Advancing the Strategic Plan
Aligning with the Board of Education (BOE) Strategic Plan, the HCPS Advancing the Strategic Plan for 2024-2027 outlines the priorities and targets set forth by Superintendent Sean Bulson to guide Harford County Public Schools in its mission to ensure the academic and personal success of each student in a safe environment. The plan is designed to prepare every student for success in their future career.

Annual Report

The HCPS Annual Report for 2023-2024 aligns with the targets set forth in Advancing the Strategic Plan and provides an overview of the school system's performance, staff, and financial standing. It highlights achievements in areas like graduation rates, career readiness, and academic outcomes, along with initiatives focused on student support and personalization. Attention is given to improvements in safety and security measures, as well as efforts to improve customer service and community engagement.

Program Evaluation

For continuous improvement, HCPS is dedicated to program evaluation and research to ensure that HCPS initiatives and activities are effective and aligned with both the strategic plan and the BOE priority outcomes.

Individualized, Data-Driven, School Performance and Achievement Plans Aligned with the Strategic Plan

Through a continuous improvement cycle, schools analyze local data, set targeted goals based on need and district priorities, and implement action plans that are closely monitored and refined. Professional learning is tailored to staff needs, and collaboration with Central Services ensures instructional support, coaching, and family engagement are all designed to elevate student achievement.

Superintendent Honored at 2024 Influential Marylanders Awards Ceremony

On September 18, the Daily Record celebrated 55 honorees for the 2024 Influential Marylanders awards, including our very own Superintendent Sean Bulson. The Influential Marylanders honorees were chosen for their contributions to their respective fields and for their leadership in Maryland in the following areas: civic leadership, communications, education, finance, freestyle, general business, health care, law, philanthropy, real estate and technology. The 2024 honorees are featured in individual profiles offering details on their professional and personal backgrounds. Read details of Dr. Bulson's honor: HERE.

Board of Ed Weekly Updates
To ensure clarity and targeted response to the BOE's top three priorities for 2024-2025, Superintendent Bulson refocused the weekly Board of Ed Update to provide reporting on the three goals.

Student-centered Approach
Superintendent Bulson strategically addresses the BOE’s top three priorities through a comprehensive, student-centered approach. Academic achievement is accelerating, with HCPS ranking first in the state for reading growth and fourth in math over the past two years. To improve school environments, the district has enhanced attendance and safety efforts, ensuring more students are ready to learn. HCPS has prioritized strengthened partnerships with families and community stakeholders, transparent communication, and increased access to high-impact opportunities like dual enrollment and apprenticeships, which have yielded positive results.

MSDE Star Rating Improvements

Our star ratings showcase the impact of HCPS’s targeted investments in student success. With 69% of HCPS schools earning a four- or five-star rating (well above the state average of 41%), Harford County stands out among peer districts. Our academic achievement data within the star rating systems shows steady growth, and even more exciting, multiple schools—including Title I and Community Schools—increased their star ratings from 2023 to 2024.

The HCPS Graduation Rate has Steadily Increased Over the Past Four Years

The following data highlights the continued progress of HCPS in supporting on-time graduation for the Class of 2024. The overall graduation rate has steadily increased over the past four years, reaching an impressive 91.6%, while the dropout rate has decreased to 5.2%. School-level data shows particularly strong performance at several high schools, with Patterson Mill, Harford Tech, and Bel Air all achieving graduation rates above 95%.

North Star Gain Reflect Career Driven Priorities

HCPS data shows exciting gains in HCPS North Star Graduate Outcomes, reflecting a strong focus on preparing students for success beyond high school. From SY 2022–23 to SY 2023–24, the percentage of graduates meeting North Star benchmarks rose by 7.4%, with especially notable growth in dual enrollment participation—up 10.7%. Increases were also seen in students demonstrating career success (up 5.5%) and AP/IB/CTE pathways. These results are a direct result of Superintendent Bulson's vision and dedication to ensuring that more students graduate ready for career.

Edgewood High School IB Seniors Shatter Earned Scholarships Record

Forty-six Edgewood High School International Baccalaureate (IB) seniors accomplished something unheard of! They not only have earned the highest amount in total offered scholarships ever for an IB class, but also have broken the record of highest amount of scholarships earned per capita!

• Total scholarships earned: $20,933,763
• Total per capita (avg. per 46 students): $455,081

The previous highest per capita record was held by the IB class of 2023 with 16,547,970 in total scholarships offered with a total per capita (avg. per 37 students) of 447, 242.

Launch: Guiding Students Toward a Purposeful Future

Launch, an individual career and academic plan (ICAP), is a newly debuted, HCPS-designed tool that supports students in connecting their academic journey to future goals in college, career, and life. Aligned with the goals and outcomes of the Blueprint for Maryland’s Future, Launch empowers students beginning in middle school to work with counselors, teachers, and career coaches to set achievement goals, explore individualized career pathways, and build essential 21st-century, career-driven skills.

Career coaches, supported through the Blueprint Career Coaching program, play a key role in guiding middle school students through early career exploration and helping them stay engaged in their academic and career planning progress through high school.

Research shows that students who complete career and academic plans are more likely to experience improvements in key success indicators such as SAT/ACT scores, GPA, attendance, and scholarship applications. During the 2024–25 school year, 10th and 11th graders have focused on second-semester goal setting and progress monitoring, with full implementation for grades 7-12 launching in 2025–26.

Notable Maryland Comprehensive Assessment Program (MCAP) Growth!

HCPS data shows encouraging progress in HCPS math performance, particularly at the elementary level, where proficiency rose by 1.8 percentage points from SY 2022–23 to SY 2023–24. Algebra I first-time test takers also showed meaningful improvement, with a 1.9% increase. These gains reflect the impact of targeted math supports, curriculum alignment, and instructional enhancements. While some areas remained stable, the upward trends in key grades demonstrate HCPS’s continued commitment to strengthening math achievement and supporting all learners on their pathway to success.

Additional Math highlights include:

• HCPS increased in overall proficiency by 9.6% from 2022 to 2024 in MCAP Math grade 5, earning us the top ranking of #1 for growth in the state in that grade level.

• HCPS increased in overall proficiency by 4.4% from 2022 to 2024 for MCAP Math grades 3-8, earning us the ranking of #4 for growth in the state in those grade levels.

• HCPS ranked 13th out of 24 counties for Math grades 3-8, high school.

• Grades 3 and 5 improved in overall state rankings.

• Emmorton Elementary School ranked #8 for math growth in the state for elementary schools with an increase of 19.9%. Churchville Elementary and William S. James Elementary ranked #14 and #15 in the state for elementary school growth.

Students Outperform the U.S. and Maryland for Math SAT Scores

HCPS students demonstrate strong performance in mathematics on the national standardized test, the SATs, with an average SAT math score of 541. HCPS students outpace both the national average of 505 and the Maryland state average of 487.

Strengthening Math Instruction: Comprehensive Plan

The Office of Mathematics successfully submitted a revised PreK–5 Comprehensive Math Plan to MSDE in February, incorporating thoughtful feedback and laying a strong foundation for the PreK–12 plan due to MSDE later this year. All action items for the 2024–2025 school year are either complete or well underway.

Supporting High-quality Math Instruction

Through more than 1,000 hours of school-based professional learning, HCPS has empowered educators through collaborative planning, data analysis, and job-embedded coaching. Highlights of this year’s work include a districtwide emphasis on reasoning, problem-solving, and student discourse. The office collaborates closely with Title I and priority schools, offering intensive support cycles tailored to each school’s goals. Mathematics ambassadors and department chairs are trained to deliver focused content that strengthens instructional practices and supports unique learners, including students receiving special education services. Additionally, the office engages in data-driven decision-making, offering School Performance and Achievement (SPA)-aligned guidance, actionable feedback, and evidence-based resources to refine instruction.

Whether through walkthroughs, data dialogues, or curriculum-aligned coaching, the HCPS Office of Mathematics is supporting a focus on improving impactful math instruction. Examples include:

• Provide professional development to elementary schools through mathematics ambassadors focused on implementing the curriculum and supporting students receiving special education services (collaborative effort with Department of Special Education).
• Train department chairs to redeliver 45 minutes of content each month to teachers focused on our districtwide focus.
• Develop SPA data guidelines and evidence based resources to support strategy / action plan development for the SPA playbook.
• Provide Ongoing Assessment Project (OGAP) professional Learning this summer for grades 3-5 (fractions) and grades 6-8 (ratios and proportional reasoning).

Family Engagement Resources Online: enVision Mathematics

The HCPS Office of Mathematics website has been updated with links to grade level specific enVision Mathematics Family Engagement Resources. The Family Engagement Resources include an overview of resources, content and standards, and Topic / Lesson specific supports. The Topic / Lesson specific supports include a family friendly overview, sample worked problems, and related home activities.

Highlighting Family Engagement in Math at George D. Lisby Elementary at Hillsdale (GLES)

As part of the school's Math Month celebrations, GLES hosted a Math Matters event, which took place on April 29. To help their 3rd and 4th graders see how math extends beyond the classroom, they invited community members to speak with small groups of students about how they use math in their everyday lives and careers. From budgeting and electric vehicles to flooring, engineering, and fitness, students saw firsthand how the math they're learning now builds the foundation for their future. The event was a huge success, and the school is incredibly grateful to the volunteers who gave their time and expertise. GLES students walked away inspired and with a deeper understanding of how math truly matters.

Notable MCAP Growth!

Our current MCAP data highlights steady and meaningful gains in English Language Arts (ELA) achievement across all grade bands in HCPS. From SY 2022–23 to SY 2023–24, proficiency increased systemwide, with the most notable growth in middle school ELA which is up 3.1 percentage points. Elementary and high school students also saw strong gains of 2.7% and 2.4%, respectively. These improvements reflect the district’s focused efforts on literacy instruction and data-driven support.

Additional ELA highlights include:

• HCPS increased in overall proficiency by 8.9% from 2022 to 2024, earning us the top ranking of #1 for growth in the state.

• HCPS ranked 7th out of 24 counties for ELA grades 3-8, 10.

• Grades 4-8 improved in state rankings, with grade 3 staying steady, and grade 10 showing impact from over 1,000 retesting for CCR status. Significantly, grade 5 improved from 9th to 5th and grade 6 improved from 8th to 3rd.

• Bakerfield Elementary School ranked #2 in the state for ELA growth among elementary schools with an increase of 27.6% in proficiency rates from 2022 to 2024.
• Aberdeen Middle School ranked #3 in the state for ELA growth among middle schools with an increase of 19.7% in proficiency rates from 2022 to 2024.

Students Outperform Peers for Reading/Writing SAT Scores

HCPS students are achieving at high levels in Evidence-Based Reading and Writing (ERW) on the SAT, with an average score of 556. This surpasses both the national average of 519 and the Maryland state average of 512.

Comprehensive English Language Arts Plan

The 2024-2025 HCPS Comprehensive Literacy Plan leads with the mission: "The mission of the HCPS English/language arts curriculum, kindergarten through grade twelve, is to provide a structured literacy program that is based on the Science of Reading and recognizes the authentic relationships among reading, writing, listening, and speaking in the real world." This plan ensures teacher and student access to high-quality instructional materials to yield improvements in student learning outcomes and provide opportunities for students to engage more deeply and meaningfully with the Maryland College and Career Readiness Literacy Standards.

Supporting Reading and Writing Instruction

This year, the Reading, English, and Language Arts (RELA) Office accomplished the following with a districtwide focus on instructional practices that align to the Science of Reading principles:

• Provide school-based support to all schools - approximately 1,600 hours across the 2024-25 school year included on-site professional learning, grade level planning sessions, data analysis sessions, demonstration lessons, observations and coaching cycles.
• Oversee professional development Science of Reading initiative across the district by coordinating and implementing three Language Essentials for Teachers of Reading and Spelling (LETRS) cohorts serving 120 teachers. Actively promoted the MSDE Science of Reading micro-credential courses with over 500 HCPS teachers enrolled.
• Supported a new district-wide assessment platform, iReady, in collaboration with the Office of Accountability. Professional learning on logistics, data analysis and instructional implications.
• Expanded the intervention programs with the adoption of Amira Reading Suite and Reading Plus at all elementary schools and additionally in-person tutoring services is being piloted at two priority schools.
• Conducted a thorough RFP process to formally adopt a new secondary English program, Savvas Myperspectives, grades 6-12.
• Provide professional development to all schools through a trainer of trainer model with reading specialists and secondary department chairs. Specialists focused on professional learning on using reading data to drive instruction, identification and support services for at risk students, and Science of Reading practices specifically in phonics, vocabulary, comprehension and knowledge building.
• Collaborate with Special Education and deliver professional learning to Title I and priority principals about actionable feedback for teachers in the co-taught classroom.
• Conduct Science of Reading Walkthroughs at all elementary schools and provide instructional feedback to the Instructional Leadership Team.

Expanded Public Resources for Families

The RELA Office worked closely with the Communication Office during the fall of 2024 to update the current website. For elementary, they created a parent rich portal of information that includes:

• information on both elementary reading programs,
• description of the early reading screener assessment,
• information and links for district reading intervention programs, and
• information on dyslexia and parent resources.
  

The elementary site provides specific scope and sequences for parents for each unit covered by both programs. These documents highlight the major areas of study by grade level regarding foundational skills, phonics, comprehension, fluency, and vocabulary. An enhancement mid-year, additional links were added for parents to access “reader activities” in the major domains. Each domain was defined, provided goals, and activities/games that can be completed at home.

For middle school and high school, there are links to the current Houghton Mifflin Harcourt

curriculum and a description of the current program, as well as unit curriculum maps with pacing and a scope and sequence. With the spring 2025 approval to adopt a new secondary curriculum, Savvas Myperspectives, the website will be updated for the 25-26 school year.

Benchmark Advance Reading Program Evaluation

HCPS is committed to continuous improvement and ensuring all instructional programs meet the needs of students and educators. As part of this commitment, the Division of Curriculum, Instruction, and Assessment with the Office of Research and Program Evaluation conducted a comprehensive curriculum study of the Benchmark Advance reading program, implemented in eleven elementary schools during the 2023–2024 school year. This recently published study exemplifies HCPS’s dedication to evaluating curriculum for rigor, efficacy, and alignment with district goals.

Incidents Requiring Discipline are Decreasing
HCPS discipline data shows encouraging trends in our commitment to safe, supportive school environments. Total discipline incidents are down significantly from pre-pandemic levels, with 2024–25 showing the lowest number yet (even with three months of data still to come). Out-of-school suspension rates have also decreased from 20.5% last year to 17.6% so far this year, reflecting an emphasis on proactive behavior supports. In regional comparison, HCPS data indicates leadership in balancing student accountability, positive behavior reinforcement, and improving school climate for all students.

Secondary Initiatives/Approaches for the 2024-2025 School Year

• Implemented Cell Phone Policy revision
• Increased number of Positive Behavior Interventions and Supports (PBIS) schools, including all middle schools
• Increased Swan Creek options for families
• Piloted Twilight program at multiple schools to reduce suspensions
• Increased social worker and behavior coach positions in high-needs schools

Elementary Initiatives/Approaches for the 2024-2025 School Year

• Pre K-2 Workgroup: Assistant principals and principals working collaboratively with Student Services to address the unique needs of this population.
• 2024-25 Expanded use of TeachTown in Kindergarten: Daily behavioral lessons in Kindergarten districtwide.
• Elementary Retraining of HCPS Student Support Team (SST) Process: Enhanced SST Process to include Behavioral Support Progressions Chart and Elementary Tiered Levels of Supports and Interventions
• Revised PreK-2 Suspension Process: Retrained administrators on revisions to the process and included a consult with Education Services prior to suspension.
• In District Non-Pub Classroom at Swan Creek: seats for elementary and middle school students working with Highroads. Can serve as an interim placement for students needing a non-public placement.
• Targeted Professional Development at Select Schools: targeted, school-based, professional development provided by behavior coaches, board certified behavior analyst, and special education coordinator of training and technical assistance.

Real-time Discipline Data to Support Schools
HCPS maintains a tool for school and district leaders to monitor student discipline activity and trends. This tool is extremely valuable because it enables data-driven decision-making, helping educators identify patterns, address disparities, and implement proactive interventions to support student success. By providing real-time insights, it fosters a more effective approach to discipline, ensuring that policies are consistently applied and that students receive the necessary resources and support to thrive academically and behaviorally.

JOHS Trauma Recovery

HCPS has implemented a comprehensive, phased recovery strategy in response to the tragic shooting on September 6, 2024. The shooting has been a devastating event that has deeply impacted the entire community. The HCPS recovery approach prioritizes physical safety, mental health and trauma support, community engagement, academic continuity, and long-term planning for systemic improvement. HCPS's recovery work is grounded in a Multi-Tiered System of Support (MTSS) framework, ensuring both immediate response and sustained progress.

Key Priorities:

• Multi-Tiered System of Support: Addressing the incident’s impact through an integrated approach, including communication, emotional support, physical safety, and a focus on school climate and culture.
• Physical Safety and Security: Implementing secure entry systems, weapons detection, locker upgrades, surveillance enhancements, and increased security personnel.
• Mental Health and Trauma Support: Expanding access to school-based counselors, social workers, and trauma-informed programming for both students and staff.
• Community Engagement: Actively responding to concerns from families and stakeholders with transparent communication and visible safety enhancements.
  
  

Phase 1: Initial Response (Sept–Oct 2024):

HCPS prioritized stabilizing the school environment, implementing critical safety upgrades and offering mental health supports. The district emphasized clear communication, a phased return to school, and trust-building measures with students, staff, and families.

Phase 2: Intermediate Recovery (Nov 2024–Jan 2025)

Efforts focused on assessing the effectiveness of initial actions, refining safety protocols, piloting new technology (e.g., AI weapons detection), evaluating staffing needs, and expanding academic and emotional supports. Community feedback played a central role in shaping ongoing recovery efforts, with over 1,400 survey responses and multiple forums guiding HCPS decisions.

Phase 3: Long-Term Planning (Feb–Sept 2025 and Beyond)

HCPS is embedding recovery practices into long-term operations with a focus on sustainability and resilience. Strategies include:

• Health and Behavioral Supports: Expanding wellness activities, refining discipline and behavioral health practices, and building integrated support data systems.
• Safety Enhancements: Continuing to improve infrastructure, emergency preparedness, and security protocols through capital investments and law enforcement partnerships.
• Funding and Resources: Pursuing grants and aligning strategic plans to ensure recovery and safety remain top priorities.
• Academic Recovery: Strengthening personalized instruction, tutoring, and curriculum support, while planning for future student transitions and summer learning.
• Ongoing Community Engagement: Utilizing feedback loops, legislative advocacy, and platforms like the Parent Academy to promote transparency and shared responsibility.

HCPS remains committed to JOHS and a whole-community approach to recovery, ensuring that emotional well-being, physical safety, and academic success are foundational to every effort.

Harford County Government and BOE Partner to Enhance School Security

A collaboration with Harford County Government includes funding for advanced weapon detection systems and other physical and electronic security upgrades. Additionally, the County allocated resources to bring on three new school resource officers, who are dedicated exclusively to the security and safety of local schools.

Parent Academy Real Talk: Safety & Security Update

In this Real Talk, Mary Beth Stapleton sits with HCPS Chief of Safety & Security Donoven Brooks to talk about updates on safety and security across our district. He shares information about additional school safety liaisons; more communication equipment, like walkie talkies; improved access control to buildings and visitor management systems; and more. Take a moment to watch.

Open Gate Weapons Detection Systems

HCPS has begun utilizing Open Gate weapons detection systems in our schools. They are primarily seen and used at high schools and can also be moved to middle and elementary schools, as needed.

Smart Students, Not Smart Phones

In 2024-2025 HCPS instituted a new BOE Cell Phone Policy to minimize distractions and better support student success. This policy is in place and actively enforced in all schools.

Learning Environments: Educator Climate Survey Results

The Maryland Climate Survey for educators highlight a strong foundation of support and connection across HCPS. Notably, staff-student relationships received a standout score of 9.03, reflecting the deep commitment educators have to building trust and fostering positive connections with students. Other key areas, such as behavioral and academic supports (7.07) and emotional safety (7.01), also received solid marks—demonstrating a shared dedication to creating a supportive learning environment.

Student Learning Experiences Data

The 2024 Wellness Needs Assessment data provides valuable insights into students' perceptions of their learning experiences and support systems in school. A majority of students feel that their school is preparing them well for their future, with over 60% agreeing or strongly agreeing that they are being equipped for college and career readiness. Additionally, more than half of students believe their teachers recognize their potential and provide extra help when needed. Encouragingly, a strong support system is evident, as most students report knowing at least one adult they can turn to for academic or safety concerns. However, there is room for growth in ensuring all students feel connected to caring adults outside their immediate family, as only 41% agree that they have at least two non-parent adults who take a genuine interest in them. These findings highlight both strengths and opportunities for fostering stronger relationships and support networks within our schools.

Jed Foundation Pilot

HCPS is one of 15 districts in the country participating in a pilot program by the Jed Foundation designed to guide school districts in improving systems of support for the emotional well-being of students in grades Pre-K-12. HCPS was featured in a blog post by the JED Foundation in which Dr. Bulson touched on our work learning and leading powerful mental health and suicide prevention practices that will benefit our students. Read more here.

As part of this program the Jed foundation conducted an evaluation of HCPS support systems and the initial findings highlighted the following strengths:

1. Dedicated Roles and Leadership for Mental Health Services
2. Districtwide Communication on Strategic Initiatives
3. Comprehensive Data Collection and Utilization for Strategic Decision-Making
4. Strong Crisis Management Infrastructure
5. Promotion of Social Connectedness and a Supportive School Culture

Attendance Strategies are Working

Our data highlights promising progress in reducing chronic absenteeism across HCPS. After a peak in 2021–22, where nearly 29% of students were chronically absent, rates have steadily declined each year. For the 2024–25 school year, chronic absenteeism is currently at 19% as of March 12, which is an encouraging trend with three months of school still remaining. This progress reflects the district’s focused efforts to improve school environments and boost student engagement, aligning with the BOE’s priority to enhance attendance and safety. Additionally, HCPS exceeds the State average and it is among the top counties of its peer group. With continued momentum, HCPS is on track to further strengthen student presence and success.

The following data recently released by Attendance Works and the University of Tennessee, Knoxville highlights meaningful progress in reducing student absenteeism across HCPS. From 2021–22 to 2022–23, the average number of days absent decreased for nearly every student group. Notably, economically disadvantaged students saw a significant reduction in mean days absent—from 23.3 to 18.4 days—while students with disabilities improved from 19.0 to 16.5 days. When comparing HCPS data to state averages, HCPS outperformed the State in every category in 2022-2023.

Attendance Initiatives Include:

• Community Schools attendance focus (parent education, celebrations, home visits, partnerships)
• Pilot new attendance procedures in six schools:
• Shift school-based interventions to prevent the 18th absence
• Implement main office emails to parents after absences 5, 10, and 15
• Distribute Parent Acknowledgment of Attendance Rules
• Shift pupil personnel worker interventions to address chronic absence
• Apply consequences to chronically absent students
• Create positive school conditions that motivate students to show up. Example incentives: Tie attendance to opportunities such as parking, dual enrollment, and sports; Celebrations.

• Remove barriers to attendance

• Tiered school-wide plan: Tier 1: What are we doing to encourage ALL students to come to school?; Tier 2: What are we doing to support students who are at risk?; Tier 3: What are we doing to support our families with the most needs?

• Involve all stakeholders

Real-time Attendance Data to Support Schools

HCPS provides a dashboard for school and district leaders to track student attendance trends and patterns. This tool is essential for identifying students who may be at risk due to chronic absenteeism, allowing educators to intervene early with targeted support. By offering real-time data, the dashboard helps schools develop effective strategies to improve attendance, promote student engagement, and ensure all learners are accessing their opportunity to learn.

Real Talk: Attendance Matters!

Parents want their children to do well in school, but many don’t fully understand the connection between chronic absence and a student’s academic achievement. Mary Nasuta, HCPS Supervisor of Health Services, and Melissa Stout, HCPS Pupil Personnel Worker for Aberdeen Pupil Services, share for parents the importance of school attendance and how to make sure our children attend school every day.

Student Climate & Climate Culture Data: Elementary

The 2024 Elementary Wellness Needs Assessment results on school climate and culture provide valuable insights into how elementary students perceive their school environment. A majority of students feel welcomed at school, with over 79% either agreeing or strongly agreeing. Similarly, a strong sense of belonging is reported by approximately 71%, though a small percentage express disagreement. When it comes to school enjoyment, opinions are more varied, with about 56% of students expressing positive sentiments while nearly a quarter remain neutral. Safety is a key highlight, as most students feel secure both in school and on their way to and from school, with over 75% agreeing or strongly agreeing.

Student Climate & Climate Culture Data: Secondary

The secondary student data highlights many positive aspects of the school’s climate and culture while also identifying opportunities for growth. A strong majority of students (70.4%) feel welcome at school, and 60.5% report a sense of belonging, showing that many students experience a supportive environment. Safety remains a key strength, with 76.2% of students feeling secure on their way to and from school, and 66.6% expressing confidence in the safety of after-school events. Additionally, students recognize the availability of extracurricular activities, with 76.2% knowing how to get involved, which fosters engagement beyond the classroom.

Staff-Student Relationships: Educator Maryland Climate Survey

The results of the Maryland Climate Survey reflect the positive impact of initiatives led by Superintendent Bulson to enhance student engagement in learning. High ratings in areas such as staff-student relationships (9.03), behavioral and academic supports (7.07), and instructional feedback (6.26) highlight a school climate where students are actively supported and encouraged to participate in meaningful learning experiences. These results point to a strong alignment between district leadership and classroom practices, reinforcing the superintendent’s commitment to fostering environments where every student feels connected, challenged, and inspired to succeed.

Middle School Innovation & Project Based Learning

• Standardized middle school schedules across all schools, incorporating two 90-minute blocks per week for Project-Based Learning (PBL) and small-group instruction.
• Aligned course offerings across middle schools, adding student choice in unified arts and world language for credit.
• Adapted curriculum delivery to support Gold Standard PBL.
• Implemented separate ELA and writing blocks for grades 6 and 7.
• Introduced a weekly 90-minute advisory block (grades 6–8), divided into:
  ─45 minutes: career coaching, career exploration, PBIS, and financial literacy (starting SY 2025–26).
  ─45 minutes: personalized math instruction via i-Ready.
  ─In-progress high-performing math students serve as peer tutors.

• Improved family engagement with the launch of a new Middle School Handbook (SY 2025–26).

Career Driven Engagement

• Implemented Individualized Career and Academic Plans (ICAP) starting in grade 7 to guide through grade 12.
• Standardized high school bell schedules to facilitate dual enrollment and shared courses across the district.
• Developed Student Enrollment Options (SEO) to align high school and community college dual enrollment processes. Expanded uses include part-time employment and work-based learning modules including personal finance instruction.
• Strengthened the Harford Youth Workforce Investment Program with Harford Community College for non-credit programs and credentials.
• Created Workforce Readiness Skills Modules for students in grades 6–12, along with modules on Canvas (instructional platform) supporting industry recognized credentials.
• Expanded Comprehensive Student Apprenticeship Program to connect students with real-world career experiences.
• Supported the Career Coaching Program (grades 6-12) following the requirements of the Blueprint.

Apprenticeship Program as an Exemplar for Student Engagement

The HCPS Apprenticeship Maryland Program (AMP) is an opportunity for students to earn and learn while in high school in a career area of their interest. HCPS is a leader in this statewide program, which allows students to gain valuable industry experience by partnering students and employers together to create skilled labor through education, mentorship, and on-the-job training. Our data shows remarkable growth of the HCPS apprenticeship program, which has steadily expanded from 109 participants in September 2024 to an impressive 300 by the end of April 2025.

HCPS is Strengthening Student Mentorship Opportunities

HCPS is proud to be taking meaningful steps to solidify, expand, and strengthen its community partnerships to support student mentorship. By collaborating with dedicated organizations such as Young Men on Tour, Will Power, AMES United Methodist, Boys2MEN, Civics and Chess, and First Ladies of Edgewood, the district is laying the foundation for impactful, relationship-based support systems. Guided by best practices from the National Mentoring Resource Center, this initiative reflects HCPS’s deep commitment to empowering students through trusted connections, community engagement, and long-term success. This effort is in support of the BOE’s priorities and follows a kick-off presentation to the BOE on March 24, 2025.

Engaging Future Educators

HCPS has rebranded Talent Pathways and increased opportunities for student engagement through TeacHCPS, which has been thoughtfully designed to support students who are interested in exploring careers in education. Through programs like Teachers Academy of Maryland (TAM/TAM+) and Together We Rise (Peer Tutoring), students have the opportunity to engage in real-world learning experiences, connect with mentors, and begin to discover what it means to be an educator. These efforts are part of a broader HCPS commitment to developing pathways that encourage both students and staff to consider careers in teaching.

Highlighting Student Engagement with Future Farmers of America

Our Future Farmers of America (FFA) students are earning outstanding achievements. North Harford High School students competed and excelled at the 2025 Maryland FFA State Spring Judging Competition in early April. In addition, several HCPS students earned the prestigious Gift of Blue recognition.

The Gift of Blue Program is an initiative through FFA that allows teachers to nominate active and deserving FFA members to receive an official FFA jacket and tie/scarf free of charge. Each chapter contributes $20 per student, while the Maryland FFA Alumni Association covers the remaining cost. The FFA blue jacket is a vital part of the official FFA dress, worn at competitions, banquets, and community events. Read more here.

State of the District

The October 2024 State of the District video, presented by Superintendent Bulson, provided a comprehensive update on the progress, challenges, and priorities of HCPS. It highlights key achievements in career preparation, literacy, and teacher retention, showcasing impressive gains in student success and community engagement. The video also addressed critical challenges, including a significant budget shortfall, the need for updated school facilities, and ongoing efforts to enhance school safety. With a focus on collaboration and strategic decision-making, Superintendent Bulson calls on the community to stay engaged in shaping the future of HCPS, emphasizing gratitude for the educators, families, and partners who support student success every day.

Weekly Update to Public Data Dashboard

As a unique HCPS initiative (compared to peer education agencies), HCPS maintains a State of the District website that provides a comprehensive look at the HCPS Strategic Plan and associated data. This site includes access to the plan and annual report in English and Spanish, a data dashboard aligned with the strategic plan, a snap shot of grades 6 and 9, the Maryland Report Card, and more.

Website Engagement Data

HCPS utilizes real-time website engagement data to track the interests and information needs of families, ensuring that resources and communications are aligned with their priorities. By analyzing metrics such as page visits and search queries, the district can identify trending topics, address common concerns, and enhance the accessibility of important information. This data-driven approach allows HCPS to continuously improve its digital presence, making it easier for families to find relevant updates, programs, and services that support student success.

Parent Access to Canvas

Our data demonstrates strong initial engagement with parent access to Canvas and consistent participation from families using Canvas to stay connected to their students’ learning. Parent access data shows that more than 4,500 parents have logged in with a peak early in the school year, with over 800 logins in late September and stable usage, averaging around 275 logins through February 2025. This sustained engagement reflects comfort with the program by families who consistently engage with their students coursework throughout the year.

Parent Access to HAC (Home Access Center)

Parent and student engagement through the Home Access Center (HAC) remains strong in SY25, with 20,645 unique students and 17,934 unique guardians logging in to monitor academic progress. By using HAC to stay connected to grades and classroom updates, parents and students are working together to support achievement and growth.

Parent Access to i-Ready

The i-Ready Diagnostic is a computer-adaptive assessment that adjusts its questions based on student responses. Each question a student receives is based on their answer to the previous question. For example, a series of correct answers will result in slightly more difficult questions, while a series of incorrect answers will yield slightly easier questions.

We are excited that with i-Ready Diagnostic, comes a feature called Family Center. This feature opened for family access on Wednesday, March 12, 2025. Families can access diagnostic score reports for each of their children in the i-Ready platform. It is important to note that students will need to log into their Canvas account for families to view their reports.

Commitment to Teacher Conferences

HCPS is committed to engage every parent, every day in their child’s learning. Parents/guardians may reach out to their child’s teacher anytime during the school year. At the elementary level, a more formal Parent-Teacher Conference is required at least once a year for all teachers to offer their students’ parents. This is a great opportunity for parents/guardians to discuss how their child is progressing academically and socially.

Including Stakeholders in Decision-making

As included in priorities listed in Advancing the Strategic Plan, HCPS is committed to collaborative governance by actively engaging families, students, and community members in meaningful decision-making. With every advisory group including community representation (and many exceeding 50% participation) these committees ensure that representative voices shape initiatives across the district and that open, transparent communication is valued.

AskHCPS

This graphic showcases the success of the "Ask HCPS" initiative, with over 1,000 communications received from July 2024 to March 2025. Families and community members engaged on a wide range of topics, such as school concerns, technology, safety, human resources, and policies. This effort highlights a strong commitment to transparency, responsiveness, and partnership across HCPS.

Dr. Bulson Named National Family Engagement Changemaker

Superintendent Bulson was honored on the national stage in March at the AASA National Conference on Education. He was named one of the top three superintendents in the country to receive the prestigious Family Engagement Changemaker award for his innovative work in family engagement. This recognition is a testament to the tireless efforts of our Office of Family and Community Partnerships and its continued dedication to advancing family engagement in our district.

Dr. Bulson Selected to Participate in PTA National Standards Webinar Series

Superintendent Bulson was a featured panelist in the National PTA's "Transforming Family-School Partnerships with PTA's National Standards" webinar series.

This series highlighted best practices for building partnerships, the importance in collaborating with district administrators to strengthen partnerships with families, and steering through the changing policy and funding landscape for family engagement through panel discussions with leading practitioners, researchers, and policymakers who are improving family-school partnerships so that all children can reach their full potential.

Superintendent Bulson took part in the session, "Leading the Charge: The Superintendent's Role in Championing Family Engagement” on March 19, 2025, once again allowing HCPS to shine in the national spotlight by sharing best practices implemented in our district for moving the needle forward on parent and community engagement.

2024 Parent Engagement Survey
The 2024 Parent Engagement Survey results show encouraging progress in how families perceive their connection with HCPS schools. More parents this year agree that the district encourages engagement in their children’s education (rising from 52% in 2023 to 60% in 2024). Additionally, perceptions of ease in attending meetings and workshops improved, with 64% of families now agreeing their child’s school makes participation more accessible, up from 62% last year. These positive shifts reflect HCPS’s continued efforts to build stronger partnerships with families and foster a more inclusive, supportive school environment

Family Friendly School Award Program: Changes for the 2024-25 School Year!

Family Friendly School Awards are now given once a quarter, naming four winning schools a school year. Nominations are submitted by members of our community, and votes narrow down the nominated schools to three finalists for the award. Then, with help from the Parent and Community Engagement (PACE) Liaisons at those three schools, we look at the schools' evidence of family-friendly standards to select the winner each quarter. A special announcement and celebration occur at the winning school.

Most Valuable Parent (MVP) Award

The HCPS Parent Academy presents the Most Valuable Parent (MVP) Award! This award program honors one HCPS parent/guardian each quarter during the school year who stands out as modeling one or more of the National PTA Standards: works to welcome all families; helps with communication with other parents/caregivers; supports all students’ success; speaks up for every child, helping to remove barriers so that all families can engage; works to support planning for the school events/activities; collaborates with the community partners to support the school.

HCPS Newsletter Tailored to Families

With viewership ranging from a significant 33,297 to 43,009 between September 2024 and April 2025, the Parent Connection is a valued source of information and engagement for families. The Parent Connection newsletter was thoughtfully developed to support and strengthen the home and school connection and to help families stay in the know about important topics, events, community resources, and tips. Important information is shared through the newsletter to better equip parents/guardians to navigate the school year with their children. A new issue of Parent Connection is published each month during the school year, September through June. The newsletter is emailed to the parent/guardian email address(es) on file with the school system at the beginning of each month. In addition, each issue is shared on the Parent Academy Facebook page and archived here. On average, over 38,000 viewers each month are tuning in—demonstrating strong interest in staying connected with HCPS.

Highlighting Collaboration with HCPS Community Partners: Your Mind Matters

On May 16, 2025, from 5:30 to 9:00 p.m., our community partners will come together at Leidos Field at Ripken Stadium for the fourth annual Your Mind Matters: A Family Wellness Night. The event, hosted by Harford County Public Schools, the Office on Mental Health/Core Service Agency of Harford County, Inc., University of Maryland Upper Chesapeake Health, and the Harford County Health Department, is a FREE family event with fun activities for everyone! Free transportation is being offered to and from Ripken Stadium from select depots throughout Harford County.

Principal Parent Engagement Toolkit

This library of resources was created to support the work HCPS principals are doing around family engagement within their school communities. HCPS is committed to developing and maintaining welcoming and inclusive environments in all our schools and offices to help foster genuine relationships with our community members. This toolkit highlights innovative and effective engagement strategies that have been successful in our very own schools. “Tools” are organized by the National PTA Standards for Family-School Partnerships. We encourage our principals to utilize this ongoing resource to enhance their family and community engagement efforts throughout the school year.

The example below showcases the Patterson Mill Future Focused Wellness Day. Principal Harrell and her team utilized a half day to bring in some awesome community partners from multiple industries and career fields to present and share information with students as they prepare to make decisions about their education and future, like selecting classes, building resumes, or considering dual enrollment.

Customer Satisfaction

Our customer satisfaction data reflects high levels of satisfaction with HCPS customer service from July 2024 to March 2025. Eighty-six percent (86%) of respondents gave excellent ratings, and 92% reported that their needs were successfully met. With only 16 requests for follow-up across both positive and negative experiences, this data highlights the district’s responsiveness, commitment to continuous improvement, and strong connection with the community.

While the Board's evaluation criteria does not include measures for goals related to human resources and operations, HCPS is proud of the ongoing progress and initiatives in these critical areas. Through Advancing the Strategic Plan, the Annual Report, and the State of the District dashboard, HCPS provides transparent, data-informed updates that reflect meaningful strides in strengthening operations and supporting a high-performing workforce. These documents demonstrate how the district is aligning daily work with long-term Board of Education goals to ensure efficiency, accountability, and a thriving organizational culture.