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

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0.5

SP/T

S 0.

3 O

T/PT

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1.

0 Tc

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S 0.

3 SP

/TS

0.6

OT/

PT/T

S

1.0

Tchr

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0.2

SP/T

S 0.

2 O

T/PT

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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

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ourth

birt

hday

und

er th

e Ex

tend

ed I

ndiv

idua

l Fam

ily S

ervi

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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

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stru

ctio

n, p

hysi

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ccup

atio

nal t

hera

py, a

nd sp

eech

-la

ngua

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ervi

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Bas

ed o

n th

e ph

iloso

phy

that

a p

aren

t can

be

a ch

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mos

t effe

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e te

ache

r, pa

rent

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volv

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coa

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re m

ajor

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pone

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gram

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Hom

e-ba

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24

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87.

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Sch

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612

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119.

376

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275

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Inte

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Inte

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Pro

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166

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346

64.0

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6

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016

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get

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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

).

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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

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dem

ic In

terv

entio

ns: F

luen

cy a

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utom

atic

ity th

roug

h Sy

stem

atic

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chin

g an

d Te

chno

logy

(FA

STT)

Mat

hem

atic

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men

tary

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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

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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

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stitu

te: R

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earc

h To

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usiv

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actic

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nter

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Prac

tices

for S

tude

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ith A

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gers

Dis

orde

r

E – 36