Student and Family Support Services

If you or someone you know is in crisis, call or text 988 to reach the Suicide and Crisis Lifeline, or text HOME to 741741. If this is an emergency, call 911.

Black Student Achievement Program (BSAP)

The Black Student Achievement Program is committed to promoting equitable access to educational opportunities and improving academic outcomes for students who have historically faced systemic barriers. Since its establishment in 1986, BSAP has served as a valuable resource for students, families, and the broader community.

BSAP aims to ensure students graduate college and career ready by addressing academic disparities, fostering leadership development, and providing culturally responsive supports. Through a coordinated system of services, BSAP helps students develop educational, social-emotional, and career-related competencies, grounded in its guiding principles, The Six Ps to Excellence: Proud, Prompt, Persistent, Productive, Polite, and Prepared.

Initiatives that are an integral part of the BSAP program are:

BSAP Liaisons
BSAP Saturday Math Academy
BSAP Community Based Learning Centers
BSAP Summer Institute

More information on BSAP is available online or by calling 410‑313–1598.

Hispanic Achievement Program

The Hispanic Achievement Program collaborates with schools and central office departments to advance the academic success of Hispanic/Latino students and ensure they graduate college and career-ready. The program offers family education workshops and events, promotes meaningful engagement with Hispanic/Latino families, supports youth leadership development, and partners with community organizations to enhance student support systems.

Hispanic Achievement Liaisons are assigned to individual schools and serve as essential links between students, families, staff, and the broader community. They play a critical role in accelerating academic achievement and ensuring equitable access to resources and opportunities for all Hispanic/Latino students.

More information on the Hispanic Achievement program is available online or by calling 410–313–6667.

Multilingual Family Services

Multilingual Family Services (MFS) fosters meaningful connections to ensure multilingual families are informed, supported, and engaged as active partners in their children’s education. Through the collaboration of school-based Multilingual Achievement Liaisons and central office staff, MFS ensures equitable access to school system information, resources, and services. Our work is focused on building the capacity of multilingual families to participate fully in the school community and contribute to student success.

Multilingual students and their families who are entering the school system and need language support may register at the Multilingual Family Registration Center (MFRC). Staff will assess students’ English proficiency levels, evaluate transcripts, provide a brief orientation, and connect students and families to their school community. For information, call the MFRC at 410–313–1525 (English/Spanish).

Multilingual Family Services (MFS) also offers the Multilingual Parent Leadership Program (MPLP), a six-week initiative designed to build the leadership capacity of multilingual parents. The program equips participants with knowledge of the U.S. educational system and the organizational structure and functions of HCPSS, empowering them to serve as informed advocates and leaders within their schools and communities on behalf of multilingual students.

More information on multilingual resources is available online or by calling 410–313–1294.

Language Access Services

Language Access Services provides both interpreting (oral) and translation (written) services in multiple languages. We contract with interpreters representing the most commonly spoken languages among HCPSS families. Interpreters are trained and approved by HCPSS. Translations can be requested for program-wide and system-wide documents.

Chin, Chinese, Korean, and Spanish speaking families may call Language Access Services and leave messages in their native language.

Chin: 410–313–5968
Chinese: 410–313–5920
Spanish: 410–313–1591
Korean: 410–313–1592

For all other languages, families may call Language Access Services at 410–313–7102.

More information on Language Access Services may be found online.

Mathematics, Engineering, Science Achievement (MESA)

MESA is a structured, Grade 3–12 pre-college program that prepares students for academic and professional careers in mathematics, engineering, science, and technology. As a member of the Maryland MESA program, in partnership with Johns Hopkins Applied Physics Laboratory, HCPSS MESA aims to provide an accessible, inclusive, and nurturing environment for all club members regardless of race, gender, or socioeconomic status. The primary goals are to increase the number of engineers, scientists, mathematicians, and related professionals at technical and management levels, and encourage and assist minorities and females to achieve success in these fields.

More information on MESA is available online or by calling 410–313-1598.

Positive Behavioral Interventions and Supports (PBIS)

Positive Behavioral Interventions and Supports (PBIS) is an evidence-based, tiered framework that empowers schools to cultivate a positive and effective learning environment. By proactively teaching, acknowledging, and reinforcing desired behaviors, PBIS fosters students’ positive behavior and social-emotional growth. School communities develop 3 to 5 easy-to-understand, school-wide expectations that are consistently communicated and reinforced across all settings. This approach helps schools create a predictable, consistent, and supportive environment where students learn appropriate behaviors and thrive both academically and socially.

PBIS programs are currently in place in most HCPSS schools, and in many schools throughout the nation. The framework has been proven effective in fostering student engagement, academic achievement and a supportive, positive school climate. For more information, visit the Center for PBIS.

Psychological Services

HCPSS school psychologists promote inclusive, safe, nurturing and psychologically-healthy environments for all youth and adolescents by implementing research-based, effective programs that prevent academic, behavioral, or social-emotional challenges, enhance independence and promote optimal learning.

Working directly with students, school psychologists provide mental health counseling, crisis intervention, behavioral support, assessment and other services. School psychologists also work with school staff, families and community members to provide advocacy, consultation and professional learning. Your school psychologist contributes to prevention and intervention plans, such as academic support plans and/or behavioral intervention plans for students. They also participate in problem-solving teams, such as the Instructional Intervention Team described below, and schoolwide improvement teams. School psychologists work collaboratively with school teams and families to promote students’ academic, behavioral and social-emotional well-being success.

More information on school psychological services is available online.

School Counseling

School counselors are available in each HCPSS school. Counselors support an inclusive, safe, and nurturing environment for all students. They advocate for students and collaborate with all stakeholders while delivering a quality school counseling program that adheres to the American School Counselor Association National Model. School counselors support students as they overcome barriers to reach their academic, career, and social/emotional potential. Counselors build relationships with stakeholders to promote equity while embracing a diverse community in which everyone feels valued. A foundational belief of school counselors is that each student has the capacity to grow, learn, and positively influence the larger community.

Career readiness advisors (CRAs) work in close partnership with school counselors to collaborate with internal and external stakeholders to empower students with knowledge, skills, and resources necessary to make informed decisions when navigating career options. Framing the work of the CRA is the Blueprint for Maryland’s Future legislation, which requires that the CRAs work intentionally to ensure that all students receive comprehensive career coaching in a variety of settings, including classroom lessons, 1:1 and group settings, and support alignment of curriculum with self-awareness and career path awareness. CRAs will also work with groups of students to inform them of opportunities available through CTE, AP, JumpStart Dual Enrollment, and Apprenticeship.

More information on HCPSS School Counseling is available online. Additional details on HCPSS Career Readiness Advisors are available online.

Postsecondary Access Supports

The HCPSS Office of Postsecondary Access provides opportunities for students to prepare for and engage in a robust set of postsecondary opportunities.

The HCPSS NextStep Career Readiness Advising initiative provides all students in grades 6-12 with comprehensive career counseling services in collaboration with the Howard County Office of Workforce Development. More information on the NextStep Career Readiness Advising initiative is available online.

The JumpStart Dual Enrollment program provides the opportunity for students to earn college credits with an intentional focus on pathways aligned to Associate’s Degree completion in collaboration with Howard Community College. Details on the JumpStart program are available online and in this 2025-2026 JumpStart document.

School Social Work Services

School social workers are licensed mental health professionals who address mental health, behavioral, and socio-emotional challenges that impact student achievement. School social workers work in partnership with families, school system staff, and community organizations to help students and families access mental health, behavioral, and community resources that support student achievement and healthy functioning in and outside of school. Services include individual and group therapy, staff support and consultation, crisis intervention, referrals to school-based mental health services, and community mental health providers and resources.

More information on HCPSS Social Work Services is available online.

Pupil Personnel Services

Pupil Personnel Workers (PPWs) work collaboratively with school staff, students, parents and community agencies to determine and address the factors that interfere with students’ adjustment to school and academic performance. PPWs recognize that certain risk factors in the home and/or the community may adversely affect students and prevent them from achieving their maximum potential.

PPWs introduce resources that can provide direct intervention and case management services to students and families who are experiencing academic and/or socio-economic difficulties. PPWs provide intervention and support for students with chronic attendance problems; assist families and schools with enrollment, guardianship, residency and placement issues; facilitate the enrollment of students who are homeless; and serve as advocates for families as needed.

For the PPW assigned to your child’s school, contact the school’s front office. More information on HCPSS Pupil Personnel Services is available online.

Instructional Intervention Teams (IIT)

Instructional Intervention Teams throughout Howard County work with teachers to improve student outcomes. IITs provide a structured process for supporting teachers to address students’ academic, and/or behavioral needs through examining their own perceptions and instruction. IIT members work in conjunction with staff conversations about academic and behavior data, usually when they cannot identify what a student or group of students needs to be successful. IITs promote collaboration and embedded professional learning among staff. Targeted supports are implemented to address student needs in a culturally responsive and equitable manner.

Teachers may seek support from their school’s IIT to address the academic or behavioral needs of an individual student or small group in their class. A member of the team, trained in systematic problem solving, will then collaborate with the teacher to address the concern and ensure that the parent is made aware of the process. Together, the teacher and case manager gather information about the student’s performance and the instructional match. Next, strategies or interventions are developed, implemented and evaluated.

There are cases when a student may need services or support beyond IIT to succeed. Information gathered during the IIT process may indicate a need for additional support and services. If at any point a student is suspected of having an educational disability that may require special education services or a Section 504 plan, the parents are notified so they may participate fully in the process to determine the student’s eligibility.

Student Support Teams (SST)

Student Support Teams (SSTs) are in every school. The purpose of the team is to connect students and families with resources and support. The ultimate goal is to enhance students’ academic achievement and well-being.

The work of SSTs includes: (1) connecting students and families with school and community resources to address identified needs, (2) monitoring student progress for effectiveness of the resources/intervention, and (3) increasing staff members’ knowledge of school and community resources to support students and families. Concerns are addressed in a culturally responsive and equitable manner.

When a student is referred to SST by a parent/guardian or staff member, the team meets to identify needs and discuss connecting the student/family with appropriate resources. A Student Care Coordinator is assigned to each student needing ongoing services/supports. For further information on how to refer to SST or additional information about the team, please contact the school administrator, school counselor, or classroom teacher.

Student Engagement

Student Engagement (formerly Alternative Education) supports students’ social, emotional, and academic growth. Student Engagement staff personalize their programs to provide the most appropriate levels of support for the students and staff in their school. Support could include creation and implementation of student success plans, designing professional learning for staff, supporting classroom communities and instruction, and being a contributing member of problem-solving and school improvement teams. Currently, 38 schools have Student Engagement programs (19 elementary, 10 middle, and 9 high).

The Gateway Program is an alternative education setting within the Homewood Center, established for middle and high school students whose academic and social-emotional needs require additional interventions and supports. Gateway is designed to provide interventions that allow students to return to their comprehensive schools.

More information on Student Engagement programs is available online.

Innovative Pathways

HCPSS Innovative Pathways programs provide students with access to courses they would not otherwise be able to access by providing supplemental digital learning. Instruction occurs both during and outside the school day and supports students throughout the school year, including summer. Each program provides original and credit recovery course options. Board of Education Policy 8200 Digital Education outlines the implementation of digital learning in HCPSS. More information on HCPSS Innovative Pathways programs is available online.

Evening Program

The Evening Program provides educational services for high school students who are seeking to recover credit, are interested in taking additional courses to advance their studies, and who are on long-term suspension or who have been expelled from school but are under 18 years of age. Evening Program courses are offered over the course of two academic periods, three days a week. This enables students to take multiple courses in the evening during the academic year.

High School Summer Program

The High School Summer Program offers high school credit-bearing courses in a variety of content areas and academic levels as an extension of the school year. In-person courses meet Monday–Friday, over six weeks during June and July. The Summer Program enables students to either recover credits or take an additional course to accelerate their learning.

Supplemental Virtual Program

There are two types of virtual learning: fully online and synchronous video courses. Fully online instruction is asynchronous, so there is no live teaching. Teachers offer synchronous (live) office hours or homework help for students to ask questions or receive extra help. MD COMAR requires that any credit-bearing online courses be approved by the Maryland State Department of Education (MSDE). HCPSS staff determine which MSDE approved courses align with the HCPSS Catalog of Approved High School Courses. Contact the student’s school counselor to determine if a fully online course option is available.

Synchronous video instruction is a course taught in real-time by an HCPSS teacher from a “home” school to students at both “home” and “remote” schools. Teachers and students utilize web-based and video technologies to interact with each other in real-time. Students use personal technology devices (tablet or laptop), or HCPSS-provided devices, to participate in classroom activities. Students access and submit assignments through the Canvas learning management system.

Special Education and Related Services

Each child with an educational disability is entitled to a “free appropriate public education” under the federal mandates for special education. Special education provides specially designed instruction and related and support services to meet the individual needs of a child with a disability at no cost to parents. Students who may need special education services should be discussed with school staff and/or referred in writing to a school-based Individualized Educational Program (IEP) team to determine the need for evaluation. Those children whose evaluation results meet the federal and state guidelines for the identification of an educational disability are entitled to receive special education as well as related and support services through an IEP, as needed.

The IEP Team, which includes the parent, is responsible for developing an IEP for the child. The IEP is a written description of the educational program, including specific goals and objectives, and accommodations, to be provided to the student. In order for a child to benefit from specially designed instruction, additional or related support services may be required. These services include, but are not limited to: physical therapy, assistive technology, audiology, counseling, occupational therapy, orientation and mobility services, counseling, psychological services, school health services, speech/language therapy, and/or transportation.

More information on HCPSS Special Education is available online, by calling 410-313-5351, or by contacting your school.

Additional information is available on Special Education Continuum of Services, Early Childhood Programs, and Special Education Programs.

Child Find

The Howard County Public School System seeks to identify students ages 3 to 21 who are suspected of having a disability and may be in need of special education and related services.

Parents, medical personnel, and other concerned individuals may call the Child Find Program at the County Diagnostic Center, 410–313–7046, or email childfind@hcpss.org, to begin the referral process for preschool age children and students who attend private/parochial schools.

Referrals for infants and toddlers ages birth to three -ears-old, who may be developmentally delayed or at risk, should be made to the Howard County Infants and Toddlers Program, 410–313–7017 or online at https://referral.mditp.org.

Early Intervention Services, Birth to Five

Early Intervention provides special education and related services to children from birth to 5 and their families. The Infants and Toddlers Program delivers year-round services to children ages birth to 36 months who are developmentally delayed or who show atypical development. These services are provided through an Individualized Family Service Plan (IFSP). Children ages three to five who qualify for special education will have an Individualized Educational Program (IEP) developed. Services may be provided in community settings or in a Howard County school for regionalized services based upon the needs of the student. These services would be provided in a school closest to the child’s home school. If eligible, Extended School Year (ESY) services may also be provided to meet the individual needs of each student with disability. Eligibility for ESY services is determined every year by the IEP team using specific criteria outlined by the state of Maryland.

School Special Education

Every elementary, middle and high school provides special education for students who are identified as eligible for services through the IEP team process. Special Education and related and support services are determined through the development of an IEP and are offered in the student’s home school or another Howard County school for regionalized services when it is determined the student requires more intensive instruction and/or supports. These services would be provided in a school closest to the child’s home school. If eligible, Extended School Year (ESY) services may also be provided to meet the individual needs of each student with disability. Eligibility for ESY services is determined every year by the IEP team using specific criteria outlined by the state of Maryland.

Family Support and Resource Center

The Family Support and Resource Center helps families of children with an IEP or IFSP, ages birth to 21. Services include workshops, assistance in navigating the IEP and IFSP process, newsletters, a lending library, facilitation of parent support groups, community referrals and more. The center is open year-round.

For more information, email FSRC@hcpss.org or call 410 313-7161.

Section 504

Howard County public schools recognize and support the right of all students to enjoy access to HCPSS educational programs and activities. Our student population is strengthened by our commitment to embrace all learners, including those with disabilities. Section 504 of the Rehabilitation Act of 1973 guarantees that students with disabilities have the ability to access a free appropriate public education and are protected against discrimination.
Those students whose school based Section 504 Team evaluation indicates the student meets the federal guidelines regarding eligibility for an access plan will have a Section 504 accommodation plan developed. The plan specifies the nature of the impairment, the major life activity affected by the impairment, accommodations necessary to provide access based on the student’s needs, various settings the plan is required, and the person(s) responsible for implementing the plan.
Any student who is suspected of needing a Section 504 accommodation plan by a parent, staff, or the student themself should be referred to their school’s Section 504 Administrative Building Coordinator to set up an eligibility meeting.

If a parent or student is dissatisfied with decisions regarding their child’s identification, evaluation and/or educational placement/program, they may request a:

Section 504 review
Section 504 impartial hearing
Office of Civil Rights review

More information on Section 504 of the Rehabilitation Act of 1973 is available online. Parents/guardians also may contact their child’s school or the HCPSS 504 Coordinator at 410–313–0782.

Gifted and Talented

The HCPSS Gifted and Talented (G/T) Education program provides accelerated and enriched services and talent development opportunities for students at the elementary, middle and high school levels. The program’s talent development focus enables students to launch their own talent trajectories as they discover and build upon their individual strengths and interests.

The G/T Education program’s in-school academic offerings extend and enrich the regular school program in kindergarten through Grade 12. After-school programs in advanced mathematics and performing arts are available to students. G/T Resource Teachers at each school instruct students in various program offerings and provide additional program information to students and their families.

More information about the G/T program is available online or by calling 410–313‑6800./p>

Title I

Title I, Part A, is a federal program that provides financial support for identified schools to provide additional academic and social-emotional support to help children master challenging curricula and meet state standards. Title I funds support schoolwide and targeted assistance programs, which may include additional language arts and mathematics instruction/tutoring, materials of instruction, social-emotional learning supports, and additional classroom or intervention teachers. Title I also provides programs for families at Title I schools. Professional learning opportunities are available for teachers at Title I schools.

More information on the HCPSS Title I program is available online.

English Language Development Services

Student Identification

All families complete the Maryland Home Language Survey upon registration to determine if a student is eligible for English Language Development (ELD) services. The three required questions on the HCPSS registration form are:

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

If a language other than English is indicated on two or more of the three questions, the student is assessed to determine qualification for ELD services.

Communication to Parents/Guardians

Parents/guardians of qualifying multilingual learners receive annual notification of their child’s right to receive ELD services within the first 30 days of school. Parents/guardians have the opportunity to accept or waive direct ELD services on the Parent Notification Letter. Parents/guardians receive a report on their child’s language proficiency as measured by the state’s English Language Proficiency assessment (WIDA ACCESS) in June.

K–12 English Language Development Instruction

ELD teachers at all levels provide direct instruction aligned with the WIDA English Language Development Standards that is focused on the academic language of English language arts, mathematics, science, and social studies. English Language Development programs are provided at all Howard County schools. In elementary schools, the HCPSS ELD program provides English language development services to students through a combination of ML only groups and co-taught instructional models. Multilingual Learners in Grades 6–12 participate in English language development classes and/or co-taught content classes. The ELD program is staffed by certified ELD teachers and ELD paraeducators.

More information about the HCPSS ELD program is available online or by calling 410-313-2522.

Summer Programs

HCPSS offers a wide variety of summer program options for students entering Grades Pre-K–12. Program schedules may vary. More information on HCPSS summer programs is available online.

Academic Interventions (Entering Grades K–8)

The Academic Interventions summer program provides interventions for students who are academically underperforming or at risk of underperforming. Elementary and middle school students build understanding of discipline-specific skills and concepts in English Language Arts and/or mathematics.

Black Student Achievement Program (BSAP) Summer Institute (Entering Grades K–9)

The BSAP Summer Institute provides acceleration and enrichment opportunities for HCPSS students entering grades K–9. The program offers instruction designed to prepare students for kindergarten or their upcoming grade level. In the morning, students engage in academic courses in English/Language Arts and Mathematics. Afternoon sessions feature a variety of enrichment activities that promote creativity, critical thinking, and exploration beyond the core curriculum.
Students with an Individualized Education Program (IEP) who receive Special Education services are welcome to attend. However, please note that this program does not address IEP goals. Families of students with IEPs should consult with their child’s Special Education teacher to determine eligibility for Extended School Year (ESY) services, if applicable.

Extended School Year and Early Childhood Special Education (Ages 3-21)

The Extended School Year (ESY) and Early Childhood Special Education programs provide services to students receiving special education services whose Individualized Education Program (IEP) teams determined they required ESY instruction. Through a yearly systematic process for every student with an IEP, the IEP team determines if the benefits gained from the student’s educational program during the school year would be significantly jeopardized if they did not receive services during the summer. The IEP team selects specific goals and objectives related to critical life skills to be addressed.

Gifted and Talented (G/T) Summer Institute for Talent Development (Entering Grades 1–8)

The G/T Summer Institutes program provides students entering Grades 1–8 with advanced-level instruction and enrichment experiences not regularly available during the academic school year. Rigorous instruction focusing on talent development is offered in mathematics, science, social studies, language arts, technology and fine arts.