Special Education Programs

Special education PreK 3-year-old classes are available for children with intensive and complex support needs (communication, language social skills, self-management, motor, attention to tasks, etc.) who require individualized, deliberate, and purposefully scaffolded instruction to access the early learning skills within daily routines through playful learning as determined by the IEP team. In addition, instruction is provided to address individual goals and objectives with an emphasis on developmentally appropriate child outcomes. Special Education PreK 3-year-old classes are half-day programs (a.m./p.m.) located regionally throughout the county. Transportation is provided for children with IEPs attending CCPS Special Education PreK Programs.

Special Education PreK 4-year-old classes are available for children with intensive and complex support needs (communication, language social skills, self-management, motor, attention to tasks, etc.) who require individualized, deliberate, and purposefully scaffolded instruction to access the general education curriculum, expectations, pacing, and rigor of school through playful learning as determined by the IEP team. In addition, instruction is provided to address individual goals and objectives with an emphasis on developmentally appropriate child outcomes. The Special Education PreK 4-year-old classes are designed for children who require a highly structured program emphasizing routine, clarity, and consistency utilizing a variety of approaches and methodologies to increase student independence.  Special Education PreK 4-year-old classes are located regionally throughout the county. Transportation is provided for children with IEPs attending CCPS Special Education PreK Programs.

Primary Special Education Regional classes are available for students with intensive and complex support needs (communication, language social skills, self-management, motor, attention to tasks, etc.) who require individualized, deliberate, and purposefully scaffolded instruction to access the general education curriculum, expectations, pacing, and rigor of school through playful learning as determined by the IEP team. In addition, instruction is provided to address individual goals and objectives with an emphasis on developmentally appropriate child outcomes. The Primary Special Education Regional classes are designed for students who require a highly structured program emphasizing routine, clarity, and consistency using various approaches and methods to increase student independence. Primary Special Education Regional classes are located regionally throughout the county and are intended to support students in kindergarten and first grade. Students in Primary Special Education Regional classes participate with non-disabled peers during related arts, recess, lunch, and centers, as well as during other instructional times as appropriate. Transportation is provided for students with IEPs attending CCPS Primary Special Education Regional Programs.

Intensive Structured Learning Environment (ISLE) classes support students with complex support needs (e.g., significant cognitive disability, communication, self-management / self-determination, social-emotional/behavioral, and sensory) in a highly structured environment emphasizing routine, clarity, and consistency, the availability of a low student to teacher ratio, and individualized instruction, as needed. Instruction in the ISLE program is provided through an alternate education framework that focuses on grade-level academic content instruction using alternate academic achievement standards with the integration of pivotal functional skills such as communication, self-determination, and vocational and independent living skills. All students will receive instruction in the general education environment as they learn to generalize skills in less restrictive environments. As students access the general education curriculum through alternate standards, expectations are at a reduced scope or level of complexity. Therefore, with continued participation in the ISLE program, students will not be provided with the instruction necessary to meet the requirements for a high school diploma and instead will be working towards the achievement of a certificate of program completion at the age of 21. Transportation is provided for students with IEPs attending CCPS Intensive Structured Learning Environment Regional Programs.

Elementary and Middle School SLE

The Structured Learning Environment (SLE) is a multi-grade, self-contained classroom setting designed for students who have demonstrated significant and pervasive difficulties in language, executive functioning, and social skills. These students have typically not responded to less frequent or less intensive intervention support provided in less restrictive settings. In the SLE setting, students are provided integrated instruction with a strong emphasis on language, including the social use of language. In addition to the general academic curriculum instruction, the SLE program strives to provide a consistent and predictable environment for students throughout the school day by implementing individualized scheduling and work tasks, visual supports for instruction, strategies for organization and clarity, and both direct and embedded instruction in the area of social skills. There are currently programs at the elementary and middle school levels. Transportation is provided for students with IEPs attending CCPS Structured Learning Environment Regional Programs.

High School SLE

The Structured Learning Environment (SLE) program at the high school level has been restructured to provide differentiated learning support for students who have significant and pervasive difficulties with executive functioning, social communication, and social interaction skills. To help these students acquire skills necessary to become college or career ready upon graduation, their instructional program will be differentiated to embed the teaching of independent living, social-emotional, and vocational skills throughout the instructional day. Instruction for all graduation-required courses will be provided primarily by dedicated content teachers with individualized and differentiated support from the SLE teacher and/or instructional assistant. Specific instruction in social skills, independent living, and vocational skills will be provided through dedicated courses taught by the SLE staff. IEP teams will proactively consider the years needed for each student’s graduation plan (most likely extending to 5 or 6 years) based on the student’s individual needs. The amount of time needed for the graduation plan must be individualized to include considerations of the time needed to provide the student with the necessary specific and differentiated instruction in the above-mentioned areas, in addition to what is needed to meet graduation requirements. The SLE teacher will provide intensive case management, which will include ongoing consultation and planning with the student, the student’s teachers and related service providers, and parents to ensure continuous and effective instructional programming throughout the student’s time in high school. There are currently programs at two high schools. Transportation is provided for students with IEPs attending CCPS Structured Learning Environment Regional Programs.

The Behavior Development Program (BDP) is designed to provide support to students with behavior and/or social/emotional deficits that negatively impact their academic performance and overall ability to function in the general education classroom or school setting. IEP goals and objectives generally address social, emotional, safety, and/or academic skills. Students may be provided regular access to individual and/or group counseling by a school psychologist and a data-driven behavior intervention plan. The ultimate goal of the program is to provide an environment in which students can develop the social/emotional/behavioral skills necessary to succeed in the educational mainstream and society in general. Transportation is provided for students with IEPs attending CCPS Behavior Development Regional Programs.

The Learning for Independence (LFI) Program offers a continuation of specially designed instruction for students with significant cognitive disabilities aged 18-21 who have completed four years of high school, have completed all required high school assessments (e.g., High School Alternate Assessment based on Alternate Academic Achievement Standards), and require additional instruction in the pivotal instructional areas of communicative competence, self-determination, independent living skills, job skill training, and community-based-instruction to provide a successful transition from public secondary education to adult life (e.g., employment, post-secondary education, post-secondary training). Students will be exiting with a Maryland Certificate of Program Completion. Transportation is provided for students with IEPs attending CCPS Learning for Independence Regional Program.