Specialty Sites

Service Delivery Models

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.

Consultative Services

Consultative services provide the classroom teacher and other staff working with the student with strategies for instruction, implementation of accommodations and supplementary aids and services, behavior and/or social emotional supports, data collection. These services can be provided by the special educator and/or related service providers, using observation, evaluation and feedback in the student's classroom environment. Consultative services involve ongoing and regular communication between service providers and observation of students.

Direct Services

In the General Education Setting

AACPS is committed to providing specially designed instruction in the least restrictive environment through the use of high leverage practices, evidence based strategies, flexible grouping and co-teaching strategies. Direct services may be provided by the special education teacher, general education teacher, related services providers, and/or teaching assistant in the general education setting.

Outside of the General Education Setting

In cases where the student requires a more restrictive learning environment in order to make progress, AACPS provides a full continuum of options. The decision about the appropriate learning environment for a student is made by the IEP team based on individual student needs. Specially designed instruction and/or related services may be provided outside the general education classroom for a part of the day or for the full school day, as determined by the IEP team. Services outside of the general education classroom may be provided by AACPS staff members in AACPS school buildings or through partnerships with nonpublic schools co-located in some AACPS schools. Specialty sites, such as Alternate Academic Curriculum classes, Regional Programs serving students with emotional and/or behavioral needs, or Autism Classes, offer services both in and outside of the general education setting, and are located at specific schools throughout AACPS. AACPS also provides specially designed instruction in separate special education centers for our students with the most intensive needs.

Services Description

Preschool Services

Services may be provided in a variety of settings. The goals of the IEP and where the child spends the day are the determining factors in where services are provided. The following is the continuum of options for preschoolers:

Community-Based Services (CBS): Services are provided to children with mild to moderate delays in general education, community-based settings. Such settings can include: private preschool; child care; Head Start; and other site-based locations. The idea is for children with delays to be integrated in typical environments and for services to be provided on-site to them and to their teachers. Special educators and therapists (speech, occupational, physical) come to the school or site and provide intervention. For more information the Community-Based Services lead teacher at 410-222-0922.

Single services: Children with only motor or speech delays or disorders [generally for articulation issues] may be seen at their local elementary school by a school system speech-language pathologist, occupational therapist, or physical therapist; typically this is done in a small group setting.

Early Childhood Intervention (ECI) Classes: There are elementary schools throughout the county that have an ECI class. The goal of an ECI program is to provide intensive instruction in relatively small classes with a special education teacher, teacher assistant and speech language pathologist. Children have moderate and severe delays and need to focus on basic language and cognitive concepts as building blocks for academic success. The program is 2.5 hours per day and children can attend for as little as two half days per week or as many as five half days. Sessions are held in the morning and afternoon. The parents and educators determine the amount of time that is needed to achieve developmental goals through an Individual Educational Program (IEP). Bus transportation is provided to and from school. Many schools with an ECI class also have a pre-K class; these co-located classes provide opportunity for integration of children between ECI and pre-K. For more information contact the Early Childhood Intervention Specialists.

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

Regional Programs for Students with Behavioral/Social Emotional Needs

These classrooms or environments are located throughout the county at AACPS elementary and secondary schools.

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 or modification program to maximize their learning availability and academic achievement
• Students generally have an educational disability of emotional disability and/or multiple disabilities which may include other health impairment (ADHD) and/or a specific learning disability
• Students require integrated social emotional and 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 and specially designed instruction are also provided to students as part of their daily instruction.

Instruction

• Students utilize grade level AACPS curriculum approved for county-wide use
• Students are provided with modifications and accommodations as indicated on their IEP
• Teachers deliver small group instruction.  Reading interventions are provided as needed.

Least Restrictive Environment/Integration

• Based solely on the individual’s progress in demonstrating self-regulatory skills and progress on IEP goals and objectives.  Students may be included in mainstream classes with non-disabled peers.  Integration is reviewed continually to maximize access with non-disabled peers. 

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

The Phoenix Academy

The Phoenix Academy serves as a model for multi-agency collaboration and cooperation in bringing quality educational, social-emotional, and family support services to student and their families. The Phoenix Academy is designed to house two separate programs. These two programs serve both middle and high school students as follows:

The Secondary Alternative Academy- Grades 10-12

The Regional Program for students with Emotional Disabilities, Grades K-12

The Secondary Alternative Academy will serve students who are experiencing myriad barriers to learning in the comprehensive school environment grades 10-12 with the goal of achieving a high school diploma and/or industry certifications.

The Regional Program is intended to serve the students who have not been successful in home school or regional programs in the county. Elementary and middle school aged students receive specially designed instruction in a Separate Public Day School Program. High School students may receive specialized instruction with non-disabled peers, as determined by the IEP team.

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

Partnerships

AACPS partners with several nonpublic schools by co-locating nonpublic classrooms in AACPS comprehensive schools throughout the county. Partnerships with nonpublic schools provide specialized instruction for elementary, middle, and high school students, as determined appropriate by the central IEP team.

Nonpublic and Residential Schools

Students who an IEP team has determined do not benefit from receiving instruction with their non-disabled peers are referred to a central IEP team, where an appropriate placement is determined. All referrals to nonpublic schools, including residential schools, must be made by the central IEP team.