Special Education

School Age: Secondary Services

All placement decisions are made through the Individualized Education Program (IEP) team process. Some MCPS special education services follow a curriculum that leads to a high school diploma; other services pursue the Alternate Learning Outcomes (ALO) curriculum, and these lead to a high school certificate. The MCPS special education services described below are divided into those that lead to a high school diploma (Diploma-Bound) and the services that lead to a high school certificate (Certificate-Bound). 

Different students require different levels of support at school. The services below are listed generally in order from least to most support.

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Learning and Academic Disabilities (LAD)

Locations: Available in all Middle and High Schools

Students: Students may be at or below grade level. Students have a variety of disability codes. Not all students are autistic.

Learning Environment: Students can enroll in co-taught, supported, or self-contained classes, depending on their level of need. Students may enroll in a resource period for additional support in academics or executive functioning. Students may enroll in a reading intervention class if needed for additional reading instruction. Related services (speech, occupational therapy, physical therapy, counseling) are available in all locations.

Staffing: 1 special education teacher and 1 paraeducator for 20 students.

Description (as of Jan. '23): LAD services are available in all secondary schools in MCPS. These services are provided in a continuum of settings that may include components of self-contained classes, co-taught general education classes, and other opportunities for participation with non-disabled peers.

Hear about the LAD program in the video below (12:31–15:03):

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Autism Connections

Middle School Locations: Ridgeview M.S., Tilden M.S.
High School Locations: Quince Orchard H.S., Walter Johnson H.S.

Students: Students have an autism diagnosis and are typically at or above grade level. Students are motivated to perform academically, but typically require support due to difficulties with task initiation, organization, and cognitive rigidity.

Learning Environment (Middle School): Students are mainstreamed in co-taught or supported classes. Program paraeducators accompany students to general education classes. Students with written expression challenges have the option of a self-contained English course. In some circumstances, self-contained math may be an option. Middle school students have two resource periods — one dedicated to social skills instruction and the other to executive functioning and academic support. Social skills instruction is generally taught at an abstract (rather than practical) level.

Learning Environment (High School): Students are typically mainstreamed in co-taught or supported classes. Options for self-contained classes vary from year to year. Ninth grade students usually enroll in two resource periods, both of which are to provide executive functioning and academic support. In 10th–12th grade students typically have one resource period. No social skills instruction is offered.

Staffing: 1 teacher and 2 paraeducators for 11 students (at Middle School Level). 1 teacher and 2 paraeducators for 11-14 students (at High School Level).

Special features: Students can enroll in Honors and Advanced Placement courses. Honors classes are sometimes co-taught or supported, but AP courses are seldom supported or co-taught.

Description (as of July '23): The Secondary Aspergers classes are based in comprehensive middle and high school buildings. Students served by this model have a diagnosis of Aspergers Disorder. The students function in the average to high average range of intellectual ability and receive instruction on the general education curriculum, with enrichment as appropriate. Students have documented social and behavior needs which have significantly interfered with their ability to participate in other educational environments, despite a variety of special and individualized supports. Students are included in all academic classes in the general education with supports for their social, behavioral, and organization needs. In addition to their academic classes, students participate in a pupil enrichment class daily that focuses on the direct teaching of social skills.

Hear about Autism Connections in the video below (15:04–20:27):

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Autism Resource Services (ARS)

Middle School Locations: Ridgeview M.S., Redlands M.S., N. Bethesda M.S., Silver Spring International M.S. (Grade 8 Only), Westland M.S.
High School Locations: Winston Churchill H.S., John F. Kennedy H.S., Watkins Mill H.S.

Students: Students have an autism diagnosis and are typically 2–3 years below grade level.

Learning Environment: Students are taught in self-contained classrooms for English and math, but attend history, science, and electives in the general education setting with paraeducator support. A reading intervention class is also offered for those students who need reading instruction. Middle school students have a resource period, which encompasses social skills. Social skills are typically taught in response to social issues that have arisen in their group. Ninth grade students usually enroll in two resource periods, one for social skills and the other for executive functioning and academic support. Tenth to 12th grade students typically enroll in one resource period, which is for executive functioning and academic support.

Staffing: 1 teacher and 2 paraeducators for 11 students (at Middle and High School Levels).

Description (as of Aug. '22): Secondary Autism Resource Services, located in three middle and three high schools, are designed for students with ASD who are working toward a high school diploma and have difficulty mastering grade-level curriculum. The students require an adjusted pace and individual accommodations representative of the needs and characteristics of students with ASD. Students receive instruction in the general education curriculum with the supports indicated on their IEPs. Access to the general education curriculum with enrichment is reinforced.

Hear about Autism Resource Services in the video below (20:27–25:43):

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Bridge Services

Middle School Locations: Briggs Chaney M.S., Gaithersburg M.S., Herbert Hoover M.S.,
High School Locations: Gaithersburg H.S., Paint Branch H.S., Winston Churchill H.S.

Students: Students are on grade level, but have significant social, emotional, and/or behavioral challenges that make it difficult to succeed in a large school environment. Students have a variety of disability codes. Not all students are autistic.

Learning Environment: Typically, most students start in self-contained classes. Students may opt for lunch in the cafeteria with general education peers or in the Bridge Services suite. As students demonstrate competency, they have the opportunity to take classes in the general education setting, with paraeducator support. Students participate in group counseling sessions twice a month. Comprehensive behavior management approaches are used, such as proactive teaching, rehearsal of social skills, and structured reinforcement systems.

Staffing: Each Bridge Program has a dedicated social worker. High school students have the opportunity to enroll in Honors classes.

Description (as of Aug. '22): Bridge is a set of services that supports students who demonstrate significant social emotional learning, and/or behavioral challenges that make it difficult to succeed in a large school environment. Many students require social and emotional supports in order to access their academic program. Comprehensive behavior management is utilized that includes proactive teaching and rehearsal of social skills, as well as the use of structured and consistent reinforcement systems. Services are provided in a continuum of settings that may include separate classes and opportunities for participation in general education classes with nondisabled peers as appropriate.

Hear about the Bridge Services in the video below (25:44–29:54):

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Learning for Independence (LFI)

Middle School Locations: John T. Baker M.S, Benjamin Banneker M.S., Cabin John M.S., Roberto Clemente M.S., William H. Farquhar M.S., Montgomery Village M.S, Newport Mill M.S., Tilden M.S.

High School Locations: Damascus H.S., Albert Einstein H.S., Gaithersburg H.S., Walter Johnson H.S., John F. Kennedy H.S., Paint Branch H.S., Rockville H.S., Seneca Valley H.S., Springbrook H.S., Walt Whitman H.S., Watkins Mill H.S., Wheaton H.S.

Students: Students have mild to moderate intellectual disabilities and access the Alternate Academic Learning Outcomes curriculum. Students have a variety of disability codes. Not all students are autistic.

Learning Environment: Self-contained classroom within a comprehensive secondary school. Students are included in general education classes as appropriate and/or provided with opportunities for peer tutoring. Community-based instruction and vocational training are emphasized so that students are prepared for the transition to post-secondary opportunities upon graduating with a certificate from the school system.

Staffing: 1 special education teacher and 1 paraeducator for 12 students.

Description (as of Aug. '22): LFI services are designed for students with complex learning and cognitive needs, including mild to moderate intellectual disabilities. Services support the implementation of Alternate Academic Learning Outcomes aligned with the curriculum. Students are provided with many opportunities for interaction with general education peers, including inclusion in general education classes as appropriate, peer tutoring, and extracurricular activities. They learn functional life skills in the context of the general school environment and in community settings. Community-based instruction and career/college readiness are emphasized at the secondary level so that students are prepared for the transition to post-secondary opportunities upon graduating with a certificate from the school system.

Hear about Learning for Independence in the video below (57:34–1:00:56):

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School Community-Based Program (SCB)

Middle School Locations: John T. Baker M.S., Cabin John M.S., William H. Farquhar M.S., Forest Oak M.S., Lakelands Park M.S., Sligo M.S., White Oak M.S.

High School Locations: James Hubert Blake H.S., Damascus H.S., Albert Einstein H.S., Gaithersburg H.S., John F. Kennedy H.S., Seneca Valley H.S., Sherwood H.S., Springbrook H.S., Wheaton H.S., Walt Whitman H.S., Thomas S. Wootton H.S.

Students: Students have profound intellectual disabilities and/or multiple disabilities. Focus of instruction is individualized for each student and may include instruction in related community and work environments. Students have a variety of disability codes. Not all students are autistic.

Learning Environment: Self-contained classroom within a comprehensive secondary school.

Staffing: 1 special education teacher and 2 paraeducators for 8 students.

Description (as of Jan. '23): School Community-based Program (SCB) services are designed for students with severe or profound intellectual disabilities and/or multiple disabilities. SCB services include the following components: age-appropriate classes, heterogeneous groups, peer interactions, individualized instruction, community instruction, and transition.

Hear about the School Community-Based Program in the video below (1:00:57–1:03:54):

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Autism Services 

(Sometimes referred to as "Classic Autism Services")
Middle School Locations: Rosa Parks M.S., Roberto Clemente M.S., Robert Frost M.S., Montgomery Village M.S., John Poole M.S., Earle B. Wood M.S.
High School Locations: Winston Churchill H.S., Col. Zadok Magruder H.S., Rockville H.S., Thomas S. Wootton H.S.

Students: Students have a diagnosis of autism and need significant modifications and accommodations to access the Alternate Academic Learning Outcomes curriculum; students need systematic instruction in all academic, functional, and social skill areas.

Learning Environment: All classes are self-contained within a comprehensive middle or high school with additional instruction in community and vocational settings. Middle school students participate in community-based instruction and in-school prevocational tasks. High school students prepare for their transition to adulthood by engaging in community-based vocational tasks. Students may have exposure to typically developing peers through the school’s Best Buddies program and/or Unified Sports, depending on the location.

Staffing: 1 special education teacher and 2 paraeducators per 6 students.

Description (as of Jan. '23): The Secondary Autism Program classes are self-contained classrooms in comprehensive middle and high school buildings. Students served by this model have a diagnosis of an Autism Spectrum Disorder and need significant learning and social supports as a result of their disability. Curriculum is modified as appropriate to support student strengths and needs. There is a continuing emphasis on the development of language, social skills, and student independence. In addition, the students are provided with community-based instruction and in-school prevocational tasks (middle school) or community based vocational tasks (high school) in order to prepare them their eventual transition to adult services.

Hear about Secondary Autism Services in the video below (1:03:55–1:08:39):

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Extensions Program 

Middle School Locations: Odessa Shannon M.S., Lakelands Park M.S.

High School Locations: Albert Einstein H.S., Quince Orchard H.S.

Students: Students have significant cognitive disabilities and/or multiple disabilities as well as interfering behaviors that require systematic support. Students have a variety of disability codes. Not all students are autistic.

Learning Environment: Self-contained classroom within a comprehensive secondary school. Educational programming focuses on helping students acquire communication and social skills appropriate for accessing the Alternate Academic Learning Outcomes curriculum.

Staffing: 1 special education teacher and 2 paraeducators per 6 students. Some students may require 1:1 support in addition to the regular classroom staffing.

Description (as of Jan. '23): Extensions Program serves students of elementary, middle and high school age with the most significant cognitive disabilities, multiple disabilities, and/or autism. These are students with a prolonged history of requiring systematic behavioral supports and services to reduce self-injurious and/or disruptive behaviors. The goal of the program is to provide intensive educational programming to enable students to acquire appropriate social and communicative skills and prepare them for post-secondary opportunities.

Hear about the Extensions Program in the video below (1:08:40–1:11:40):

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Montgomery County Infants and Toddlers Program (MCITP)

MCITP offers early intervention services to assist families with their efforts to address their children’s developmental and special needs. MCITP serves families with children between birth and the start of the school year following the fourth birthday. Upon eligibility assessment, each family is assigned to one of MCITP’s five regional sites in Montgomery County. Then, each family works with a team to define the priorities, learn about available resources, and discuss the child’s strengths and needs. You and your team will identify what you want for your child and how everyone will work together to achieve your family goals.
Early intervention services are provided in the child’s natural environment (home and community settings where a child is during the day). Services are based on each individual child’s and family’s needs and may include services such as special instruction, speech/language therapy, occupational and physical therapy, and family counseling.

Preschool Education Program (PEP)

PEP offers pre-K classes and services for children with disabilities ages 3–5. PEP serves children with delays in multiple developmental domains that impact the child’s ability to learn. The continuum of services includes an itinerant model for children in community-based child care settings and preschools, an inclusive model in selected MCPS general education pre-K classes, and self-contained classes. Classes are provided for children who need a comprehensive approach to their learning.

Elementary Home School Model Services (HSM)

Elementary HSM services are provided in all MCPS elementary schools. HSM services are delivered primarily in the general education setting where students receive specially designed instruction with their nondisabled peers. Access to academic and behavioral interventions are provided in the least restrictive environment inside and outside of the general education classroom based on the individual needs of each student. Specially designed instruction is delivered by general education teachers in collaboration with special education teachers and paraeducators through the implementation of coteaching and supported service delivery models.

Secondary Learning and Academic Disabilities Services (LAD)

Secondary LAD services are provided in all MCPS middle and high schools. LAD services are delivered primarily in the general education setting where students receive specially designed instruction with their nondisabled peers. Access to academic and behavioral interventions are provided in the least restrictive environment inside and outside of the general education classroom based on the individual needs of each student. Specially designed instruction is delivered by the general education teachers in collaboration with special education teachers and paraeducators through the implementation of co-teaching and supported service delivery models.

Augmentative and Alternative Communication Classes (AAC)

AAC classrooms provide intensive support for students in kindergarten through Grade 2 who are nonverbal or have limited speech with severe intelligibility issues. Students learn to use and expand their knowledge of augmentative communication devices and other forms of aided communication to access the general education curriculum. Emphasis is on the use of alternative communication systems to enhance language development, vocabulary development, and expressive communication skills. Services and supports are often provided within the general education environment to the greatest extent possible.

Elementary Learning Center (ELC)

Elementary SBLCs are regional special education services that provide specialized, scaffolded instruction in core academic areas for students in kindergarten through Grade 5 with global academic needs and delays in social and/or behavioral development, and executive functioning. Students receiving these services in the elementary SBLC may be identified as representing a variety of disabilities. Specially designed instruction and evidence-based interventions are provided in the core academic areas and are delivered in a special education classroom setting with opportunities for inclusion in the general education environment.

Social Emotional Special Education Services (SESES)

SESE services are provided to students who demonstrate significant social emotional learning, and/or behavioral difficulties that adversely impact their school success. Students in kindergarten through Grade 12 are served in a continuum of settings that may include the general education environment through self-contained classes with opportunities for participation in general education classes with nondisabled peers as appropriate.

Bridge Services

John A. Gildner Regional Institute for Children and Adolescents (RICA)

In collaboration with the Maryland Department of Health, RICA provides appropriate instructional and treatment services to students in Grades 5–12 and their families through a therapy integrated, highly structured, intensive special education services in a day and residential treatment facility. An interdisciplinary treatment team, consisting of school, clinical, residential, and related service providers develops the student’s total educational plan and monitors progress. Consulting psychiatrists, a full-time pediatrician, and a school community health nurse also are on staff. Students access the grade level curricular standards, social emotional support services, and transition services.

Twice Exceptional Services (2e)

Twice-exceptional students demonstrate superior cognitive ability in at least one area and typically have issues with production, particularly in the area of written expression. Twice exceptional services provide students in kindergarten through Grade 12 with specialized instruction that facilitate appropriate access to rigorous instructional experiences in the least-restrictive environment through a continuum of services. Students may have access to instruction in enriched and accelerated courses.

Autism Spectrum Disorders Services (ASD)

The Comprehensive Autism Preschool Program (CAPP) provides highly intensive and individualized services for students ages 3–5 who require a full-day of evidence-based instructional practices and behavioral support. The program focus is to increase language, learning and adaptive skills to ultimately provide access to a variety of school-aged services and to maximize independence in all domains.
Autism Services for students, elementary through age 21, provide access to Alternate Academic Learning Outcomes (ALOs) aligned with the Maryland Alternate Achievement Standards. Students receive Applied Behavior Analysis intensive instruction in a highly structured setting to improve learning and communication with opportunities for inclusion with nondisabled peers. Students participate in Real World Learning and transition services at the secondary level.
Secondary Autism Resource Services, located in three middle and three high schools, are designed for students with ASD who are working toward a high school diploma and have difficulty mastering grade-level curriculum. Students receive instruction through a range of options to include self-contained classrooms and opportunities for instruction in the general education environment with opportunities for enrichment.
Autism Connections Services, formerly Asperger’s services, are designed for students who are accessing the general education curriculum at or above grade level and require specialized instruction to address social and/or executive functioning needs. Students receive instruction in a continuum of settings to include self-contained classrooms and opportunities for inclusion in the general education environment and participate in enrichment and acceleration as needed.

Deaf and Hard of Hearing Services (D/HOH)

D/HOH services provide comprehensive educational support to students who are deaf or have a significant hearing loss. These services, provided by itinerant teachers, enable students to develop effective language and communication skills necessary to access the general education environment in their neighborhood schools or other assigned schools. Students with more significant needs receive services in special centrally located classes. Services are provided in three communication options—oral/aural, total communication, and cued speech. Assistive technology and consultation also are provided to students and school staff members.

Vision Services

Vision services are provided to students with significant visual impairments or blindness. Services enable students to develop effective compensatory skills and provide them with access to the general education environment. A pre-K class prepares children who are blind or have low vision for entry into kindergarten.

Itinerant vision services are provided to school-aged students in their neighborhood schools or other assigned schools. Skills taught include visual utilization, vision efficiency, reading and writing using Braille, and the use of assistive technology. Students may receive orientation and mobility instruction to help them navigate their environment. Students over the age of 14 receive specialized transition support as appropriate.

Learning for Independence Services (LFI)

LFI services are designed for students in kindergarten through 21 with significant cognitive disabilities pursuing ALOs aligned with the Maryland Alternate Achievement Standards. Students participate in Real World Learning in the school and community settings with opportunities to participate in instructional experiences with their non-disabled peers.

School Community-based Services (SCB)

SCB services are designed for students in Kindergarten through 21 with significant cognitive disabilities and/or multiple disabilities who demonstrate significant needs in the areas of communication, personal management, behavior, and socialization. Instruction is aligned to the Maryland Alternate Achievement standards. Students participate in Real World Learning in the classroom, school, and community with opportunities for instructional experiences with their non-disabled peers.

Extensions Services (EXT)

Extensions services are designed for students in kindergarten through 21 with significant cognitive disabilities, multiple disabilities, and/or Autism who demonstrate self-injurious and/or disruptive behaviors and are in need of specially designed instruction in the areas of communication and social skills, while accessing instruction aligned with the Maryland Alternate Achievement Standards.

Transition Services

Transition services are provided to students with disabilities, age 14 or older, to facilitate a smooth transition from school to postsecondary activities. These activities include, but are not limited to, postsecondary education, workforce, experiences, continuing and adult education, adult services, independent living, and/or community participation. Services are based on the individual student’s needs, considering the student’s strengths, preferences, and interests. Transition services are delivered through direct and/or indirect support coordinated by a transition support teacher.

Interdisciplinary Augmentative Communication and Technology Team (InterACT)

InterACT provides assistive technology services for students from birth–21 who are severely limited in verbal expression or written communication skills, due to physical disabilities. Services are provided in the natural environment for children birth–age 3, or in the elementary, middle, or high school instructional setting for pre-k through age 21.

High Incidence Accessible Technology Team (HIAT)

HIAT is a collaborative team that applies the principles of universal design for learning to support school teams to meet the needs of all students. Our mission is to provide training and consultation to build the capacity of classroom environments to incorporate technology options for all students.

Physical Disabilities Services

Related services of occupational and physical therapy are provided to students with disabilities throughout MCPS in their home or assigned schools. The type and frequency of services provided are based on individual student needs and include direct therapy and consultation to team members. Elementary students with more significant physical needs receive services in one of two countywide locations.

Speech and Language Services

Speech and language services diagnose communication disorders; improve spoken language skills; facilitate compensatory skills; and enhance the development of language, vocabulary, and expressive communication skills to support student access to the curriculum. The type and frequency of services provided are determined by individual student needs. For students with less intensive needs, educational strategies are provided to the student’s general education teachers and parents/guardians for implementation within the classroom and home environments. Students may receive services in their classroom environment, small groups, or individually. Pre-K students requiring extensive services attend a class program, two or five days per week.

Longview School and Stephen Knolls Schools

Longview School, collocated with Spark M. Matsunaga Elementary School, and Stephen Knolls School located in the downcounty area, serve students ages 5–21 with severe to profound intellectual disabilities, physical disabilities, and/or multiple disabilities. Students pursue instruction aligned to the Maryland Alternate Achievement standards. Academic instruction is aligned to ALOs and is infused with communication, mobility, and career/community readiness, and Real World Learning.

Carl Sandburg Learning Center

Carl Sandburg Learning Center is a special education school that serves students in Grades K–5 with intellectual disabilities, Autism Spectrum Disorder, or multiple disabilities. Services are designed for elementary students who need a highly structured setting, small student-to-teacher ratio, and access to the Maryland College and Career Ready or Maryland Alternate Achievement Standards. Emphasis is placed on the development of language, academic, and social skills provided through an in class transdisciplinary model of service delivery in which all staff members implement the recommendations of related service providers. Special emphasis is placed on meeting the sensory and motor needs of students in the classroom setting. Services also may include a behavior management system, psychological consultation, and crisis intervention.

Rock Terrace School

Rock Terrace School is a special education school that serves students in Grades 6–21 with intellectual disabilities, Autism Spectrum Disorder, or multiple disabilities. Students pursue instruction in ALOs aligned to the Maryland Alternate Achievement Standards and participate in Real World Instruction and employment experiences with the goal of preparing students for post-secondary college, career, independent living, and/or community participation.