Diploma-bound Elementary Services (Grades K-5)
For a directory of locations for each program, download MCPS Programs and Services Locations for Special Education Students, 2017-18
Resource Services are available in all MCPS schools to provide the support that students with disabilities need to be academically and functionally successful in the general education environment.
Gifted and Talented/Learning Disabled Services are available beginning in second grade to students who have demonstrated superior cognitive ability in at least one area and typically have production problems, particularly in the area of written expression. GT/LD services provide students with specialized instruction, adaptations, and accommodations that facilitate appropriate access to rigorous instruction in the least restrictive environment, which may include Honors or Advanced Placement classes. Some students may receive services in specialized classrooms.
Elementary Learning and Academic Disabilities Services are provided to students with a documented disability that impacts academic achievement. These students previously received considerable special education support in the general education environment, but require additional services to ensure progress toward Individualized Education Program (IEP) goals and objectives. Selected elementary schools within each cluster provide these services.
Elementary Learning Centers (ELC) serve students with varying disabilities through a continuum of services in self-contained classes within comprehensive elementary schools, with opportunities to be included with nondisabled peers in the general education environment. The services address the goals and objectives in the student’s IEP while ensuring access to the general education curriculum through assistive technology, reduced class size, and differentiated instruction. Classes are taught by a special education teacher with support from a paraeducator.
This school serves students with autism who are following the general education curriculum, but need a high degree of structured, ongoing systematic behavioral intervention and reinforcement for compliance and escape behaviors, as well as structured teaching for transitions, following routines, maintaining attention to task, and increased independence. Students have social needs in the area of pragmatics and sometimes in the area of reducing interfering behaviors.
Carl Sandburg Learning Center is a small, public school within MCPS, serving approximately 115 students with multiple disabilities in K–5. Students are taught in small, highly structured classrooms. The typical ratio of student-to-educator support is 1 teacher : 1 paraeducator : 8 students.
The Elementary Asperger’s Services are provided to students diagnosed with autism who have average to high-average intellectual ability. They access the general education curriculum on or above grade level, and participate in the PARCC Assessment, but require supports including specialized instruction in a self-contained setting to assist with written language, social skills, comprehension of abstract and inferential information, and organization. Students have documented social and behavioral needs that have significantly interfered with their ability to participate in less restrictive settings, despite a variety of special and individualized supports.
The Behavioral and Emotional Support Services are provided within comprehensive schools to students with social, emotional, behavioral, and learning challenges that adversely impact their success in school. The majority of students are identified with an emotional disability. Some students are identified with other disabilities, such as other health impairments, language disabilities, and learning disabilities. Students demonstrate average to above average cognitive abilities yet may not demonstrate commensurate academic achievement due to a history of emotional and behavioral difficulties that interfere with their ability to participate successfully in the general education curriculum. The program provides services in a continuum of settings that may include self-contained classes and opportunities for participation in general education classes with non-disabled peers as appropriate. The model also has an alternative structure component that provides levels of containment to respond effectively to students’ inappropriate and disruptive behavior.