1. A. The Pupil Personnel Program is a systematic approach to programs and services that use the resources of the home, school, and community to enhance the social adjustment of students. These programs are designed to address a student's academic, personal, and physical needs by providing comprehensive casework management.

2. B. Pupil Personnel Program interventions to meet a student's needs may include:

   1. (1) Consultation with school staff and parents;
   2. (2) Assumption of a liaison role between home, school, and community;
   3. (3) Home visits;
   4. (4) Evaluation of social and educational adjustment; and
   5. (5) Assistance with the implementation of laws and regulations pertaining to rights and responsibilities of students.

3. C. The Pupil Personnel Program shall encompass the following goals and subgoals:

   1. (1) Assist in optimal health development so that the student will:

      1. (a) Identify health problems that are interfering with academic achievement,
      2. (b) Be aware of appropriate community agencies and organizations that provide health care and services,
      3. (c) Be provided assistance in obtaining basic physical and personal health care needs,
      4. (d) Understand the effect of appropriate nutritional habits and instruction in the home, school, and community,
      5. (e) Participate as needed in programs designed to prevent or remediate potential health problems (that is, parenting education, drug and alcohol abuse),
      6. (f) Understand the importance of good safety habits in the home, school, and community,
      7. (g) Understand rights and appropriate responsibilities as related to health, and
      8. (h) Have a greater awareness and understanding of physical development;

   2. (2) Assist in optimal personal development so that the student will:

      1. (a) Develop the ability to recognize and solve problems in the home, school, and community,
      2. (b) Articulate personal feelings and attitudes on the values and beliefs that are characteristic of a democratic society,
      3. (c) Understand an individual's rights and responsibilities in the home, school, and community,
      4. (d) Identify unique talents, interests, academic skills, and personality traits that lead to more positive contributions in the home, school, and community, and
      5. (e) Be aware of appropriate community agencies and organizations that assist in developing coping skills and improving self-esteem;

   3. (3) Assist in optimal interpersonal development so that the student will:

      1. (a) Assume responsibility and accountability for behavior in relation to others in the home, school, and community,
      2. (b) Be aware of school and community resources and services that help remediate behavioral adjustment problems,
      3. (c) Demonstrate effective communication skills in the home, school, and community,
      4. (d) Understand the student's rights and responsibilities in relation to the home, school, and community,
      5. (e) Demonstrate effective group participation and leadership skills, and
      6. (f) Participate as needed in educational programs that improve behavior and reduce truancy and substance abuse;

   4. (4) Assist in optimal academic development so that the student will:

      1. (a) Develop a greater understanding and awareness of academic strengths and weaknesses,
      2. (b) Attend school and all classes regularly,
      3. (c) Understand the right to a free and appropriate education as well as responsibilities as prescribed in school policy and procedure,
      4. (d) Be provided appropriate services and resources in the school and community to ensure a more positive educational adjustment,
      5. (e) Demonstrate effective study skills,
      6. (f) Demonstrate appropriate behavior in the school, and
      7. (g) Demonstrate academic decision-making skills that enhance current and future contributions of the student to the home, school, and community;

   5. (5) Assist in optimal career development so that the student will:

      1. (a) Understand aptitudes, interests, and talents as they apply to future career decision making,
      2. (b) Have access as needed to appropriate educational and vocational training programs,
      3. (c) Be aware of appropriate public and private agencies and organizations that provide resources, services, or training for career development and employment skills, and
      4. (d) Be aware of the consequences of, and alternatives to, leaving the educational system before graduation.

Authority: Education Article, §§2-205(b) and (c), 7-401—7-404, 7-409, and 7-426, Annotated Code of Maryland

Effective date: July 1, 1985 (12:13 Md. R. 1281)

Regulations .01 and .02 amended effective February 23, 1987 (14:4 Md. R. 419)

Regulations .03—.05 adopted effective February 23, 1987 (14:4 Md. R. 419)

Chapter revised effective January 15, 1989 (15:27 Md. R. 3134)

Regulation .01 amended effective December 1, 2008 (35:24 Md. R. 2079)

Regulation .02A, B amended effective December 1, 2008 (35:24 Md. R. 2079)

Regulation .02 repealed and new Regulation .02 adopted effective July 29, 2019 (46:15 Md. R. 655)

Regulation .04 repealed and new Regulation .04 adopted effective July 29, 2019 (46:15 Md. R. 655)

Regulation .05 repealed and new Regulation .05 adopted effective May 13, 1991 (18:9 Md. R. 1010)

Regulations .06—.15 adopted effective May 13, 1991 (18:9 Md. R. 1010)

Regulation .06B amended effective June 28, 2010 (37:13 Md. R. 853)

Regulation .07C amended effective June 28, 2010 (37:13 Md. R. 853)