the evaluation-eligibility process, forward the referral to the school team to review and respond to the request, or deny the request. If the referral is made by the child’s parents, the parents will be notified of the decision. If the request is denied, the parents will be provided prior written notice as already described and as is required pursuant to 8VAC 20-81-170 of the Virginia Administrative Code.

Dances are a part of the extracurricular program of the school primarily for the benefit and enjoyment of the students of that school and guests, as approved by school administration. Conduct at school dances is governed by the same rules for students that apply any other time students are under school supervision. These include policies concerning: dress; the possession and use of drugs, alcohol, or tobacco; and violence. Obscene or provocative dancing is also prohibited. Failure of a student or guest to comply with these rules may result in removal from the event or exclusion from future school dances and may result in additional disciplinary action, including expulsion.

Students may choose to wear a face covering during school, school-related activities, or when on school property.  

Travel outside the contiguous states in conjunction with instruction can provide excellent educational experiences for high school students since it enriches and expands the students’ classroom experiences and provides opportunities which enhance studies in any discipline. International field trips shall be considered school-sponsored activities with all rules and standards for student conduct applicable.

No School Board or school funds will be committed to underwrite a trip or to reimburse individuals for financial loss due to trip cancellation or modification or for loss of money or possessions during the trip. The principal of the teacher/coordinator’s school shall, as they deem necessary or unavoidable, have the authority to effect changes in trip itinerary, cancel the trip, and institute procedures not otherwise covered in the Administrative Guidelines.

Students who have graduated from high school are not eligible to participate in international field trips as an LCPS student. Each student’s principal has the authority to deny eligibility for an international field trip.

In accordance with  Policy 8273, Student Speech and Expression, students have the right to freedom of speech and expression during instructional and non-instructional time, both inside and outside classrooms or other areas where instruction is occurring. Such freedom of speech includes oral and written communications, student advocacy for social or political causes, and communications in different formats such as in publications, on clothing, or through electronic/digital/social media. 

This right does not extend to or include speech or other expressive conduct that violates Policy 8210, Introduction to Student Discipline, and/or that leads to, or is likely to lead to, substantial disruption or material interference with instructional time, school activities or an invasion of the rights of others. 

Student demonstrations (e.g., walkouts) are permitted unless they lead to, or are likely to lead to, substantial disruption or material interference with instructional time, school activities, or an invasion of the rights of others. Students who participate in any demonstrations must do so in a peaceful and orderly manner and must govern their conduct in accordance with Regulation Regulation 8273-REG, Student Demonstrations, and with the LCPS Student Rights and Responsibilities for Families and Student Code of Conduct (SR&R).

The graduation requirements for students who entered the ninth grade for the first time in 2018-2019 and beyond are prescribed by the Virginia Board of Education in 8VAC20-131-51. There are multiple diploma types recognized by the Virginia Department of Education to include the Advanced diploma, Standard diploma, and Applied diploma, along with other certifications. Information regarding the standard and verified credits, along with additional requirements for graduation, can be found on the Virginia Department of Education website. 

The McKinney-Vento Homeless Assistance Act, Subtitle VII-B reauthorized by Title IX, Part A of the Every Student Succeeds Act of 2015 identifies students who qualify for services who lack a fixed, regular, and adequate nighttime residence, including:

• Children and youth who are sharing the housing of other persons due to loss of housing, economic hardship, or similar reason; are living in motels, hotels, trailer parks, or camping grounds due to the lack of alternative accommodations; are living in emergency or transitional shelters; are abandoned in hospitals. 

• Children and youth who have a primary nighttime residence that is a public or private place not designed for, or ordinarily used as, a regular sleeping accommodation for human beings;

• Children and youth who are living in cars, parks, public spaces, abandoned buildings, substandard housing, bus or train stations, or similar settings; and

• Migratory children who qualify as homeless for the purposes of this subtitle because the children are living in circumstances described above.

• School aged students not in the physical custody of a parent or legal guardian living in any of the above situations.

LCPS will support the rights of McKinney-Vento students as per federal and state law. Contact information and additional resources are available on the McKinney-Vento webpage.

Virginia Code § 22.1-287.04 requires school divisions to annually survey parents of students to determine if they are “uniformed services-connected.” The data collected is reported to the Virginia Department of Education and the U.S. Department of Education various times each year, in non-identifiable, aggregate format for the purposes of becoming eligible for fund sources and receiving services to meet the needs of uniformed services-connected students residing in Virginia. Parents should respond to this question in ParentVUE and select from the following options:

1. Student is not military-connected (this is the default response);

2. Active duty; student is a dependent of a member of Active Duty Forces (Army, Navy, Air Force, Marine Corps, Coast Guard, Space Force, the Atmospheric Administration, or the Commissioned Corps of the U.S. Public Health Services);

3. Reserve; student is a dependent of a member of the Reserve Forces (Army, Navy, Air Force, Marine Corps, or Coast Guard); or

4. National Guard, active or reserve; student is a dependent of a member of the National Guard (and not a dependent of a member of the U.S. Armed Forces.).

Data collected from the identification of uniformed services-connected students shall not be a public record as defined in Virginia Code § 2.2-3701. No person shall disclose such data except as permitted under the provisions of the Family Educational Rights and Privacy Act (20 U.S.C. §1232g) and related regulations. No such data shall be used for the purposes of student achievement, the Standards of Accreditation, student-growth indicators, the school performance report card or any other school rating system.

Pursuant to Virginia Code § 22.1-203, Virginia requires each school to provide time for a minute of silence during the school day. Students shall not disrupt or distract others during the minute of silence.

Student use of motor vehicles for transportation to and from school or school-sponsored activities is voluntary, discouraged by the School Board, and is the responsibility of the student's parents/guardians. Parking facilities are provided at high schools for those students who must drive to school. Parking on school grounds is a privilege that must be granted by the principal or designee and may also be revoked for students’ failure to comply with rules and regulations governing parking privileges. Students must have a valid driver's license to park on school property. Students shall submit an application to the principal to obtain a school parking permit. The application must be authorized with parent/guardian permission. Any vehicle which may be driven by the student to school must be registered with the school and included on the application. Any motor vehicle on school property, which cannot be identified, is subject to being towed from the premises. Unlicensed motor vehicles, including mini-bikes, mopeds, and scooters, are prohibited from school grounds at all times. Parking permits are non-transferable. (See Policy 8060, Parking, for more details.)

The School Board will not be responsible for, does not accept liability for, and does not provide insurance coverage for any liability or physical damage involving private motor vehicles while on or off school property.

MTSS is an evidence-based, integrated framework of practices and interventions aimed at supporting the needs of all students. This holistic approach addresses academic, behavioral and social-emotional needs through the approaches of Response to Intervention (RTI), Positive Behavioral Interventions and Supports (PBIS) and Social-Emotional Learning (SEL)/school mental health.

The MTSS framework encourages schools to implement prevention strategies and provide early intervention for addressing academic, social-emotional and/or behavioral difficulties. Through problem-solving conversations and use of multiple sources of data for decision making, school-based teams can identify supports needed for student success. The MTSS framework addresses student needs at three tiers, each including instructional strategies and interventions. At Tier 1, all students are provided with high-quality learning environments and instructional strategies across all settings. At Tier 2, interventions are provided for students who are in need of more focused, targeted and frequent small group supports. At Tier 3, interventions are provided for students who are in need of more intensive and individualized supports.

LCPS implements PBIS, an evidence-based, multi-tiered behavioral framework to promote social, behavioral, and academic success for all students. When implemented with fidelity, PBIS improves school climate, strengthens relationships, increases positive behaviors and academic achievement, decreases office referrals and suspensions, and improves teacher well-being.

PBIS emphasizes four integrated elements:

• Data for decision-making to select, monitor, and evaluate outcomes, practices, and systems across all three tiers;

• Evidence-based behavioral practices to meet the needs of students across all three tiers;

• Systems to support school implementation that include teaming, structure, training and coaching for education; and

• Outcomes based on collection and use of data that is meaningful, culturally equitable, and centered on student achievement and/or school-level implementation.

Consideration of the 5‐point Intervention Model for Addressing Discipline Disproportionality (Kent McIntosh, et al., 2014) is imperative to support equitable discipline for all students. This Model includes the following components:

• Using effective instruction to reduce the achievement gap;

• Implementing PBIS to build a foundation of prevention;

• Collecting,using and reporting disaggregated discipline data;

• Developing policies with accountability for disciplinary equity; and

• Teaching neutralizing routines for vulnerable decision points.

Virginia Code § 22.1-202 requires the daily recitation of the Pledge of Allegiance. The statute provides that no student shall be compelled to recite the Pledge if the student or the parent/guardian objects on religious, philosophical, or other grounds to the students participating in this exercise. The statute further provides that students who are exempt from recitation of the Pledge shall remain quietly standing or sitting at their desks while others recite the Pledge and shall make no display that disrupts or distracts others. 

Student publications, such as web pages/sites, brochures, flyers, videos, newspapers, literary magazines, and yearbooks, are authorized at a level appropriate to the student body and serve a curricular or pedagogical purpose. The principal of the school must approve all publications. Refer to Policy 8360, School Publications - Digital and/or Print.

The editorial staff and faculty advisor of each approved publication shall establish an editorial policy which promotes and guarantees responsible journalism and which must be approved by the principal.

This policy prohibits publication of material which:

• Is not an original work or is in violation or infringement of copyrights or patents;

• Is inappropriate to the educational level of the student audience;

• Has caused, is causing, or reasonably leads the principal to forecast substantial disruption or interference with school activity;

• Advocates practices that endanger the health or safety of students;

• Advocates the violation of any federal, state, or local law or official school policies, rules, or regulations, or is a criminal act in itself;

• Tends to besmirch the memory or the private life of one who is dead or the reputation of or the private life of one who is alive, or exposes any person or group to public hatred, contempt, or ridicule, or invades the privacy of any persons; or

• Is obscene per Virginia Code § 18.2-372 in that:

  • The average person, applying community standards, would find that it, taken as a whole, appeals to lewd interests;

  • Is patently offensive to prevailing standards in the adult community as a whole with respect to what is appropriate for students of the age group for which it is to be published; or

  • Taken as a whole, it is without redeeming social importance for students of this age and lacks serious literary, artistic, political, or scientific value.

Per Policy 5040, School Counseling Services - Elementary, Middle, and High School, LCPS provides a comprehensive School Counseling Program for all students. The LCPS School Counseling Program assists students’ development in academic, career, and personal/social areas through the school counseling curriculum, individual student planning and counseling, responsive services, and systems supports. The LCPS School Counseling team and the Unified Mental Health Team (UMHT) utilize a Multi-Tiered System of Supports (MTSS) to provide targeted interventions, education, and prevention strategies when providing support for all students. All aspects of the program are complementary to the efforts of parents, school staff and the community.

The curriculum adheres to the “Standards for School Counseling Programs in Virginia Public Schools,” to include:

• Academic counseling that assists students and their parents/guardians to acquire knowledge of the curricula choices available to students, to develop an academic and career plan, to arrange and interpret academic testing, and to seek post-secondary academic opportunities;

• Career counseling that helps students acquire information and plan action about work, jobs, apprenticeships, and post-secondary educational and career opportunities; and

• Personal/social counseling that encourages students to develop an understanding of themselves, the rights and needs of others, how to resolve conflict, and how to define individual goals reflecting their interests, abilities, and aptitudes.

School counseling involves individual, small group, and large group interaction over a period of time. A student may meet with the counselor, when they request counseling; when parents/guardians, teachers, administrators, and other school staff members refer the student; or when the counselor initiates contact.

A positive relationship between school and home helps to foster the academic, personal, and social growth of students. School counselors understand that family involvement is essential to building a positive and supportive environment for our students. Through this partnership, school counselors and families collaborate together to support the needs of each student. Except in cases of crisis intervention, written parental/guardian permission is required for students to participate in either individual counseling or in small group multi-session counseling, which focuses on specific goals. Permission forms for group counseling to be conducted on a continuing basis will be sent home via the student except in those instances outlined in Policy 5040(C)(1)-(4). 

Parents/guardians are notified annually about the counseling programs that are available to their children and have the option to withdraw their children from personal/social counseling at the beginning of the school year in ParentVUE or by submitting a request in writing to the school principal and school counselor. The opt-out provision excludes short duration personal/social counseling which is needed to maintain order, discipline, a productive learning environment, or crisis intervention and responsive services. Materials used in the School Counseling Program shall be made available for the parent/guardian to review by making arrangements with the school counselor.

Information and records of personal/social counseling shall be kept confidential and separate from a student’s educational records and not disclosed to third parties without prior parental/guardian consent or as otherwise provided by law.

School Nutrition Services (SNS) - provides breakfast and lunch in Loudoun County Public schools during the school year. In collaboration, the registered dietitian and executive chef create menus by incorporating insights from student feedback collected through taste tests, focus groups, and point of sale data. Menus reflect the diversity of students in Loudoun County. School Nutrition Services operates under the guidance of the United States Department of Agriculture, receiving federal funds based on student participation and adherence to federal guidelines. Families with students with special dietary needs should contact Brittany Palaschak, RDN at - Brittany.Palaschak@lcps.org The Top Nine Food Allergens are noted on the menu boards mounted above the service lines and online menus. Nutrient values and food allergen information for food and beverages sold can be found at https://www.lcps.org/o/lcps/page/school-nutrition 

The School Board establishes meal prices. Free and reduced-price meal applications are available to families all year, both electronically and in paper format. Applications are in English and Spanish. Applications in a variety of languages are available in the LINQ Connect portal. Children in foster care, Head Start, and those served under the McKinney-Vento Homeless Assistance Act are eligible for breakfast and lunch at no cost throughout the year.

Free or reduced meal benefits will carry over for 30 operating days of the new school year. 

A School Resource Officer (SRO) is defined in Virginia Code § 9.1-101 as “a certified law-enforcement officer hired by the local law-enforcement agency to provide law-enforcement and security services to Virginia public elementary and secondary schools.” SROs who are assigned to schools will operate under a Memorandum of Understanding (MOU) that outlines the roles and responsibilities of the law enforcement agency, the School Division, and personnel from both. SROs are not deemed “school officials” under the Family Educational Rights and Privacy Act (FERPA, 20 U.S.C. §1232g; 34 CFR Part 99)

A schedule of student fees is available in  Policy 4020, Student Fees and Charges, and its accompanying regulation 4020-REG. Fees and charges will be reduced or waived for economically disadvantaged students and students whose families are undergoing economic hardships and are unable to pay, including, but not limited to, families receiving unemployment benefits or public assistance such as Temporary Assistance for Needy Families, Supplemental Nutrition Assistance Program, Supplemental Security Income, or Medicaid; foster families caring for children in foster care; or families that are homeless under the McKinney-Vento Act. Along with each fee will be a notice explaining how affected families may apply for a fee reduction or waiver. Requests are kept confidential and should be submitted to the principal of your child’s school. Additional information regarding student fees, including fees that are prohibited, is provided in Policy 4020, and its accompanying regulation 4020-REG.

The Virginia Board of Education Regulations Establishing Standards for Accrediting Public Schools in Virginia state that students in grades K-12 will take the Virginia assessment program tests that are required by the Board of Education after receiving instruction. These tests are administered during set state windows and permit accommodations for eligible students. Tests are administered to students during the school day, with testing completed by dismissal. Parents/guardians requiring scheduling flexibility to accommodate a religious observance for their student should contact their student’s school administrator. Parents should make every effort to ensure their student is in attendance during test administration windows.

Parents/guardians may obtain additional information from the Regulations Establishing Standards for Accrediting Public Schools in Virginia, 8VAC 20-132-40.

All high schools in LCPS are members of the VHSL, which includes athletic competition, as well as various drama, debate, forensics, and academic competitions. In order to be eligible for VHSL activities, students:

• Must have been enrolled in a minimum of five subjects and passed five subjects the previous semester;

• May not repeat courses for eligibility purposes for which credit has been previously awarded;

• Cannot have been enrolled in high school for more than eight consecutive semesters;

• Must not have reached their 19th birthday on or before the first day of August of the year in which they are participating;

• Must have completed a VHSL physical form in order to participate in athletics; and

• Must not violate the VHSL transfer rule.

For a complete list of eligibility requirements, contact the athletic director at the high school the student attends. Families considering special permission transfers under  Policy 8155, School Assignment, should contact their school’s athletic director concerning the VHSL transfer and other rules.