Non Diploma Secondary Services MCPS Serving Students on the Autism Spectrum Mr. Eric Kuhn, Supervisor, Department of Special Education Mr. Joe Goucher, Instructional Specialist, Extensions Program Ms. Kristin Rattan, Program Specialist, Autism Spectrum Disorders Services

School Community Based and Learning for Independence Services

School/Community-Based & Learning for Independence Services: Instruction addresses a balance between functional and academic skills Heterogeneous classes (range of abilities and characteristics) Age-appropriate settings in a general education middle and high school building Meaningful instruction in natural contexts Opportunities for inclusion & interaction with non-disabled peers in general education settings with support. Positive behavioral support to teach appropriate social, communication, & self-advocacy skills Community-Based Instruction

Learning for Independence Program Features Student to staff ratio: 8-14 students:1 teachers:1 para-educator Program focus includes a balance of academic instruction in conjunction with instruction in real-world applications (life skills)

School Community Based Program Features Student to staff ratio: 5-7 students:1 teachers:2 para-educators Program focus includes a balance of academic instruction in conjunction with instruction in real-world applications (life skills)

Classic Autism Services

Classic Autism Services Services are designed to serve students diagnosed with an Autism Spectrum disorder who: Are primarily pursuing alternate learning outcomes Are accessing general education curriculum significantly adapted to the instructional level of the student Require instruction in the activities of daily living Require supports that include specialized instruction in a self-contained setting the majority of the school day

Student Characteristics Small adult: student ratio Highly structured classroom environment Direct instruction of modified academic content Direct instruction to generalize skills to community settings Explicit support for language and communication development Evidenced based instructional and behavioral practices for students with autism Students require specific supports and accommodations representative of the characteristics of students with Autism

Secondary Classic Autism Services 1:2:6 Teacher: Paraeducator: student ratio Highly structured classroom, community, and vocational instruction incorporating consistent routines and transitions, visual supports, and motivational systems Instructional and behavioral support based on best practices from the field of Applied Behavior Analysis Data collection as the basis for instructional decisions

Service Features Instruction in the self-contained classroom is taught by the special education teacher Related services are usually provided within the context of the classroom Schools develop a variety of social opportunities (e.g., Unified Sports, Peer Interns, Best Buddies, etc. )

Access to Curriculum 2.0 Goals and objectives are based on grade level curriculum indicators and are linked back to each student’s learning level Teachers incorporate whole group instruction to address specific content areas Instruction and objectives within this instructional format is differentiated to address individual student needs

Please call the Autism Unit at (301) 593-3720 Service Locations MIDDLE SCHOOL HIGH SCHOOL Cabin John Churchill Montgomery Village Magruder Wood Rockville Wootton To tour, call the Autism Unit at 301-593-3720 Please call the Autism Unit at (301) 593-3720 to schedule a visit.

Extensions Program

Extensions Program Mission Statement To provide a pro-active, flexible, and comprehensive program in a structured environment, that enables an appropriate and successful educational experience utilizing a wide range of instructional strategies and interventions, provided within an interdisciplinary framework that emphasizes professional collaboration and parental involvement.

Student Characteristics Require intensive educational programming Exhibit extremely challenging behaviors Demonstrate needs in acquiring appropriate social skills, communication skills, and self-management strategies Are accessing the curriculum with significant modification

Extensions Program Features Provide classroom instruction and intervention within the framework of the curriculum Focus on the acquisition of functional life skills including personal management, communication/socialization, functional academics, community, and vocational skills Emphasis on learning skills in natural settings and context

Extensions Program Goals The ultimate goal of the program is to enable students with intellectual disabilities and intensive behavioral needs to acquire alternative communicative and social skills, and self-management strategies. Facilitates positive outcomes for students including: Return to a less restrictive educational setting Enhanced opportunities as adults for participation in community-based work, recreation, and home life Enables students to make meaningful contributions to their communities

Rock Terrace School Principal: Kathy Lertora

Rock Terrace School Separate public day school which provides special education services for students who range in age from 11-21 years Serves students with a wide range of cognitive disabilities. Comprised of 3 levels: middle school (ages 11-14), high school (ages 15-17) and upper school (ages 18-21).  Students typically graduate at age 21 with a Maryland Certificate of Completion.

Program Features Classes vary in size, but the teacher: paraeducator: student ratio is approximately 1:2:8 Provides students with a modified set of courses from the MCPS program of studies based on the Common Core Standards. Classroom instruction is aligned to each student’s specific academic, functional, and social/behavioral goals.

Rock Terrace School Students participate in daily social skills classes where they  learn and practice appropriate social behaviors in school and in the community Emphasizes students’ access to post-secondary academic options and the ability to obtain and retain employment Primary objectives of Rock Terrace are continuous student achievement and maximum independence after graduation -Appropriate behavior includes expression of need, anger, opinion, and resolution. -The focus is on integration in the workplace and the community, to promote the skills necessary for living as independently as each student is able. -Students from ages 15 to 17 engage in instructional in-school work experiences designed to target skills and attitudes that lead to gainful employment. While specific occupational skills are learned, the emphasis at this level is on acquiring general work-related behaviors. -As students aged 18-21 gain skills to become successful workers, they are afforded authentic work experiences within Rock Terrace and the community. kplace and the community, to promote the skills necessary for living as independently as each student is able.