Handbook – Support Services for Students
Black Student Achievement Program
The HCPSS Black Student Achievement Program (BSAP) works to close opportunity and achievement gaps evident in the patterns of data between Black/African-American students and the student population at large. Since 1986, BSAP has been a valuable resource within the school system, and to Black/African-American students, their parents and the community. Through a coordinated system of services, BSAP guides Black/African-American students to develop education, social emotional and career competencies through the foundation of The Six Ps to Excellence: Proud, Prompt, Persistent, Productive, Polite and Prepared. Initiatives that are an integral part of the BSAP Program are:
- BSAP Achievement Liaisons
- BSAP Saturday Math Academy
- BSAP Community Based Learning Centers
- BSAP Summer Institute
- Celebrations of Academic Achievement, Celebration of Excellence and Community Academies in partnership with The Council of Elders of the Black Community of Howard County
For more information, visit www.hcpss.org/bsap or call 410‑313–1598.
Hispanic Achievement Program
The Hispanic Achievement Program works collaboratively with central office and school staff to achieve the school system’s goals as they pertain to Hispanic/Latino students, and ensure students are college and career ready at the time of graduation. The program also provides professional learning for staff, facilitates the engagement of Hispanic/Latino families, develops leadership skills among Hispanic/Latino youth, and partners with community agencies. For more information, call 410–313–6667.
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. For more information, call 410–313-1598.
Positive Behavioral Interventions and Supports
PBIS is an evidence-based tiered framework for supporting students’ behaviorally and social emotionally by using strategies that teach, acknowledge and reinforce students’ positive behaviors. Each PBIS school develops three to five easy to remember expectations that create the conditions for a positive school climate to support teaching learning. These expectations are communicated frequently and reinforced with acknowledgements. Staff members make it a point to acknowledge all students when they are demonstrating positive learning behaviors. This positive reinforcement provides proactive support and encouragement in making appropriate choices.
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, behavior, 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.
Instructional Intervention Teams
Instructional Intervention Teams (IITs) 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.
For the name of your child’s school psychologist, visit https://www.hcpss.org/schools/psychological-services/staff/. For more information on Psychological Services, please visit https://www.hcpss.org/schools/psychological-services/.
Special Services
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 (SSTs)
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 member 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.
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. For more information on Social Work Services, please visit: www.hcpss.org/supports/school-social-work-services.
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 at 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.
For more information on Pupil Personnel Services, please visit https://www.hcpss.org/schools/pupil-personnel-services/.
School Counseling Services
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. For more information on School Counseling, please visit https://www.hcpss.org/schools/counseling-services/.
Career readiness advisors work in partnership with school counselors to collaborate with internal and external stakeholders to empower students with knowledge, skills, and resources necessary to make informed decisions navigating career options. Framing the work of the CRA is the Blueprint for Maryland’s Future legislation, which requires that the CRAs work intentionally with students to ensure that all students receive comprehensive career coaching in a variety of settings, including classroom lessons, 1:1 and group settings and intentional alignment of curriculum with self-awareness and career path awareness content. CRAs will also work with groups of students to inform them of opportunities available to them through CTE, AP, JumpStart Dual Enrollment and Apprenticeship. For more information on Career Readiness Advisors, please visit https://www.hcpss.org/college-career-readiness/advisors/.
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 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. For more information, please contact the Title I office at 410-313-6806 or visit www.hcpss.org/academics/title-i-program.
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. For more information, please contact your school or the Department of Special Education at 410‑313–5351. Parents can also visit www.hcpss.org/special.
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 pre-school age children and students who attend private/parochial schools. Referrals for infants and toddlers, birth to three years 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.
Local School Special Education
Every elementary, middle and high school provides special education for students who are identified as eligible for service 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.
Special Education Resources for Parents
Maryland State Dept. of Education
Division of Special Education
Early Intervention Services
410–767–0264
Parents Place of Maryland
410–768–9100
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.
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. Contact us at FSRC@hcpss.org or 410 313-7161.
Section 504 of the Rehabilitation Act of 1973 for Students
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/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
For more information on Section 504 of the Rehabilitation Act of 1973, please visit https://www.hcpss.org/academics/section-504/. Parents may contact the school’s Section 504 Administrative Building Coordinator 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.
For more information about the G/T program, contact the Gifted and Talented Education Program at 410–313‑6800, or visit www.hcpss.org/academics/gifted-and-talented.
Alternative Education
Alternative education supports students’ social emotional and academic growth. Alternative Education 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 support plans, designing professional learning for staff, supporting classroom communities and instruction, and being a contributing member of problem-solving and school improvement teams. Currently, 34 schools have alternative education programs (16 elementary, 9 middle, and 9 high).
The Gateway Program is an alternative education program within the Homewood Center, established for middle and high school students whose academic and social emotional needs require additional interventions and supports that are available at the Homewood Center.
Interim disciplinary placement is available through the Evening Program; providing educational opportunities for selected middle and high school students after normal school hours. Credit recovery and original credit courses are offered for eligible and/or interested students.
For more information about the Evening Program:
- Email IPEvening@hcpss.org
- Call 410-313-6627
NOTE: Email messages will receive a faster response than calling the program phone numbers. Phone messages will be returned after reviewing voicemail messages within 24 hours during the school week.
For more information on Alternative Education Programs, please visit https://www.hcpss.org/academics/alternative-education/.
English Language Development Services
Entrance and Exiting the English Language Development Program
The English Language Development (ELD) Program provides English language development (ELD) instruction for Multilingual Learners (ML) in kindergarten through Grade 12. In accordance with federal and state requirements, the Maryland Home Language Survey (HLS) is administered to all parents/guardians upon enrollment and used to determine if a student is required to be screened for ELD services. Screening for ELD services occurs if a language other than English is indicated on two or more of the three questions below on the HLS located on the HCPSS registration form:
- 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?
Elementary students will receive the screening at their home school and middle and high school students will participate in screening at the HCPSS Multilingual Family Services Center. Students born in and outside of the United States may be eligible to receive ELD Services.
An annual summative English Language Proficiency (ELP) called the ACCESS for ELLs 2.0 assessment is given to all ELs regardless of active or waived status. An EL exits the ESOL Program when they score a 4.5 or higher on the ACCESS for ELLs 2.0. Upon exiting the ELD Program, the ML becomes a Reclassified EL (REL). RELs are monitored for two years by the ESOL teacher to ensure continuing academic success.
Communication to Parents/Guardians
ESOL teachers are required to annually inform parents/guardians of their child’s initial EL identification and participation status in the ELD program via the Parent Notification Letter (PNL) within 30 days of student enrollment. Parents/guardians have the right to accept or waive ELD services and will indicate acceptance or waived services on the Parent Notification Letter. Parents/guardians are notified in June their child’s ACCESS for ELLs 2.0 assessment scores, exit status and updated English Language Proficiency for the next school year.
K–12 English Language Development Instruction
ELD teachers at all levels provide direct instruction 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 ELD specific 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. For more information about the HCPSS ELD Program, contact the program coordinator, Tamisha Sampson, at 410–313–6669.
Multilingual Family Services
Multilingual Family Services (MFS) builds bridges to ensure that multilingual families are engaged members and supported as partners in their children’s education. Our staff ensures equitable access to information and resources provided by the school system. We enhance the capacity of multilingual families to enter and actively engage in the vibrant school system community. For more information, call 410–313–1294.
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).
MFS also offers the Multilingual Parent Leadership Program (MPLP) to parents. MPLP is designed to increase the leadership capacity of multilingual parents to step into leadership roles in schools and communities as advocates on behalf of the system’s multilingual students. The six-week program helps international parents understand the framework of the U.S. educational system and the structure and functions of HCPSS.
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.
Summer Programs
HCPSS offers a wide variety of summer program options for students entering Grades Pre-K–12.
Academic Interventions (AI)
(Entering Grades K–8) – The Academic Interventions (AI) 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 program extends learning by providing acceleration and enrichment opportunities to HCPSS students entering Grades K–9. In the morning, students take grade-level specific academic courses (reading/English and math). In the afternoon, students are offered a wide range of enrichment opportunities.
Extended School Year (ESY) and Regional Early Childhood Center (ESY-RECC) Special Education
(Ages 3-21) – The Extended School Year (ESY) and ESY-RECC 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.
Innovative Pathways High School Summer Program
(Entering Grade 9, Current Grades 9-12) – The Innovative Pathways high school summer program provides diploma-bound students entering Grades 9–12 with opportunities to support academic achievement and acceleration. The program offers high school credit-bearing courses in a variety of content areas and levels.
STARTALK Chinese Language Summer Camp
(Entering Grades 7–8) – The STARTALK Chinese Language Summer Camp program offers Chinese language proficiency development with a focus on speaking for novice level learners and the addition of reading and writing for intermediate level learners for HCPSS students entering Grades 7-8. The language instruction program will be complemented with a wide range of Chinese culture-themed activities such as arts and crafts, martial arts, virtual field trips, and games.
Summer Math Scholars
(Entering Grades 6–8) – The Summer Math Scholars program partners with the Howard County Office of the Local Children’s Board to provide math academic enrichment and social-emotional learning for middle school students. Students from any middle school may enroll, however, students at the following middle schools will receive enrollment priority: Harper’s Choice MS, Lake Elkhorn MS, Mayfield Woods MS, Murray Hill MS, Oakland Mills MS, Patuxent Valley MS, Thomas Viaduct MS, and Wilde Lake MS. Eligible students are those with a C average in their current on-grade level math class and whose families have a household income up to 300% of the Federal Poverty Income Guidelines.
HCPSS summer programs are held between late June and early August. Program schedules may vary. For more information, visit www.hcpss.org/summer-programs/.
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. Policy 8200 Digital Education outlines the implementation of digital learning in HCPSS.
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.
Summer Program
The 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.
Digital Education
There are two types of Digital Education programs: fully online instruction and synchronous video instruction. Fully online courses are 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 a 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.
For more information, visit www.hcpss.org/innovative-pathways/.