Student & Parent Handbook 2020-21 - hcpss
←
→
Page content transcription
If your browser does not render page correctly, please read the page content below
Student & Parent Handbook 2020–21
Frequently Called Phone Numbers
Main Switchboard.............................410-313-6600
Board of Education (elected body)............. 410-313-7194
Superintendent........................................... 410-313-6677
Food and Nutrition Services....................... 410-313-7134
Hotlines: (recorded messages)
School Closing/Delay Alerts................. 410-313-6666
Status of School Fields/Facilities......... 410-313-6827
International Student and Family Services.410-313-1293
Ombudsman............................................... 410-313-6850
Public Information...................................... 410-313-6682
Pupil Personnel.......................................... 410-313-6822
Welcome to the Safety, Environment and Risk Mgmt.......... 410-313-6824
School Security.......................................... 410-313-6840
2020–21 School Year Special Education Parent Liaison............... 410-313-8873
Student Reassignment............................... 410-313-6997
Dear Parents and Students, Transportation............................................ 410-313-6821
Use of School Facilities.............................. 410-313-7477
Welcome to the start of a new school year! The central office directory is available at www.hcpss.org.
The Howard County Public School System is
committed to giving every student full access Maryland Youth Crisis Hotline................. 1-800-422-0009
to robust instruction, enrichment opportunities, To report suspected child abuse or neglect, call Howard
and a safe and nurturing learning environment. County’s Child Protective Services: 410-872-4203
After Hours Reports (after 4:30 pm., weekends, holidays),
call Police Communications: 410-313-2929.
This handbook is provided as a helpful resource
Fax Reports: 410-313-2633
for navigating the school year. It contains a
wealth of information about school system
practices, policies and services available to
support and enrich learning. Where to Get Information
Public Information Office:
Family involvement is a leading factor
410-313-6682 / publicinfo@hcpss.org
in academic success, and we value
www.hcpss.org
your collaboration in support of
HCPSS status website: http://status.hcpss.org/
your child’s learning. Your
HCPSS News email and text message alerts —
participation, feedback and
Visit www.hcpss.org/hcpss-news/ for details.
suggestions are always welcome.
Twitter – @hcpss
Have a great year! Facebook – HoCoSchools
School Emergency Closing Sources – See page 30.
PARENTS: If you do NOT want to receive community
Michael J. Martirano, Ed.D. notices and flyers from non-profit organizations through
backpack mail or Friday folders, simply send a note with
Superintendent of Schools your request to school. Please include the name and
grade of your child(ren). Children at separate schools need
to bring in separate notes.
If you decide to not receive community information, you
will still receive communications from the school system,
your local school, the PTA and important information from
For information related to instruction local, state and federal government agencies.
during the COVID-19 pandemic, please
visit: www.hcpss.org/2020-2021/Student & Parent Handbook Table of Contents
School Eligibility Requirements................................................... 2 Student Responsibilities and Behavior/Policies
Alcohol, Other Drugs, Prescription Medication and Over the
School Procedures
Counter Products (Policy 9230)............................................ 20–21
Attendance...................................................................................... 2
Attendance (Policy 9010).............................................................. 21
Before and After School Care......................................................... 2
Bullying, Cyberbullying, Harassment, or Intimidation
Bus Transportation.......................................................................... 2
(Policy 1060)................................................................................ 21
School Meals............................................................................... 2–3
Electronic Harassment Violation................................................... 21
Homework Guidelines................................................................. 3–4
Civility (Policy 1000)...................................................................... 21
Students’ Personal Property........................................................... 4
Discrimination (Policy 1010).................................................... 21–22
Photographing, Videotaping or Audiotaping in Schools................. 4
Gangs, Gang Activity and Similar Destructive or Delinquent
Religious Observance, Accommodations for.................................. 4
Group Behavior (Policy 9290)...................................................... 22
Resolving School Concerns and Disagreements........................ 4–5
Grading and Reporting (Policies 8010 and 8020)........................ 22
Ombudsman.................................................................................... 5
Responsible Use of Technology, Digital Tools and Social Media
Elementary School (Pre-K–Grade 5)............................................. 5 (Policy 8080).............................................................................. 22–23
Student Access to Digital Tools.................................................... 23
Middle School (Grades 6–8)....................................................... 5–6 Safe and Supportive Schools (Policy 1040).................................. 23
Sexual Discrimination, Harassment, Misconduct (Policy 1020)... 23–24
High School (Grades 9–12)............................................................ 6
Student Assault and/or Battery on Staff (Policy 9270).................. 24
High School Credit Requirements................................................... 6
Student Discipline (Policy 9200).............................................. 24–25
Graduation Requirements............................................................... 6
Student Dress Code (Policy 9210).......................................... 25–26
Career Preparation Requirement..................................................... 6 Student Representation (Policy 2010)........................................... 26
Student Service Learning Requirement.......................................... 6 Students’ Rights and Responsibilities (Policy 9020)..................... 26
State Assessment Requirements.................................................... 6 Student Search and Seizure (Policy 9260).................................... 26
Career and Technical Education.................................................. 6–7 Students Charged with Community Offenses (Policy 9280)......... 26
Tobacco-Free Environment (Policy 1050)................................ 26–28
Special Schools
Trespassing or Willful Disturbance (Policy 3020)........................... 28
Cedar Lane School.......................................................................... 7
Weapons (Policy 9250).................................................................. 28
Homewood Center.......................................................................... 7
Safety and Security
Support Services for Students Safe Schools........................................................................... 28–29
Black Student Achievement Program (BSAP)................................. 7 Emergency Contact Information................................................... 29
Hispanic Achievement Program...................................................... 7 Emergency Preparedness....................................................... 29–30
Mathematics, Engineering, and Science Achievement (MESA)...... 7 Emergency School Closings......................................................... 30
Positive Behavioral Interventions and Supports............................. 7 Protections, Supports for Foreign-Born Students, Families
Psychological Services............................................................... 7–8 (Policy 1070)............................................................................... 30
Instructional Intervention Teams..................................................... 8
Pupil Personnel Services................................................................. 8 Health
School Counseling Services............................................................ 8 School Health Services................................................................. 30
Title I................................................................................................ 8 Immunizations......................................................................... 30–31
Accident Insurance........................................................................ 31
Special Education and Related Services................................ 8–9 Medical Insurance......................................................................... 31
Child Find.................................................................................... 8–9 Medication..................................................................................... 31
Local School Special Education...................................................... 9 Home and Hospital Program......................................................... 31
Early Intervention Services.............................................................. 9 Wellness Policy........................................................................ 31–32
Family Support and Resource Center............................................. 9 Weather Guidelines/Recess.......................................................... 32
Section 504 of the Rehabilitation Act of 1973 for Students............ 9 Physical Education........................................................................ 32
Special Education Resources for Parents....................................... 9 Asbestos Management................................................................. 32
Integrated Pest Management.................................................. 32–33
Gifted and Talented Programs..................................................... 9
Reporting Child Abuse and Neglect (Policy 1030)........................... 33
Alternative Education.............................................................. 9–10
Student Privacy
English for Speakers of Other Languages................................ 10 Confidentiality of Student Records (Policy 9050).......................... 34
Directory Information..................................................................... 34
International Student and Family Services............................... 10
Photographing, Videotaping or Audiotaping in Schools................. 4
Summer Programs...................................................................... 10 Research Involving Employees and Students............................... 34
Assessments – Standardized Tests Given in the HCPSS............ 11 Family Involvement
School Visitation...................................................................... 34–35
Student Code of Conduct..................................................... 12–17 School Improvement Teams.......................................................... 35
High School Student Activities Parent Teacher Association .......................................................... 35
Academic Eligibility for HS Extracurricular Activities.................... 18 Community Advisory Council to the BOE..................................... 35
Interscholastic Athletic Program................................................... 18 Advisory Committees.................................................................... 35
High School Clubs......................................................................... 18 Use of School Facilities.............................................................. 36
Interscholastic Athletics - Student Eligibility................................. 19
Honor Roll..................................................................................... 19 Board of Education..................................................................... 36
National Honor Society................................................................. 19
Index..................................................................... inside back cover
Student Driving and Parking on School Grounds......................... 19
Guidelines for High School Dances........................................ 19–20School Eligibility/School System Procedures
program, at several middle schools. For
more information, visit www.hcpss.org/
schools/bacare.shtml.
Bus Transportation
HCPSS provides bus transportation for all
elementary and middle school students
who live more than one mile from their
assigned school, and for high school
students who live more than one and
one-half miles from their assigned school.
Transportation services are provided for
certain students with disabilities depending
upon their special needs and school
School Eligibility care provider for your child, the health
services staff can assist you with referral.
assignment as determined by the IEP team.
Requirements If your child has a temporary or chronic Students are expected to be at their
health problem, please notify the school bus stop at least five minutes before the
Age of Entrance health assistant or nurse. scheduled pickup time, to exercise safe
Age for admission to public schools has behavior on school buses and to adhere
been established by the state. A child
must be:
School Procedures to the following rules, which are posted on
each bus:
• Four years old by September 1 to Attendance 1. Follow directions from the driver the
attend prekindergarten. By state law, children must attend school first time they are given.
• Five years old by September 1 to attend from ages 5 to 18. The Maryland State 2. Stay seated in your seat at all times
kindergarten. Department of Education has defined full while the bus is in motion.
• Six years old by September 1 to attend and partial day attendance as follows: 3. Keep all parts of your body inside the
first grade. • A student is counted present for a full bus.
Application for exception to the age day if the student is in attendance four 4. Keep hands, feet, legs, arms, personal
requirement may be made through hours or more of the school day. property and your voice to yourself.
the waiver (www.hcpss.org/f/schools/ • A student is counted present for half 5. No eating, smoking, drinking or vulgar
kindergarten/kinder-waiver.pdf) or early day if the student is in attendance for at language at any time on the bus.
admission (www.hcpss.org/enroll/early- least two hours of the school day, but Parents are encouraged to provide
admission/) processes. less than four hours. supervision at the bus stop. Unsafe
• A student scheduled for less than a full behavior on the bus may result in temporary
Residency day is to be counted present based on or permanent loss of riding privileges.
A child is eligible to attend a Howard the amount of time he/she is scheduled.
County public school if his/her parents A note from the parent must be submitted Cameras are used on school buses. Video
or guardians are residents of Howard to the school after the student’s return, and audio recordings are used to assist in
County. A child must attend the school in indicating the date and reason for the investigation of complaints on school
the attendance area in which he/she lives. tardiness or absence from a regular school buses. For more information, please call
If a student does not currently qualify for session. A doctor’s certificate is required 410-313-6732 or visit www.hcpss.org/
enrollment under Policy 9000, the student in cases of long-term absence due to schools/transportation/.
will be withdrawn. Tuition will be charged illness. A note should also be submitted
retroactively if, upon investigation, it is to request early dismissal or exclusion School Meals
determined that a student was enrolled as from activities (e.g., physical education). Lunch and breakfast are available daily to
a resident student, but lacked bona fide Chronic absences are referred to the all students at all schools. All meals served
residency. For more information, please Department of Program Innovation and are nutritionally balanced and adhere to
contact the Public Information Office at Student Well-Being. See page 21 for more the USDA regulations and the Institute
410-313-6682 or use the School Locator information. of Medicine (IOM) standards. School
at www.hcpss.org. lunch menus and nutrition information are
Before and After School Care available on www.hcpss.nutrislice.com.
Physical Examination Before and After Care is offered at all
Parents may open a prepaid account
Requirement elementary schools and some middle
for their child at www.myschoolbucks.
Maryland law requires a physical schools. Care is provided by the Columbia
com. Students each have a Personal
examination for all students entering a Association (410-715-3164) or the Howard
Identification Number (PIN) and account
public school for the first time. The required County Department of Recreation and
that they will use throughout their school
physical examination form is available at Parks (410‑313-7275). The Department of
years. Please help your student learn his/
each school and on the HCPSS website. If Recreation and Parks also offers Can-
her number. Please do not share your
you do not have a pediatrician or primary TEEN Club, an after-school enrichment
number with other students.
2School System Procedures
Meal charging is not encouraged. Homework amounts for each grade: complete classwork or homework when
However, there may be times when Grades Pre-K–2 accommodations are not provided.
a student’s meal account may not No more than 20 minutes of homework Universal Design for Learning (UDL)
have available funds to cover the meal per night will be assigned. In Pre-K and best practices should be used when
cost. New policy guidelines have been Kindergarten there will be no assignments assigning homework.
established regarding meal charges and that must be submitted to the teacher. • All homework assignments that are
outstanding balances. Please make every graded will be returned no later than
effort to maintain a positive balance in Grades 3–5 three weeks from their due date with
your account. Please refer to Policy 4200 Approximately one to four hours of the understanding that feedback to
for further meal charging information. homework per week is suggested for each students is more meaningful for learning
student in Grades 3–5, with no more than the sooner it is provided. Each school’s
Students from households that meet 30 minutes required per night in Grade 3, administrators will support teachers in
Federal Income Eligibility Guidelines are 40 minutes in Grade 4, and 50 minutes in the development of clear guidelines for
eligible for free or reduced-price meals. late or missing homework, as well as
Grade 5.
One application may be used for all determine the percentage of students’
children in a household. Applications are Grades 6–8 grades that can be derived from
available online at www.myschoolapps. Approximately five to eight hours of homework assignments. Homework
com at the beginning of the school year. homework a week are suggested for may be reviewed or evaluated as part
Families are encouraged to use the online each middle school student across their of class activities, briefly, but class time
application for faster processing. A limited class schedule. Each instructor assigns should not be used for the completion
number of paper applications will be an average of, at most, one hour of of homework.
available at each school. Applications for homework per week. There may be weeks • Teams of teachers will discuss
free or reduced-price meal benefits are where less homework is assigned. homework activities and projects in
accepted anytime during the school year.
order to follow grade level homework
All information is strictly confidential. Grades 9–12
duration guidelines. Canvas tools will
An upper limit of seven to 14 hours of
For more information about the Food and be made available as one option to help
homework a week is suggested for each
Nutrition Service program, visit www.hcpss. teachers coordinate major projects and
high school student. Some classes might
org/foodservice or call 410‑313‑6738. exams. Teachers will be understanding
require students to spend more or less
of student circumstances and should
time on homework than is typical.
tailor homework assignments with
Homework Guidelines flexible due dates when possible so that
The Howard County Public School System All Grades
• Schools will provide information to students can complete homework tasks
supports students in maintaining and
extending their learning. The appropriate parents on the school’s homework throughout the week.
design, use, and evaluation of homework procedures, the purpose(s) of • All students may not have access to
assignments, used to inform progress homework, and how parents can help electronic communications outside
and provide opportunities for independent monitor, assist, and discuss homework. their school building. Therefore, no
practice, are part of achieving that goal. Each school will communicate this mandatory assignments are to be
Homework will be purposeful, appropriate, information to parents at the beginning given to students electronically when
informative and flexible. of every school year and make this schools are not in session and no
• Purposeful: Students understand information available throughout the assignments are to be submitted when
why they are completing homework. school year. school is not in session. All homework
Homework is grounded in and expands • Students, parents, and teachers should assignments are to be given during the
upon skills and knowledge students communicate about scheduled and class period and no assignments are to
have learned in the classroom. actual homework completion times to be due before the next time the class
• Appropriate: Homework should be ensure realistic expectations for the meets. Technology may be available
designed so that all students can completion of assignments. to increase efficiency and flexibility in
experience success in independent • Homework will be planned so students submitting assignments, but will not be
completion of assignments. see the relationship of their homework required for successful completion. All
Accommodations will be provided as to intended learning targets, see efforts will be made to give students
outlined in students’ IEPs and Section meaning in their assignments, have a access to school computers for the
504 Plans. clear understanding of the procedures completion of assignments.
• Informative: Homework enables and due dates, understand how their • County- and state-mandated testing
parents to be included in their child’s homework is evaluated, and understand is a legitimate reason for reducing
day-to-day school experiences. how they can use feedback on homework assignments.
• Flexible: Assignments can be homework to improve learning. • There will be no mandatory homework
successfully completed within • Teachers are required to ensure that given over the summer nor religious
timeframes that have flexible deadlines homework is accommodated as holidays for all grade levels, nor winter
when possible. necessary in accordance with students’ or spring breaks for students in grades
IEPs and Section 504 Plans. Students Pre-K–8. Any work assigned over
should not be penalized for failure to breaks will be voluntary and non-
graded enrichment activities.
3School System Procedures/ Resolving School Concerns
• Reading lists and additional resources for school-related activities and Students are excused from attendance at, or
will be available during breaks, as assignments through their course participation in, any extracurricular activity
well as throughout the school year, homepage on Canvas. Parents/ when their attendance or participation
as a service to students who want an guardians should contact their child’s conflicts with their religious observance.
opportunity to improve reading and teacher with questions about specific Athletic practices and events are optional
mathematics skills. Families will be uses of videotaping, audiotaping, or for students on any religious holiday.
provided with access to resources to photographing.
supplement reading and mathematics • Parents/guardians may request that School Holidays
instruction for students. their child not be included in media Maryland State School Law requires that
intended for public audiences by filling public schools be closed on the following:
For more information, visit www.hcpss. out the Media Release section on the • Thanksgiving Day and the day after
org/academics/homework-guidelines/. Family File. • Christmas Eve through January 1
- Please note: this request does not • Martin Luther King, Jr. Day
Students’ Personal Property include yearbooks or memory books. • Presidents’ Day
HCPSS discourages students from bringing Parents may request their child not • The Friday before Easter through the
personal property to school. Students are be included in the memory book or Monday after Easter
responsible for their personal property yearbook by contacting their child’s • Memorial Day
at all times. This includes items that are school administrator. • Primary and General Election Days
relevant to instructional programs or • All parents and visitors must have the For more information, see Policies
extracurricular activities, such as personal building administrator’s expressed 9010 Attendance, and 3000 Religious
electronic devices, musical instruments, or approval in order to photograph, Observances.
expensive clothing items. If students bring videotape or audiotape students in
such items to school, they are responsible school or on school grounds during the Resolving School Concerns and
for storing them in a secure location. The regular instructional day.
school system will not be responsible for This statement does not apply to
Disagreements
damaged, lost, or stolen items. When concerns arise, parents and guardians
photographing, videotaping or audiotaping
are encouraged to direct their concerns
School staff have the right to confiscate during extracurricular activities, such as
to the persons most closely involved.
any electronic device seen during the public concerts and athletic events.
However, when an informal process fails
school day if used in unauthorized areas to provide resolution, a parent may file a
or at unauthorized times. They may
also confiscate personal property if its Accommodations for Religious formal complaint to seek review at a higher
administrative level. In both processes, the
possession or use on school grounds or Observance intent is to protect the confidentiality and
at school events violates system policies The Board is committed to promoting preserve the dignity of everyone involved.
or school rules. Staff take reasonable respect and appreciation for religions,
precautions to ensure property is secure beliefs and customs of its diverse school Level 1: Informal Process – School Level
until it is returned. Any confiscated population. The Board is committed to 1. The first step is to address the concern
property is returned to a student’s parent providing reasonable accommodations for or issue with the school staff member
after a parent conference is conducted. religious obligations. who is most directly involved to reach a
Substances or items that are illegal to mutually agreed-upon resolution. If the
possess, will be given to law enforcement If a religious observance requires a student concern directly involves the principal,
officials or retained for disciplinary to miss all or part of a school day, parents the parent may contact the Community
proceedings. Parents who have questions should complete the Religious Obligation: Superintendent.
or a claim regarding lost or damaged Request for Absence form and submit 2. If the initial attempt to resolve the issue is
student property should contact the Risk the request to the principal/designee not satisfactory, the next step is to contact
Management Department of the Office of documenting the need for the absence. the principal or assistant principal.
Safety and Security at 410‑313-6739. Requests should be submitted, whenever
a. The school administrator will confirm
possible, at the beginning of the school
that the parent has attempted to
Photographing, Videotaping or year. Absences for religious holidays will be
resolve the issue with the teacher or
considered a lawful absence either for the
Audiotaping in Schools day or any portion of the day.
other staff member, as appropriate,
As part of school-related activities and and will contact the parent within
assignments, HCPSS students may be A student may make up work and receive two school days with a decision or
videotaped, audiotaped, photographed, a recorded grade when an absence for to identify additional time needed to
or asked to submit videos, recordings, or religious observance is approved. This investigate.
photographs of themselves. In order to includes opportunities to make up any b. If the concern requires the
safeguard children’s privacy and ensure missed tests or assignments. involvement of Central Office
parents’ rights, HCPSS takes the following departments, the administrator will
proactive measures regarding students’ Board policies related to religious assist the parent in accessing the
images and recordings: observance apply to student participation appropriate office. Central Office
• Teachers will notify parents/guardians in athletic practices and games, as well as personnel will respond to the parent
of their intended use of videotaping, other extracurricular activities. within ten school days and inform
audiotaping, or photographing the principal of the response.
4Resolving Concerns/Elementary School/Middle School
Level 2: Formal Process – School Level a. The Community Superintendent/ treat all parties fairly (See Policy 2030:
Meeting and Documentation designee will obtain all applicable Ombudsman). The Ombudsman does not
1. Parents who are not satisfied with a documentation from the principal. have the authority to change policy or force
resolution proposed by an assistant Parents may also submit applicable schools to take specific action.
principal during the Level 1 Informal documentation. The Ombudsman may be reached:
Process may address the complaint b. After reviewing the documentation, • At the Department of Education, 10910
through the Level 2 Formal Process: the Community Superintendent/ Clarksville Pike, Ellicott City.
a. Complete Part I of the Formal designee will confer with the parent, • By telephone at 410-313-6850.
Concern Form, accessible at www. principal, and other appropriate
individuals, and will document If you do not speak English, an interpreter
hcpss.org/formal-concern/, outlining
any decisions or agreements and may be requested.
specific concerns, and submit it to
the principal. The principal’s office
will schedule a meeting with the
respond in writing to the parent
within 10 school days. • • • • • • • • • •
parent within 3 days. 2. If the parent is not satisfied with
b. The principal will complete Part the decision of the Community Elementary School
Superintendent/designee, the parent
II of the Formal Concern Form
to document areas of agreement may request in writing that the matter Pre-K–Grade 5
and identify steps to address any be reviewed by the Chief School
unresolved issues, and will send the Management and Instructional Pre-K
Leadership Officer. The Chief School The Pre-K program is a high-quality, early
response to the parent within 10 childhood instructional program. Students
school days. Management and Instructional
Leadership Officer will review the must be four years old by September 1
c. If a concern cannot be resolved
documentation and provide a written to be considered for enrollment. The
reasonably within 10 days, the
response within 15 school days. curriculum supports early learning and
principal may extend the time for up
school readiness and provides experiences
to 10 additional days, and will notify a. The Chief School Management and that foster children’s academic, social,
the parent in writing. Instructional Leadership Officer emotional and physical development. The
d. If the parent’s request from the serves as the Superintendent’s Maryland State Department of Education
formal concern form is denied, the designee for the formal concern requires that the Pre-K program be made
principal must also forward a copy process, and is the last step in the available to students who meet eligibility
of the formal concern form to the formal concern process. In some criteria, which include disadvantaged
Community Superintendent. matters, Board policy may include a economic status, homelessness and
2. If the parent already met with the right of appeal to the Board. foster care. For more information, visit
principal during Level 1 Informal
*Note: Contact the Public Information Office for www.hcpss.org/school/pre-k-programs/
Process, then Part 1 of the Formal information regarding the process for addressing
or call 410‑313‑5693.
Concern Form can be submitted to issues specifically governed by regulation or Board of
the Community Superintendent along Education policy, including requests for reasonable
accommodations or modifications under the Americans for
with documentation of the principal’s Disabilities Act, special education appeals, appeals of Kindergarten–Grade 5
decision or denial of the request. student suspensions/expulsions or other administrative In Kindergarten through Grade 5, students
actions, equity assurance concerns or discrimination
a. The Community Superintendent/ complaints, and requests for information under the
receive instruction in language arts,
designee will contact the parent within Maryland Public Information Act. mathematics, science, social studies
3 school days to schedule a meeting. and health. Students are taught in whole
For more information regarding the formal and small groups designed to meet their
3. If the parent chooses not to meet with concern process, visit: www.hcpss.org/
the principal prior to completing the specific instructional needs.
formal-concern/.
Level 2 Formal Process concern form,
Elementary students also receive
the parent should provide an explanation
to the Community Superintendent. Ombudsman instruction in physical education, music,
The Ombudsman serves as a neutral art, library/media and technology.
a. The Community Superintendent/
• • • • • • • • • •
party to collaborate with Howard County
designee will gather information from Department of Education staff and
the principal, which may delay a the community. The Ombudsman may
timely resolution. advocate for a fair process and fair Middle School – Grades 6-8
Level 3: Formal Process – Central administration only. The Board of Education approved a seven-
Office Review period schedule across all middle schools.
Services of the Ombudsman include:
1. If the issue is not resolved to the The Maryland College and Career-Ready
• Confidential discussion of your concern
parent’s satisfaction, or if it directly Standards establish a set of shared goals
to the extent possible.
involves the principal, the parent and high expectations for what students
• Referral to individuals who can help
may contact the appropriate area should understand and be able to do in
solve the problem.
Community Superintendent to review Grades Pre-K–12. The goal is to ensure all
• Referral to appropriate school system
the concern. Contact information for students will be well prepared for success
and community resources.
the Community Superintendents may in college and the workplace.
The Ombudsman is required to follow Board
be found at www.hcpss.org/contact-us/
of Education policies and procedures, and
community-superintendents/.
5Middle School/High School
Middle school students take English • A locally designed program in student
language arts, social studies, mathematics, service learning that has been approved
High School Credit Requirements by the State Superintendent of Schools
and science, as well as related arts classes,
which include physical education and fine 4 credits – English and is usually completed in middle school.
arts. Students may also choose to take • 75 hours of student service learning
3 credits* – Mathematics
band, orchestra, chorus, and/or a world which may begin during the middle
• one in Algebra/Data Analysis
language (Grades 7 and 8). Students may school years.
• one in Geometry
take additional classes such as technology
education, family and consumer science 3 credits – Science, where each credit:
(FACS), G/T research and/or seminars, • Aligns to the Maryland Next State Assessment Requirements
innovation and inquiry reading modules or Generation Science Standards. The Maryland State Department of
mathematics/reading intervention seminars. • Includes learning experiences in Education requires four assessments for
the disciplines of earth and space graduation. Students enrolled in Algebra I
Students who successfully complete the science, life science, and physical and English 10 are required to take the
World Language Program in middle school science, and Maryland Comprehensive Assessment
will receive Spanish I or French I recorded • Engages students in laboratory Program (MCAP) for those subject areas.
on their high school transcript. World experiences integral to the course. Students enrolled in American Government
Language study in middle school enables take the Maryland High School Assessment
3 credits – Social Studies (HSA) for Government. Students take the
students to pursue world language study
• One in U.S. History Maryland Integrated Science Assessment
through the Advanced Placement level
• One in Modern World History (MISA) after successfully completing high
in high school. French and Spanish are
• One in American Government school coursework in all three main science
available in all middle schools.
1 credit – Fine Arts disciplines: earth/space science, life science
The selection of world language study is (biology), and physical science (chemistry
a multiyear commitment in middle school. 1/2 credit – Physical Education and physics). Most students will take the
When considering the world language MISA in Grade 11.
1/2 credit – Health Education
option in middle school, students and
parents should carefully weigh the workload 1 credit – Technology Education Individual requirements can be checked
of this additional class and the reduced by doing the following:
(a number of designated courses will
participation in Related Arts courses. fulfill this requirement) 1. Log in to HCPSS Connect Synergy:
https://www.hcpss.org/connect/
Middle school students who take high 2–4 credits – Program Choice:
2. Select Academic Information from the
school level courses such as algebra and/or • Two credits in World Language or left panel.
geometry, must take and pass the appropriate American Sign Language or
high school assessment; passing scores • Two credits in an approved 3. Select Graduation Requirements from
count toward graduation requirements. Advanced Technology Program or the middle panel.
• Four credits in a Career Academy Due to COVID-19 school closures and
(state-approved Career and testing window disruptions, passing
• • • • • • • • • • Technology Education Completer
program).
requirements may vary by graduating
class.
High School – Grades 9–12 1–3 credits – Electives
Career and Technical Education
Graduation Requirements Total 21
The school system offers a broad range
(See Policy 8030 for entire policy.) *Students must be enrolled in a mathematics of Career Academies that prepare high
course in each year of high school (up to a
A Maryland High School Diploma is school students for college and careers.
maximum of four years unless a mathematics
awarded to students who fulfill minimum course is needed to meet graduation Career Academies are available in the
enrollment, credit and competency requirements in additional years). following industry areas (called clusters):
requirements, including four years of • Arts, Media and Communication
approved study beyond Grade 8. Four-year • Business, Management and Finance
enrollment may be waived if a student is Career Preparation Requirement • Construction and Development
admitted to a college or another approved Students are given the opportunity to develop • Consumer Services, Hospitality and
post-secondary program and has received and update a four-year plan, participate in Tourism
prior approval from the principal. a mock interview and complete a resume • Environmental, Agriculture and Natural
acceptable for seeking employment. Resources
Students must earn a minimum of 21 credits.
• Health and Biosciences
The specified core of credits must be earned
• Human Resources Services
as part of the 21-credit requirement.
Student Service Learning • Information Technology
Requirement • Manufacturing, Engineering and Technology
• Transportation Technologies
Students must also satisfy:
• The Career Preparation requirement
• Work-Based Learning (Apprenticeship
Students shall complete one of the following
• The Student Service requirement programs, which include preparation, action
• The high school assessments requirement Maryland and Career Research and
and reflection components:
Development)
6Special Schools/Support Services for Students
The programs allow students to explore a Homewood Center Mathematics, Engineering,
wide range of career options and to apply Homewood Center encompasses both
academic and technical skills in a specific the county’s middle and high school
Science Achievement (MESA)
industry. MESA is a structured, Grade 3–12 pre-
alternative and special education
college program that prepares students
programs. Homewood provides a highly
Academy students may participate in for academic and professional careers in
structured, restorative, and trauma-
special activities and events that provide mathematics, engineering, science and
sensitive environment with small
greater awareness of the specific career technology. The goals are to increase
class sizes and access to school and
area and opportunities within that area. the number of engineers, scientists,
community resources.
Participating students become part of a mathematicians, and related professionals
group of students with similar interests
completing courses together. • • • • • • • • • • at technical and management levels,
and encourage and assist minorities and
females to achieve success in these fields.
Any student may be part of a Career
Academy. He/she should discuss options
Support Services for Students For more information, call 410-313-5673.
with the school counselor.
Black Student Achievement Positive Behavioral Interventions
Some academies are located in each Program and Supports
local high school, while others are located The HCPSS Black Student Achievement PBIS is a research-based behavior system
at the Applications and Research Lab Program (BSAP) works to close that uses incentives and acknowledgments
(ARL). If the Career Academy is located opportunity and achievement gaps to motivate students to make positive
at the high school, all coursework will evident in the patterns of data between choices. Each PBIS school identifies
be taught at the school. Students who Black/African-American students and three to five, easy to remember behavioral
participate in an academy located at the the student population at large. Over expectations for students, which are
ARL will complete the academy courses the years, BSAP has been a valuable communicated frequently and reinforced
at the ARL; all other academic coursework resource within the school system, and with student acknowledgements. Staff
will take place at their high school. Bus to Black/African-American students, their members make it a point to call attention
transportation is provided to and from ARL. parents and the community. Through a to moments when a student demonstrates
coordinated system of services, BSAP desired behaviors. This positive
For more information, students should
guides Black/African-American students reinforcement is for all students and also
contact their school counselor. Parents
to develop education, career, personal, provides an excellent model for students
may call the Office of Career and Technical
social competencies through the who need extra encouragement in making
Education at 410-313-6629.
foundation of The Six Ps to Excellence: appropriate choices.
Proud, Prompt, Persistent, Productive,
• • • • • • • • • • Polite and Prepared. Programs that are an
integral part of the BSAP Program are:
PBIS programs are currently in place
in most HCPSS schools, and in many
Special Schools • BSAP Achievement Liaisons other schools throughout the nation. The
• BSAP Saturday Math Academy framework has been proven effective in
Cedar Lane School • BSAP Community Based Learning fostering student engagement, academic
Cedar Lane School is a unique
Centers achievement and a supportive, positive
educational environment that caters
• BSAP Summer Institute school climate.
learning to students who have special
education needs of varying levels For more information, visit www.hcpss.org/
of impact from the ages of 3-21. Psychological Services
bsap or call 410‑313-1598. HCPSS school psychologists promote
Education is specifically designed
and delivered to students based on educationally- and psychologically-
individual needs in order to create an Hispanic Achievement Program healthy environments for all children and
environment of success, both in school The Hispanic Achievement Program works adolescents by implementing research-
and in the community. Cedar Lane is collaboratively with central programs and based, effective programs that prevent
located on a campus that also houses schools to achieve the school system’s academic, behavior, or social-emotional
a comprehensive elementary, middle, goals as they pertain to Hispanic students, problems, enhance independence and
and high school, and this advantageous and ensure students are college and promote optimal learning. Working directly
location allows for inclusion and career ready at the time of graduation. with students, school psychologists
interaction with peers from those schools. The program also provides professional provide mental health counseling,
development for staff, facilitates the crisis intervention, behavioral support,
Connections with families are essential engagement of Hispanic families, develops assessment and other services. School
and valued at Cedar Lane. Family leadership skills among Hispanic youth, psychologists also work with school
involvement, along with an exceptional and partners with community agencies. For staff, families and community members
PTA, is an integral part of the success more information, contact Elisa Montalvo, to provide advocacy, consultation and
Cedar Lane experiences daily. Hispanic Achievement Specialist, at professional development. Your school
elisa_montalvo@hcpss.org or 410‑313-6667. psychologist contributes to prevention
and intervention plans, such as academic
support plans and/or behavioral
7Support Services for Students/Special Education
intervention plans for students. They also Pupil Personnel Services available for teachers at Title I schools. For
participate in problem-solving teams, Pupil personnel workers (PPWs) work more information, please contact the Title I
such as the Instructional Intervention collaboratively with school staff, students, Office at 410‑313-7099.
Team described below, and schoolwide parents and community agencies to
improvement teams. School psychologists
work collaboratively with school teams
determine and address the factors that • • • • • • • • • •
interfere with students’ adjustment to
and families to promote students’
academic, behavioral and social-emotional
school and academic performance. PPWs Special Education and
recognize that certain risk factors in the
well-being success. home and/or the community may adversely Related Services
affect students and prevent them from
Instructional Intervention Teams achieving at their maximum potential. Each child with an educational disability
Instructional Intervention Teams (IITs) is entitled to a “free appropriate public
throughout Howard County work with PPWs provide direct intervention and education” under the federal mandates
teachers to improve student outcomes case management services to students for special education. Special education
using a structured problem-solving model. and families who are experiencing provides specially designed instruction
IITs provide a process for supporting academic and/or socio-economic and related services to meet the individual
teachers in addressing students’ academic difficulties. PPWs provide intervention needs of a child with a disability at no
and/or behavioral skill needs. IITs work in and support for students with chronic cost to parents. Students who may need
conjunction with Student Support Teams* attendance problems; assist families and special education services should be
(SSTs) and data discussions and promote schools with enrollment, residency and discussed with school staff and/or referred
collaboration, professional learning and placement issues; facilitate the enrollment in writing to a school-based Individualized
increased efficacy among staff. of students who are homeless; and serve Educational Program (IEP) team to
as advocates for families as needed. For determine the need for evaluation. Those
When a teacher would like support in children whose evaluation results meet
the PPW assigned to your child’s school,
addressing the academic or behavioral the federal and state guidelines for the
contact the school’s front office.
needs of an individual student or small identification of an educational disability
group, that teacher may request assistance
from the school’s IIT. A member of the School Counseling Services are entitled to receive special education
School counselors implement the and related services through an IEP.
team, trained in systematic problem
solving, then collaborates with the teacher Howard County Core Curriculum for The IEP Team, which includes the parent,
to address the concern while ensuring School Counseling, which includes is responsible for developing an IEP for
that the parent is made aware of the goals and activities for all grade levels the child. The IEP is a written description
process. The focus is on identifying and in the areas of academic and social/ of the educational program, including
targeting the student’s specific skill need emotional development and college/career specific goals and objectives, and
while facilitating instructional match. Once preparation. School counselors work with accommodations, to be provided to the
the gap between the student’s current school staff, parents and other agencies student. In order for a child to benefit from
performance and expectations is identified, in support of student achievement. specially designed instruction, additional or
goals are set and an intervention is School counselors also help students related support services may be required.
developed, implemented and evaluated. and their families cope with crisis events These services include, but are not limited
in their lives as they relate to academic to: physical therapy, assistive technology,
*Student Support Teams at each school work to connect achievement. Parents are encouraged to audiology, counseling, occupational
students and families with resources addressing their contact their child’s school counselor for
social-emotional, academic and behavioral needs. therapy, orientation and mobility services,
assistance if their child is experiencing counseling, psychological services,
difficulty coping with school, family or school health services, speech/language
Special Services
community issues. therapy, and/or transportation. For more
There are cases when a student may need
services or support beyond IIT to succeed. information, please contact your school
Information gathered during the IIT process Title I or the Department of Special Education at
may indicate a need for additional support Title I, Part A, is a federal program that 410‑313-5351. Parents can also visit www.
and services. If at any point a student is provides financial support for identified hcpss.org/special.
suspected of having an educational disability schools to provide additional academic
that may require special education services and social-emotional support to help
or a Section 504 plan, the parents are children master challenging curricula Child Find
and meet state standards. Title I funds The Howard County Public School System
notified so they may participate fully in the seeks to identify students ages 3 to 21
process to determine the student’s eligibility. support schoolwide programs, which
may include additional language arts and who are suspected of having a disability
mathematics instruction/tutoring, materials and may be in need of special education
For more information about IIT, contact
of instruction, social-emotional learning and related services. Parents, medical
your child’s teacher or the school
supports, and additional classroom or personnel and other concerned individuals
psychologist at your child’s school. For the
intervention teachers. Title I also provides may call the Child Find Program at the
name of your child’s school psychologist
programs for families at Title I schools. County Diagnostic Center, 410-313-7046
please contact your school’s front office
Professional learning opportunities are or email childfind@hcpss.org, to begin
or view the staff directory on your school’s
the referral process for pre-school age
website.
8Special Education and Related Services/GT/Alternative Ed
children and students who attend private/
parochial schools. Referrals for infants Special Education Resources • • • • • • • • • •
and toddlers, birth to three years old, who
may be developmentally delayed or at risk, for Parents Gifted and Talented
should be made to the Howard County Family Support and Resource Center
Infants and Toddlers Program, 410-313- 410-313-7161 The HCPSS Gifted and Talented (G/T)
7017 or online at https://referral.mditp.org. Education Program provides accelerated
Maryland State Dept. of Education and enriched services and talent
Division of Special Education/ development opportunities for students
Local School Special Education Early Intervention Services at the elementary, middle and high school
Every elementary, middle and high school 410-767-0264 levels. The program’s talent development
provides special education for students
Parents Place of Maryland focus enables students to launch their
who are identified as eligible for service
410-768-9100 own talent trajectories as they discover
through the IEP team process. Special
and build upon their individual strengths
Education and related and support
and interests.
services are determined through the
development of an IEP and are offered Section 504 of the Rehabilitation The G/T Education Program’s in-school
in the student’s home school or another
Howard County school when it is
Act of 1973 for Students academic offerings extend and enrich the
Howard County public schools recognizes regular school program in kindergarten
determined the student requires more through Grade 12. After-school programs
and supports the right of all students
intensive services. These services would in advanced mathematics and performing
to enjoy access to opportunities in
be provided in a school closest to the arts are available to students. G/T
education. Our student population is
child’s home school. If eligible, Extended Resource Teachers at each school instruct
strengthened by our commitment to
School Year services may also be provided students in various program offerings and
embrace all learners, including those
to meet the individual needs of each provide additional program information to
with disabilities. Section 504 of the
student with disability. Eligibility for these students and their families.
Rehabilitation Act of 1973 guarantees that
services is determined every year by the
students with disabilities have the ability to For more information about the G/T
IEP team using specific criteria outlined by
access a free appropriate public education program, contact the Gifted and Talented
the state of Maryland.
and are protected against discrimination. Education Program at 410-313‑6800, or
visit www.hcpss.org/academics/gifted-
Early Intervention Services Students who meet the Section 504 plan
and-talented.
Early Intervention provides special eligibility guidelines will have a Section
education and related services to children 504 Plan developed for use in school. The
from birth to 5 and their families. The
Infants and Toddlers Program delivers
plan specifies the nature of the impairment,
the major life activity affected by the
• • • • • • • • • •
services to children ages birth to 36
months who are developmentally delayed
impairment, accommodations necessary
to provide access based on the student’s
Alternative Education
or who show atypical development. needs, and the person(s) responsible for Alternative education programs are
Regional Early Childhood Centers (RECC) implementing the accommodations. available to students in a variety of
provide special education and related settings. All of these programs support
services to children ages three to five, not Any student who may need a Section 504 students beyond the comprehensive
including kindergarten. accommodation plan should be referred to school, and are designed to accommodate
their school’s Section 504 Administrative students who have demonstrated the need
Building coordinator to set up an eligibility for significant academic or behavioral
Family Support and Resource meeting. Those students whose 504 Team support. Through these programs,
Center evaluation meets the federal guidelines students receive academic support and
The Family Support and Resource Center regarding Section 504 are eligible for a instruction, behavioral support strategies
is designed to help families of children with Section 504 accommodation plan. and interventions, counseling, and
special needs, ages birth to 21. Services intensive case management services.
If a parent or student is dissatisfied with There are school-based Alternative
include workshops, IEP assistance,
decisions regarding their/their child’s Education programs at 14 elementary, 9
newsletters, a lending library, facilitation of identification, evaluation and/or educational
parent support groups, and service referrals. middle and 8 high schools.
placement/program, they may request a:
The center is open during the school year,
• Section 504 review The Gateway Program is an alternative
Monday through Friday during regular • Section 504 impartial hearing
school hours, and over the summer by education program within the Homewood
• Office of Civil Rights review Center, established for middle and high
appointment. The center is located at Old For more information, please contact school students with significant behavioral
Cedar Lane Building, 5451 Beaverkill Rd., your school’s Section 504 Administrative and academic difficulties whose needs
Columbia, MD 21044. Building Coordinator or the HCPSS 504 have not been met in their home school.
Coordinator at 410-313-1252. Parents and Students are referred to Homewood
students can also visit www.hcpss.org/ Center by their home schools; it is not a
academics/section-504. permanent placement.
9You can also read
