Specialized Programs

AACPS is committed to educational excellence by "Elevating all Students, Eliminating all Gaps." To that end, AACPS offers a full continuum of specialized instruction and related services, as determined by the Individualized Education Program (IEP) team, to meet the unique needs of each student in the least restrictive environment. All special education services are provided keeping our mission of "preparing each child (Birth to 21) to contribute to their communities in meaningful and positive ways, by providing specially designed instruction, allowing for individual differences and learning styles, and developing independence," as the priority for our students. Decisions regarding which service delivery model is appropriate to meet the individual needs of each student is made by the IEP team, including the student’s parents or guardian.

Services for School Aged Students Outside of the General Education Classroom

When students’ educational needs cannot be met in their home school, the IEP team meets to discuss the needs of the student, When the student requires more supports and services than the home school can provide, the team may determine that the student needs to be moved to a school environment where more supports and services are available within the Least Restrictive Environment (LRE).

Alternate Academic Curriculum Classes

Profile of Students

• Students have a wide range of disabilities

• Students generally have significant cognitive disabilities

• Students in grades 3-11 participate in the Alternate 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 an alternate curriculum aligned with Core Content Connectors which are aligned to the Common Core Standards for the student's grade

•  Students participate in functional life skills that are embedded during their school day

• Starting in grade 11, students will participate in job training outside of their school building

• Students participate in Community Based Instruction both in their school building and in the community based on their specific needs

 Least Restrictive Environment/Integration

• Students have the opportunity to 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 and IEP

• Students have the opportunity to participate in school wide clubs, sports and music programs

Specific Program Supports:

• Small group settings for instruction

• Reading interventions available, based on student need

• Behavior supports and social skill instruction based on student need

• High level of structure and visual supports

Autism Classes

Profile of Students

• Students have Autism Spectrum Disorders

• Students generally have significant cognitive disabilities 

• Students in grades 3-11 participate in the Alternate 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 an alternate curriculum aligned with Core Content Connectors which are aligned to the Common Core Standards for the student's grade

• Students participate in functional life skills that are embedded during their school day

• Starting in grade 11 students will participate in job training outside of their school building

• Students participate in community based instruction in their school buildings and in the community, based on their specific needs

 Least Restrictive Environment/Integration

• Students have the opportunity to 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 and IEP.

Specific Program Supports:

• Small group settings for instruction

• Reading interventions available, based on student need

• Behavior supports and integrated social skill instruction

• Higher level of structure, visual, communication and behavioral support

Developmental Centers

Profile of Students

• Students have a wide range of disabilities

• Students generally have significant cognitive disabilities

• Students in grades 3-12 participate in the Alternate 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 an alternate curriculum aligned with Core Content Connectors which are aligned to the Common Core Standards for the student's grade

• Students participate in functional life skills that are embedded throughout their school day

• Starting at grade 11, students will participate in job training outside of their school building

• Students participate in Community Based Instruction both in their school buildings and in the community based on their specific needs

Least Restrictive Environment/Integration

• There are no opportunities to receive instruction with non-disabled peers within the developmental center, however, students may participate in community and vocational activities outside of the school setting.

• Partnerships occur with local comprehensive schools for peer interactions, as appropriate

Specific Program Supports:

• Small group settings for instruction

• Reading interventions available, based on student need

• Behavior support and social skill instruction based on student need

• Highest level of structure and visual support

Resource Support Staff

Program Specialists provide support to schools who work with students with Autism, Intellectual Disability and Multiple Disabilities.  A behavior support technician provides follow up and direct assistance to school teams and students. The Program Specialist and technician work diligently with schools to provide successful strategies and techniques in order to educate students with low-incidence disabilities in their home school.  In addition, they work closely with the instructional staff in the self-contained Autism and Alternate Curriculum Class (ACC) classrooms to assure that best practices, instructional technology and exposure to the Maryland College and Career-Ready Standards are in place.  They strive to make certain that all students benefit from their education, regardless of their academic or behavioral challenges.

Disproportionality Management

Through the use of project management, the Project Specialist works collaboratively with internal and external stakeholders to develop and manage systems, processes, and structures to ensure the efficient management of MSDE’s CCEIS grant. Through the implementation of Systemic and Strategically focused activities including RtI/MTSS and tiered interventions and curriculum and instruction frameworks the goal of this office is the acceleration of all students with gap elimination.

Special Education Transportation

Transportation is a related service for special education when it is required in order for a student with disabilities to benefit from special education services.  Individual decisions about transportation are made by the Individualized Education Program (IEP) Team.  Any specialized transportation and specific requirements are to be recorded on the IEP and are to be reviewed, along with the IEP and placement, on at least an annual basis.