Post on 03-Aug-2020
FISCAL YEAR 2017 SPECIAL EDUCATION STAFFING PLAN
Table of Contents
Pages Fiscal Year 2017 Special Education Staffing Plan Resolution
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Fiscal Year 2017 Special Education Staffing Plan
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Fiscal Year 2017 MCPS Special Education and Related Services Budget Guidelines
Attachment A
Fiscal Year 2017 Projected Special Education Enrollment, Services, and Positions
Attachment B
Fiscal Year 2015–2017 Special Education Improvement and Priorities Based on Staff and Community Member Input
Attachment C
Fiscal Year 2017 MCPS Special Education Staffing Plan and Operating Budget Timeline
Attachment D
Fiscal Year 2017 Special Education Staffing Plan Committee
Attachment E
Fiscal Year 2017 Professional Development Plan—Teacher Sessions
Attachment F
Fiscal Year 2017 Professional Development Plan—Paraeducator Sessions
Attachment G
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Special Education Staffing Plan
The Code of Maryland Regulations (COMAR) requires each local school system to submit an annual special education staffing plan to the Maryland State Department of Education (MSDE). The plan must demonstrate public input and be approved by the local Board of Education prior to its submission to MSDE. The locally approved staffing plan is submitted to MSDE annually by July 1 with the local application for federal funds. MSDE reviews the staffing plan and advises the local agency if there is a need for additional information or revisions. If revisions are required, the local agency must submit the revised staffing plan by September 30. The required elements of the staffing plan include the following:
• Evidence of public input • Evidence of maintenance of effort within the meaning of 34 CFR §300.231,
Maintenance of Effort, and COMAR 13A.02.05, Maintenance of Effort • Staffing patterns of service providers of special education and related services • The number and type of service providers needed to provide a free, appropriate
public education (FAPE) for each student in the least restrictive environment (LRE)
• Local accountability and monitoring • Evaluation of the local staffing plan for effectiveness • Strategies to resolve concerns over staffing plans • Evaluation of the local staffing plan for effectiveness • Steps to secure public input in the development of the staffing plan • Information on how the public agency will use the staffing plan to monitor the
assignment of staff to ensure that personnel and other resources are available to provide FAPE to each student with a disability in the LRE.
The following resolution is recommended for your consideration: WHEREAS, The Maryland State Department of Education (MSDE) requires each local school system to submit an annual staffing plan; and WHEREAS, The Special Education Staffing Committee composed of parents, teachers, principals, special education staff, and special education advocates held two meetings in June and December of 2015 and recommendations were submitted to the Department of Special Education; and WHEREAS, The FY 2017 Recommended Operating Budget includes all of the staffing plan elements required by the Maryland State Department of Education; now therefore be it Resolved, That the Board of Education approve the FY 2017 Special Education Staffing Plan as included in the FY 2017 Recommended Operating Budget; and be it further Resolved, That upon final approval of the FY 2017 Operating Budget in June 2016, the Special Education Staffing Plan will be submitted to MSDE.
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Fiscal Year 2017 SPECIAL EDUCATION STAFFING PLAN Montgomery County Public Schools
June 2016
Overview The responsibility of the Office of Special Education and Student Services (OSESS) is to provide a free appropriate public education (FAPE) to all students with disabilities in need of special education and related services—
• within a comprehensive, collaborative, and individualized support system that enables access to the Montgomery County Public Schools (MCPS) curriculum;
• within the general education framework or the Alternate Academic Learning Outcomes (AALO) aligned with Curriculum 2.0;
• based on articulated curriculum targets aligned with the Maryland College and Career-Ready Standards (MCCRS) or AALO, as determined by the Individualized Education Program (IEP) team; and
• in the student’s home school or home school cluster, to the maximum extent appropriate, in accordance with national, state, and local mandates.
Local school systems are required by the Code of Maryland Regulations (COMAR) 13A.05.02.13 D to develop a yearly Special Education Plan to ensure that sufficient staff members are available to meet the programming needs of students. The plan must be completed on or before July 1, with evidence of Montgomery County Board of Education (Board) approval. In addition, the plan is required to include the following:
• Evidence of public input • Evidence of maintenance of effort within the meaning of 34 CFR §300.231, Maintenance
of Effort, and COMAR 13A.02.05, Maintenance of Effort • Staffing patterns of service providers for special education and related services • Consideration of time requirements beyond direct services • The number and type of service providers needed to provide FAPE to each student with a
disability in the least restrictive environment (LRE) • Local accountability and monitoring • Strategies to resolve concerns regarding staffing plans • Evaluation of the local staffing plan for effectiveness • Steps to secure public input in the development of the staffing plan • Information on how the public agency will use the staffing plan to monitor the assignment
of staff members to ensure that personnel and other resources are available to provide FAPE to each student with a disability in the LRE
Introduction As required by the Maryland State Department of Education (MSDE), the MCPS Fiscal Year (FY) 2017 Special Education Staffing Plan provides evidence of public input, professional
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development, special education service descriptions (Attachment A), special education enrollment, the number and types of direct service providers (Attachment B), and the process for reviewing and making adjustments to staffing, and maintenance of effort. In addition, the plan recommends staffing priorities and recommendations for maintenance of initiatives for FY 2017 (Attachment C). OSESS recognizes and appreciates the Board’s support of special education through previous budget initiatives and the funding of required improvements. Because of ongoing fiscal limitations, the FY 2017 Staffing Plan Committee focused on critical areas of special education programming. Those items that were not included in the FY 2016 MCPS Program Budget were considered by the committee, special education program staff members, and the Department of Facilities Management (DFM), Budget and Planning staff members during the FY 2017 budget process that started in June 2015. See Attachment D for the FY 2017 Budget Timeline. As stated in the MCPS Strategic Planning Framework, Building Our Future Together, MCPS is committed to narrowing the achievement gap for all service groups. This commitment was reinforced by two major pieces of federal legislation that drive the delivery of special education services: the Individuals with Disabilities Education Improvement Act (IDEIA) and the Elementary and Secondary Education Act (ESEA). Board Policy IOB, Education of Students with Disabilities, further affirms the commitment of the school system to ensure the provision of a FAPE. IDEA mandates that “to the maximum extent appropriate” children with disabilities shall be “educated with children who are not disabled.” Moreover, assignment to “special classes, separate schooling, or other removal of children with disabilities from the regular education environment” should occur “only when the nature or severity of the disability of a child is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily.” In addition to this LRE mandate, IDEA regulations require school districts to ensure that a child with disabilities is “educated in the school he or she would attend if nondisabled” unless his or her IEP requires some other arrangement. MCPS uses Results Driven Accountability meetings to evaluate our system’s performance in alignment with the federal and state results driven accountability measures. The outcome of this process drives our general supervision responsibilities for internal monitoring, targeted professional learning opportunities for schools, and ultimately our strategic plan which drives student success. ESEA holds schools accountable for improved educational outcomes for all students. ESEA specifically mandates testing and disaggregation of test results to show progress for students with disabilities and other identified student subgroups. Although MCPS has made steady progress in improving access to general education classes for school-age students with disabilities and narrowing the achievement gap, the school system continues to explore avenues that will support inclusive opportunities and improve student outcomes. For example, the elementary Home School Model (HSM) was adopted in the late 1990’s to provide special education services to students in general education classrooms in their home schools.
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In 2009, an elementary principal work group collaborated with central services staff members to develop an elementary staffing model which addressed student needs, concerns voiced by principals, as well as ongoing priorities identified by the Special Education Staffing Plan Committee. This work group analyzed the teacher-to-student ratio and special education teacher responsibilities as a strategy to better equalize staffing for all elementary schools. The outcome of this principal work group was an hours-based staffing (HBS) model to be used with HSM schools and schools that did not have HSM or Learning and Academic Disabilities (LAD) classes, but were allocated a resource room teacher based on total school enrollment. The HBS model considers each school’s total number of students with IEPs, the total number of instructional IEP hours needed within the school, the number of grade levels being taught, the number of IEP hours a special educator is responsible for in a given week, and a minimum-base teacher allocation. This staffing model does not incorporate staffing for discrete program services such as LAD, School Community Based (SCB), Learning for Independence (LFI), Autism, and Emotional Disabilities (ED). At the elementary level, from 2013 through 2014, professional learning continued to focus on Curriculum 2.0, which is aligned with the MCCR standards and embeds Universal Design for Learning (UDL) practices. It is a digital curriculum that ensures all students, including students with disabilities, can access general education instruction. During the 2014–2015 school year, the High Incidence Accessible Technology team supported the development of Professional Learning Communities (PLCs) as a venue to provide professional learning in the use of UDL principles. Middle school HBS is a staffing model that allocates special education teachers and paraeducators based on the total number of direct instructional service hours on student IEPs. HBS allows for more flexible programming options, including coteaching. In addition, this staffing model ensures that students with disabilities have access to a continuum of services, including consultation, resource support, cotaught classes, and self-contained classes in their home or consortia schools without having to be placed into more restrictive, centralized services. This staffing model is implemented in all MCPS middle schools. Principal Advisory Committee meetings and PLC meetings are conducted throughout the school year as a forum for open dialogue and communication. Topics covered during these meetings include initial feedback on new initiatives, sharing of best practices, concerns, and staffing considerations. Any staffing concerns raised during these meetings are explored for potential solutions. If any unresolved staffing issues remain, a project team with key stakeholders is developed. The project team’s mission is to research, investigate, and develop recommendations for review by executive leadership. These recommendations are used to drive budget discussions, which allows for staffing changes and enhancements. During the 2014–2015 school year, staff members from the Department of Special Education Services (DSES) and the Division of Business, Fiscal and Information Systems (DBFIS) reviewed information from student IEPs using the Online Administrative Student Information System/Special Services (O/SS) data system, classroom observations, MSDE mandates, due process hearing decisions, and input from staff and community members to determine the effectiveness of the MCPS FY 2016 Special Education Staffing Plan and to make recommendations for FY 2017 staffing.
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Professional learning activities also were aligned with other system initiatives that focused on the provision of special education services within home or consortia schools. During the 2014–2015 and continuing into the 2015–2016 school year, OSESS, the Office of Curriculum and Instructional Programs (OCIP), and the Office of School Support and Improvement (OSSI) combined efforts to ensure that students with disabilities gained access to the general education curriculum at all school levels. General and special education teachers have continued to participate in professional development based on best practices associated with UDL, collaborative planning, differentiated instruction, and the use of technology in the 2015–2016 school year. MCPS holds all staff members accountable for working with all students. MCPS is committed to increasing collaboration among all offices, staff members, schools, and the community to ensure coordinated services meet the needs of all students in the most effective and efficient ways. The MCPS Special Education Staffing Plan is a vehicle to ensure that appropriate personnel are available to deliver the services required to implement student IEPs. It provides balance among student needs, teacher responsibilities, and the educational settings in which services will be provided. MCPS Budget Review and Adoption Process On December 8, 2015, the superintendent of schools presented his Recommended FY 2017 Operating Budget to the members of the Board and the community. Those recommendations reflected input from a variety of public and private stakeholders, including input provided from the FY 2016 Special Education Staffing Plan Committee. Two public hearings were held on January 7 and January 14, 2016. The Board operating budget work sessions held on January 20 and January 22, 2016, and the Board amended the Superintendent’s Recommended FY 2017 Operating Budget on February 9, 2016. The Board’s recommended budget was sent to each principal, Parent/Teacher Association president, and public library after March 1, 2016, which is when the law requires that it be submitted to the Montgomery County executive and the County Council. The county executive made his recommendations for the MCPS budget on March 15, 2016, and the County Council held public hearings on all local government budgets in April 2016. The County Council’s Education Committee held work sessions on the Board’s recommended budget in April 2016, and the full County Council reviewed the school system budget in May 2016. The Montgomery County Charter, as amended by voters in November 1992, requires that the County Council act on all budgets by May 31 of each year. This year, the County Council approved the county budget on May 26, 2016. After the County Council completed its appropriation action, the Board adopted the final approved budget for FY 2017 on June 14, 2016. A timeline of budget actions can be found in Attachment D.
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Public Input Mrs. Julie S. Hall, director, DBFIS, invited members of the community, DSES/DBFIS, the Special Education Advisory Committee and other stakeholders to participate on the FY 2017 Special Education Staffing Plan Committee. The committee met on June 10, 2015, to review the FY 2016 Special Education Staffing Plan, receive information regarding the FY 2016 MCPS budget, receive public input, and make recommendations for priorities to be considered for inclusion in the FY 2017 budget (see Attachment E for a list of committee members). During the meeting held on June 10, 2015, the committee received an overview of the elements of a staffing plan, considered how the process of developing a staffing plan is aligned with the new MCPS budget process, and reviewed the FY 2016 Special Education Staffing Plan Committee recommendations and final FY 2016 special education budget allocations. As MCPS continues the work needed to ensure that all students are achieving at high levels while maintaining the focus on narrowing the achievement gap, the system conducted focus groups with a variety of stakeholders to gather input to implement a new budget process around the structures, resources, and processes that already are, or should be, in place to improve student outcomes. Stakeholder feedback was sought on how to best align the system’s resources with the competencies in the strategic plan; Academic Excellence, Creative Problem Solving, and Social/Emotional Learning. The input from the focus groups was synthesized and themes were identified. The data was used by elementary, middle, and high school teams to inform their recommendations. The recommendations were made to a budget steering committee who advised the superintendent as the final recommended FY 2017 budget was developed. During the June 10, 2015, meeting, the committee was asked to participate as a focus group that would inform the elementary, middle, and high school teams regarding special education services in MCPS. The committee was asked to consider current resources, and the use of those resources to support students with special needs in order to provide them with the skills needed to be successful in college and career when responding to the following questions.
1. An achievement gap exists for students with disabilities. What is currently in place that provides for effective allocation and use of resources? What upgrades and/or changes can be developed to improve the allocation and use of the resources?
2. We are charged as a system to ensure all students have the academic, creative problem solving, and the social emotional competencies that they will need to be successful in the 21st century. What changes can be implemented in how resources are allocated and in the organizational use of these resources to support the success of students with disabilities?
3. System priorities, staff responsibility, and student needs and expectations have attuned
to the current expectations for our 21st century graduates. Should resources be considered for realignment? If so, which resources? Should resources be adjusted to meet the priorities? If so, which resources?
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The committee selected the following top priorities from the input of the group: 1. Change LAD staffing ratio from current formula to an hours-based staffing ratio. 2. Provide resources for LAD students to address access to Career and Technology Education. 3. Provide professional learning for HSM teachers, paraeducators, administrators, and
counselors by providing a definition of HSM and best instructional practices and strategies to support students with autism spectrum disorder.
4. Enhance mental health supports to provide wrap-around services to students and families.
During the process of budget development, the committee’s recommendations were considered as strategic program enhancements and are incorporated into professional learning plans as priorities emerged based on student outcomes. How the recommendations are implemented is dependent on the types of priorities generated by the committee. Several initiatives were planned for the development of the FY17 budget, but due to the fiscal situation, initiatives were excluded from the process. Funding to address professional learning goals was provided by using MSDE grant funds. On December 14, 2015, the committee received an update on the FY 2017 budget process and a review of the special education budget that is included in the Superintendent’s FY 2017 Recommended Operating Budget. The FY 2017 Special Education Staffing Plan is available on the MCPS website. In December 2015, a written copy was distributed with the Superintendent’s FY 2017 Recommended Operating Budget. The special education staffing plan process is aligned closely with the MCPS operating budget process, with public input and community involvement ongoing throughout the process. All of the input received from the FY 2017 Special Education Staffing Plan Committee was considered during the ongoing budget planning process and the development of the FY 2017 Special Education Staffing Plan. In addition, oral and written testimonies received through the Board’s budget hearings were considered as final changes were made to the Superintendent’s FY 2017 Recommended Operating Budget. Professional Learning The delivery of special education instruction is an integral part of the MCPS systemic school improvement planning process. Teams that make decisions about special education services are aware of their responsibility to consider each student’s needs, and the supports and services necessary to provide the student with access to, and participation in, the MCPS curriculum in the LRE. A key element in the provision of FAPE for students with disabilities is the availability of skilled personnel to implement each student’s IEP. Through the collaborative efforts of DSES and OCIP, special education staff members who deliver the general education curriculum to students with disabilities participate in mandatory, voluntary, and school-specific professional learning activities; including webinars, that ensure the delivery of effective instructional best practices. Voluntary training modules provide professional learning opportunities for all school personnel responsible for IEP implementation; including general educators, school counselors, psychologists, pupil personnel workers, administrators, and paraeducators.
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Central services special education staff members work with OCIP to provide ongoing support, technical assistance, and consultation to special education service providers and programs for prekindergarten (pre-K) and school-age students as follows:
• DSES staff members work closely with the Division of Early Childhood Programs and Services and OCIP to provide professional learning on Maryland’s Early Childhood Comprehensive Assessment System, including the Kindergarten Readiness Assessment, MCPS pre-K curriculum, collaboration, and coteaching strategies.
• DSES staff members provide extensive professional learning sessions and job-embedded coaching for staff members supporting students with autism spectrum disorders.
• DSES staff members provide professional learning on reading and mathematics
interventions, as well as ongoing, job-embedded coaching and support of evidence-based reading and mathematics methodologies in elementary/secondary LAD, Learning Center, ED cluster, and LFI classrooms.
• DSES staff members provide professional learning sessions to targeted schools on mathematics instructional practices and strategies to ensure student access to Curriculum 2.0 and increase the performance of students with disabilities on assessments in order to narrow the achievement gap with their nondisabled peers.
The role of the itinerant resource teacher (IRT) is to facilitate the implementation of services for students with disabilities in the LRE. IRTs have a wide range of expertise in autism spectrum disorders, behavioral and emotional support strategies, elementary and secondary instruction, and mathematics and reading instruction. The team provides professional learning and job-embedded coaching to school staff members to improve students’ success in the LRE and improve the overall student outcomes of students with disabilities. IRT support is available for administrators, general educators, school-based special education staff members, and the community. Special education students may be served by the general education teacher or coteaching team (general education teacher and special education teacher) in the inclusive school environment. Both general education teacher and the special education teacher and related service providers are responsible for supporting all of their assigned students. The general education teacher, in collaboration with the special educator and related service providers, is responsible for implementing the IEP and ensuring that the students with special needs receive designated accommodations and are provided with the supports required to access instruction. In collaboration with the special educator, the general educator reports on progress, implements and discusses strategies, supports IEP development, and is a member of the IEP team. Teachers and service providers are provided with adequate planning time as specified by the teacher contact. Information also has been disseminated across the county to support administration in designing schedules that provide for common planning time, whenever possible, for coteaching teams. The majority of students with IEPs are served along with their peers in the general education classroom. Students are served not only by general educators, but by school counselors, and administrators. In order to ensure the provision of FAPE for all students in FY 2017, 11,114.414
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Full Time Equivalents (FTEs) were budgeted for general education teachers, 476.500 FTEs were budgeted for counselors, and 196.600 FTEs were budgeted for administrators to ensure the support of all students. Evaluation of Staffing Plan for Effectiveness MSDE established LRE targets for local school systems that require students with disabilities to receive special education and related services in a general education setting or a combined general education and special education setting. The current MSDE targets are to increase LRE A (in general education greater than 80 percent of the day) and decrease LRE C (removed from general education greater than 60 percent of the day—i.e., self-contained classrooms). It is assumed that as the number of students in LRE C decreases, students will transition into more inclusive environments. The LRE targets, which are closely monitored by MSDE, will ensure that established standards are met and hold schools and local school systems accountable for student performance. In FY 2015, with 66.85 percent of students with disabilities being served in the general education environment, MCPS did not meet the increased MSDE target of 68.86 percent. In FY 2015, only 12.85 percent of students with disabilities were served in LRE C which exceeded the decreased MSDE target of 13.12 percent. The MSDE monitoring priority area is to provide FAPE in the LRE and sets measurable and rigorous targets for implementation. The MCPS LRE performance data and MSDE targets from FY 2011 through FY 2015 are indicated in the chart below.
Percentage of MCPS Students with Disabilities by LRE Inclusion Indicator
2010–2011
2011–2012
2012–2013
2013–2014
2014–2015
MCPS LRE A 68.18% 67.58% 67.49% 67.35% 66.85%
MSDE Target for LRE A 62.11% 62.11% 63.11% 68.40% 68.86%
MCPS LRE C 11.91% 12.15% 13.13% 13.06% 12.85%
MSDE Target for LRE C 15.61% 15.36% 15.11% 15.11% 13.12%
In order to increase opportunities for students with disabilities to be educated with their typical peers in the LRE, MCPS restructured the secondary resource service model during the 2015–2016 school year. Historically, the resource program has exclusively served students with disabilities in a self-contained classroom. The resource program may now serve general education students, students with disabilities, and/or students with 504 plans. The newly defined composition of students will reclassify the environment from a self-contained special education class to a general education setting designed to provide small group instruction. The resource program will serve a diverse group of students, providing opportunities for improving
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organizational skills, previewing content, and reviewing lessons. Special and general education teachers have the opportunity to reteach and reassess in the core content areas. Along with the monitoring and data collection on LRE targets, critical staffing data, and staffing program changes are used to evaluate the effectiveness of our staffing plan. Critical staffing support, allocated as enhanced paraeducator staffing, is used to support individual students needing additional adult support in the inclusive or individualized LRE setting. This enhanced staffing is to provide the support documented by the IEP for identified students to access Curriculum 2.0 in the LRE setting. As more students with greater learning challenges access instruction in the LRE setting, the use of critical staffing paraeducators has increased to meet the needs of students. From FY 2012 to FY 2015, the number of assigned critical staffing hours increased by 32.6 percent. Additionally, the data collected on staffing realignments has been steadily improving from FY 2013 to FY 2015, reflecting an overall 15.8 percent decrease in the number of staffing changes. This data represents increased accuracy in the staffing projection and allocation process. Greater accuracy in the projection of staffing is the result of process improvements used to develop the special education budget. This includes accurate enrollment projections and increased transparency through the active participation of the special education supervisors. OSESS oversees the process of staffing allocations, changes, and budget. The staffing plan is reevaluated annually in June after receiving input from the Staffing Plan Committee and other key stakeholders; however, staffing is monitored throughout the school year. In the event that student enrollment does not justify the allocated staffing, the staff member is reassigned to an area of need. The reassignment is to a similar classroom whenever possible. It is not the practice of MCPS to move students to accommodate for staffing concerns. Students with disabilities may benefit from a higher ratio of teachers to students, depending on the level of need and learning style. We also identify a specific allocation of teachers and paraeducators to support students with disabilities in LRE. In FY 2017, we will continue to monitor our staffing position change history, LRE data, and critical paraeducator staffing data. We are making upgrades to the database used to maintain and monitor critical staffing so that we will be better able to analyze the allocation patterns. This data will provide more documentation for the ongoing review of our staffing models to better understand the pattern of staffing needs. Special Education Facilities and Staffing Patterns According to the September 30, 2015 Maryland Special Education Census Data, 18,245 MCPS students, ages 3 to 21, received special education services. Of those students, 364 received services in a public, separate, special education day school and 533 students received services in a nonpublic special education day school. Participation in the LRE requires access to general education classrooms. DSES, DBFIS, the Department of Transportation, DFM, and OSSI are engaged in long-range planning to provide increased options for students with disabilities to access the general education environment throughout the system. The distribution of cluster and countywide services is based on the assumption that all students will be educated in their home school or home school cluster, if possible. For example, programs for high incidence disabilities, such as learning disabilities, are
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available in every cluster at the elementary and secondary levels. In contrast, highly specialized programs for students who are Deaf/Hard-of-Hearing (D/HOH) are provided on a countywide basis in a centralized location. Trends related to the identification, evaluation, and placement of students with disabilities has contributed significantly to decisions regarding the location of a variety of programs and services. Increasing the percentage of students receiving special education services in their home school, cluster, or quadcluster has continued to be the goal of DSES. The following special education services are available in MCPS:
• Special education resource services are offered in all comprehensive schools, kindergarten–Grade 12. Sixty-eight elementary schools provide HSM services through the HBS model. A continuing goal is to provide equitable staffing in the schools implementing this approach. The HBS model is provided in each middle school and is used to allocate sufficient staffing to support all students, including those who require resources and LAD services. LAD services are offered in each high school and in selected elementary schools using a staffing enrollment model.
• Autism Resource Services are based in selective comprehensive middle and high school buildings. Students served by this model have a diagnosis of an autism spectrum disorder. These students are accessing the general education curriculum with modifications and accommodations; specifically, these students are approximately two to three years below grade level. Students have documented social and emotional needs that significantly interfere with their ability to participate in other educational environments, despite a variety of special and individualized supports. Students are included for all academic classes in the general education environment with accommodations and modifications.
• Special education services are quadcluster-based for students in need of an Elementary
Learning Center, LFI, or SCB class.
• Autism Services at Jones Lane Elementary School are supported through a partnership with MSDE and the Kennedy Krieger Institute. Instruction is provided to students in alignment with evidence-based practices that have proved to be highly effective for students with autism.
• Special education services are available regionally for students with disabilities through the Preschool Education Program, Prekindergarten Language classes, the Augmentative and Alternative Communication classes, classes for students with autism spectrum disorders, the Extensions Program, cluster-based services for students with emotional disabilities in kindergarten–Grade 12, Gifted and Talented/Learning Disabled Services, Elementary Physical Disabilities classes, and the Longview and Stephen Knolls special education schools.
• Special education services are available countywide for students in need of the D/HOH Program, pre-K Vision Services, Physical Disabilities classes, the Carl Sandburg Learning
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Center, the John L. Gildner Regional Institute for Children and Adolescents, and the Rock Terrace School.
• At Magruder High School, a newly designed ED Cluster services model will be
implemented in Grades 9 and 10 in order to expand the continuum of services and address the instructional and mental health needs of students with emotional disabilities
• Extensions services, previously only in middle and high school, has expanded to an elementary school with additional locations added at the secondary level. This will increase the services provided for students with autism and complex emotional and behavioral needs.
• Additional paraeducator support has been added to all ED cluster sites. This will provide additional adult support for students receiving instruction in the general education classroom and all instructional environments.
Special education classes and program locations are identified in the MCPS Superintendent’s Recommended FY 2017 Capital Budget and Amendments to the FY 2017–2022 Capital Improvements Program that is published annually in October. However, as enrollment projections and program needs are refined during the year, the location of some classes and programs may change. Providing pre-K special education services in the LRE is challenging due to the limited number of general education pre-K programs and services available in MCPS. The Division of Prekindergarten, Special Programs, and Related Services and the Division of Title I Early Childhood Programs and Services continue to collaborate to colocate general and special education pre-K classes to facilitate LRE options for students. The Division of Long-range Planning and OSSI also are involved in this process, as it has an impact on elementary facilities and requires careful coordination of long-range facilities and program planning. General and special educators use coteaching and collaborative planning strategies to provide instruction to pre-K students with and without disabilities. In FY 2016, this collaborative teaching model was implemented at 19 MCPS elementary schools. In an effort to improve kindergarten readiness and increase opportunities for young students with disabilities to be served with their nondisabled peers, MCPS is expanding invitations for community peers to participate in pre-K classrooms. DSES is focused on increasing partnerships with community preschools and child-care centers. Pre-K staff members will provide services to young children with disabilities in their early childhood setting. As a result, students with disabilities are provided greater access to standards-based instruction in the MCPS pre-K curriculum and are better prepared for general education kindergarten settings. Ongoing Review and Adjustments to Staffing The process of allocating staff for the following year begins with reviews of student enrollment as reported in the O/SS data system from September through December of the preceding year. These reviews identify any unanticipated special education enrollment trends in schools that may require adjustments to current or future staffing. The January enrollment report is used to generate lists
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of pre-K, Grade 5, and Grade 8 students who will articulate to elementary, middle, and high schools the following year. This process enables special education supervisors to identify the school the student will most likely attend and add the student to that school’s projected enrollment. All of this information is used to develop initial staffing allocations for individual schools beginning in mid-January. Based on historical trends, the current state, and student articulation information, preliminary staffing allocations are made in conjunction with the OSSI associate superintendents in early spring. Reports from O/SS are used to confirm what services are recommended for the coming year. Special education supervisors review the O/SS data system, visit schools, and consult with service providers, program supervisors, and OSSI associate superintendents to ensure that the information is accurate before any adjustments to preliminary staffing allocations are made. When a school makes a request for additional staffing, the special education cluster supervisor consults with school staff members to ensure that current staff is being utilized effectively to address students’ services on IEPs. Requests for additional staffing are sent to central services special education leadership, as appropriate. When necessary, recommendations for staffing changes may be submitted and are reviewed by the directors of DSES/DBFIS, the associate superintendent for OSESS to make adjustments as needed. Every effort is made to allocate staffing to meet anticipated needs for the upcoming school year; invariably, some programs are overenrolled and others are under enrolled when the school year begins. In addition, staffing issues arise throughout the year due to many factors, including student mobility, changing needs, and individual class makeup. Another factor that could impact staffing is the result of a due process decision that requires additional support. There were no permanent building staffing changes resulting from this process in FY 2016. If concerns arise, staff and/or parents may make requests for additional staffing or for a staffing review. Principals submit requests for additional staffing through the defined process. The special education supervisor assigned to the program or cluster completes a staffing request form in collaboration with the school administrator. The special education staffing review team, consisting of the director of DSES and DBFIS, and the associate superintendent of OSESS review all requests to determine the appropriate recommendations. Despite efforts to ensure that all positions are filled, vacancies do occur due to an emergency, medical leave, child-care leave, or a lack of available, qualified personnel. In most cases, staff members have enough advance time to plan for coverage with substitute personnel, a contract provider, or redistribution of existing staff members. Parents are notified by letter if such a vacancy causes a temporary lapse in the delivery of special education services. If missed services cannot be made up, an IEP team considers whether compensatory services are required for individual students.
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Maintenance of Effort Each year, in order to receive Individuals with Disabilities Education Act (IDEA) funding, MCPS must submit forms to demonstrate Maintenance of Effort (MOE) eligibility. MOE eligibility is achieved when budgeted expenditures for the upcoming fiscal year (column E) equal or exceed the actual expenditures of the preceding fiscal year for which actual expenditures are available (column C). The MOE compliance is achieved when the actual total expenditures for the grant year (column C) equal or exceed the actual expenditures of the preceding year (column B). The following table shows the MOE for special education from FY 2014 to FY 2017, including transportation and fixed charges.
*Local excludes expenditures for infants & toddlers
A B C D E Funding Source
FY 2014 Actual
FY 2015 Actual
FY 2016 Approved
Budget
FY 2017 Approved
Budget
State
$ 52,252,933
$ 52,899,267
$ 54,303,397
$ 54,890,319
*Local
$195,204,086
$200,464,002
$215,572,240
$221,115,330 Transportation
$ 63,774,769
$ 66,447,182
$ 69,217,721
$ 67,499,439 Fixed Charges/ Benefits
$ 65,672,245
$ 71,253,290
$ 74,475,914
$ 73,068,169
TOTAL
$376,904,033
$391,063,741
$413,569,272
$416,573,257
E – 15
Fisc
al Y
ear
(FY
) 201
7 M
CPS
Spe
cial
Edu
catio
n an
d R
elat
ed S
ervi
ces B
udge
t Gui
delin
es
The
num
ber a
nd ty
pe o
f sta
ff m
embe
rs in
corp
orat
ed in
to th
e M
ontg
omer
y C
ount
y Pu
blic
Sch
ools
(MC
PS) s
peci
al e
duca
tion
budg
et m
eets
the
dive
rse
need
s of
stu
dent
s w
ith
disa
bilit
ies.
The
allo
catio
n of
spe
cial
edu
catio
n st
affin
g be
gins
with
a p
roje
ctio
n of
the
num
ber o
f stu
dent
s an
d se
rvic
es fo
r the
com
ing
fisca
l yea
r. E
ach
year
, sta
ff m
embe
rs
from
the
Dep
artm
ent o
f Fa
cilit
ies
Man
agem
ent,
the
Dep
artm
ent o
f Sp
ecia
l Edu
catio
n Se
rvic
es, a
nd th
e D
ivis
ion
of B
usin
ess,
Fisc
al a
nd I
nfor
mat
ion
Syst
ems
prep
are
an
estim
ate
of th
e nu
mbe
r of s
tude
nts n
eedi
ng se
rvic
es. T
he e
nrol
lmen
t pro
ject
ions
serv
e as
a b
ase
to d
eter
min
e th
e nu
mbe
r and
type
of s
taff
mem
bers
requ
ired
to p
rovi
de a
dequ
ate
staf
fing.
Th
e lo
catio
n an
d di
strib
utio
n of
the
vario
us sp
ecia
l edu
catio
n se
rvic
es th
roug
hout
the
coun
ty a
ffec
t the
num
ber a
nd ty
pe o
f sta
ff n
eede
d to
pro
vide
a fr
ee a
nd a
ppro
pria
te p
ublic
ed
ucat
ion.
Som
etim
es it
is n
eces
sary
to o
pen
a ne
w s
peci
al e
duca
tion
clas
sroo
m, o
r site
, in
a pa
rticu
lar l
ocat
ion
in o
rder
to li
mit
the
time
stud
ents
spe
nd b
eing
tran
spor
ted,
th
ereb
y al
low
ing
them
to a
ttend
sch
ool i
n th
eir h
ome
clus
ter o
r qua
d/qu
int c
lust
er.
Con
sequ
ently
, the
loca
tion
of s
peci
al e
duca
tion
clas
sroo
ms
and
serv
ices
and
mod
els
may
re
quire
add
ition
al st
affin
g.
Enro
llmen
t; cl
ass
size
gui
delin
es; d
istri
butio
n of
cla
sses
; na
ture
of
the
disa
bilit
y; s
peci
fic d
isab
ility
ser
vice
mod
els;
tim
e re
quire
men
ts f
or s
taff
to f
ulfil
l ind
irect
ser
vice
re
spon
sibi
litie
s suc
h as
pla
nnin
g, ca
se m
anag
emen
t, pa
rtici
patio
n in
mee
tings
, com
plet
ing
asse
ssm
ents
, and
lega
l con
side
ratio
ns ar
e rev
iew
ed an
d ba
lanc
ed in
ord
er to
det
erm
ine
the
num
ber a
nd ty
pe o
f sta
ff re
quire
d. T
he F
Y 20
16 S
peci
al E
duca
tion
Staf
fing
Plan
inco
rpor
ates
the
Spec
ial E
duca
tion
Staf
fing
Plan
Com
mitt
ee’s
inpu
t reg
ardi
ng s
peci
al
educ
atio
n st
affin
g im
prov
emen
ts a
nd p
riorit
ies.
Bel
ow is
info
rmat
ion
abou
t the
var
ious
spec
ial e
duca
tion
inst
ruct
iona
l ser
vice
mod
els a
nd th
e gu
idel
ines
use
d fo
r det
erm
inin
g th
e nu
mbe
r and
type
of s
peci
fic st
affin
g re
quire
d.
*
Tea
cher
=Tch
r
Sp
eech
Pat
holo
gist
=SP
Occ
upat
iona
l The
rapi
st/P
hysi
cal T
hera
pist
=OT/
PT
T
each
ing
Stat
ion=
TS
Se
rvic
e D
escr
iptio
n Se
rvic
es
In
stru
ctio
nal M
odel
s Pr
ofes
sion
al S
taff
Pa
raed
R
esou
rce
Serv
ices
R
esou
rce
room
ser
vice
s ar
e av
aila
ble
in a
ll M
CPS
scho
ols.
Seco
ndar
y re
sour
ce s
ervi
ces
prov
ide
stude
nts
with
dis
abili
ties,
gene
ral e
duca
tion
stude
nts,
and
stude
nts
with
504
Pla
ns
with
the
sup
port
they
nee
d to
be
acad
emic
ally
suc
cess
ful
in t
he g
ener
al e
duca
tion
envi
ronm
ent.
Res
ourc
e te
ache
rs p
rovi
de a
n ar
ray
of s
ervi
ces
to s
tude
nts
with
dis
abili
ties
incl
udin
g st
rate
gy-b
ased
inst
ruct
ion;
dire
ct in
stru
ctio
n al
igne
d w
ith th
e M
aryl
and
Col
lege
an
d C
aree
r-R
eady
St
anda
rds
in
read
ing/
lang
uage
ar
ts,
writ
ing,
m
athe
mat
ics,
and
orga
niza
tiona
l sk
ills
in p
repa
ratio
n fo
r th
e Pa
rtner
ship
for
Ass
essm
ent
of R
eadi
ness
for
C
olle
ge a
nd C
aree
rs (P
AR
CC
).
Elem
enta
ry a
nd m
iddl
e sc
hool
s st
affe
d w
ith a
n ho
urs-
base
d st
affin
g m
odel
inc
lude
the
re
sour
ce te
ache
r in
the
spec
ial e
duca
tion
staf
fing
allo
catio
n.
Ava
ilabl
e in
all
scho
ols
Ele
men
tary
Sch
ools
B
ased
on
sc
hool
en
rollm
ent,
scho
ols
with
Le
arni
ng
and
Aca
dem
ic
Dis
abili
ties
clas
ses
proj
ecte
d to
hav
e an
enr
ollm
ent
of
few
er
than
60
0 st
uden
ts re
ceiv
e 1.
0 re
sour
ce
room
te
ache
rs.
Scho
ols
proj
ecte
d to
ha
ve a
n en
rollm
ent g
reat
er th
an
600
stud
ents
but f
ewer
than
750
st
uden
ts
rece
ive
1.5
reso
urce
ro
om
teac
hers
.
Scho
ols
proj
ecte
d to
hav
e an
enr
ollm
ent
grea
ter
than
74
9 st
uden
ts re
ceiv
e 2.
0 re
sour
ce
room
te
ache
rs.
N/A
E – 16
FY 2
017
MC
PS S
peci
al E
duca
tion
and
Rel
ated
Ser
vice
s Bud
get G
uide
lines
Se
rvic
e D
escr
iptio
n Se
rvic
es
In
stru
ctio
nal M
odel
s Pr
ofes
sion
al S
taff
Pa
raed
R
esou
rce
Serv
ices
M
iddl
e Sc
hool
s Sc
hool
s no
t sta
ffed
with
hou
rs-
base
d st
affin
g pr
ojec
ted
to h
ave
an e
nrol
lmen
t of f
ewer
than
800
st
uden
ts r
ecei
ve a
1.0
res
ourc
e ro
om te
ache
r. Sc
hool
s pro
ject
ed
to
have
en
rollm
ent
of
800
stud
ents
but
few
er t
han
1,00
0 st
uden
ts
rece
ive
1.5
reso
urce
ro
om
teac
hers
.
Scho
ols
proj
ecte
d to
hav
e an
enr
ollm
ent
of
1,00
0 st
uden
ts or
m
ore
rece
ive
2.0
reso
urce
ro
om
teac
hers
. H
igh
Scho
ols
Scho
ols
proj
ecte
d to
hav
e an
en
rollm
ent o
f fe
wer
than
1,0
00
stud
ents
re
ceiv
e 1.
0 re
sour
ce
room
teac
her.
Scho
ols p
roje
cted
to
hav
e an
enr
ollm
ent o
f 1,
000
or m
ore
stud
ents
but
few
er th
an
1,50
0 stu
dent
s re
ceiv
e 1.
5 re
sour
ce
room
te
ache
rs.
Scho
ols
proj
ecte
d to
hav
e an
en
rollm
ent o
f 1,5
00 s
tude
nts
or
mor
e re
ceiv
e 2.
0 re
sour
ce ro
om
teac
hers
.
N/A
Lea
rnin
g an
d A
cade
mic
D
isab
ilitie
s (L
AD
)
Elem
enta
ry L
AD
cla
sses
pro
vide
serv
ices
to s
tude
nts
as a
resu
lt of
a d
isab
ility
that
impa
cts
acad
emic
ach
ieve
men
t. St
uden
ts se
rved
by
this
mod
el p
revi
ously
rec
eive
d co
nsid
erab
le
amou
nts
of s
peci
al e
duca
tion
supp
ort
in t
he g
ener
al e
duca
tion
envi
ronm
ent,
but
requ
ire
addi
tiona
l se
rvic
es i
n or
der
to d
emon
stra
te p
rogr
ess
tow
ard
Indi
vidu
aliz
ed E
duca
tion
Prog
ram
(IEP
) goa
ls an
d ob
ject
ives
. Se
lect
ed el
emen
tary
scho
ols p
rovi
de th
is se
rvic
e with
in
each
qua
d cl
uste
r. Se
cond
ary
LAD
ser
vice
s, av
aila
ble
in a
ll se
cond
ary
scho
ols
in M
CPS
, pro
vide
ser
vice
s to
st
uden
ts as
a re
sult
of a
dis
abili
ty th
at im
pact
s ac
adem
ic a
chie
vem
ent.
Stud
ents
ser
ved
by
this
mod
el p
revi
ousl
y re
ceiv
ed a
con
side
rabl
e am
ount
of s
peci
al e
duca
tion
supp
ort,
but n
eed
addi
tiona
l ser
vice
s in
ord
er to
dem
onst
rate
pro
gres
s to
war
d th
eir I
EP g
oals
and
obj
ectiv
es.
Thes
e se
rvic
es a
re p
rovi
ded
in a
con
tinuu
m o
f set
tings
that
may
incl
ude
com
pone
nts o
f sel
f-co
ntai
ned
clas
ses,
cota
ught
ge
nera
l ed
ucat
ion
clas
ses,
and
othe
r op
portu
nitie
s fo
r pa
rtici
patio
n w
ith n
ondi
sabl
ed p
eers
.
Elem
enta
ry—
Des
igna
ted
site
s with
in
each
clu
ster
A
vaila
ble
in a
ll m
iddl
e an
d hi
gh sc
hool
s
1 Tc
hr:T
S
1 Tc
hr:T
S
0.87
5 0.
875
E – 17
FY 2
017
MC
PS S
peci
al E
duca
tion
and
Rel
ated
Ser
vice
s Bud
get G
uide
lines
Se
rvic
e D
escr
iptio
n Se
rvic
es
In
stru
ctio
nal M
odel
s Pr
ofes
sion
al S
taff
Pa
raed
L
earn
ing
for
Inde
pend
ence
(L
FI)
LFI s
ervi
ces a
re d
esig
ned
for s
tude
nts w
ith c
ompl
ex le
arni
ng a
nd c
ogni
tive
need
s, in
clud
ing
mild
to m
oder
ate
inte
llect
ual d
isab
ilitie
s. Se
rvic
es s
uppo
rt th
e im
plem
enta
tion
of A
ltern
ate
Lear
ning
Out
com
es a
ligne
d w
ith C
urric
ulum
2.0
. S
tude
nts
are
prov
ided
with
man
y op
portu
nitie
s fo
r in
tera
ctio
n w
ith g
ener
al e
duca
tion
peer
s, in
clud
ing
incl
usio
n in
gen
eral
ed
ucat
ion
clas
ses
as a
ppro
pria
te, p
eer
tuto
ring,
and
ext
racu
rric
ular
act
iviti
es.
They
lear
n fu
nctio
nal l
ife s
kills
in th
e co
ntex
t of
the
gene
ral s
choo
l env
ironm
ent a
nd in
com
mun
ity
setti
ngs.
Com
mun
ity-b
ased
ins
truct
ion
and
voca
tiona
l tra
inin
g ar
e em
phas
ized
at
the
seco
ndar
y le
vel
so t
hat
stud
ents
are
pre
pare
d fo
r th
e tra
nsiti
on t
o po
st-s
econ
dary
op
portu
nitie
s upo
n gr
adua
ting
with
a c
ertif
icat
e fro
m th
e sc
hool
syst
em.
Des
igna
ted
elem
enta
ry,
mid
dle,
and
hig
h sc
hool
s in
quad
or
quin
tclu
ster
s
1 Tc
hr:T
S 0.
875
Gift
ed a
nd
Tal
ente
d L
earn
ing
Dis
able
d Se
rvic
es
(GT
/LD
)
Twic
e exc
eptio
nal s
tude
nts r
ecei
ving
GT/
LD se
rvic
es d
emon
stra
te su
perio
r cog
nitiv
e abi
lity
in at
leas
t one
area
and
typi
cally
hav
e pro
duct
ion
prob
lem
s, pa
rticu
larly
in th
e are
a of w
ritte
n ex
pres
sion
. GT/
LD s
ervi
ces
prov
ide
stud
ents
with
spe
cial
ized
inst
ruct
ion,
ada
ptat
ions
, and
ac
com
mod
atio
ns t
hat
faci
litat
e ap
prop
riate
acc
ess
to r
igor
ous
inst
ruct
ion
in t
he l
east
re
stric
tive
envi
ronm
ent,
whi
ch m
ay in
clud
e pl
acem
ent i
n H
onor
s or
Adv
ance
d Pl
acem
ent
clas
ses,
and
acce
ss
to
the
acce
lera
tion
and
enric
hmen
t co
mpo
nent
s in
th
e M
CPS
inst
ruct
iona
l gui
delin
es. S
ome
stud
ents
may
rece
ive
serv
ices
in sp
ecia
lized
cla
ssro
oms.
Reg
iona
l des
igna
ted
elem
enta
ry a
nd m
iddl
e sc
hool
s
1 Tc
hr:T
S 0.
750
Ele
men
tary
Sc
hool
-bas
ed
Lea
rnin
g C
ente
r
Elem
enta
ry S
choo
l-bas
ed L
earn
ing
Cen
ters
pro
vide
com
preh
ensiv
e sp
ecia
l edu
catio
n an
d re
late
d se
rvic
es.
The
pro
gram
offe
rs a
con
tinuu
m o
f se
rvic
es f
or G
rade
s K
–5 i
n se
lf-co
ntai
ned
clas
ses
with
opp
ortu
nitie
s to
be
incl
uded
with
non
disa
bled
pee
rs in
the
gene
ral
educ
atio
n en
viro
nmen
t. T
hese
serv
ices
add
ress
the g
oals
and
obje
ctiv
es in
the s
tude
nt’s
IEP
whi
le e
nsur
ing
acce
ss t
o th
e ge
nera
l cu
rric
ulum
thr
ough
stra
tegi
es s
uch
as a
ssis
tive
tech
nolo
gy, r
educ
ed c
lass
size
, and
diff
eren
tiate
d in
stru
ctio
n.
Des
igna
ted
elem
enta
ry
scho
ols
with
in
each
qu
adcl
uste
r
1 Tc
hr:T
S 0.
875
Hom
e Sc
hool
M
odel
El
emen
tary
Hom
e Sc
hool
Mod
el su
ppor
ts st
uden
ts in
Gra
des K
–5 a
s a re
sult
of a
dis
abili
ty
that
im
pact
s ac
adem
ic a
chie
vem
ent
in o
ne o
r m
ore
cont
ent
area
s, or
gani
zatio
n, a
nd/o
r be
havi
or.
Stud
ents
ser
ved
by t
his
mod
el a
re a
ssig
ned
to a
ge a
ppro
pria
te h
eter
ogen
eous
cl
asse
s in
thei
r nei
ghbo
rhoo
d sc
hool
s. S
tude
nt a
cces
s to
the
gene
ral e
duca
tion
curr
icul
um
durin
g th
e co
urse
of t
he d
ay is
bas
ed o
n in
divi
dual
stud
ent n
eeds
and
enc
ompa
sses
a v
arie
ty
of i
nstru
ctio
nal
mod
els
that
may
inc
lude
inst
ruct
ion
in a
gen
eral
edu
catio
n en
viro
nmen
t an
d/or
a se
lf-co
ntai
ned
setti
ng.
Des
igna
ted
elem
enta
ry
scho
ols
Hou
rs-b
ased
Sta
ffing
E – 18
FY 2
017
MC
PS S
peci
al E
duca
tion
and
Rel
ated
Ser
vice
s Bud
get G
uide
lines
Se
rvic
e D
escr
iptio
n Se
rvic
es
Inst
ruct
iona
l Mod
els
Prof
essi
onal
Sta
ff
Para
ed
Car
l San
dbur
g L
earn
ing
Cen
ter
Car
l Sa
ndbu
rg L
earn
ing
Cen
ter
is a
spec
ial
educ
atio
n sc
hool
that
ser
ves
stud
ents
with
m
ultip
le d
isab
ilitie
s in
Gra
des
K–5
, inc
ludi
ng i
ntel
lect
ual
disa
bilit
ies,
autis
m s
pect
rum
di
sord
ers,
lang
uage
dis
abili
ties,
and
emot
iona
l and
oth
er le
arni
ng d
isab
ilitie
s. Se
rvic
es a
re
desi
gned
for e
lem
enta
ry s
tude
nts
who
nee
d a
high
ly-s
truct
ured
set
ting,
sm
all s
tude
nt-to
-te
ache
r rat
io, a
nd a
cces
s to
the
MC
PS g
ener
al e
duca
tion
curr
icul
um o
r Alte
rnat
e Le
arni
ng
Out
com
es a
ligne
d w
ith C
urric
ulum
2.0
. M
odifi
catio
n of
cur
ricul
um m
ater
ials
and
in
stru
ctio
nal s
trate
gies
, bas
ed o
n st
uden
ts’ n
eeds
, is t
he b
asis
of a
ll in
stru
ctio
n. E
mph
asis
is
pla
ced
on th
e de
velo
pmen
t of l
angu
age,
aca
dem
ic, a
nd so
cial
skill
s pro
vide
d th
roug
h an
in
cla
ss tr
ans-
disc
iplin
ary
mod
el o
f ser
vice
del
iver
y in
whi
ch a
ll st
aff m
embe
rs im
plem
ent
the
reco
mm
enda
tions
of r
elat
ed se
rvic
e pr
ovid
ers.
Spec
ial e
mph
asis
is p
lace
d on
mee
ting
the
sens
ory
and
mot
or n
eeds
of s
tude
nts i
n th
eir c
lass
room
setti
ng.
To a
ddre
ss b
ehav
iora
l go
als,
serv
ices
may
incl
ude
a be
havi
or m
anag
emen
t sys
tem
, psy
chol
ogic
al c
onsu
ltatio
n,
and
cris
is in
terv
entio
n.
Sepa
rate
spec
ial
educ
atio
n da
y sc
hool
1
Tchr
:TS
1.25
0
Scho
ol/
Com
mun
ity-
base
d (S
CB
) Pro
gram
SCB
pro
gram
ser
vice
s ar
e de
sign
ed f
or s
tude
nts
with
sev
ere
or p
rofo
und
inte
llect
ual
disa
bilit
ies
and/
or m
ultip
le d
isab
ilitie
s. S
tude
nts
typi
cally
hav
e si
gnifi
cant
nee
ds in
the
area
s of
com
mun
icat
ion,
per
sona
l man
agem
ent,
beha
vior
man
agem
ent,
and
soci
aliz
atio
n.
The
prog
ram
em
phas
izes
in
divi
dual
ized
in
stru
ctio
n,
utili
zing
A
ltern
ate
Lear
ning
O
utco
mes
alig
ned
with
Cur
ricul
um 2
.0 in
com
preh
ensi
ve s
choo
ls a
nd re
late
d co
mm
unity
an
d w
ork
envi
ronm
ents
. T
he S
CB
mod
el i
nclu
des
the
follo
win
g co
mpo
nent
s: a
ge-
appr
opria
te cl
asse
s, he
tero
gene
ous g
roup
ings
, pee
r int
erac
tions
, ind
ivid
ualiz
ed in
stru
ctio
n,
com
mun
ity in
stru
ctio
n, a
nd tr
ansit
ion.
The
pro
gram
is a
vaila
ble
in a
ll qu
ad-c
lust
ers.
The
goal
of
the
prog
ram
is to
pre
pare
stu
dent
s to
tran
sitio
n to
pos
t-sec
onda
ry o
ppor
tuni
ties
upon
gra
duat
ion
with
a c
ertif
icat
e fro
m th
e sc
hool
syst
em.
Des
igna
ted
elem
enta
ry,
mid
dle,
and
hig
h sc
hool
s in
quad
or
quin
tclu
ster
s
1 Tc
hr:T
S 1.
500
Roc
k T
erra
ce
Scho
ol
Roc
k Te
rrac
e Sc
hool
is c
ompr
ised
of a
mid
dle
scho
ol, a
hig
h sc
hool
, and
an
uppe
r sch
ool
whi
ch im
plem
ents
scho
ol-to
-wor
k pr
ogra
ms.
The
inst
ruct
iona
l foc
us o
f the
mid
dle
scho
ol
is t
he i
mpl
emen
tatio
n of
Alte
rnat
e Le
arni
ng O
utco
mes
alig
ned
with
Cur
ricul
um 2
.0 to
pr
epar
e th
e st
uden
ts fo
r tra
nsiti
on to
the
high
sch
ool p
rogr
am.
The
high
sch
ool p
rogr
am
emph
asiz
es A
ltern
ate
Aca
dem
ic L
earn
ing
Out
com
es a
ligne
d w
ith C
urric
ulum
2.0
and
co
mm
unity
-bas
ed in
stru
ctio
n ac
tiviti
es th
at e
nabl
e stu
dent
s to
dem
onst
rate
skill
s tha
t lea
d to
ful
l pa
rtici
patio
n in
the
sch
ool-t
o-w
ork
plan
and
voc
atio
nal/c
omm
unity
exp
erie
nces
. A
uthe
ntic
jobs
hel
p in
rein
forc
ing
clas
sroo
m le
arni
ng. T
he u
pper
scho
ol p
repa
res s
tude
nts
for p
ost-s
econ
dary
exp
erie
nces
and
car
eer r
eadi
ness
.
Sepa
rate
spec
ial
educ
atio
n da
y sc
hool
1
Tchr
:TS
1.00
0
Step
hen
Kno
lls
Scho
ol
Step
hen
Kno
lls S
choo
l ser
vice
s st
uden
ts, a
ges
5–21
, with
sev
ere
to p
rofo
und
inte
llect
ual
disa
bilit
ies
and
mul
tiple
di
sabi
litie
s.
Alte
rnat
e Le
arni
ng
Out
com
es
alig
ned
with
C
urric
ulum
2.0
are
util
ized
to p
rovi
de s
tude
nts
with
ski
lls in
the
area
s of
com
mun
icat
ion,
m
obili
ty, s
elf-h
elp,
func
tiona
l aca
dem
ics,
and
trans
ition
serv
ices
.
Sepa
rate
spec
ial
educ
atio
n da
y sc
hool
1
Tchr
:TS
1.75
0
E – 19
FY 2
017
MC
PS S
peci
al E
duca
tion
and
Rel
ated
Ser
vice
s Bud
get G
uide
lines
Se
rvic
e D
escr
iptio
n Se
rvic
es
Inst
ruct
iona
l Mod
els
Prof
essi
onal
Sta
ff
Para
ed
Lon
gvie
w
Scho
ol
Long
view
Sch
ool
prov
ides
ser
vice
s to
stu
dent
s, ag
es 5
–21,
with
sev
ere
to p
rofo
und
inte
llect
ual d
isab
ilitie
s and
mul
tiple
dis
abili
ties.
Alte
rnat
e Le
arni
ng O
utco
mes
alig
ned
with
C
urric
ulum
2.0
are
util
ized
to p
rovi
de s
tude
nts
with
ski
lls in
the
area
s of
com
mun
icat
ion,
m
obili
ty, s
elf-h
elp,
func
tiona
l aca
dem
ics,
and
trans
ition
serv
ices
.
Sepa
rate
spec
ial
educ
atio
n da
y sc
hool
co
loca
ted
with
Spa
rk
M. M
atsu
naga
El
emen
tary
Sch
ool
1 Tc
hr:T
S 1.
750
Ext
ensi
ons
Prog
ram
Th
e Ex
tens
ions
Pro
gram
ser
ves
stud
ents
of
mid
dle
and
high
sch
ool
age
with
the
mos
t si
gnifi
cant
cog
nitiv
e di
sabi
litie
s, m
ultip
le d
isab
ilitie
s, an
d/or
aut
ism.
The
se a
re s
tude
nts
with
a p
rolo
nged
his
tory
of r
ecei
ving
syst
emat
ic b
ehav
iora
l sup
ports
and
serv
ices
to re
duce
se
lf-in
jurio
us an
d/or
dis
rupt
ive b
ehav
iors
. Th
e goa
l of t
he E
xten
sion
s Pro
gram
is to
pro
vide
in
tens
ive
educ
atio
nal p
rogr
amm
ing
to e
nabl
e th
ese
stud
ents
to a
cqui
re a
ppro
pria
te s
ocia
l an
d co
mm
unic
ativ
e sk
ills i
n or
der t
o fa
cilit
ate
thei
r acc
ess t
o A
ltern
ate
Aca
dem
ic L
earn
ing
Out
com
es a
ligne
d w
ith C
urric
ulum
2.0
, and
pos
t-sec
onda
ry o
ppor
tuni
ties
incl
udin
g ad
ult
day
serv
ices
and
em
ploy
men
t.
Des
igna
ted
mid
dle
and
high
scho
ols
1 Tc
hr:T
S 2.
625
Em
otio
nal
Dis
abili
ties
(ED
) Ser
vice
s
ED se
rvic
es a
re p
rovi
ded
to st
uden
ts w
ho d
emon
stra
te si
gnifi
cant
soci
al e
mot
iona
l lea
rnin
g an
d/or
beh
avio
ral d
iffic
ultie
s tha
t adv
erse
ly im
pact
thei
r suc
cess
in sc
hool
. St
uden
ts a
cces
s th
e M
CPS
gene
ral e
duca
tion
curri
culu
m, b
ut e
mot
iona
l and
beh
avio
ral c
halle
nges
of
ten
inte
rfere
with
thei
r abi
lity
to a
chie
ve a
cade
mic
suc
cess
and
par
ticip
ate
appr
opria
tely
in a
n ed
ucat
iona
l env
ironm
ent.
Stu
dent
s are
serv
ed in
a c
ontin
uum
of s
ettin
gs in
clud
ing
gen
eral
ed
ucat
ion
envi
ronm
ents
with
opp
ortu
nitie
s fo
r pa
rtici
patio
n w
ith n
ondi
sabl
ed p
eers
or
sepa
rate
cla
sses
, as a
ppro
pria
te.
Des
igna
ted
elem
enta
ry,
mid
dle,
and
hig
h sc
hool
s in
each
qua
d or
qu
intc
lust
ers
1 Tc
hr:T
S
1.
500
Bri
dge
Prog
ram
Th
e B
ridge
Pro
gram
serv
es st
uden
ts w
ho d
emon
stra
te si
gnifi
cant
soci
al e
mot
iona
l lea
rnin
g,
and/
or b
ehav
iora
l cha
lleng
es th
at m
ake
it di
fficu
lt to
succ
eed
in a
larg
e sc
hool
env
ironm
ent.
M
any
stud
ents
req
uire
soc
ial
and
emot
iona
l su
ppor
ts i
n or
der
to a
cces
s th
eir
acad
emic
pr
ogra
m. C
ompr
ehen
sive
beh
avio
r m
anag
emen
t stra
tegi
es in
clud
e pr
oact
ive
teac
hing
and
re
hear
sal
of s
ocia
l sk
ills,
as w
ell
as t
he u
se o
f st
ruct
ured
and
con
sist
ent
rein
forc
emen
t sy
stem
s. S
ervi
ces a
re p
rovi
ded
in a
con
tinuu
m o
f set
tings
that
may
incl
ude
sepa
rate
cla
sses
w
ith o
ppor
tuni
ties
for
parti
cipa
tion
in g
ener
al e
duca
tion
env
ironm
ents
with
non
disa
bled
pe
ers,
as a
ppro
pria
te.
Two
mid
dle
and
two
high
scho
ols s
erve
st
uden
ts c
ount
ywid
e
1 Tc
hr:T
S
1.25
0
E – 20
FY 2
017
MC
PS S
peci
al E
duca
tion
and
Rel
ated
Ser
vice
s Bud
get G
uide
lines
Se
rvic
e D
escr
iptio
n Se
rvic
es
Inst
ruct
iona
l Mod
els
Prof
essi
onal
Sta
ff
Para
ed
John
L. G
ildne
r R
egio
nal
Inst
itute
for
Chi
ldre
n an
d A
dole
scen
ts
(RIC
A) -
R
ockv
ille
RIC
A, i
n co
llabo
ratio
n w
ith th
e M
aryl
and
Stat
e D
epar
tmen
t of H
ealth
and
Men
tal H
ygie
ne,
prov
ides
app
ropr
iate
edu
catio
nal a
nd tr
eatm
ent s
ervi
ces
to a
ll stu
dent
s an
d th
eir
fam
ilies
th
roug
h hi
ghly
-stru
ctur
ed, i
nten
sive
spec
ial e
duca
tion
serv
ices
with
ther
apy
inte
grat
ed in
a
day
and
resi
dent
ial t
reat
men
t fac
ility
. A
n in
terd
isci
plin
ary
treat
men
t tea
m, c
onsi
stin
g of
sc
hool
, cl
inic
al,
resi
dent
ial
and
rela
ted
serv
ice
prov
ider
s de
velo
ps t
he s
tude
nt’s
tot
al
educ
atio
nal p
lan
and
mon
itors
pro
gres
s. C
onsu
lting
psy
chia
trist
s, a
full
time
pedi
atric
ian,
an
d a
scho
ol c
omm
unity
hea
lth n
urse
als
o ar
e on
staf
f. R
ICA
offe
rs fu
lly-a
ccre
dite
d sp
ecia
l edu
catio
n se
rvic
es w
hich
emph
asiz
e rig
orou
s aca
dem
ic
and
voca
tiona
l/occ
upat
iona
l opp
ortu
nitie
s; d
ay a
nd r
esid
entia
l tre
atm
ent;
and
indi
vidu
al,
grou
p, a
nd f
amily
the
rapy
. Th
e R
ICA
pro
gram
pro
mot
es a
cqui
sitio
n of
gra
de a
nd a
ge-
appr
opria
te s
ocia
l and
em
otio
nal s
kills
and
allo
ws
stud
ents
to a
cces
s th
e ge
nera
l edu
catio
n cu
rric
ulum
.
Sepa
rate
spec
ial
educ
atio
n da
y sc
hool
1
Tchr
:TS
1.25
0
Serv
ices
for
Stud
ents
with
A
utis
m
Spec
trum
D
isor
ders
The
Com
preh
ensi
ve A
utis
m P
resc
hool
Pro
gram
(C
APP
) pr
ovid
es h
ighl
y in
tens
ive
and
indi
vidu
aliz
ed s
ervi
ces
for
stud
ents
age
s 3–
5. S
tude
nts
rece
ive
inst
ruct
ion
in th
e ge
nera
l ed
ucat
ion
curri
culu
m t
o pr
epar
e th
em f
or k
inde
rgar
ten.
Evi
denc
e-ba
sed
prac
tices
are
ut
ilize
d to
incr
ease
aca
dem
ic, l
angu
age,
soc
ial,
and
adap
tive
skill
s to
ulti
mat
ely
prov
ide
acce
ss to
a v
arie
ty o
f sch
ool-a
ged
serv
ices
and
to m
axim
ize
inde
pend
ence
in a
ll do
mai
ns.
Aut
ism
ser
vice
s fo
r st
uden
ts,
elem
enta
ry t
hrou
gh a
ge 2
1, p
rovi
de a
cces
s to
Alte
rnat
e A
cade
mic
Lea
rnin
g O
utco
mes
alig
ned
with
Cur
ricul
um 2
.0.
In o
rder
to im
prov
e le
arni
ng
and
com
mun
icat
ion,
stu
dent
s re
ceiv
e A
pplie
d B
ehav
ior A
naly
sis
inte
nsiv
e in
stru
ctio
n in
a
high
ly-s
truct
ured
set
ting
that
pro
vide
s o
ppor
tuni
ties
for
parti
cipa
tion
with
non
disa
bled
pe
ers.
At t
he se
cond
ary
leve
l, st
uden
ts a
lso
rece
ive
voca
tiona
l and
com
mun
ity su
ppor
t.
Seco
ndar
y A
utis
m R
esou
rce
Serv
ices
, loc
ated
in th
ree
mid
dle
and
thre
e hi
gh s
choo
ls, a
re
desi
gned
for
stu
dent
s w
ith a
utis
m s
pect
rum
dis
orde
rs w
ho a
re d
iplo
ma
boun
d an
d ha
ve
diffi
culty
mas
terin
g gr
ade-
leve
l cu
rric
ulum
. T
he s
tude
nts
requ
ire a
mod
ified
pac
e an
d in
divi
dual
acc
omm
odat
ions
repr
esen
tativ
e of
the
need
s and
cha
ract
eris
tics o
f stu
dent
s with
au
tism
spec
trum
dis
orde
rs.
Stud
ents
rece
ive i
nstru
ctio
n in
the g
ener
al ed
ucat
ion
curr
icul
um
with
the
supp
orts
indi
cate
d on
thei
r IEP
s. A
cces
s to
the
gene
ral e
duca
tion
curr
icul
um w
ith
enric
hmen
t is r
einf
orce
d.
Prek
inde
rgar
ten—
Des
igna
ted
elem
enta
ry
scho
ols s
erve
pr
ekin
derg
arte
n ch
ildre
n th
roug
hout
the
coun
ty
Scho
ol A
ged—
Des
igna
ted
elem
enta
ry,
mid
dle,
and
hig
h sc
hool
s loc
ated
re
gion
ally
thro
ugho
ut
the
coun
ty
Seco
ndar
y Sc
hool
A
utis
m R
esou
rce
Serv
ices
—th
ree
mid
dle
and
thre
e hi
gh sc
hool
s lo
cate
d re
gion
ally
1 Tc
hr:T
S
1 Tc
hr:T
S
1 Tc
hr:T
S
3.44
0 1.
750
1.75
0
E – 21
FY 2
017
MC
PS S
peci
al E
duca
tion
and
Rel
ated
Ser
vice
s Bud
get G
uide
lines
Se
rvic
e D
escr
iptio
n Se
rvic
es
Inst
ruct
iona
l Mod
els
Prof
essi
onal
Sta
ff
Para
ed
Tra
nsiti
on
Serv
ices
Tran
sitio
n se
rvic
es a
re p
rovi
ded
to st
uden
ts re
ceiv
ing
spec
ial e
duca
tion,
age
14
or o
lder
, to
faci
litat
e a
smoo
th t
rans
ition
fro
m s
choo
l to
col
lege
, ca
reer
, an
d/or
com
mun
ity.
The
se
activ
ities
incl
ude,
but
are
not
lim
ited
to, p
osts
econ
dary
edu
catio
n, w
orkf
orce
exp
erie
nces
, co
ntin
uing
and
adu
lt ed
ucat
ion,
adu
lt se
rvic
es,
inde
pend
ent
livin
g, a
nd/o
r co
mm
unity
pa
rtici
patio
n. S
ervi
ces a
re b
ased
on
the i
ndiv
idua
l stu
dent
’s n
eeds
, con
side
ring
the s
tude
nt’s
st
reng
ths,
pref
eren
ces,
and
inte
rest
s. T
rans
ition
serv
ices
are
del
iver
ed th
roug
h di
rect
and
/or
indi
rect
supp
ort c
oord
inat
ed b
y a
trans
ition
supp
ort t
each
er.
Serv
ices
ava
ilabl
e in
se
cond
ary
scho
ols
thro
ugho
ut th
e co
unty
1.0
Tchr
0.87
5/TS
Serv
ices
for
Dea
f/Har
d of
H
eari
ng
(D/H
OH
)
D/H
OH
ser
vice
s pr
ovid
e co
mpr
ehen
sive
edu
catio
nal s
uppo
rts to
stu
dent
s w
ho a
re d
eaf o
r ha
ve a
sig
nific
ant
hear
ing
loss
. Th
ese
serv
ices
, pr
ovid
ed b
y iti
nera
nt t
each
ers,
enab
le
stud
ents
to d
evel
op e
ffect
ive
lang
uage
and
com
mun
icat
ion
skill
s ne
cess
ary
to a
cces
s th
e ge
nera
l edu
catio
n en
viro
nmen
t in
neig
hbor
hood
sch
ools
. St
uden
ts w
ith m
ore
sign
ifica
nt
need
s re
ceiv
e se
rvic
es in
spe
cial
cen
trally
-loca
ted
clas
ses.
Ser
vice
s ar
e pr
ovid
ed in
thre
e co
mm
unic
atio
n op
tions
—or
al/a
ural
, to
tal
com
mun
icat
ion,
and
cue
d sp
eech
. A
ssis
tive
tech
nolo
gy a
nd c
onsu
ltatio
n al
so a
re p
rovi
ded
to st
uden
ts a
nd sc
hool
staf
f mem
bers
.
Res
ourc
e se
rvic
es
avai
labl
e th
roug
hout
th
e co
unty
A
udito
ry a
nd sp
eech
tra
inin
g av
aila
ble
thro
ugho
ut th
e co
unty
Sp
ecia
l cla
sses
: th
ree
elem
enta
ry, o
ne
mid
dle,
and
one
hig
h sc
hool
serv
e st
uden
ts
thro
ugho
ut th
e co
unty
1 Tc
hr:1
7
1 Tc
hr:1
7
1 Tc
hr:T
S
N/A
N/A
0.87
5
Serv
ices
for
Stud
ents
with
Ph
ysic
al
Dis
abili
ties
Rel
ated
ser
vice
s of
occ
upat
iona
l and
phy
sica
l the
rapy
pro
vide
sup
ports
for
stu
dent
s w
ith
phys
ical
and
/or
heal
th-re
late
d di
sabi
litie
s to
fac
ilita
te a
cces
s to
the
ir sc
hool
pro
gram
. Se
rvic
es a
re p
rovi
ded
as d
irect
ther
apy
to s
tude
nts
and/
or c
onsu
ltatio
n to
cla
ssro
om s
taff
m
embe
rs. S
ervi
ces a
re p
rovi
ded
at el
emen
tary
, mid
dle,
and
high
scho
ols t
hrou
ghou
t MCP
S.
Res
ourc
e se
rvic
es
avai
labl
e th
roug
hout
th
e co
unty
Sp
ecia
l cla
sses
: tw
o el
emen
tary
scho
ols.
34.6
:1
1
Tchr
:TS
N/A
1.25
0
E – 22
FY 2
017
MC
PS S
peci
al E
duca
tion
and
Rel
ated
Ser
vice
s Bud
get G
uide
lines
Se
rvic
e D
escr
iptio
n Se
rvic
es
Inst
ruct
iona
l Mod
els
Prof
essi
onal
Sta
ff
Para
ed
Serv
ices
for
the
Vis
ually
Im
pair
ed
Vis
ion
serv
ices
are
pro
vide
d to
stu
dent
s w
ith s
igni
fican
t vis
ual i
mpa
irmen
ts o
r blin
dnes
s. Se
rvic
es e
nabl
e st
uden
ts to
dev
elop
effe
ctiv
e co
mpe
nsat
ory
skill
s an
d pr
ovid
e th
em w
ith
acce
ss to
the
gene
ral e
duca
tion
envi
ronm
ent.
A
pre
kind
erga
rten
clas
s pr
epar
es c
hild
ren
who
are
blin
d or
hav
e lo
w v
isio
n fo
r ent
ry in
to
kind
erga
rten.
Iti
nera
nt v
isio
n se
rvic
es a
re p
rovi
ded
to s
choo
l-age
d st
uden
ts in
the
ir ho
me
or a
ssig
ned
scho
ol.
Skill
s tau
ght i
nclu
de v
isua
l util
izat
ion,
vis
ion
effic
ienc
y, re
adin
g an
d w
ritin
g us
ing
Bra
ille,
and
the
use
of a
ssis
tive
tech
nolo
gy.
Stud
ents
may
rece
ive
orie
ntat
ion
and
mob
ility
in
stru
ctio
n to
hel
p th
em n
avig
ate
thei
r en
viro
nmen
t. St
uden
ts o
ver
the
age
of 1
4 re
ceiv
e sp
ecia
lized
tran
sitio
n su
ppor
t as a
ppro
pria
te.
Res
ourc
e se
rvic
es
avai
labl
e th
roug
hout
th
e co
unty
Sp
ecia
l cla
ss:
one
elem
enta
ry sc
hool
se
rves
pre
scho
oler
s th
roug
hout
the
coun
ty
Mob
ility
/Orie
ntat
ion
45:1
R
esou
rce
35:1
1 Tc
hr:T
S
0.
875
Spee
ch a
nd
Lan
guag
e Se
rvic
es
Spee
ch
and
lang
uage
se
rvic
es
are
prov
ided
to
di
agno
se
com
mun
icat
ion
diso
rder
s an
dim
prov
e sp
oken
lan
guag
e sk
ills;
fac
ilita
te c
ompe
nsat
ory
skill
s; a
nd e
nhan
ce t
he
deve
lopm
ent
of l
angu
age,
voc
abul
ary,
and
exp
ress
ive
com
mun
icat
ion
skill
s to
sup
port
stud
ent a
cces
s to
the
gene
ral e
duca
tion
curr
icul
um.
The
type
and
fre
quen
cy o
f se
rvic
es
prov
ided
are d
eter
min
ed b
y in
divi
dual
stud
ent n
eeds
. For
stud
ents
with
less
inte
nsiv
e nee
ds,
educ
atio
nal s
trate
gies
are
pro
vide
d to
the
stud
ent’s
gen
eral
edu
catio
n te
ache
rs a
nd p
aren
ts fo
r im
plem
enta
tion
with
in th
e cl
assr
oom
and
hom
e en
viro
nmen
ts. S
tude
nts
may
rec
eive
se
rvic
es i
n th
eir
clas
sroo
m p
rogr
am,
in s
mal
l gr
oups
, or
ind
ivid
ually
. P
reki
nder
garte
n st
uden
ts re
quiri
ng e
xten
sive
serv
ices
atte
nd a
spec
ializ
ed c
lass
, tw
o or
five
day
s per
wee
k.
Res
ourc
e se
rvic
es
avai
labl
e th
roug
hout
th
e co
unty
’s
Pre
scho
ol
Sch
ool-A
ge
Priv
ate/
Rel
igio
us
Scho
ols
Spec
ial c
lass
es:
desi
gnat
ed e
lem
enta
ry
scho
ols s
erve
pr
ekin
derg
arte
n ch
ildre
n th
roug
hout
the
coun
ty, t
wo
or fi
ve
days
per
wee
k
40
:1.0
56
.4:1
.0
56.4
:1.0
1 Tc
hr:T
S
N
/A
N/A
N
/A
0.
875
Aug
men
tativ
e an
d A
ltern
ativ
e C
omm
unic
atio
n(A
AC
) Cla
sses
AA
C c
lass
room
s pr
ovid
e in
tens
ive
supp
ort f
or s
tude
nts
who
are
not
ver
bal o
r hav
e lim
ited
spee
ch w
ith s
ever
e in
telli
gibi
lity
issu
es. S
tude
nts
lear
n to
use
and
exp
and
thei
r kno
wle
dge
of a
ugm
enta
tive
com
mun
icat
ion
devi
ces
and
othe
r for
ms
of a
ided
com
mun
icat
ion
in o
rder
to
acc
ess
the
gene
ral
educ
atio
n cu
rric
ulum
. Em
phas
is i
s on
the
use
of
alte
rnat
ive
com
mun
icat
ion
syst
ems
to e
nhan
ce la
ngua
ge d
evel
opm
ent,
voca
bula
ry d
evel
opm
ent,
and
expr
essi
ve c
omm
unic
atio
n sk
ills.
Ser
vice
s an
d su
ppor
ts ar
e p
rovi
ded
with
in th
e ge
nera
l ed
ucat
ion
envi
ronm
ent t
o th
e gr
eate
st e
xten
t pos
sibl
e.
Spec
ial c
lass
es lo
cate
d in
two
elem
enta
ry
scho
ols s
erve
chi
ldre
n th
roug
hout
the
coun
ty
1 Tc
hr:T
S 1.
750
Ass
istiv
e T
echn
olog
y
(Int
erA
CT
) Se
rvic
es
Ass
istiv
e te
chno
logy
ser
vice
s pr
ovid
e su
ppor
t fo
r stu
dent
s fro
m b
irth–
21-y
ear-
olds
. In
terA
CT
serv
ices
supp
ort s
tude
nts w
ho a
re se
vere
ly li
mite
d in
ver
bal e
xpre
ssio
n or
writ
ten
com
mun
icat
ion
skill
s, of
ten
due
to p
hysi
cal d
isab
ilitie
s. Se
rvic
es a
re p
rovi
ded
in th
e na
tura
l en
viro
nmen
t for
chi
ldre
n bi
rth–3
-yea
r-ol
ds, o
r in
the
elem
enta
ry, m
iddl
e, o
r hi
gh s
choo
l cl
assr
oom
setti
ng fo
r stu
dent
s pre
kind
erga
rten
thro
ugh
age
21.
Serv
ices
ava
ilabl
e th
roug
hout
the
coun
ty
SLP
– 1/
75 S
ervi
ces
Tchr
– 1
/190
Ser
vice
s O
T –
1/22
3 Se
rvic
es
0.87
5/38
0 Se
rvic
es
E – 23
FY 2
017
MC
PS S
peci
al E
duca
tion
and
Rel
ated
Ser
vice
s Bud
get G
uide
lines
Se
rvic
e D
escr
iptio
n Se
rvic
es
Inst
ruct
iona
l Mod
els
Prof
essi
onal
Sta
ff
Para
ed
Pres
choo
l E
duca
tion
Prog
ram
(PE
P)
PEP
prov
ides
sp
ecia
l ed
ucat
ion
se
rvic
es
for
stud
ents
w
ith
disa
bilit
ies
ages
3–
Kin
derg
arte
n, w
hose
del
ays
impa
ct t
he c
hild
’s a
bilit
y to
lea
rn.
Ser
vice
s ra
nge
from
co
nsul
tativ
e an
d iti
nera
nt s
ervi
ces
for s
tude
nts
in c
omm
unity
-bas
ed c
hild
car
e ce
nter
s an
d pr
esch
ools
to
sepa
rate
spe
cial
edu
catio
n cl
assr
oom
s, an
d ho
me-
base
d in
stru
ctio
n fo
r m
edic
ally
fra
gile
stu
dent
s. E
arly
chi
ldho
od s
ettin
gs a
nd s
peci
al e
duca
tion
clas
sroo
ms
prov
ide
stude
nts a
com
preh
ensi
ve a
ppro
ach
to le
arni
ng. P
EP P
ILO
T pr
ovid
es a
two-
day
per
wee
k ea
rly c
hild
hood
setti
ng w
hile
PEP
Col
labo
ratio
n cl
asse
s offe
r inc
lusi
ve o
ppor
tuni
ties
for p
reki
nder
garte
n st
uden
ts u
sing
a c
otea
chin
g m
odel
. PE
P C
lass
ic a
nd In
tens
ive
Nee
ds
clas
ses
serv
e ch
ildre
n w
ith d
evel
opm
enta
l del
ays
in a
stru
ctur
ed s
peci
al e
duca
tion
setti
ng.
PEP
Com
preh
ensi
ve a
nd B
egin
ning
s se
rve
stud
ents
with
mod
erat
e to
sev
ere
dela
ys a
nd/o
r m
ultip
le d
isab
ilitie
s. S
ervi
ces
are
offe
red
at s
elec
ted
elem
enta
ry s
choo
ls th
roug
hout
the
coun
ty.
PEP
Cla
ssic
(hal
f-day
) In
tens
ive
Nee
ds
Spee
ch/L
angu
age
OT
and
PT
Med
ical
ly F
ragi
le
Spee
ch/L
angu
age
OT
and
PT
Beg
inni
ng C
lass
es
Spee
ch/L
angu
age
OT
and
PT
PEP
Com
preh
ensi
ve
Spee
ch/L
angu
age
OT
and
PT
1.0
Tchr
/TS
1.
0 Tc
hr/T
S 0.
3 SP
/TS
0.3
OT/
PT/T
S
1.0
Tchr
/TS
0.5
SP/T
S 0.
3 O
T/PT
/TS
1.
0 Tc
hr/T
S 0.
3 SP
/TS
0.6
OT/
PT/T
S
1.0
Tchr
/TS
0.2
SP/T
S 0.
2 O
T/PT
/TS
0.87
5/TS
1.00
0 1.
50
1.
50
Infa
nts a
nd
Tod
dler
s
The
Infa
nts
and
Todd
lers
Pro
gram
pro
vide
s ea
rly i
nter
vent
ion
serv
ices
to
fam
ilies
of
child
ren
with
dev
elop
men
tal d
elay
s fro
m b
irth–
3-ye
ar-o
lds,
or u
ntil
the
star
t of t
he s
choo
l ye
ar a
fter
the
child
’s f
ourth
birt
hday
und
er th
e Ex
tend
ed I
ndiv
idua
l Fam
ily S
ervi
ce P
lan
optio
n.
Serv
ices
are
pro
vide
d in
the
nat
ural
env
ironm
ent
and
may
inc
lude
spe
cial
ized
in
stru
ctio
n, a
udito
ry a
nd v
isio
n in
stru
ctio
n, p
hysi
cal a
nd o
ccup
atio
nal t
hera
py, a
nd sp
eech
-la
ngua
ge s
ervi
ces.
Bas
ed o
n th
e ph
iloso
phy
that
a p
aren
t can
be
a ch
ild's
mos
t effe
ctiv
e te
ache
r, pa
rent
al in
volv
emen
t and
coa
chin
g a
re m
ajor
serv
ice
com
pone
nts o
f the
pro
gram
.
Hom
e-ba
sed
for
indi
vidu
al c
hild
ren
Infa
nts a
nd T
oddl
ers
Teac
her
Spee
ch/L
angu
age
O
T
PT
Vis
ion
D/H
OH
1.
0 Tc
hr/7
4.3
serv
ices
1.0
SP/7
4.3
serv
ices
1.0
OT/
70.6
serv
ices
1
.0 P
T/75
.6 se
rvic
es
1.
0 Tc
her/6
4.0
serv
ices
1.0
Tchr
/64.
0 se
rvic
es
.7
24
Para
ed/
each
6
Prof
. St
aff
E – 24
Oth
erO
ther
Oth
erO
ther
Dep
artm
ent o
f Spe
cial
Edu
catio
n Se
rvic
esSt
uden
tsA
dmin
Teac
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Prof
PAR
As
Supp
ort
Stud
ents
Adm
inTe
ache
rsPr
ofPA
RA
sSu
ppor
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ng D
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pro
gram
s in
FY
201
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193
198.
22,
193
Res
ourc
e O
nly
57.0
21.5
0058
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Lear
ning
Cen
ters
, Ele
men
tary
532
64.5
6.5
54.2
5059
671
.06.
060
.375
LRE
Sup
port
13.0
21.5
6312
.018
.938
Lear
ning
and
Aca
dem
ic D
isab
ilitie
s3,
149
226.
95.
219
7.70
03,
192
287.
25.
019
1.76
3H
ours
Bas
ed S
taffi
ng2,
702
181.
87.
616
1.81
22,
872
245.
28.
016
9.68
7H
ome
Sch
ool M
odel
2,12
612
6.8
119.
376
2,10
222
7.9
126.
275
GT/
LD15
813
.211
.550
159
12.8
10.3
50S
econ
dary
Inte
nsiv
e R
eadi
ng12
.011
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Inte
llect
ual D
isab
ilitie
s (ID
):S
choo
l/Com
mun
ity B
ased
Pro
gram
s36
166
.099
.000
346
64.0
96.0
00E
xten
sion
s42
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017
PRO
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L ED
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FY 2
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FY 2
017
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201
6
Atta
chm
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Con
tinue
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m p
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3
FISC
AL
YEA
R 2
017
PRO
JEC
TED
SPE
CIA
L ED
UC
ATI
ON
EN
RO
LLM
ENT,
SER
VIC
ES a
nd P
OSI
TIO
NS
June
201
6
FY 2
016
Bud
get
FY 2
017
Bud
get
E – 26
Fisc
al Y
ear
(FY
) 201
5-20
17 S
peci
al E
duca
tion
Impr
ovem
ent a
nd P
rior
ities
Bas
ed o
n St
aff a
nd C
omm
unity
Mem
ber
Inpu
t
FY 2
017
Rec
omm
enda
tions
for M
aint
enan
ce *
Des
crip
tion
in P
rior
ty O
rder
Des
crip
tion
in P
rior
ty O
rder
Des
crip
tion
in P
rior
ty O
rder
Mai
ntai
n H
SM a
nd tr
ansi
tion
mor
e el
emen
tary
scho
ols a
s fun
ds
are
avai
labl
e; c
onsi
der s
taffi
ng L
AD
scho
ols s
imila
r to
that
of
HSM
and
HB
S.
Enha
nce
prof
essi
onal
lear
ning
for a
ll st
aff a
nd in
corp
orat
e in
form
atio
n ab
out t
he e
mot
iona
l asp
ect o
f aut
ism
.C
hang
e LA
D st
affin
g ra
tio fr
om c
urre
nt fo
rmul
a to
an
hour
s ba
sed
staf
fing
ratio
.
Con
tinue
pro
fess
iona
l dev
elop
men
t opp
ortu
nitie
s and
pro
vide
ad
ditio
nal p
rofe
ssio
nal d
evel
opm
ent a
t all
leve
ls w
ith a
n em
phas
is o
n el
emen
tary
scho
ols.
Incr
ease
staf
f to
incr
ease
the
abili
ty o
f sta
ff to
pro
vide
con
sults
(E
D, A
utis
m).
Prov
ide
reso
urce
sfo
rLA
Dst
uden
tsto
addr
ess
acce
ssto
Car
eer
and
Tech
nolo
gy E
duca
tion
(CTE
).
Rev
iew
staf
fing
mod
el fo
r spe
ech
and
lang
uage
pat
holo
gist
s.R
evis
it H
SM p
hilo
soph
y, re
duce
var
iabi
lity
from
scho
ol to
sc
hool
, and
def
ine
expe
ctat
ions
.
Prov
ide
prof
essi
onal
lear
ning
for H
SM te
ache
rs, p
arae
duca
tors
, ad
min
istra
tors
, and
cou
nsel
ors b
y pr
ovid
ing
a de
finiti
on o
f HSM
, be
st in
stru
ctio
nal p
ract
ices
and
stra
tegi
es to
supp
ort s
tude
nts w
ith
autis
m sp
ectru
m d
isor
der.
Incr
ease
fund
ing
to p
rovi
de a
dditi
onal
opp
ortu
nitie
s for
co
teac
hing
team
s to
plan
col
labo
rativ
ely.
Save
seat
s in
gene
ral e
duca
tion
for s
peci
al e
duca
tion
stud
ents
. En
hanc
e m
enta
l hea
lth su
ppor
ts to
pro
vide
wra
p ar
ound
serv
ices
to
stud
ents
and
fam
ilies
.
Ree
valu
ate
allo
catio
n of
spee
ch/la
ngua
ge st
aff e
spec
ially
in
scho
ols w
ith e
lem
enta
ry le
arni
ng c
ente
rs a
nd e
lem
enta
ry L
AD
*D
ue to
the
chal
leng
ing
econ
omic
situ
atio
n, th
e di
scus
sion
s of t
he st
affin
g pl
an c
omm
ittee
focu
sed
on c
ritic
al a
reas
of s
peci
aled
ucat
ion
prog
ram
min
g. T
he c
omm
ittee
exp
ress
ed a
des
ire
that
the
leve
l of s
ervi
ce in
iden
tifie
d ar
eas b
e m
aint
aine
d. T
his
budg
et r
efle
cts t
he p
rese
rvat
ion
and
mai
nten
ance
of t
hose
item
s.
FY 2
015
Rec
omm
enda
tions
for M
aint
enan
ce *
FY 2
016
Rec
omm
enda
tions
for M
aint
enan
ce *
Attachment CAttachment C
E – 27
Attachment D
Fiscal Year (FY) 2017 MCPS Special Education Staffing Plan And
Operating Budget Timeline Associate Superintendent for Special Education and Student Services Requests Public Participation on FY 2017 Special Education Staffing Plan Committee
May 5, 2015
FY 2017 Special Education Staffing Plan Committee Meets to Develop Recommendations for Special Education Staffing Improvements and Priorities
June 10, 2015
FY 2017 Recommended Special Education Staffing Improvements and Priorities Considered During the Development of the FY 2017 Operating Budget
Fall 2015
Superintendent’s FY 2017 Budget Presentation
December 8, 2015
Sign up begins for Board of Education (Board) Operating Budget Hearings
December 14, 2015 January 13, 2015
Board Operating Budget Hearings January 7, 2016 January 14, 2016
Board Operating Budget Work Sessions January 20, 2016 January 22, 2016
Board Operating Budget Action
February 9, 2016
Board Budget Request Transmitted to County Executive and County Council
March 1, 2016
County Executive Recommendations Presented to County Council
March 15, 2016
County Council Budget Hearings
April 2016
County Council Budget Action
May 26, 2016 (Revised)
Final Board Action on FY 2017 Operating Budget, Including FY 2017 Special Education Staffing Plan
June 14, 2016
E – 28
A
ttac
hmen
t E
FY
201
7 Sp
ecia
l Edu
catio
n St
affin
g Pl
an C
omm
ittee
Mem
bers
Nam
e T
itle
Aus
tin, M
s. Sa
brin
a St
aff A
ttorn
ey, M
aryl
and
Coa
litio
n fo
r Inc
lusi
ve E
duca
tion;
saus
tin@
mci
e.or
g
Ber
nste
in, M
r. Ev
an
Pr
inci
pal,
Fore
st K
nolls
Ele
men
tary
Sch
ool
Bro
wn,
Ms.
Wan
da
Rep
rese
ntat
ive,
Mon
tgom
ery
Cou
nty
Mar
ylan
d B
ranc
h of
NA
AC
P
Cat
ena,
Ms.
Mar
y R
ose
In
stru
ctio
nal S
peci
alis
t, D
ivis
ion
of P
reki
nder
garte
n, S
peci
al P
rogr
ams,
and
Rel
ated
Ser
vice
s
Dad
dona
, Ms.
Stac
i
Pres
iden
t, Pa
rtner
ship
for E
xtra
ordi
nary
Min
ds
Dav
isso
n, M
s. Li
sa
In
stru
ctio
nal S
peci
alis
t, D
epar
tmen
t of S
peci
al E
duca
tion
Serv
ices
DeF
osse
, Ms.
Pam
ela
Supe
rvis
or, S
peec
h an
d La
ngua
ge S
ervi
ces
D
iam
ond,
Ms.
Nic
ola
Exec
utiv
e D
irect
or to
the
Chi
ef O
pera
ting
Off
icer
Doo
dy, M
rs. S
uzan
ne
Fi
scal
Sup
ervi
sor,
Off
ice
of S
peci
al E
duca
tion
and
Stud
ent S
ervi
ces
Dor
ner,
Mrs
. Mar
ti Fi
scal
Spe
cial
ist,
Div
isio
n of
Bus
ines
s, Fi
scal
and
Info
rmat
ion
Syst
ems
Fr
iedl
ande
r, M
rs. B
arba
ra
Ass
ista
nt to
Ass
ocia
te S
uper
inte
nden
t, O
ffic
e of
Spe
cial
Edu
catio
n an
d St
uden
t Ser
vice
s
Gen
ess,
Ms.
Sim
one
Supe
rvis
or, T
rans
ition
Ser
vice
s Uni
t
Hal
l, M
rs. J
ulie
Dire
ctor
, Div
isio
n of
Bus
ines
s, Fi
scal
and
Info
rmat
ion
Syst
ems
Han
dy, D
r. C
hris
tine
Pr
inci
pal,
Gai
ther
sbur
g H
igh
Scho
ol
E – 29
Nam
e T
itle
Hea
twol
e, M
r. K
yle
Prin
cipa
l, Fl
ora
M. S
inge
r Ele
men
tary
Sch
ool
H
eck,
Mrs
. Lis
a In
stru
ctio
nal S
peci
alis
t, D
ivis
ion
of B
usin
ess,
Fisc
al a
nd In
form
atio
n Sy
stem
s
Hof
fman
, Ms.
Joan
ne
Supe
rvis
or, P
lace
men
t and
Ass
essm
ent S
ervi
ces U
nit
K
anna
n, M
r. A
mut
han
Pa
rent
, Tra
vila
h El
emen
tary
Sch
ool
Kla
usin
g, M
r. Th
omas
Dire
ctor
, Dep
artm
ent o
f Man
agem
ent,
Bud
get a
nd P
lann
ing
LaB
att,
Ms.
Arr
onza
Exec
utiv
e D
irect
or, D
eput
y Su
perin
tend
ent o
f Sch
ool S
uppo
rt an
d Im
prov
emen
t
Lant
z, M
s. Ju
dy
Pres
iden
t, Th
e Le
arni
ng D
isab
ilitie
s Ass
ocia
tion
of M
ontg
omer
y C
ount
y
Leet
y-W
eins
tein
, Ms.
Jess
ica
Spec
ial E
duca
tion
Prog
ram
Spe
cial
ist,
Bro
oke
Gro
ve E
lem
enta
ry S
choo
l
Lerto
ra, M
rs. K
athe
rine
Pr
inci
pal,
Roc
k Te
rrac
e Sc
hool
Levy
, Mrs
. Jan
et
Spec
ial E
duca
tion
Teac
her,
Bro
oke
Gro
ve E
lem
enta
ry S
choo
l
Libu
rd, D
r. Tr
evor
A
ssis
tant
Prin
cipa
l, So
uth
Lake
Ele
men
tary
Sch
ool
Lo
wer
y, M
rs. V
icki
e Sp
ecia
l Edu
catio
n Pa
raed
ucat
or, R
ober
to C
lem
ente
Mid
dle
Scho
ol
Ly
nch,
Mr.
Phili
p D
irect
or, D
epar
tmen
t of S
peci
al E
duca
tion
Serv
ices
Mea
ns H
arris
, Ms.
Wan
da
Prin
cipa
l, D
r. C
harle
s Dre
w E
lem
enta
ry S
choo
l
Mye
rs, M
rs. K
athy
Pres
iden
t, D
own
Synd
rom
e N
etw
ork
of M
ontg
omer
y C
ount
y
Mur
ek, M
s. Sa
lly
C
oord
inat
or, P
arae
duca
tor P
rogr
am, S
uppo
rting
Ser
vice
s Pro
fess
iona
l Gro
wth
Sys
tem
E – 30
Nam
e T
itle
Parr
ott,
Mrs
. Mar
gare
t In
stru
ctio
nal S
peci
alis
t, Tr
ansi
tion
Serv
ices
Uni
t
Piac
ente
, Mrs
. Fel
icia
D
irect
or, D
ivis
ion
of P
reki
nder
garte
n, S
peci
al P
rogr
ams,
and
Rel
ated
Ser
vice
s
Red
grav
e, M
s. K
im
Coo
rdin
ator
, Ste
phen
Kno
lls S
choo
l
Rei
ley,
Mrs
. Jul
ie
Co-
Cha
irper
son,
Spe
cial
Edu
catio
n A
dvis
ory
Com
mitt
ee
R
icha
rdso
n, M
rs. C
hris
andr
a
Ass
ocia
te S
uper
inte
nden
t, O
ffic
e of
Spe
cial
Edu
catio
n an
d St
uden
t Ser
vice
s
Sach
s, M
s. H
eath
er
Educ
atio
n C
omm
ittee
Cha
ir, D
own
Synd
rom
e N
etw
ork
of M
ontg
omer
y C
ount
y
Smith
, Dr.
Paul
ette
Pr
inci
pal,
Cab
in Jo
hn M
iddl
e Sc
hool
Tayl
or, M
s. Jo
an
C
hairp
erso
n, S
peci
al E
duca
tion
Subc
omm
ittee
, Mon
tgom
ery
Cou
nty
Cou
ncil
of P
aren
t-Te
ache
r Ass
ocia
tions
Ta
ylor
, Mrs
. Joy
ce
Exec
utiv
e D
irect
or, A
RC
of M
ontg
omer
y C
ount
y
Thom
as, M
iss B
eth
Ass
ista
nt P
rinci
pal,
Jam
es H
uber
t Bla
ke H
igh
Scho
ol
To
dd, M
rs. C
hris
tine
M
anag
emen
t/Bud
get S
peci
alis
t, D
epar
tmen
t of M
anag
emen
t, B
udge
t and
Pla
nnin
g
Turn
er, M
s. A
nne
Co-
Cha
irper
son,
Spe
cial
Edu
catio
n A
dvis
ory
Com
mitt
ee
W
ebb,
Ms.
Cyn
thia
Su
perv
isor
, Dep
artm
ent o
f Spe
cial
Edu
catio
n Se
rvic
es
W
hitfi
eld,
Mr.
Don
ald
Pare
nt, C
lear
sprin
g El
emen
tary
Sch
ool
C
omm
ittee
Sup
port:
Mis
s Rac
hel M
. Pag
e, a
dmin
istra
tive
secr
etar
y, D
ivis
ion
of B
usin
ess,
Fisc
al a
nd In
form
atio
n Sy
stem
s
Tel
epho
ne:
301-
279-
3166
E-m
ail:
Rac
hel_
M_P
age@
mcp
smd.
org
E – 31
A
ttach
men
t F
D
epar
tmen
t of S
peci
al E
duca
tion
Serv
ices
D
ivis
ion
of B
usin
ess,
Fisc
al a
nd In
form
atio
n Sy
stem
s Pr
ofes
sion
al D
evel
opm
ent P
lan
Fisc
al Y
ear
2017
Tea
cher
Ses
sion
s
Aca
dem
ic In
terv
entio
ns: A
bove
and
Bey
ond
with
Dig
i-blo
cks
Aca
dem
ic In
terv
entio
ns: E
arly
Inte
rven
tions
in R
eadi
ng
Aca
dem
ic In
terv
entio
ns: E
dmar
k R
eadi
ng
Aca
dem
ic In
terv
entio
ns: F
luen
cy a
nd A
utom
atic
ity th
roug
h Sy
stem
atic
Tea
chin
g an
d Te
chno
logy
(FA
STT)
Mat
hem
atic
s Ele
men
tary
A
cade
mic
Inte
rven
tions
: FA
STT
Mat
hem
atic
s Mid
dle
Scho
ol
Aca
dem
ic In
terv
entio
ns: F
ast T
rack
Rea
ding
–Com
preh
ensi
on S
trand
and
Wor
k St
rand
A
cade
mic
Inte
rven
tions
: Rea
ding
Ass
ista
nt
Aca
dem
ic In
terv
entio
ns: R
eady
Com
mon
Cor
e M
athe
mat
ics
Aca
dem
ic In
terv
entio
ns: R
eady
Com
mon
Cor
e R
eadi
ng
Aca
dem
ic In
terv
entio
ns: R
EWAR
DS
Inte
rmed
iate
Rea
ding
and
Writ
ing
Inte
rven
tion
Aca
dem
ic In
terv
entio
ns: U
nder
stan
ding
Mat
hem
atic
s A
ugm
enta
tive
and
Alte
rnat
ive
Com
mun
icat
ion:
Stra
tegi
es to
Enc
oura
ge F
unct
iona
l Com
mun
icat
ion
Aug
men
tativ
e an
d A
ltern
ativ
e C
omm
unic
atio
n: S
trate
gies
and
Ope
ratio
n of
Spe
cific
dev
ices
A
ugm
enta
tive
Com
mun
icat
ion
and
Ass
istiv
e Te
chno
logy
: Stra
tegi
es to
Sup
port
Early
Lan
guag
e Le
arne
rs
Aut
ism
101
: Se
rvin
g St
uden
ts w
ith A
utis
m S
pect
rum
Dis
orde
rs in
the
Leas
t Res
trict
ive
Envi
ronm
ent
Aut
ism
: Jon
es L
ane
Elem
enta
ry S
choo
l Lea
rnin
g C
ente
r, K
enne
dy K
riege
r Ins
titut
e Pa
rtner
ship
A
utis
m R
esou
rce
Serv
ices
: Bui
ldin
g Sc
hool
Cap
acity
to S
uppo
rt St
uden
ts w
ith A
utis
m S
pect
rum
Dis
orde
rs in
thei
r Hom
e H
igh
Scho
ols
Aut
ism
Spe
ctru
m D
isor
ders
: Lea
rnin
g A
dapt
ive
Beh
avio
rs a
nd S
ocia
l Ski
lls
Dea
f and
Har
d of
Hea
ring
(D/H
OH
): B
uild
ing
the
Cap
acity
of D
/HO
H T
each
ers t
o Pa
rtici
pate
in T
rans
ition
Pla
nnin
g w
ith a
Foc
us o
n D
igita
l Po
rtfol
ios
Dec
embe
r Pro
fess
iona
l Dev
elop
men
t: N
atio
nal C
ente
r Sta
te C
olla
bora
tive
Ass
essm
ent
Dec
embe
r Pro
fess
iona
l Dev
elop
men
t: V
ario
us T
opic
s for
Lea
d El
emen
tary
Spe
cial
Edu
catio
n Te
ache
rs
Dec
embe
r Pro
fess
iona
l Dev
elop
men
t: V
ario
us T
opic
s for
Res
ourc
e Te
ache
rs in
Spe
cial
Edu
catio
n D
/HO
H: B
uild
ing
the
Cap
acity
of D
/HO
H T
each
ers t
o A
ddre
ss th
e N
eeds
of S
tude
nts w
ith S
igni
fican
t Cog
nitiv
e D
isab
ilitie
s
D/H
OH
: Ins
truct
iona
l and
Beh
avio
ral S
trate
gies
to A
ddre
ss th
e N
eeds
of S
tude
nts w
ho a
re D
/HO
H w
ith L
ittle
/No
Prio
r Sch
oolin
g or
For
mal
La
ngua
ge
E – 32
A
ttach
men
t F
D
epar
tmen
t of S
peci
al E
duca
tion
Serv
ices
D
ivis
ion
of B
usin
ess,
Fisc
al a
nd In
form
atio
n Sy
stem
s Pr
ofes
sion
al D
evel
opm
ent P
lan
Fisc
al Y
ear
2017
Tea
cher
Ses
sion
s
Elem
enta
ry L
earn
ing
Cen
ter T
each
ers:
Impr
ovin
g M
athe
mat
ics I
nstru
ctio
nal P
ract
ices
(Fou
r Mee
tings
per
Yea
r)
Elem
enta
ry L
earn
ing
Cen
ter P
rinci
pals
: Evi
denc
e-ba
sed
Prac
tices
in R
eadi
ng a
nd M
athe
mat
ics a
nd O
ther
Top
ics (
Thre
e M
eetin
gs p
er Y
ear)
H
igh
Inci
denc
e A
cces
sibl
e Te
chno
logy
(HIA
T): A
ssis
tive
Tech
nolo
gy in
the
Chr
ome
Bro
wse
r H
IAT:
Ass
istiv
e Te
chno
logy
Con
side
ratio
n H
IAT:
Ass
istiv
e Te
chno
logy
Impl
emen
tatio
n an
d D
ocum
enta
tion
HIA
T: A
ssis
tive
Tech
nolo
gy in
Sch
ool a
nd o
n th
e In
divi
dual
ized
Edu
catio
n Pr
ogra
m (I
EP)
HIA
T: O
ccup
atio
nal T
hera
pist
s/Ph
ysic
al T
hera
pist
s Pro
fess
iona
l Lea
rnin
g C
omm
unity
Ses
sion
s H
IAT:
Per
spec
tives
on
Prac
tice
for O
ccup
atio
nal a
nd P
hysi
cal T
hera
pist
s H
IAT:
Per
spec
tives
on
Prac
tice
Wor
ksho
ps a
nd W
ebin
ars
HIA
T: S
peec
h R
ecog
nitio
n–D
ecis
ion
Mak
ing
and
Ove
rvie
w
HIA
T: S
peec
h R
ecog
nitio
n–U
sing
Spe
ech
Rec
ogni
tion
in th
e C
lass
room
H
IAT:
Tec
hnol
ogy–
Supp
ortin
g W
riter
s with
Clic
ker S
oftw
are
HIA
T: U
nive
rsal
Des
ign
for L
earn
ing
(UD
L)–E
very
day
UD
L W
ebin
ar S
erie
s H
IAT:
UD
L–In
stru
ctio
nal L
eade
rs
HIA
T: U
DL–
Intro
duct
ion
to U
DL
Le
ad E
lem
enta
ry T
each
ers:
Add
ress
Evi
denc
e-ba
sed
Prac
tices
in R
eadi
ng a
nd M
athe
mat
ics a
nd O
ther
Top
ics (
Thre
e M
eetin
gs p
er Y
ear)
Le
arni
ng a
nd A
cade
mic
Dis
abili
ties P
rinci
pals
: Evi
denc
e-ba
sed
Prac
tices
in R
eadi
ng a
nd M
athe
mat
ics a
nd O
ther
Top
ics (
Thre
e M
eetin
gs p
er
Yea
r)
Med
ical
Ass
ista
nce:
Cer
tific
atio
n Tr
aini
ng
New
Tea
cher
Orie
ntat
ion
Non
viol
ent C
risis
Inte
rven
tion:
Initi
al a
nd R
efre
sher
Cou
rses
Pr
ekin
derg
arte
n: M
aryl
and’
s Ear
ly L
earn
ing
Ass
essm
ent
Prek
inde
rgar
ten:
The
Soc
ial a
nd E
mot
iona
l Fou
ndat
ions
of E
arly
Lea
rnin
g
Pres
choo
l Edu
catio
n Pr
ogra
m :
Und
erst
andi
ng th
e K
inde
rgar
ten
Cur
ricul
um a
nd D
evel
opin
g St
anda
rds-
base
d IE
Ps to
Pro
mot
e Sc
hool
R
eadi
ness
Sh
ift fr
om th
e Fu
ndam
enta
l Life
Ski
lls C
urric
ulum
to C
urric
ulum
2.0
for E
lem
enta
ry T
each
ers o
f Non
dipl
oma
Bou
nd S
tude
nts
Shift
from
the
Fund
amen
tal L
ife S
kills
Cur
ricul
um to
Cur
ricul
um 2
.0 fo
r Sec
onda
ry T
each
ers o
f Non
dipl
oma
Bou
nd S
tude
nts
E – 33
A
ttach
men
t F
D
epar
tmen
t of S
peci
al E
duca
tion
Serv
ices
D
ivis
ion
of B
usin
ess,
Fisc
al a
nd In
form
atio
n Sy
stem
s Pr
ofes
sion
al D
evel
opm
ent P
lan
Fisc
al Y
ear
2017
Tea
cher
Ses
sion
s
Spee
ch a
nd L
angu
age
Serv
ices
: Und
erst
andi
ng a
nd Im
plem
entin
g St
anda
rds-
base
d Te
achi
ng a
nd L
earn
ing
as a
Spe
ech
and
Lang
uage
Pa
thol
ogis
t ser
ving
Stu
dent
s with
Sig
nific
ant C
ogni
tive
Dis
abili
ties
Tran
sitio
n Se
rvic
es: T
each
ing
Self-
Adv
ocac
y Sk
ills t
o St
uden
ts in
Gra
des 8
and
9 W
orki
ng T
owar
ds A
ltern
ate
Aca
dem
ic A
chie
vem
ent
Stan
dard
s Tr
ansi
tion
Supp
ort T
each
ers:
Impr
ovin
g Se
rvic
e D
eliv
ery
to P
rom
ote
Succ
essf
ul P
osts
econ
dary
Out
com
es
Vis
ion
Serv
ices
: Tac
tile
Gra
phic
s and
Dux
bury
Tra
inin
g
Vis
ion
Serv
ices
: Und
erst
andi
ng a
nd Im
plem
enta
tion
of U
nite
d En
glis
h B
raill
e C
ode
E – 34
Atta
chm
ent G
D
epar
tmen
t of S
peci
al E
duca
tion
Serv
ices
D
ivis
ion
of B
usin
ess,
Fisc
al a
nd In
form
atio
n Sy
stem
s Pr
ofes
sion
al D
evel
opm
ent P
lan
Fi
scal
Yea
r 20
17
Pa
raed
ucat
or S
essi
ons
Nov
embe
r 20
15
Janu
ary
2016
Fa
ding
Sup
ports
and
Bui
ldin
g In
depe
nden
ce: e
lem
enta
ry
para
educ
ator
s Sh
iftin
g fr
om F
unda
men
tal L
ife S
kills
to C
urric
ulum
2.0
A
utis
m: S
uppo
rting
Aut
ism
Spe
ctru
m D
isor
der (
ASD
) in
the
spec
ial e
duca
tion
clas
sroo
m: s
econ
dary
par
aedu
cato
rs
Aut
ism
: Sup
porti
ng A
SD in
the
gene
ral e
duca
tion
clas
sroo
m:
elem
enta
ry p
arae
duca
tors
R
ole
of th
e pa
raed
ucat
or in
the
Asp
erge
r’s P
rogr
am:
Para
educ
ator
s Wor
king
in th
e A
sper
ger’
s Pro
gram
W
orki
ng w
ith S
tude
nts w
ith in
telle
ctua
l dis
abili
ties
Acc
omm
odat
ions
and
Mod
ifica
tion:
Han
ds-o
n ap
plic
atio
ns:
elem
enta
ry p
arae
duca
tors
A
ccom
mod
atio
ns a
nd M
odifi
catio
n: H
ands
-on
appl
icat
ions
se
cond
ary
para
educ
ator
s R
eadi
ng a
nd W
ritin
g Te
chno
logy
Too
ls to
Sup
port
Stru
gglin
g
Stud
ents
A
ctiv
insp
ire B
egin
ner
Act
ivin
spire
Inte
rmed
iate
A
ctiv
insp
ire A
dvan
ced
Stra
tegi
es fo
r Par
aedu
cato
rs W
orki
ng E
ffec
tivel
y w
ith S
tude
nts
with
Spe
cial
Nee
ds in
Phy
sica
l Edu
catio
n L
angu
age
Dev
elop
men
t Stra
tegi
es
Trea
tmen
t and
Edu
catio
n of
Aut
istic
and
rela
ted
Com
mun
icat
ion–
ha
ndic
appe
d C
Hild
ren
(TEA
CC
H) S
trate
gies
Pr
ekin
derg
arte
n C
urric
ulum
“B
ig D
ay p
re-K
” Pr
ekin
derg
arte
n: T
he S
ocia
l and
Em
otio
nal F
ound
atio
ns o
f Ear
ly
Lear
ning
Fadi
ng S
uppo
rts a
nd B
uild
ing
Inde
pend
ence
: ele
men
tary
pa
raed
ucat
ors
Shift
ing
from
Fun
dam
enta
l Life
Ski
lls to
Cur
ricul
um 2
.0
Aut
ism
: Sup
porti
ng A
SD in
the
spec
ial e
duca
tion
clas
sroo
m:
seco
ndar
y pa
raed
ucat
ors
Aut
ism
: Sup
porti
ng A
SD in
the
gene
ral e
duca
tion
clas
sroo
m:
elem
enta
ry p
arae
duca
tors
R
ole
of th
e Pa
raed
ucat
or in
the
Asp
erge
r’s P
rogr
am: P
arae
duca
tors
W
orki
ng in
the
Asp
erge
r’s P
rogr
am
Acc
omm
odat
ions
and
Mod
ifica
tion:
Han
ds-o
n A
pplic
atio
ns:
Elem
enta
ry P
arae
duca
tors
A
ccom
mod
atio
ns a
nd M
odifi
catio
n: H
ands
-on
App
licat
ions
Se
cond
ary
Para
educ
ator
s R
eadi
ng a
nd W
ritin
g Te
chno
logy
Too
ls to
Sup
port
Stru
gglin
g
Stud
ents
A
ctiv
insp
ire B
egin
ner
Act
ivin
spire
Inte
rmed
iate
A
ctiv
insp
ire A
dvan
ced
Stra
tegi
es fo
r par
aedu
cato
rs w
orki
ng e
ffec
tivel
y w
ith st
uden
ts w
ith
spec
ial n
eeds
in p
hysi
cal e
duca
tion
Lan
guag
e D
evel
opm
ent S
trate
gies
T
EAC
CH
Stra
tegi
es
Tran
sitio
n Se
rvic
es: T
rave
l Tra
inin
g
Para
educ
ator
Mod
ule
Trai
ning
for t
he M
ulti-
Stat
e A
ltern
ativ
e A
sses
smen
t (M
SAA
) N
onvi
olen
t Cris
is In
terv
entio
n C
risis
Pre
vent
ion
Inst
itute
: ref
resh
er
E – 35
Atta
chm
ent G
D
epar
tmen
t of S
peci
al E
duca
tion
Serv
ices
D
ivis
ion
of B
usin
ess,
Fisc
al a
nd In
form
atio
n Sy
stem
s Pr
ofes
sion
al D
evel
opm
ent P
lan
Fi
scal
Yea
r 20
17
Pa
raed
ucat
or S
essi
ons
Tran
sitio
n Se
rvic
es: D
ata
Col
lect
ion
Tran
sitio
n Se
rvic
es: J
ob C
oach
ing
Pa
raed
ucat
or M
odul
e Tr
aini
ng fo
r the
MSA
A
Non
viol
ent C
risis
Inte
rven
tion
Cris
is P
reve
ntio
n In
stitu
te: R
efre
sher
Se
cond
ary
Res
earc
h To
ols
Incl
usiv
e Pr
actic
es fo
r Stu
dent
s with
Asp
erge
rs D
isor
der
Seco
ndar
y R
esea
rch
Tool
s D
evel
opin
g Po
sitiv
e B
ehav
ior I
nter
vent
ions
for S
tude
nts w
ith
Inte
llect
ual D
isab
ilitie
s In
clus
ive
Prac
tices
for S
tude
nts w
ith A
sper
gers
Dis
orde
r
E – 36