Elementary Special Education Speciality Sites

Transcription

1 Anne Arundel County Public Schools Division of Special Education Elementary Special Education Speciality Sites All students have the right to learn and feel successful in a safe and supportive learning environment that builds upon personal strengths and respects individuality. Students experience success in environments that fosters respect for self and others.

2 Multiple Intensive Needs Classes (MINC) Belvedere Brock Bridge Central Jacobsville Marley (K-5) Autism Classes Central Millersville Pasadena Point Pleasant ED Regional Classes Glendale Odenton Phoenix Annapolis Mills-Parole Ridgeway Shipley s Choice (K-5) Waugh Chapel Woodside

3 The education of our students is a shared responsibility between the school, home, and community. It is our goal to help your child: reach academic goals to their individual potential. develop a positive self image and a desire to learn. develop positive social skills necessary to successfully participate in all settings. develop independence. These goals can only be achieved through a team approach and coordination of multiple services. Parents are recognized as integral members. In AACPS Specialty Sites, specialized services and supports are tailored to meet your child s needs.

4 MINC (Multiple Intensive Needs Classrooms) Profile of Students Students have a wide range of disabilities Students generally have moderate to significant cognitive intellectual disabilities Students in grades 3-5 participate in the Alternative State Assessment as indicated on their Individualized Education Program (IEP) Instruction Students participate in all core academic subjects (language arts, math, social studies, and science) Teachers utilize a modified curriculum in reading and math Math instruction includes components of the core math program along with alternative activities that align with the student s needs Reading instruction includes utilization of stories from the core reading/language arts program and alternative activities that are modified to meet the student s needs Least Restrictive Environment/Integration Students participate in cultural arts, lunch, and recess with non-disabled peers To the maximum extent appropriate students participate in general education content classes. This is an individualized determination based on the student s strengths/iep. Specific Program Supports: Small group settings for instruction Alternative reading programs or interventions, based on student need Behavior supports and social skill instruction based on student need

5 Autism Classrooms Profile of Students All students have Autism Spectrum Disorders Students generally have intellectual disabilities Students generally need related services, behavior support, and benefit from a more highly structured learning environment Students in grades 3-5 participate in the Alternative State Assessment as indicated on their Individualized Education Program (IEP) Instruction Students participate in all core academic subjects (language arts, math, social studies, and science) Teachers utilize the modified curriculum in reading and math Math instruction includes components of the core math program along with alternative activities that align with the student s needs Reading instruction includes utilization of stories from the core reading/language arts program and alternative activities that are modified to meet the student s needs Least Restrictive Environment/Integration Students participate in cultural arts, lunch, and recess with nondisabled peers To the maximum extent appropriate students participate in general education content classes. This is an individualized determination based on the student s strengths/iep. Specific Program Supports: Small group settings for instruction Alternative reading programs or interventions, based on student need Behavior supports and integrated social skill instruction High level of structure and visual supports

6 ED Regional Classrooms Profile of Students Students exhibit behaviors that significantly impact their ability to benefit from instruction in a large group environment Students require a highly structured, consistent and intensive behavior management/ modification program to maximize their learning availability and achievement Students generally have an Emotional Disability or Other Health Impairment (ADHD) Students require integrated social emotional/mental health support and services Students are diploma bound and participate in state assessments with accommodations as indicated on their Individualized Education Program (IEP). Accommodations are also provided to students as part of their daily instruction. Instruction Students utilize grade level curriculum approved for countywide use Students are provided with modifications and accommodations Teachers deliver small group instruction with interventions specific to both Reading and Math, as needed Least Restrictive Environment/Integration Based solely on the individual s progress in demonstrating self regulatory skills. This is reviewed continually to maximize access with non-disabled peers. - Greatest at Glendale and Odenton as they are housed within a comprehensive, general education school environment. - More limited at Phoenix Annapolis (at this time) as it is a fully self-contained program in its own building.

7 Specific Program Supports: A variety of behavioral supports in a self-contained setting Small group settings for instruction Counseling and social skills instruction (scheduled and on an as needed basis) Highly structured, positive behavior management program Crisis intervention services as needed Psychiatric consultations/services as appropriate

8 Anne Arundel County Public Schools Division of Special Education 2644 Riva Road, Annapolis, MD Kevin M. Maxwell, Ph.D., Superintendent of Schools AACPS Division of Special Education DPS/JH 2791/82 (New 8.12)