FISCAL YEAR 2020 SPECIAL EDUCATION STAFFING PLAN

Table of Contents

Pages

Fiscal Year 2020 Special Education Staffing Plan

1 – 14

Fiscal Year 2020 MCPS Special Education and Related Services Budget Guidelines

Attachment A

Fiscal Year 2020 Projected Special Education Enrollment, Services, and Positions

Attachment B

Fiscal Year 2018–2020 Special Education Improvement and Priorities Based on Staff and Community Member Input

Attachment C

Fiscal Year 2020 MCPS Special Education Staffing Plan and Operating Budget Timeline

Attachment D

Fiscal Year 2020 Special Education Staffing Plan Committee

Attachment E

Fiscal Year 2020 Professional Development Plan—Teacher Sessions

Attachment F

Fiscal Year 2020 Professional Development Plan—Paraeducator Sessions

Attachment G

1

FISCAL YEAR 2020 SPECIAL EDUCATION STAFFING PLAN Montgomery County Public Schools

December 2018

Overview The responsibility of the Office of Special Education (OSE) 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 Learning Outcomes (ALOs) aligned

with the curriculum; based on articulated curriculum targets aligned with the Maryland College and

Career-Ready Standards (MCCRS) or ALO, 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 Staffing 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; and 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) 2020 Special Education Staffing Plan provides evidence of public input, professional development, special education service descriptions (Attachment A), special education enrollment,

2

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 2020 (Attachment C). OSE 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 2020 Staffing Plan Committee focused on critical areas of special education programming. Those items that were not included in the FY 2019 MCPS Program Budget were considered by the committee, special education program staff members, the Department of Facilities Management (DFM), and Budget and Planning staff members during the FY 2020 budget process that started in June 2018. (Attachment D) As stated in the MCPS Strategic Plan, our core purpose is to prepare ALL students to thrive in their future. 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 (IDEA 2004) and the Every Student Succeeds Act (ESSA). Board Policy IOB, Education of Students with Disabilities, further affirms the commitment of the school system to ensure the provision of FAPE. MCPS collaborates and coordinates within the system and with agencies outside MCPS to ensure services are provided to special education students in accordance with the student’s IEP. This includes, but is not limited to, behavioral, mental health, and counselor support. It also includes transition goals with work-related goals being met within the community. IDEA mandates that “to the maximum extent appropriate” students with disabilities shall be “educated with children who are not disabled.” Moreover, assignment to “special classes, separate schooling, or other removal of students with disabilities from the general education environment” should occur “only when the nature or severity of the disability of a child is such that education in general 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 student with disabilities is “educated in the school he or she would attend if nondisabled” unless the IEP requires some other arrangement. MCPS uses Results Driven Accountability (RDA) meetings to evaluate our system’s performance in alignment with the federal and state RDA measures. The outcome of this process drives our general supervision responsibilities for internal monitoring, targeted professional learning opportunities (PLOs) for schools, and ultimately our strategic plan, which drives student success. ESSA holds schools accountable for improved educational outcomes for all students. ESSA specifically mandates testing and disaggregation of test results to show progress for students with disabilities and other identified student subgroups. Principal Advisory Committee meetings and Professional Learning Community (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,

3

concerns, and staffing considerations. Any staffing concerns raised during these meetings are explored for potential solutions. A project team may be formed with key stakeholders. 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 allow for staffing changes and enhancements. During the 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 Maryland Online Individualized Education Program (MOIEP) and classroom observations. MSDE mandates, due process hearing decisions, and input from staff and community members are used to determine the effectiveness of the current MCPS Special Education Staffing Plan and to make recommendations for the next fiscal year’s staffing plan. MCPS holds all staff members accountable for student outcomes. 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 and provides balance between student needs, teacher responsibilities, and the educational settings in which services will be provided. MCPS Budget Review and Adoption Process On December 18, 2018, the superintendent of schools will present his Recommended FY 2020 Operating Budget to the members of the Board and the community. The budget reflects input from a variety of public and private stakeholders, including input provided from the FY 2020 Special Education Staffing Plan Committee. Two public FY 2020 budget hearings will be held on January 9 and January 14, 2019. The Board operating budget work sessions will be held on January 17 and January 24, 2019. The Board is scheduled to approve the Superintendent’s Recommended FY 2020 Operating Budget on February 12, 2019. The Board’s recommended budget will be sent to each principal, Parent Teacher Association president, and public library after March 1, 2019, which is when the law requires that it be submitted to the Montgomery County Executive and the County Council. The Montgomery County Executive will make his recommendations for the MCPS budget on March 15, 2019, and the County Council will hold public hearings on all local government budgets in April 2019. The County Council’s Education Committee will hold work sessions on the Board’s recommended budget in April 2019, and the full County Council will review the school system budget in May 2019. 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 will approve the county budget on May 23, 2019. After the County Council has completed its appropriation action, the Board will adopt the final approved budget for FY 2020 on June 11, 2019. A timeline of budget actions can be found in Attachment D.

4

Public Input Mrs. Julie S. Hall, director, DBFIS, invited members of the community, DSES/DBFIS staff members, the Special Education Advisory Committee, and other stakeholders to participate on the FY 2020 Special Education Staffing Plan Committee. The committee met on June 6, 2018, to review the FY 2019 Special Education Staffing Plan, receive information regarding the FY 2019 MCPS budget and public input, and to make recommendations for priorities to be considered for inclusion in the FY 2020 budget (see Attachment E for a list of committee members). During the June meeting, the committee received an overview of the elements of a staffing plan, considered how the process of developing a staffing plan aligned with the new MCPS budget process, reviewed the FY 2019 Special Education Staffing Plan Committee recommendations, and the final FY 2019 special education budget allocations. Additionally, the Special Education Staffing Plan Committee was asked to participate as a focus group. The committee was asked to consider current resources and the use of those resources to support students with disabilities by providing 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. We want students to be served effectively in the least-restrictive environment (LRE). Current State Indicators 5A, 5B, 6A, and 6B demonstrate we are moving in the wrong direction. We need to move the needle to increase the number of students being served in the LRE. What is currently in place that provides for effective allocation and use of the resources? What upgrades or changes can be developed to improve the allocation and use of these

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. State Indicator 4A discipline data shows there is more work to be done to reduce suspensions for students with disabilities. What is currently in place that provides for effective allocation and use of the resources? What upgrades or changes can be developed to improve the allocation and use of these

resources? 3. System priorities, staff responsibility, and student needs and expectations are aligned 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?

The committee selected the following top priorities from the input of the group— Continue with social emotional supports and add to current supports available. Leverage

community partnerships to support students in the Social Emotional Special Education Services (SESES) with transition activities.

Transition the remaining Learning and Academic Disabilities (LAD) and Resource schools to the Home School Model (HSM).

Provide professional learning for all staff members (including front office) to help students with emotional regulation supports and techniques and de-escalation strategies.

5

During the process of budget development, the committee’s recommendations were considered as strategic program enhancements and incorporated into professional learning plans as priorities emerged based on student outcomes. How the recommendations were implemented was dependent on the types of priorities generated by the committee. Several initiatives were considered for the development of the FY 2020 budget, but due to fiscal restraints, initiatives were not able to be included. Funding to address professional learning goals is provided through MSDE grant funds. On December 18, 2018, the committee will receive an update on the FY 2020 budget process and a review of the special education budget that is included in the Superintendent’s FY 2020 Recommended Operating Budget. The FY 2020 Special Education Staffing Plan is available on the MCPS website. 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. Input received from the FY 2020 Special Education Staffing Plan Committee was considered during the ongoing budget planning process and the development of the FY 2020 Special Education Staffing Plan. In addition, oral and written testimonies received through the Board’s budget hearings will be considered as final changes are made to the Superintendent’s FY 2020 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 the Office of Curriculum and Instructional Programs (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 PLOs for all school personnel responsible for IEP implementation including general educators, school counselors, psychologists, pupil personnel workers, administrators, and paraeducators. Professional learning activities are aligned with the other system initiatives that focus on the provision of special education services within home or consortia schools. OSE, OCIP, and the Office of School Support and Improvement (OSSI) continue to collaborate to ensure that students with disabilities gain access to the general education curriculum at all school levels. General and special education teachers participate in PLOs based on best practices associated with Universal Design for Learning (UDL), collaborative planning, differentiated instruction, and the use of technology. Furthermore, professional learning is provided to support the instruction of students with Autism Spectrum Disorders (ASD) in the LRE and understanding language acquisition for

6

students who are second language speakers of English. As technology supports have evolved for our students with vision, hearing, and communication challenges, training is provided to enhance the support for this group of students. Staff members will have multiple opportunities during the 2019–2020 school year to build their capacity with a focus on building the skills students need to access the curriculum. To support further skill development, professional learning also will be provided in the areas needed to support prekindergarten (pre-K) services and transition services. First-year teacher training is offered annually, and there are monthly secondary resource teacher in special education (RTSE) meetings with ongoing opportunities for professional support, communication, and learning. A comprehensive list of the professional development plan is available (Attachments F and G). At the elementary level, in the 2013–2014 school year, professional learning continued to focus on Curriculum 2.0, which is aligned with MCCRS and embeds UDL practices. A digital curriculum ensures that all students, including students with disabilities, can access general education instruction. The focus in the 2015–2016 school year was on addressing evidence-based practices in reading and mathematics to ensure student access and success with Curriculum 2.0. Professional learning on UDL principles was provided in a variety of formats including webinars, workshops, PLCs, and continuing professional development courses for graduate credits. A variety of UDL teacher self-reflection tools and instructional “look-fors” provided school staff members with a breakdown of practices to measure progress toward full UDL implementation in the classroom. In FY 2018, there were continued efforts to support professional learning on UDL, HSM, and the curriculum. Academic interventions, standards-based instruction and evidence-based practices, and High Incidence Accessible Technology will be just some of the PLOs that will be provided during the 2018–2019 school year. During the 2019-2020 school year, PLOs will be provided on best teaching practices, technology, differentiation, and academic interventions. Central services staff members will work collaboratively with various offices to develop and present PLOs and to provide ongoing support, technical assistance, and consultation to special education and general education service providers for students from pre-K through school age as follows: MCPS will implement this interdepartmental collaboration in an effort to provide all educators

with the knowledge and skills needed to deliver a highly effective instructional program and to provide all students with an equitable and supportive learning environment.

Central office staff members will work closely with the Division of Title I and Early Childhood Programs and Services (DTECPS) and OCIP to provide professional learning on Maryland’s Early Childhood Comprehensive Assessment System, including the Kindergarten (K) Readiness Assessment, Early Learning Assessment, MCPS pre-K curriculum, collaboration, coteaching strategies, and social emotional foundations of early learning.

Central office staff members will provide: o professional learning sessions and support for identifying the needs and the differentiation

of instruction for twice-exceptional students. o 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 Centers (LC), SESES, Learning For Independence (LFI) classrooms, and in HSM schools.

7

o professional learning on instructional practices and strategies to ensure student access to the curriculum and increase the performance of students with disabilities on assessments to narrow the achievement gap with their nondisabled peers.

o ongoing positive behavioral management training through the Crisis Prevention Institute (CPI).

Central office staff member provided professional learning on Zones of Regulation to all elementary teachers, paraeducators, social workers, psychologists, and behavior support teachers. Next steps will be to deliver this PLO to middle school Bridge Program and SESES staff members, followed by special education RTSEs.

Central office staff will focus on: o professional learning in UDL and differentiation strategies for Career and Technology

Education teachers. This will enable teachers to better serve the needs of students with disabilities as they transition to post-secondary outcomes.

o a special education skill-building workshop on progress monitoring. Special education students may be served by the general education teacher or a coteaching team (a general education teacher and a special education teacher) in the inclusive-school environment. The general education teacher, 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 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 and time for parent/guardian meetings and communication 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 for coteaching teams whenever possible. The majority of students with IEPs are served with their peers in the general education classroom. Students are served not only by general educators, but by school counselors and administrators as well. To ensure the provision of FAPE for all students in FY 2019, 11,663.739 Full-time equivalent (FTE) positions were budgeted for general education teachers, 505.500 FTE positions were budgeted for counselors, and 528.500 FTE positions were budgeted for building administrators to ensure the support of all students. The provision of staffing will be maintained in FY 2020 and adjusted in accordance with changes in the student population. 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 40 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

8

established standards are met, and hold schools and local school systems accountable for student performance. During 2017–2018, 67.16 percent of students with disabilities were served in the general education environment, LRE A, and 13.85 percent of students with disabilities were served in LRE C. MCPS did not meet the increased MSDE target of 70.40 percent of students with disabilities served in LRE A, nor the decreased MSDE target of 11.26 percent for students with disabilities served in LRE C. The MSDE monitoring priority area is to provide FAPE in the LRE. Measurable and rigorous targets are established. The MCPS LRE performance data and MSDE targets from October 2014 through October 2017 are indicated in the chart below.

Percentage of MCPS Students with Disabilities by LRE

Inclusion Indicator

School Year

2014–2015

School Year

2015–2016

School Year

2016–17

School Year

2017–18

MCPS LRE A 66.85% 66.31% 67.10% 67.16%

MSDE Target for LRE A 68.90% 69.40% 69.90% 70.40%

MCPS LRE C 12.85% 13.38% 13.78% 13.85%

MSDE Target for LRE C 12.76% 12.26% 11.76% 11.26% Changes that have occurred to increase opportunities for students with disabilities to be educated with their typical peers in the LRE have included the restructuring of the secondary resource classroom and the transition of elementary schools to the HSM program. Historically, the resource program exclusively served students with disabilities in a self-contained classroom. The resource program now serves general education students, students with disabilities, and students with 504 plans. This redefined composition of students reclassifies the environment from a self-contained special education class to a general education setting designed to provide small group instruction. The resource program serves a diverse group of students, providing opportunities for improving organizational skills, previewing content, and reviewing lessons. Special and general education teachers have the opportunity to reteach and reassess in the core content areas. With the monitoring and data collection on LRE targets and student performance, critical staffing data and staffing program changes are used to evaluate the effectiveness of our staffing plan. Critical staffing is allocated as additional staffing over the program-staffing ratio. Critical staffing paraeducators support individual students, in the inclusive setting, or individualized LRE setting and are allocated based on student need as indicated by the IEP. The role of this staffing is to provide the high level of support needed for student learning in the LRE. As more students with greater learning challenges access instruction in the LRE setting, the use of critical staffing paraeducators has increased to support the academic progress and learning

9

behaviors of identified students. From FY 2012 through FY 2018, there has been almost a 50 percent increase in the allocation of critical staffing. This ongoing increase in critical staffing responds to the need for additional adult support for some students to access learning in the general education classroom. In FY 2019, we continue to maintain a high level of accuracy in staffing projections. 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 central office special education staff members in the budget development process. The data collected on staffing changes after the initial allocation has been steadily improving and were reflected in FY 2018 in an overall 2.8 percent decrease in the number of staffing changes as compared to FY 2017. In FY 2019, these successful staffing processes will continue to be implemented and monitored. OSE oversees the process of staffing allocations, changes, and budget. The staffing plan is reevaluated annually in June after receiving input from the Special Education 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. Whenever possible, reassignment of the staff member is to a similar classroom. It is not the practice of MCPS to move students to accommodate for staffing concerns. In the spring of FY 2018, MCPS hired an outside consultant to begin the process of examining the current staffing models and formulas and to conduct school visits. The consultant will provide additional data to the current staffing monitoring measures when the process concludes. During FY 2019, the consultant will be specifically focused on the special education Preschool Education Program (PEP). The outcomes of the consultant’s evaluation, when available, will be considered along with internal data monitoring, with documentation of staffing changes, feedback from staff members, and the Special Education Staffing Plan Committee members. In FY 2020, we will continue to monitor our staffing plan. We are consistently making upgrades to monitoring methods to provide for the most accurate and timely data. MCPS has moved to a single-data system platform using Performance Matters. We have flagged key identifiers as special education program codes. Supervisors and schools are able to analyze special education programs as they relate to our system’s accountability system—Evidence of Learning Outcomes. Student data is another measure that is considered in the ongoing review of our staffing models and understanding the patterns of staffing needs in supporting students. Data obtained from critical staffing patterns also provides valuable insight into the staffing needs of supporting students in the LRE. It is through these review processes that OSE ensures the staffing models are aligned with the MCPS strategic priorities and the needs of our students receiving special education services. MCPS uses multiple tools to refine and upgrade how staffing is implemented to improve student outcomes. Evaluation of staffing is an ongoing focus as there is a direct correlation between appropriate student support for access to LRE, high-level instruction, and student performance. Staffing is dispersed throughout the school year to meet changes in enrollment and to provide additional support as needed through the allocation of building staffing and critical staffing support. Staffing changes also are made after careful consideration has been given by the staffing team as a result of building administrator requests. These staffing requests and changes are usually

10

the result of changes in student enrollment or to meet specific needs of students and programs. There were 142 changes in FY 2018 and 136 changes in FY 2017 of permanent building staffing to address administrative requests. FY 2019 is currently being monitored for staffing changes. Special Education Facilities and Staffing Patterns According to the October 2017 Maryland Special Education Census Data, 19,320 MCPS students, ages 3 to 21, received special education services. This number includes students receiving the Extended Individualized Family Services Plan Option. Of those students, 370 received services in a public separate special education day school, and 567 students received services in a nonpublic special education 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 available in all elementary schools and at all secondary levels. In contrast, highly specialized programs for students who are Deaf/Hard of Hearing (D/HOH) are provided on a countywide basis in centralized locations. However, many D/HOH students can be served in their home school. A benefit of being such a large school system is the ability to serve students with special needs in multiple environments and in diverse discrete programs designed to focus on the students’ strengths while meeting individual needs. The Hours-based Staffing (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 is implemented in HSM and HBS but does not incorporate staffing for discrete program services such as LAD, School Community-based (SCB), LFI, Autism, and SESES. Since the implementation of the elementary HSM, the number of elementary schools providing this staffing model has increased. Prior to FY 2017, there were 68 elementary schools offering HSM services. In FY 2017, 20 additional elementary schools were identified as HSM and provided with a series of professional learning activities designed to build the capacity of staff members to instruct students with more complex disabilities. In FY 2018, 27 Resource Only schools transitioned to HSM services and were provided with professional learning to support high-level instruction for diverse learners. In FY 2019, two additional elementary schools transitioned to HSM and one new elementary school opened as HSM. In FY 2020, two more schools will transition to HSM and another new elementary school will open as a HSM. The purpose of this initiative is to provide increased access for students to special education services and inclusive opportunities within their neighborhood school. Data indicates that continuing our efforts to increase the number of elementary schools with the HBS model benefits students. The HBS model implemented in all MCPS middle schools 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,

11

cotaught classes, and self-contained classes in their home or consortia schools without having to be placed into more restrictive centralized services. Trends related to the identification, evaluation, and placement of students with disabilities have contributed significantly to decisions regarding the location of a variety of programs and services. The goal of OSE is to increase the percentage of students receiving special education services in their home school, or cluster. The following special education services are available in MCPS: Special education services are offered in all comprehensive schools, K–Grade 12. Starting in

FY 2020, 121 elementary schools will 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 used in middle schools and provides 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 selected comprehensive middle and high school buildings. Students served by this model have a diagnosis of an ASD. 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 academic classes in the general education environment with accommodations and modifications.

Instruction to students with Autism at Darnestown Elementary LC continues to be provided in alignment with evidence-based practices that have proved to be highly effective for students with Autism.

Special education services are cluster-based for students in need of an elementary LC, LFI, or SCB class.

Special education services are available regionally for students with disabilities through the PEP, pre-K language classes, and classes for students with ASD, the Extensions Program, cluster-based SESES for students in K–Grade 12, Gifted and Talented/Learning Disabled Services, and the Longview and Stephen Knolls schools.

Countywide special education services models are available for students in the following areas: D/HOH Program, pre-K Vision Services, Physical Disabilities classes, the Augmentative and Alternative Communication classes, the Carl Sandburg Learning Center, the John L. Gildner Regional Institute for Children and Adolescents, and the Rock Terrace School.

At Magruder High School, a specially designed SESES cluster model continues to address the instructional and mental health needs of students with emotional disabilities. In FY 2019, all SESES services for elementary and middle schools were staffed based on a teacher station model. This upgrade resulted from the research and work of a project team charged with investigating the effectiveness of the current SESES model.

Extensions services, originally only provided at the middle and high school levels, expanded in FY 2016 to one elementary school. In FY 2018, the program expanded to an additional elementary site and in FY 2019, another class was added at the Rock Terrace School. This will increase the services provided for students with Autism and complex emotional and behavioral needs.

12

Special education classes and program locations are identified in the MCPS Superintendent’s Recommended FY 2020 Capital Budget and The Amendments to the FY 2019–2024 Capital Improvement Program 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 (DPSPRS) and DTECPS continue to collaborate to provide services for students with disabilities in regular early childhood settings, and to colocate general and special education pre-K classes. 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. The collaborative teaching model is located in some MCPS elementary schools, and more work is being done to seek additional inclusive opportunities for pre-K students. The focus is on developing new models and expanding existing models of pre-K special education services while growing community partnerships to capitalize on inclusive opportunities. In FY 2019, MCPS opened the MacDonald Knolls Early Childhood Center, introducing a pre-K version of HSM which provides special education pre-K services to students with disabilities in full-day general education classes. A pre-K version of HSM also was introduced at one elementary school. An early childhood special education teacher will be the primary provider for services, coteaching in the general education classroom and providing services outside of the regular early childhood setting only as deemed necessary by an IEP team. General educators and paraeducators also may provide specialized instruction. In addition, to serve increased numbers of pre-K students with disabilities in classes with nondisabled peers, 4-year-old students without disabilities who do not meet income eligibility for Head Start or Pre-K programs are invited to attend special education classes in elementary schools and learn prekindergarten curriculum alongside students with IEPs. Additionally, 3-year-old nondisabled, income-eligible students unable to secure a space in limited 3-year-old Head Start classes are invited to attend special education classes as nondisabled peers. Increasing access to high quality, rigorous instruction in the general education curriculum with nondisabled peers leads to enhanced early childhood outcomes.

Ongoing Review and Adjustments to Staffing The process of allocating staff members for the following school year begins with reviews of student enrollment as reported in the MOIEP 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 of pre-K, Grade 5, and Grade 8 students who will articulate to elementary, middle, and high schools the following year. This process enables central office special education staff members 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 of staffing, and student articulation information, preliminary staffing allocations are made in conjunction with the OSSI area associate superintendents in early spring. Reports from MOIEP are used to confirm services recommended for the coming year. Central office special education staff members review the MOIEP data system, visit schools, and consult

13

with service providers, program staff members, and OSSI associate superintendents and directors 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 central office special education staff members consult with school staff members and OSSI directors of learning, achievement, and administration (DLAAs) to ensure that current staff members are being utilized effectively to address students’ services on IEPs. As appropriate, requests for additional staffing are sent to central services special education leadership. When necessary, recommendations for staffing changes may be submitted and are reviewed by the DLAAs of OSSI and DSES/DBFIS with the OSE associate superintendent. Every effort is made to allocate staffing to meet anticipated needs for the upcoming school year. Invariably, some programs may be overenrolled and others may be under enrolled when the school year begins. In addition, staffing issues arise throughout the year due to many factors, including student mobility, changing needs, student change of program placement, and individual class makeup. Another factor that could affect staffing is the result of a due-process decision that requires additional support. There were no permanent building staffing changes resulting from due-process hearing decisions in FY 2018. If concerns arise, staff members or parents/guardians may make requests for additional staffing or for a staffing review. Principals submit requests for additional staffing through the defined process. The central office staff member assigned to the program or cluster completes a staffing request form in collaboration with the school administrator. In FY 2018, 55 schools requested additional permanent staffing. The special education staffing review team, composed of the DLAAs of OSSI and DSES/DBFIS directors, central office special education staff members, and the associate superintendent of OSE, reviews all requests to determine the appropriate recommendations. The Office of Human Resources and Development uses vacancy reports to monitor staffing needs and continuously works to hire qualified staff members. 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 advanced time to plan for coverage using substitute personnel, temporary part-time staff members, contract providers, or redistribution of existing staff members. Parents/guardians 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. Maintenance of Effort Each year, to receive 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).

14

The following table shows the MOE for special education from FY 2017 to FY 2020, including transportation and fixed charges.

*Local excludes expenditures for Infants and Toddlers

A B C D E Funding Source

FY 2017 Actual

FY 2018 Actual

FY 2019 Approved

Budget

FY 2020 Requested

Budget

State

$54,843,667

$56,249,716

$58,955,879

$59,392,621

*Local

$216,675,771

$225,745,101

$238,042,952

$244,010,366

Transportation

$66,577,593

$69,238,740

$71,903,150

$72,134,767Fixed Charges/

Benefits

$71,800,824

$82,088,155

$85,918,048

$81,198,678

TOTAL $409,897,855

$433,321,712

$454,820,029 $456,736,432

FY

202

0 M

CP

S S

pec

ial E

du

cati

on a

nd

Rel

ated

Ser

vice

s B

ud

get

Gu

idel

ines

Att

achm

ent A

The

num

ber

and

type

of

staf

f m

embe

rs i

ncor

pora

ted

into

the

Mon

tgom

ery

Cou

nty

Publ

ic S

choo

ls (

MC

PS)

spec

ial

educ

atio

n bu

dget

mee

ts t

he d

iver

se n

eeds

of

stud

ents

w

ith d

isab

ilitie

s.

The

allo

catio

n of

spe

cial

edu

catio

n st

affi

ng b

egin

s w

ith a

pro

ject

ion

of t

he n

umbe

r of

stu

dent

s an

d se

rvic

es f

or t

he c

omin

g fi

scal

yea

r.

Eac

h ye

ar, s

taff

m

embe

rs f

rom

the

Dep

artm

ent

of F

acil

itie

s M

anag

emen

t, th

e D

epar

tmen

t of

Spe

cial

Edu

catio

n S

ervi

ces,

and

the

Div

isio

n of

Bus

ines

s, F

isca

l an

d In

form

atio

n S

yste

ms

prep

are

an e

stim

ate

of th

e nu

mbe

r of

stu

dent

s ne

edin

g se

rvic

es.

The

enr

ollm

ent p

roje

ctio

ns s

erve

as

a ba

se to

det

erm

ine

the

num

ber

and

type

of

staf

f m

embe

rs r

equi

red

to

prov

ide

adeq

uate

sta

ffin

g.

The

loc

atio

n an

d di

stri

butio

n of

the

var

ious

spe

cial

edu

catio

n se

rvic

es t

hrou

ghou

t th

e co

unty

aff

ect

the

num

ber

and

type

of

staf

f m

embe

rs n

eede

d to

pro

vide

a F

ree

App

ropr

iate

Pub

lic E

duca

tion.

Som

etim

es it

is n

eces

sary

to o

pen

a ne

w s

peci

al e

duca

tion

cla

ssro

om, o

r si

te, i

n a

part

icul

ar lo

catio

n to

lim

it th

e ti

me

stud

ents

spe

nd b

eing

tr

ansp

orte

d, th

ereb

y al

low

ing

them

to a

ttend

sch

ool i

n th

eir

hom

e cl

uste

r. C

onse

quen

tly, t

he lo

catio

n of

spe

cial

edu

catio

n cl

assr

oom

s an

d se

rvic

es a

nd m

odel

s m

ay r

equi

re

addi

tiona

l sta

ffin

g.

Enr

ollm

ent;

clas

s si

ze g

uide

lines

; dis

trib

utio

n of

cla

sses

; nat

ure

of t

he d

isab

ility

; sp

ecif

ic d

isab

ility

ser

vice

mod

els;

tim

e re

quir

emen

ts f

or s

taff

mem

bers

to

fulf

ill i

ndir

ect

serv

ice

resp

onsi

bilit

ies

such

as

plan

ning

, ca

se m

anag

emen

t, pa

rtic

ipat

ion

in m

eetin

gs,

com

plet

ing

asse

ssm

ents

; an

d le

gal

cons

ider

atio

ns a

re r

evie

wed

and

bal

ance

d to

de

term

ine

the

num

ber

and

type

of

staf

f m

embe

rs r

equi

red.

T

he F

Y 2

020

Spec

ial

Edu

catio

n St

affin

g P

lan

inco

rpor

ates

the

Spe

cial

Edu

cati

on S

taff

ing

Pla

n C

omm

itte

e’s

inpu

t re

gard

ing

spec

ial

educ

atio

n st

affi

ng i

mpr

ovem

ents

and

pri

oriti

es.

Bel

ow i

s in

form

atio

n ab

out

the

vari

ous

spec

ial

educ

atio

n in

stru

ctio

nal

serv

ice

mod

els

and

the

guid

elin

es u

sed

for

dete

rmin

ing

the

num

ber

and

type

of

spec

ific

sta

ffin

g re

quir

ed.

*

Tea

cher

=T

chr

Spe

ech

Pat

holo

gist

=S

P

O

ccup

atio

nal T

hera

pist

/Phy

sica

l The

rapi

st=

OT

/PT

Tea

chin

g S

tati

on=

TS

S

ervi

ce D

escr

ipti

on

Ser

vice

s

In

stru

ctio

nal

Mod

els

Pro

fess

ion

al S

taff

P

arae

du

cato

rs

Res

ourc

e Se

rvic

es

Res

ourc

e ro

om s

ervi

ces

are

avai

labl

e in

all

MC

PS

sch

ools

. S

econ

dary

res

ourc

e se

rvic

es p

rovi

de s

tude

nts

wit

h di

sabi

litie

s, g

ener

al e

duca

tion

stu

dent

s, a

nd s

tude

nts

wit

h 50

4 P

lans

wit

h th

e su

ppor

t th

ey n

eed

to b

e ac

adem

ical

ly s

ucce

ssfu

l in

the

ge

nera

l ed

ucat

ion

envi

ronm

ent.

Res

ourc

e te

ache

rs p

rovi

de a

n ar

ray

of s

ervi

ces

to

stud

ents

wit

h di

sabi

litie

s in

clud

ing

stra

tegy

-bas

ed i

nstr

ucti

on;

dire

ct i

nstr

uctio

n al

igne

d w

ith th

e M

aryl

and

Col

lege

and

Car

eer-

Rea

dy S

tand

ards

in r

eadi

ng/l

angu

age

arts

, wri

ting

, mat

hem

atic

s, a

nd o

rgan

izat

iona

l ski

lls

in p

repa

rati

on fo

r the

Par

tner

ship

fo

r A

sses

smen

t of

Rea

dine

ss f

or C

olle

ge a

nd C

aree

rs.

Mos

t el

emen

tary

and

all

mid

dle

scho

ols

are

staf

fed

wit

h an

hou

rs-b

ased

sta

ffin

g m

odel

and

incl

ude

the

reso

urce

teac

her

in th

e sp

ecia

l edu

cati

on s

taff

ing

allo

cati

on.

Ava

ilab

le in

all

scho

ols

Ele

men

tary

Sch

ools

B

ased

on

sc

hool

en

roll

men

t, sc

hool

s w

ith

Lea

rnin

g an

d A

cade

mic

D

isab

iliti

es

(LA

D)

clas

ses

proj

ecte

d to

ha

ve

an

enro

llm

ent

of f

ewer

tha

n 59

1 st

uden

ts

rece

ive

1.0

reso

urce

ro

om

teac

hers

.

Sch

ools

pr

ojec

ted

to h

ave

an e

nrol

lmen

t gr

eate

r th

an 5

91 s

tude

nts

but

few

er th

an 7

40 s

tude

nts

rece

ive

1.5

reso

urce

ro

om

teac

hers

. S

choo

ls

proj

ecte

d to

ha

ve

an

enro

llm

ent

grea

ter

than

74

0 st

uden

ts

rece

ive

2.0

reso

urce

ro

om te

ache

rs.

N/A

FY

202

0 M

CP

S S

pec

ial E

du

cati

on a

nd

Rel

ated

Ser

vice

s B

ud

get

Gu

idel

ines

Att

achm

ent A

S

ervi

ce D

escr

ipti

on

Ser

vice

s

In

stru

ctio

nal

Mod

els

Pro

fess

ion

al S

taff

P

arae

du

cato

rs

Res

ourc

e Se

rvic

es (

cont

.)

Mid

dle

Sch

ools

S

choo

ls

are

staf

fed

usin

g a

form

ula

base

d on

th

e to

tal

num

ber

of

spec

ial

educ

atio

n cl

assr

oom

ser

vice

hou

rs.

Hig

h S

choo

ls

Sch

ools

pr

ojec

ted

to

have

an

en

roll

men

t of

few

er t

han

991

stud

ents

re

ceiv

e 1.

0 re

sour

ce

room

te

ache

r.

S

choo

ls

proj

ecte

d to

hav

e an

enr

ollm

ent

of 9

91 o

r m

ore

stud

ents

, bu

t fe

wer

th

an

1,19

0 st

uden

ts,

rece

ive

1.6

reso

urce

ro

om

teac

hers

. S

choo

ls p

roje

cted

to

have

an

en

roll

men

t of

1,

491

stud

ents

or

m

ore

rece

ive

2.0

reso

urce

roo

m te

ache

rs.

N/A

Lea

rnin

g an

d

Aca

dem

ic

Dis

abil

itie

s (L

AD

)

Ele

men

tary

LA

D c

lass

es p

rovi

de s

ervi

ces

to s

tude

nts

wit

h a

disa

bilit

y th

at i

mpa

cts

thei

r ac

adem

ic a

chie

vem

ent.

Stu

dent

s se

rved

by

this

mod

el r

ecei

ve c

onsi

dera

ble

amou

nts

of s

peci

al e

duca

tion

sup

port

in

the

gene

ral

educ

atio

n en

viro

nmen

t, bu

t re

quir

e ad

diti

onal

ser

vice

s to

dem

onst

rate

pro

gres

s to

war

d In

divi

dual

ized

Edu

cati

on

Pro

gram

(IE

P)

goal

s an

d ob

ject

ives

. S

elec

ted

elem

enta

ry s

choo

ls p

rovi

de th

is s

ervi

ce

wit

hin

each

clu

ster

. Sec

onda

ry L

AD

ser

vice

s, a

vail

able

in

all

seco

ndar

y sc

hool

s in

MC

PS

, pr

ovid

e se

rvic

es t

o st

uden

ts w

ith

a di

sabi

lity

that

im

pact

s th

eir

acad

emic

ach

ieve

men

t.

Stu

dent

s se

rved

by

this

mod

el r

ecei

ve a

con

side

rabl

e am

ount

of

spec

ial

educ

atio

n su

ppor

t, bu

t ne

ed a

ddit

iona

l se

rvic

es t

o de

mon

stra

te p

rogr

ess

tow

ard

thei

r IE

P go

als

and

obje

ctiv

es.

The

se s

ervi

ces

are

prov

ided

in

a co

ntin

uum

of

sett

ings

tha

t m

ay

incl

ude

com

pone

nts

of s

elf-

cont

aine

d cl

asse

s, c

otau

ght g

ener

al e

duca

tion

cla

sses

, and

ot

her

oppo

rtun

itie

s fo

r pa

rtic

ipat

ion

wit

h no

ndis

able

d pe

ers.

Ele

men

tary

—D

esig

nate

d si

tes

wit

hin

each

clu

ster

A

vail

able

in a

ll m

iddl

e an

d hi

gh

scho

ols

1 T

chr:

TS

1

Tch

r:T

S

0.87

5

0.87

5

FY

202

0 M

CP

S S

pec

ial E

du

cati

on a

nd

Rel

ated

Ser

vice

s B

ud

get

Gu

idel

ines

Att

achm

ent A

S

ervi

ce D

escr

ipti

on

Ser

vice

s

In

stru

ctio

nal

Mod

els

Pro

fess

ion

al S

taff

P

arae

du

cato

rs

Lea

rnin

g fo

r In

depe

nde

nce

(LF

I)

LF

I se

rvic

es a

re d

esig

ned

for

stud

ents

wit

h co

mpl

ex l

earn

ing

and

cogn

itiv

e ne

eds,

in

clud

ing

mil

d to

m

oder

ate

inte

llec

tual

di

sabi

liti

es.

S

ervi

ces

supp

ort

the

impl

emen

tati

on o

f A

lter

nate

Lea

rnin

g O

utco

mes

(A

LO

) al

igne

d w

ith

the

curr

icul

um.

Stu

dent

s ar

e pr

ovid

ed w

ith

man

y op

port

unit

ies

for

inte

ract

ion

wit

h ge

nera

l edu

cati

on

peer

s, i

nclu

ding

inc

lusi

on i

n ge

nera

l ed

ucat

ion

clas

ses

as a

ppro

pria

te, p

eer

tuto

ring

, an

d ex

trac

urri

cula

r ac

tivi

ties.

T

hey

lear

n to

app

ly a

cade

mic

con

cept

s in

the

con

text

of

the

gen

eral

sch

ool

envi

ronm

ent

and

in c

omm

unit

y se

ttin

gs.

Com

mun

ity-

base

d in

stru

ctio

n an

d vo

catio

nal

trai

ning

are

em

phas

ized

at

the

seco

ndar

y le

vel

so t

hat

stud

ents

ar

e pr

epar

ed

for

the

tran

siti

on

to

post

-sec

onda

ry

oppo

rtun

itie

s up

on

grad

uati

ng w

ith

a ce

rtif

icat

e fr

om M

CP

S.

Des

igna

ted

elem

enta

ry, m

iddl

e,

and

high

sch

ools

in

clus

ters

1 T

chr:

TS

0.87

5

Gif

ted

an

d

Tal

ente

d

Lea

rnin

g D

isab

led

Se

rvic

es

(GT

/LD

)

Tw

ice-

exce

ptio

nal s

tude

nts

rece

ivin

g G

T/L

D s

ervi

ces

dem

onst

rate

sup

erio

r cog

niti

ve

abil

ity in

at l

east

one

are

a an

d ty

pica

lly h

ave

prod

ucti

on p

robl

ems,

par

ticu

larl

y in

the

area

of

wri

tten

expr

essi

on.

GT

/LD

ser

vice

s pr

ovid

e st

uden

ts w

ith

spec

iali

zed

inst

ruct

ion,

ada

ptat

ions

, an

d ac

com

mod

atio

ns t

hat

faci

litat

e ap

prop

riat

e ac

cess

to

rigo

rous

ins

truc

tion

in t

he L

east

-res

tric

tive

Env

iron

men

t (L

RE

), w

hich

may

inc

lude

pl

acem

ent

in H

onor

s or

Adv

ance

d Pl

acem

ent

clas

ses,

and

acc

ess

to t

he a

ccel

erat

ion

and

enri

chm

ent

com

pone

nts

in t

he M

CP

S i

nstr

ucti

onal

gui

deli

nes.

S

ome

stud

ents

m

ay r

ecei

ve s

ervi

ces

in s

peci

aliz

ed c

lass

room

s.

Reg

iona

l des

igna

ted

elem

enta

ry

Reg

iona

l des

igna

ted

mid

dle

and

high

sc

hool

s

1 T

chr:

TS

1

Tch

r:T

S

0.87

5

0.87

5

Ele

men

tary

S

choo

l-b

ased

L

earn

ing

Cen

ter

(LC

)

Ele

men

tary

Sch

ool-

base

d L

Cs

prov

ide

com

preh

ensi

ve s

peci

al e

duca

tion

and

rel

ated

se

rvic

es f

or s

tude

nts

in G

rade

s ki

nder

gart

en (

K)–

5. T

he p

rogr

am o

ffer

s a

cont

inuu

m

of

serv

ices

in

se

lf-c

onta

ined

cl

asse

s,

wit

h op

port

unit

ies

to

be

incl

uded

w

ith

nond

isab

led

peer

s in

the

gen

eral

edu

cati

on e

nvir

onm

ent.

The

se s

ervi

ces

addr

ess

the

goal

s an

d ob

ject

ives

in

the

stud

ent’

s IE

P w

hile

ens

urin

g ac

cess

to

the

gene

ral

curr

icul

um t

hrou

gh s

trat

egie

s su

ch a

s as

sist

ive

tech

nolo

gy,

redu

ced

clas

s si

ze,

and

diff

eren

tiat

ed in

stru

ctio

n.

Des

igna

ted

elem

enta

ry

scho

ols

wit

hin

each

clu

ster

1 T

chr:

TS

0.87

5

Hom

e S

choo

l M

odel

(H

SM

) E

lem

enta

ry H

SM s

uppo

rts

stud

ents

in

Gra

des

K–5

wit

h a

disa

bili

ty t

hat

impa

cts

acad

emic

ach

ieve

men

t in

one

or

mor

e co

nten

t ar

eas,

org

aniz

atio

n, a

nd/o

r be

havi

or.

Stu

dent

s se

rved

by

this

mod

el a

re a

ssig

ned

to a

ge-a

ppro

pria

te h

eter

ogen

eous

cla

sses

in

the

ir n

eigh

borh

ood

scho

ols.

S

tude

nt a

cces

s to

the

gen

eral

edu

cati

on c

urri

culu

m

duri

ng th

e co

urse

of

the

day

is b

ased

on

indi

vidu

al s

tude

nt n

eeds

and

enc

ompa

sses

a

vari

ety

of i

nstr

ucti

onal

mod

els

that

may

inc

lude

ins

truc

tion

in

a ge

nera

l ed

ucat

ion

envi

ronm

ent a

nd/o

r a

self

-con

tain

ed s

etti

ng.

Des

igna

ted

elem

enta

ry s

choo

ls

Hou

rs-b

ased

Sta

ffin

g

FY

202

0 M

CP

S S

pec

ial E

du

cati

on a

nd

Rel

ated

Ser

vice

s B

ud

get

Gu

idel

ines

Att

achm

ent A

Ser

vice

Des

crip

tion

S

ervi

ces

I

nst

ruct

ion

al M

odel

s P

rofe

ssio

nal

Sta

ff

Par

aed

uca

tors

C

arl

San

db

urg

L

earn

ing

Cen

ter

Car

l S

andb

urg

LC

is

a G

rade

s K

–5 s

peci

al e

duca

tion

sch

ool

that

ser

ves

stud

ents

wit

h m

ulti

ple

disa

bilit

ies,

inc

ludi

ng i

ntel

lect

ual

disa

bili

ties,

Aut

ism

Spe

ctru

m D

isor

ders

, la

ngua

ge d

isab

iliti

es,

emot

iona

l, an

d ot

her

lear

ning

dis

abil

ities

. S

ervi

ces

are

desi

gned

fo

r el

emen

tary

stu

dent

s w

ho n

eed

a hi

ghly

-str

uctu

red

sett

ing,

sm

all

stud

ent-

to-t

each

er

rati

o, a

nd a

cces

s to

the

MC

PS

gen

eral

edu

cati

on c

urri

culu

m o

r A

LO

s al

igne

d w

ith t

he

curr

icul

um.

Mod

ific

atio

n of

cur

ricu

lum

mat

eria

ls a

nd in

stru

ctio

nal s

trat

egie

s, b

ased

on

stud

ent n

eeds

, is

the

basi

s of

all

inst

ruct

ion.

Em

phas

is is

pla

ced

on th

e de

velo

pmen

t of

lang

uage

, ac

adem

ic,

and

soci

al s

kill

s pr

ovid

ed t

hrou

gh a

tra

ns-d

isci

plin

ary

mod

el o

f se

rvic

e de

live

ry i

n w

hich

all

staf

f m

embe

rs i

mpl

emen

t th

e re

com

men

dati

ons

of r

elat

ed

serv

ice

prov

ider

s.

Spe

cial

em

phas

is i

s pl

aced

on

mee

ting

the

sen

sory

and

mot

or n

eeds

of

stu

dent

s in

thei

r cla

ssro

om s

etti

ng.

To

addr

ess

beha

vior

al g

oals

, ser

vice

s m

ay in

clud

e a

beha

vior

al m

anag

emen

t sys

tem

, psy

chol

ogic

al c

onsu

ltat

ion,

and

cri

sis

inte

rven

tion

.

Sep

arat

e sp

ecia

l ed

ucat

ion

day

scho

ol

1 T

chr:

TS

1.75

0

Sch

ool

Com

mu

nit

y-b

ased

(S

CB

) P

rogr

am

SC

B p

rogr

am s

ervi

ces

are

desi

gned

for

stu

dent

s w

ith

seve

re o

r pr

ofou

nd i

ntel

lect

ual

disa

bilit

ies

and/

or m

ulti

ple

disa

bili

ties.

S

tude

nts

typi

cally

hav

e si

gnif

ican

t ne

eds

in t

he

area

s of

co

mm

unic

atio

n,

pers

onal

m

anag

emen

t, be

havi

oral

m

anag

emen

t, an

d so

cial

izat

ion.

T

he p

rogr

am e

mph

asiz

es i

ndiv

idua

lize

d in

stru

ctio

n, u

tiliz

ing

AL

Os

alig

ned

wit

h th

e cu

rric

ulum

in c

ompr

ehen

sive

sch

ools

and

rel

ated

com

mun

ity

and

wor

k en

viro

nmen

ts.

The

SC

B m

odel

inc

lude

s th

e fo

llow

ing

com

pone

nts:

ag

e-ap

prop

riat

e cl

asse

s,

hete

roge

neou

s gr

oupi

ngs,

pe

er

inte

ract

ions

, in

divi

dual

ized

in

stru

ctio

n,

com

mun

ity in

stru

ctio

n, a

nd tr

ansi

tion

. T

he p

rogr

am is

ava

ilabl

e in

all

clus

ters

. T

he g

oal

of t

he p

rogr

am i

s to

pre

pare

stu

dent

s to

tra

nsit

ion

to p

ost-

seco

ndar

y op

port

unit

ies

upon

gr

adua

tion

wit

h a

cert

ific

ate

from

the

scho

ol s

yste

m.

Des

igna

ted

elem

enta

ry,

mid

dle,

and

hig

h sc

hool

s in

or

clus

ters

1 T

chr:

TS

1.50

0

Roc

k T

erra

ce

Sch

ool

Roc

k T

erra

ce S

choo

l is

com

pris

ed o

f a m

iddl

e sc

hool

, a h

igh

scho

ol, a

nd a

n up

per s

choo

l w

hich

im

plem

ents

sch

ool-

to-w

ork

prog

ram

s.

The

ins

truc

tion

al f

ocus

of

the

mid

dle

scho

ol is

the

impl

emen

tati

on o

f AL

Os

alig

ned

wit

h th

e cu

rric

ulum

to p

repa

re th

e st

uden

ts

for t

rans

itio

n to

the

high

sch

ool p

rogr

am.

The

hig

h sc

hool

pro

gram

em

phas

izes

Alt

erna

te

AL

Os

alig

ned

with

the

curr

icul

um a

nd c

omm

unity

-bas

ed in

stru

ctio

n ac

tivi

ties

that

ena

ble

stud

ents

to

dem

onst

rate

ski

lls t

hat

lead

to

full

part

icip

atio

n in

the

sch

ool-

to-w

ork

plan

an

d vo

cati

onal

/com

mun

ity

expe

rien

ces.

A

uthe

ntic

job

s he

lp i

n re

info

rcin

g cl

assr

oom

le

arni

ng.

The

upp

er s

choo

l pre

pare

s st

uden

ts f

or p

ost-

seco

ndar

y ex

peri

ence

s an

d ca

reer

an

d co

mm

unity

rea

dine

ss.

Sep

arat

e sp

ecia

l ed

ucat

ion

day

scho

ol

1 T

chr:

TS

1.00

0

Ste

ph

en

Kn

olls

Sch

ool

Ste

phen

Kno

lls

Sch

ool p

rovi

des

serv

ices

for

stu

dent

s ag

es 5

–21

wit

h se

vere

to p

rofo

und

inte

llec

tual

dis

abil

ities

and

mul

tiple

dis

abil

itie

s.

AL

Os

alig

ned

wit

h th

e cu

rric

ulum

are

ut

iliz

ed to

pro

vide

stu

dent

s w

ith s

kill

s in

the

area

s of

com

mun

icat

ion,

mob

ility

, sel

f-he

lp,

mod

ifie

d ac

adem

ics,

and

tran

siti

on s

ervi

ces.

Sep

arat

e sp

ecia

l ed

ucat

ion

day

scho

ol

1 T

chr:

TS

1.75

0

FY

202

0 M

CP

S S

pec

ial E

du

cati

on a

nd

Rel

ated

Ser

vice

s B

ud

get

Gu

idel

ines

Att

achm

ent A

S

ervi

ce D

escr

ipti

on

Ser

vice

s

In

stru

ctio

nal

Mod

els

Pro

fess

ion

al S

taff

Par

aed

uca

tors

L

ongv

iew

S

choo

l L

ongv

iew

Sch

ool p

rovi

des

serv

ices

to s

tude

nts

ages

5–2

1 w

ho h

ave

seve

re to

pro

foun

d in

tell

ectu

al d

isab

iliti

es a

nd m

ultip

le d

isab

ilitie

s. A

LO

s al

igne

d w

ith th

e cu

rric

ulum

are

ut

iliz

ed t

o pr

ovid

e st

uden

ts w

ith

skil

ls i

n th

e ar

eas

of c

omm

unic

atio

n, m

obil

ity,

self

-he

lp, m

odif

ied

acad

emic

s, a

nd tr

ansi

tion

ser

vice

s.

Sep

arat

e sp

ecia

l ed

ucat

ion

day

scho

ol

colo

cate

d w

ith

Spa

rk

M. M

atsu

naga

E

lem

enta

ry S

choo

l

1 T

chr:

TS

1.75

0

Ext

ensi

ons

Pro

gram

T

he E

xten

sion

s P

rogr

am s

erve

s st

uden

ts o

f el

emen

tary

, m

iddl

e, a

nd h

igh

scho

ol a

ge

wit

h th

e m

ost

sign

ific

ant

cogn

itive

dis

abili

ties,

mul

tipl

e di

sabi

litie

s, a

nd/o

r au

tism

. T

hese

are

stu

dent

s w

ith

a hi

stor

y of

rec

eivi

ng s

yste

mat

ic b

ehav

iora

l su

ppor

ts a

nd

serv

ices

to re

duce

sel

f-in

juri

ous

and/

or d

isru

ptiv

e be

havi

ors.

The

goa

l of t

he E

xten

sion

s P

rogr

am i

s to

pro

vide

int

ensi

ve e

duca

tion

al p

rogr

amm

ing

to e

nabl

e th

ese

stud

ents

to

acqu

ire

appr

opri

ate

soci

al

and

com

mun

icat

ive

skill

s to

fa

cilit

ate

thei

r ac

cess

to

A

lter

nate

A

LO

s al

igne

d w

ith

the

curr

icul

um,

and

post

-sec

onda

ry

oppo

rtun

ities

in

clud

ing

read

ines

s fo

r ca

reer

and

com

mun

ity.

Des

igna

ted

elem

enta

ry, m

iddl

e an

d hi

gh s

choo

ls

1 T

chr:

TS

2.62

5

Soc

ial a

nd

E

mot

ion

al

Spec

ial

Ed

uca

tion

Se

rvic

es

(SE

SE

S)

SE

SE

S a

re p

rovi

ded

to s

tude

nts

who

dem

onst

rate

sig

nifi

cant

soc

ial-

emot

iona

l lea

rnin

g an

d/or

beh

avio

ral

diff

icul

ties

tha

t ad

vers

ely

impa

cts

thei

r su

cces

s in

sch

ool.

The

se

stud

ents

acc

ess

the

MC

PS

gen

eral

edu

cati

on c

urri

culu

m, b

ut e

mot

iona

l and

beh

avio

ral

chal

leng

es o

ften

inte

rfer

e w

ith th

eir

abil

ity to

ach

ieve

aca

dem

ic s

ucce

ss a

nd p

artic

ipat

e ap

prop

riat

ely

in a

n ed

ucat

iona

l env

iron

men

t. T

hese

stu

dent

s ar

e se

rved

in a

con

tinu

um

of

sett

ings

in

clud

ing

gene

ral

educ

atio

n en

viro

nmen

ts

wit

h op

port

unit

ies

for

part

icip

atio

n w

ith

nond

isab

led

peer

s or

sep

arat

e cl

asse

s, a

s ap

prop

riat

e.

Des

igna

ted

elem

enta

ry, m

iddl

e,

and

high

sch

ools

in

each

are

a or

co

unty

wid

e

1 T

chr:

TS

1.50

0

Bri

dge

Ser

vice

s B

ridg

e S

ervi

ces

serv

e st

uden

ts w

ho d

emon

stra

te s

igni

fica

nt s

ocia

l em

otio

nal

lear

ning

, an

d/or

beh

avio

ral

chal

leng

es t

hat

mak

e it

dif

ficu

lt to

suc

ceed

in

a la

rge

scho

ol

envi

ronm

ent.

Man

y st

uden

ts r

equi

re s

ocia

l an

d em

otio

nal

supp

orts

to

acce

ss t

heir

ac

adem

ic

prog

ram

.

Com

preh

ensi

ve

beha

vior

al

man

agem

ent

stra

tegi

es

incl

ude

proa

ctiv

e te

achi

ng a

nd r

ehea

rsal

of

soci

al s

kills

, as

wel

l as

the

use

of

stru

ctur

ed a

nd

cons

iste

nt r

einf

orce

men

t sy

stem

s.

Ser

vice

s ar

e pr

ovid

ed i

n a

cont

inuu

m o

f se

ttin

gs,

whi

ch m

ay i

nclu

de s

epar

ate

clas

ses

wit

h op

port

unit

ies

for

part

icip

atio

n in

gen

eral

ed

ucat

ion

envi

ronm

ents

wit

h no

ndis

able

d pe

ers,

as

appr

opri

ate.

Des

igna

ted

mid

dle

and

high

sch

ools

se

rve

stud

ents

co

unty

wid

e

1 T

chr:

TS

1.

250

FY

202

0 M

CP

S S

pec

ial E

du

cati

on a

nd

Rel

ated

Ser

vice

s B

ud

get

Gu

idel

ines

Att

achm

ent A

S

ervi

ce D

escr

ipti

on

Ser

vice

s

In

stru

ctio

nal

Mod

els

Pro

fess

ion

al S

taff

Par

aed

uca

tors

Jo

hn

L. G

ild

ner

R

egio

nal

In

stit

ute

for

C

hil

dre

n a

nd

A

dole

scen

ts

(RIC

A)

–R

ock

vill

e

RIC

A,

in c

olla

bora

tion

wit

h th

e M

aryl

and

Sta

te D

epar

tmen

t of

Hea

lth,

pro

vide

s ap

prop

riat

e ed

ucat

iona

l and

trea

tmen

t ser

vice

s to

all

stud

ents

and

thei

r fa

mil

ies

thro

ugh

high

ly s

truc

ture

d, in

tens

ive

spec

ial e

duca

tion

ser

vice

s w

ith

ther

apy

inte

grat

ed in

a d

ay

and

resi

dent

ial

trea

tmen

t fa

cili

ty.

An

inte

rdis

cipl

inar

y tr

eatm

ent

team

, co

nsis

ting

of

scho

ol,

clin

ical

, re

side

ntia

l, an

d re

late

d se

rvic

e pr

ovid

ers

deve

lops

the

stu

dent

’s t

otal

ed

ucat

iona

l pl

an

and

mon

itor

s pr

ogre

ss.

C

onsu

ltin

g ps

ychi

atri

sts,

a

full

-tim

e pe

diat

rici

an, a

nd a

sch

ool c

omm

unity

hea

lth n

urse

als

o ar

e on

sta

ff.

RIC

A o

ffer

s fu

lly-a

ccre

dite

d sp

ecia

l ed

ucat

ion

serv

ices

whi

ch e

mph

asiz

e ri

goro

us

acad

emic

and

voc

atio

nal/

occu

pati

onal

opp

ortu

nitie

s; d

ay a

nd r

esid

entia

l tre

atm

ent;

and

in

divi

dual

, gr

oup,

and

fam

ily

ther

apy.

T

he R

ICA

pro

gram

pro

mot

es a

cqui

siti

on o

f gr

ade-

and

age

-app

ropr

iate

soc

ial a

nd e

mot

iona

l ski

lls

and

allo

ws

stud

ents

to a

cces

s th

e ge

nera

l edu

cati

on c

urri

culu

m.

Sep

arat

e sp

ecia

l ed

ucat

ion

day

scho

ol

1 T

chr:

TS

1.25

0

Serv

ices

for

S

tud

ents

wit

h

Au

tism

Sp

ectr

um

Dis

orde

rs

The

C

ompr

ehen

sive

A

utis

m

Pre

scho

ol

Pro

gram

pr

ovid

es

high

ly

inte

nsiv

e an

d in

divi

dual

ized

ser

vice

s fo

r stu

dent

s ag

es 3

–5.

Stud

ents

rece

ive

inst

ruct

ion

in th

e ge

nera

l ed

ucat

ion

curr

icul

um t

o pr

epar

e th

em f

or K

. E

vide

nce-

base

d pr

actic

es a

re u

tiliz

ed t

o in

crea

se a

cade

mic

, lan

guag

e, s

ocia

l, an

d ad

apti

ve s

kill

s to

pro

vide

acc

ess

to a

var

iety

of

sch

ool-

age

serv

ices

and

to m

axim

ize

inde

pend

ence

in a

ll d

omai

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

Alt

erna

te

AL

Os

alig

ned

wit

h th

e cu

rric

ulum

. T

o im

prov

e le

arni

ng a

nd c

omm

unic

atio

n, s

tude

nts

rece

ive

App

lied

Beh

avio

r A

naly

sis

inte

nsiv

e in

stru

ctio

n in

a h

ighl

y-st

ruct

ured

set

ting

, w

hich

pro

vide

s op

port

unit

ies

for p

arti

cipa

tion

wit

h no

ndis

able

d pe

ers.

At t

he s

econ

dary

le

vel,

stud

ents

als

o re

ceiv

e vo

catio

nal a

nd c

omm

unit

y su

ppor

t.

Sec

onda

ry A

utis

m R

esou

rce

Ser

vice

s, l

ocat

ed i

n th

ree

mid

dle

and

thre

e hi

gh s

choo

ls,

are

desi

gned

for

stu

dent

s w

ith

Aut

ism

Spe

ctru

m D

isor

ders

(A

SD

) w

ho a

re d

iplo

ma-

boun

d an

d ha

ve d

iffi

cult

y m

aste

ring

gra

de-l

evel

cur

ricu

lum

. T

hese

stu

dent

s re

quir

e a

mod

ifie

d pa

ce

and

indi

vidu

al

acco

mm

odat

ions

re

pres

enta

tive

of

th

e ne

eds

and

char

acte

rist

ics

of s

tude

nts

with

AS

D.

Stu

dent

s re

ceiv

e in

stru

ctio

n in

the

gen

eral

ed

ucat

ion

curr

icul

um w

ith

the

supp

orts

ind

icat

ed o

n th

eir

IEP

s.

Acc

ess

to t

he g

ener

al

educ

atio

n cu

rric

ulum

wit

h en

rich

men

t is

rein

forc

ed.

Pre

kind

erga

rten

(pr

e-K

)—D

esig

nate

d el

emen

tary

sch

ools

se

rve

pre-

K s

tude

nts

thro

ugho

ut th

e co

unty

S

choo

l-ag

ed—

Des

igna

ted

elem

enta

ry, m

iddl

e,

and

high

sch

ools

lo

cate

d re

gion

ally

th

roug

hout

the

coun

ty

Sec

onda

ry S

choo

l A

utis

m R

esou

rce

Serv

ices

—th

ree

mid

dle

and

thre

e hi

gh s

choo

ls lo

cate

d re

gion

ally

1 T

chr:

TS

1

Tch

r:T

S

1 T

chr:

TS

3.44

0

1.75

0

1.

750

FY

202

0 M

CP

S S

pec

ial E

du

cati

on a

nd

Rel

ated

Ser

vice

s B

ud

get

Gu

idel

ines

Att

achm

ent A

S

ervi

ce D

escr

ipti

on

Ser

vice

s

In

stru

ctio

nal

Mod

els

Pro

fess

ion

al S

taff

Par

aed

uca

tors

T

ran

siti

on

Serv

ices

Tra

nsit

ion

serv

ices

are

pro

vide

d to

stu

dent

s re

ceiv

ing

spec

ial

educ

atio

n, a

ges

14 o

r ol

der,

to fa

cili

tate

a s

moo

th tr

ansi

tion

from

sch

ool t

o co

lleg

e, c

aree

r, a

nd/o

r com

mun

ity.

T

hese

act

ivit

ies

incl

ude,

but

are

not

lim

ited

to,

pos

tsec

onda

ry e

duca

tion

, w

orkf

orce

ex

peri

ence

s, c

onti

nuin

g an

d ad

ult e

duca

tion

, adu

lt s

ervi

ces,

inde

pend

ent l

ivin

g, a

nd/o

r co

mm

unity

pa

rtic

ipat

ion.

S

ervi

ces

are

base

d on

th

e in

divi

dual

st

uden

t’s

need

s,

cons

ider

ing

the

stud

ent’

s st

reng

ths,

pre

fere

nces

, and

int

eres

ts.

Tra

nsit

ion

serv

ices

are

de

live

red

thro

ugh

dire

ct a

nd/o

r in

dire

ct s

uppo

rt c

oord

inat

ed b

y a

tran

siti

on s

uppo

rt

teac

her.

Serv

ices

ava

ilab

le in

se

cond

ary

scho

ols

thro

ugho

ut th

e co

unty

1.0

Tch

r

Serv

ices

for

D

eaf/

Har

d o

f H

eari

ng

(D/H

OH

)

D/H

OH

ser

vice

s pr

ovid

e co

mpr

ehen

sive

edu

cati

onal

sup

port

s to

stu

dent

s w

ho a

re d

eaf

or h

ave

a si

gnif

ican

t hea

ring

loss

. T

hese

ser

vice

s, p

rovi

ded

by it

iner

ant t

each

ers,

ena

ble

stud

ents

to

deve

lop

effe

ctiv

e la

ngua

ge a

nd c

omm

unic

atio

n sk

ills

nece

ssar

y to

acc

ess

the

gene

ral

educ

atio

n cu

rric

ulum

. S

tude

nts

with

mor

e si

gnif

ican

t ne

eds

may

rec

eive

se

rvic

es

in

spec

ial

cent

rally

-loc

ated

cl

asse

s.

Se

rvic

es

are

prov

ided

in

th

ree

com

mun

icat

ion

opti

ons—

oral

/aur

al, t

otal

com

mun

icat

ion,

and

cue

d sp

eech

. A

ssis

tive

te

chno

logy

and

con

sult

atio

n al

so a

re p

rovi

ded

to s

tude

nts

and

scho

ol s

taff

mem

bers

.

Res

ourc

e se

rvic

es

avai

labl

e th

roug

hout

th

e co

unty

A

udit

ory

and

spee

ch

trai

ning

ava

ilabl

e th

roug

hout

the

coun

ty

Spe

cial

cla

sses

: on

e pr

e-K

, thr

ee

elem

enta

ry, o

ne

mid

dle,

and

one

hig

h sc

hool

ser

ve s

tude

nts

thro

ugho

ut th

e co

unty

1 T

chr:

17

1

Tch

r:17

1 T

chr:

TS

N/A

N/A

0.87

5

Phy

sica

l D

isab

ilit

ies

Pro

gram

Rel

ated

ser

vice

s of

OT

and

PT

are

pro

vide

d to

stu

dent

s w

ith

disa

bili

ties

thro

ugho

ut

MC

PS

in th

eir

hom

e or

ass

igne

d sc

hool

. T

he ty

pe a

nd f

requ

ency

of

serv

ices

are

bas

ed

on i

ndiv

idua

l ne

eds

and

incl

ude

dire

ct t

hera

py a

nd c

onsu

ltat

ion

to t

eam

mem

bers

. E

lem

enta

ry s

tude

nts

wit

h si

gnif

ican

t ph

ysic

al n

eeds

rec

eive

ser

vice

s in

one

of

two

coun

tyw

ide

loca

tion

s.

Res

ourc

e se

rvic

es

avai

labl

e th

roug

hout

th

e co

unty

S

peci

al c

lass

es:

two

elem

enta

ry s

choo

ls

One

pre

-K c

lass

36:1

1 T

chr:

TS

1

Tch

r: T

S

N/A

1.5

0.87

5

FY

202

0 M

CP

S S

pec

ial E

du

cati

on a

nd

Rel

ated

Ser

vice

s B

ud

get

Gu

idel

ines

Att

achm

ent A

S

ervi

ce D

escr

ipti

on

Ser

vice

s

In

stru

ctio

nal

Mod

els

Pro

fess

ion

al S

taff

Par

aed

uca

tors

Se

rvic

es f

or t

he

Vis

ual

ly

Impa

ired

Vis

ion

serv

ices

ar

e pr

ovid

ed

to

stud

ents

w

ith

sign

ific

ant

visu

al

impa

irm

ents

or

bl

indn

ess.

S

ervi

ces

enab

le s

tude

nts

to d

evel

op e

ffec

tive

com

pens

ator

y sk

ills

and

pr

ovid

e th

em w

ith

acce

ss to

the

gene

ral e

duca

tion

env

iron

men

t.

A p

re-K

cla

ss p

repa

res

stud

ents

who

are

bli

nd o

r ha

ve lo

w v

isio

n fo

r en

try

into

K.

Itin

eran

t vi

sion

ser

vice

s ar

e pr

ovid

ed t

o sc

hool

-age

stu

dent

s in

the

ir a

ssig

ned

scho

ol.

Ski

lls

taug

ht i

nclu

de v

isua

l ut

iliza

tion,

vis

ion

effi

cien

cy,

read

ing,

and

wri

ting

usi

ng

Bra

ille

, an

d th

e us

e of

ass

isti

ve t

echn

olog

y.

Stu

dent

s m

ay r

ecei

ve o

rien

tati

on a

nd

mob

ility

inst

ruct

ion

to h

elp

them

nav

igat

e th

eir

envi

ronm

ent.

Stu

dent

s ov

er th

e ag

e of

14

rec

eive

spe

cial

ized

tran

siti

on s

uppo

rt, a

s ap

prop

riat

e.

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 s

choo

l se

rves

pre

scho

oler

s th

roug

hout

the

coun

ty

Ori

enta

tion

and

Mob

ility

20

:1

Res

ourc

e 20

:1

1

Tch

r:T

S

0.

875

Spee

ch a

nd

Lan

guag

e Se

rvic

es

Spe

ech

and

lang

uage

ser

vice

s ar

e pr

ovid

ed t

o di

agno

se c

omm

unic

atio

n di

sord

ers

and

impr

ove

spok

en

lang

uage

sk

ills

; fa

cili

tate

co

mpe

nsat

ory

skil

ls;

and

enha

nce

the

deve

lopm

ent o

f la

ngua

ge, v

ocab

ular

y, a

nd e

xpre

ssiv

e co

mm

unic

atio

n sk

ills

to s

uppo

rt

stud

ent a

cces

s to

the

gene

ral e

duca

tion

cur

ricu

lum

. T

he ty

pe a

nd f

requ

ency

of

serv

ices

pr

ovid

ed a

re d

eter

min

ed b

y in

divi

dual

stu

dent

nee

ds.

For

stu

dent

s w

ith

less

int

ensi

ve

need

s, e

duca

tion

al s

trat

egie

s ar

e pr

ovid

ed t

o th

e st

uden

t’s

gene

ral

educ

atio

n te

ache

rs

and

pare

nts/

guar

dian

s fo

r im

plem

enta

tion

w

ithi

n th

e cl

assr

oom

an

d ho

me

envi

ronm

ents

. S

tude

nts

may

rec

eive

ser

vice

s in

the

ir c

lass

room

pro

gram

, in

sm

all

grou

ps, o

r ind

ivid

uall

y. P

re-K

stu

dent

s re

quir

ing

exte

nsiv

e se

rvic

es a

tten

d a

spec

iali

zed

clas

s, tw

o or

fiv

e da

ys p

er w

eek.

Res

ourc

e se

rvic

es

avai

labl

e th

roug

hout

th

e co

unty

’s

Pre

scho

ol

Sch

ool-

age

Priv

ate/

Rel

igio

us

Sch

ools

S

peci

al c

lass

es:

desi

gnat

ed

elem

enta

ry s

choo

ls

serv

e pr

e-K

stu

dent

s th

roug

hout

the

coun

ty, t

wo

or f

ive

days

per

wee

k

40:1

.0

57.6

:1.0

57

.6:1

.0

1

Tch

r:T

S

N/A

N

/A

N/A

0.87

5

Au

gmen

tati

ve

and

Alt

erna

tive

C

omm

un

icat

ion

(A

AC

) C

lass

es

AA

C c

lass

room

s pr

ovid

e in

tens

ive

supp

ort

for

stud

ents

who

are

not

ver

bal

or h

ave

lim

ited

spe

ech

wit

h se

vere

inte

llig

ibil

ity is

sues

. S

tude

nts

lear

n to

use

and

exp

and

thei

r kn

owle

dge

of

augm

enta

tive

co

mm

unic

atio

n de

vice

s an

d ot

her

form

s of

ai

ded

com

mun

icat

ion

to a

cces

s th

e ge

nera

l edu

cati

on c

urri

culu

m.

Em

phas

is is

on

the

use

of

alte

rnat

ive

com

mun

icat

ion

syst

ems

to e

nhan

ce l

angu

age

deve

lopm

ent,

voca

bula

ry

deve

lopm

ent,

and

expr

essi

ve c

omm

unic

atio

n sk

ills

. S

ervi

ces

and

supp

orts

are

pro

vide

d pr

imar

ily w

ithin

the

gene

ral e

duca

tion

env

iron

men

t.

Spe

cial

cla

sses

lo

cate

d in

two

elem

enta

ry s

choo

ls

serv

e st

uden

ts

thro

ugho

ut th

e co

unty

1 T

chr:

TS

1.75

0

FY

202

0 M

CP

S S

pec

ial E

du

cati

on a

nd

Rel

ated

Ser

vice

s B

ud

get

Gu

idel

ines

Att

achm

ent A

S

ervi

ce D

escr

ipti

on

Ser

vice

s

In

stru

ctio

nal

Mod

els

Pro

fess

ion

al S

taff

Par

aed

uca

tors

In

terd

isci

plin

ary

Arg

um

enta

tive

C

omm

un

icat

ion

T

eam

(I

nte

rAC

T)

Ass

isti

ve t

echn

olog

y se

rvic

es p

rovi

de s

uppo

rt f

or s

tude

nts

from

bir

th–2

1-ye

ars-

old.

In

terA

CT

ser

vice

s su

ppor

t st

uden

ts w

ho a

re s

ever

ely

lim

ited

in

verb

al e

xpre

ssio

n or

w

ritt

en c

omm

unic

atio

n sk

ills

, oft

en d

ue t

o ph

ysic

al d

isab

ilitie

s.

Inte

rAC

T f

ocus

es o

n th

e us

e of

aug

men

tati

ve c

omm

unic

atio

n an

d as

sist

ive

tech

nolo

gy d

evic

es t

o in

crea

se

and

expa

nd s

tude

nts’

com

mun

icat

ion

skil

ls.

Inte

rAC

T a

lso

addr

esse

s th

e pr

ovis

ion

of

adap

ted

tech

nolo

gy f

or s

tude

nts

wit

h ph

ysic

al d

isab

iliti

es to

acc

ess

curr

icul

ar m

ater

ials

. S

ervi

ces

are

prov

ided

in th

e na

tura

l env

iron

men

t for

stu

dent

s bi

rth

thro

ugh

3-ye

ars-

old,

or

in

the

elem

enta

ry,

mid

dle,

or

high

sch

ool

clas

sroo

m s

etti

ng f

or s

tude

nts

pre-

K

thro

ugh

age

21.

Serv

ices

ava

ilab

le

thro

ugho

ut th

e co

unty

SL

P–1

/68

Ser

vice

s T

chr–

1/13

5 S

ervi

ces

OT

–1/3

38 S

ervi

ces

PT–1

/680

Ser

vice

s

0.87

5/47

2 S

ervi

ces

Pre

scho

ol

Ed

uca

tion

P

rogr

am (

PE

P)

PEP

prov

ides

spe

cial

edu

catio

n se

rvic

es t

o st

uden

ts w

ith

disa

bilit

ies

ages

3–K

who

se

dela

ys i

mpa

ct t

heir

abi

lity

to l

earn

. S

ervi

ces

are

prov

ided

in

both

reg

ular

ear

ly

chil

dhoo

d se

ttin

gs (

PE

P I

tine

rant

) an

d sp

ecia

l ed

ucat

ion

clas

sroo

ms.

P

EP

PIL

OT

cl

asse

s se

rve

stud

ents

in a

two-

day

per w

eek

earl

y ch

ildh

ood

sett

ing.

PE

P C

olla

bora

tion

cl

asse

s ar

e co

teac

hing

mod

els

wit

h M

CPS

gen

eral

edu

cati

on p

reki

nder

gart

en.

PE

P

Cla

ssic

and

Int

ensi

ve N

eeds

Cla

sses

ser

ve s

tude

nts

wit

h de

velo

pmen

tal d

elay

s in

a s

elf-

cont

aine

d se

ttin

g. P

EP

Fiv

e-H

our c

lass

es s

erve

stu

dent

s w

ith m

oder

ate

to s

ever

e de

lays

an

d m

ulti

ple

disa

bilit

ies.

PE

P 2

.5-H

our:

C

lass

ic, P

ILO

T, a

nd

Col

labo

rati

on c

lass

es

(hal

f-da

y)

Inte

nsiv

e N

eeds

S

peec

h/L

angu

age

OT

and

PT

P

EP

Iti

nera

nt/

Med

ical

ly F

ragi

le

PE

P 5

-Hou

r

1.0

Tch

r/T

S

0.3

SP

1.

0 T

chr/

TS

0.3

SP

0.2

OT

8.

0Tch

r 3.

2 S

P

2.4

OT

0.

8 P

T

1.

0 T

chr

0.2

SP

0.

2 O

T

0.3

PT

0.87

5/T

S

0.75

/TS

Mon

tgom

ery

Cou

nty

In

fan

ts

and

Tod

dle

rs

Pro

gram

(M

CIT

P)

MC

ITP

pro

vide

s ea

rly

inte

rven

tion

ser

vice

s to

fam

ilie

s of

stu

dent

s w

ith

deve

lopm

enta

l de

lays

fro

m b

irth

–3-y

ears

-old

, or

unt

il t

he s

tart

of

the

scho

ol y

ear

afte

r th

e st

uden

t’s

four

th b

irth

day

unde

r the

Ext

ende

d In

divi

dual

Fam

ily

Serv

ice

Plan

opt

ion.

Ser

vice

s ar

e pr

ovid

ed i

n th

e na

tura

l en

viro

nmen

t an

d m

ay i

nclu

de s

peci

aliz

ed i

nstr

ucti

on, a

udit

ory

and

visi

on in

stru

ctio

n, P

T a

nd O

T, a

nd s

peec

h-la

ngua

ge s

ervi

ces.

Ser

vice

s ar

e pr

ovid

ed

usin

g an

adu

lt/ca

regi

ver

coac

hing

mod

el.

Hom

e-ba

sed

for

indi

vidu

al s

tude

nts

MC

ITP

teac

her

Spe

ech/

Lan

guag

e

OT

PT

V

isio

n D

/HO

H

1.0

Tch

r/68

ser

vice

s

1.0

SP

/68

serv

ices

1.0

OT

/68

serv

ices

1.

0 P

T/6

8 se

rvic

es

1.

0 T

chr/

68.0

ser

vice

s 1.

0 T

chr/

68.0

ser

vice

s

N/A

Oth

erO

ther

Oth

erO

ther

Dep

artm

ent o

f Spe

cial

Edu

catio

n Se

rvic

esSt

uden

tsA

dmin

Teac

hers

Prof

PAR

As

Supp

ort

Stud

ents

Adm

inTe

ache

rsPr

ofPA

RA

sSu

ppor

tLe

arni

ng D

isab

ilitie

s:R

esou

rce

Onl

y1,

378

-

-

1,

137

-

-

Le

arni

ng C

ente

rs, E

lem

enta

ry71

178

.5

6.

5

66.5

00

759

80.5

6.5

68

.250

Le

arni

ng a

nd A

cade

mic

Dis

abili

ties

2,95

227

3.3

5.

0

161.

187

2,74

524

1.7

5.

0

148.

549

Hou

rs B

ased

Sta

ffing

3,11

825

7.8

8.

2

180.

000

3,17

525

9.0

8.

0

185.

062

Hom

e S

choo

l Mod

el3,

147

341.

0

192.

689

3,55

234

4.0

18

5.12

6

G

T/L

D18

011

.9

10

.125

15

411

.8

10

.325

S

econ

dary

Inte

nsiv

e R

eadi

ng8.

2

Inte

llect

ual D

isab

ilitie

s (ID

):S

choo

l/Com

mun

ity B

ased

Pro

gram

s36

262

.0

94

.500

36

465

.0

97

.500

E

xten

sion

s71

1.0

19

.0

4.

5

42.0

00

741.

0

19.5

5.5

42

.000

Le

arni

ng fo

r In

depe

nden

ce82

679

.0

69

.125

82

679

.0

71

.750

LD/ID

Pro

gram

Sup

port

3.0

4.

0

4.0

2.

000

3.

0

4.0

5.

0

2.00

0

Soci

al E

mot

iona

l Sup

port

Ser

vice

s:S

peci

al C

lass

es61

897

.7

16

.7

135.

375

3.00

0

638

99.1

16.7

13

9.25

0

3.

000

P

rogr

am S

uppo

rt1.

0

8.0

16

.5

1.00

0

1.0

8.

0

20.1

1.

000

Aut

ism

:S

peci

al C

lass

es75

711

5.3

23

2.29

0

81

512

6.0

25

2.03

0

P

rogr

am S

uppo

rt1.

0

4.2

8.

8

1.00

0

1.0

4.

2

8.8

1.

000

Tran

sitio

n Se

rvic

es:

Sch

ool-B

ased

Res

ourc

e S

ervi

ces

6,33

028

.0

8.

750

6,

298

28.0

8.75

0

Non

scho

ol-B

ased

Pro

gram

s48

11.5

7.50

0

6211

.5

7.

500

P

rogr

am S

uppo

rt1.

0

6.0

1.

5

2.37

5

1.00

0

1.0

6.

0

1.5

2.

375

1.

000

Spec

ial S

choo

ls:

Long

view

581.

0

9.8

1.

7

17.1

50

2.87

5

561.

0

10.9

0.3

15

.750

2.

875

S

teph

en K

nolls

551.

0

9.0

3.

1

15.7

50

2.87

5

451.

0

10.3

1.0

14

.000

2.

375

C

arl S

andb

urg

791.

0

14.0

5.2

24

.500

2.

875

90

1.0

18

.2

4.

0

26.2

50

2.87

5

Roc

k T

erra

ce91

2.0

15

.8

5.

6

15.8

00

3.50

0

932.

0

18.2

2.4

16

.875

3.

500

R

ICA

106

2.0

19

.0

7.

1

17.0

00

3.50

0

100

2.0

21

.1

5.

0

17.5

00

3.50

0

Mod

el L

earn

ing

Cen

ter

1.5

1.

5

Itine

rant

Par

aedu

cato

rs15

0.00

0

14

9.20

0

Scho

ol-B

ased

Ser

vice

s A

dmin

istr

ativ

e Su

ppor

t1.

0

16

.6

1.0

1.00

0

1.0

16.6

1.

01.

000

Con

tinue

d on

nex

t pag

e

Att

achm

ent B

FY 2

019

Bud

get

FY 2

020

Bud

get

FISC

AL

YEA

R 2

020

PRO

JEC

TED

SPE

CIA

L ED

UC

ATI

ON

EN

RO

LLM

ENT,

SER

VIC

ES a

nd P

OSI

TIO

NS

Dec

embe

r 201

8

Con

tinue

d fr

om p

revi

ous

page

Oth

erO

ther

Oth

erO

ther

Prek

inde

rgar

ten,

Pro

gram

s an

d Se

rvic

esSt

uden

tsA

dmin

Teac

hers

Prof

PAR

As

Supp

ort

Stud

ents

Adm

inTe

ache

rsPr

ofPA

RA

sSu

ppor

tD

eaf A

nd H

ard

of H

earin

g:R

esou

rce

Pro

gram

Ser

vice

s23

513

.0

0.

2

36.5

00

235

13.0

36.5

00

Spe

cial

Cla

sses

155

21.6

7.8

18

.900

15

521

.8

8.

0

19.0

76

Pro

gram

Sup

port

1.0

3.

5

1.00

0

1.0

3.

5

1.00

0

Visu

al Im

pairm

ents

:R

esou

rce

Pro

gram

Ser

vice

s32

411

.5

0.

500

2.

000

34

012

.5

0.

500

2.

000

S

peci

al C

lass

es24

3.0

0.

2

3.50

0

223.

0

0.2

3.

500

P

rogr

am S

uppo

rt1.

0

1.00

0

1.0

1.

000

Phys

ical

Dis

abili

ties:

Res

ourc

e P

rogr

am S

ervi

ces

3,28

592

.2

0.75

0

3,17

592

.2

Spe

cial

Cla

sses

355.

4

6.87

5

375.

9

7.62

5

Pro

gram

Sup

port

1.0

2.

0

2.0

2.

000

1.

0

2.0

2.

0

2.75

0

Spee

ch a

nd L

angu

age

Dis

abili

ties:

Res

ourc

e P

rogr

am S

ervi

ces

9,39

620

0.8

9,

558

190.

5

Spe

cial

Cla

sses

130

5.0

1.

6

4.37

5

144

5.5

1.

7

4.81

3

Pro

gram

Sup

port

1.0

6.

0

2.00

0

1.0

6.

0

2.00

0

Inte

rAC

T:In

terA

CT

Ser

vice

s (P

reK

-12)

535

4.0

8.

6

540

4.0

8.

6

0.87

5

Aug

men

tativ

e C

omm

unic

atio

n12

2.0

0.

4

3.50

0

122.

0

0.4

3.

500

P

rogr

am S

uppo

rt1.

0

0.87

5

1.00

0

1.0

1.

000

Chi

ld F

ind/

DES

C:

Pro

gram

Sup

port

13.2

2.

000

13

.2

2.00

0

Adm

inis

trat

ive

Sup

port

1.0

2.

000

1.

0

2.00

0

Pres

choo

l Edu

catio

n Pr

ogra

ms:

Spe

cial

Cla

sses

1,54

211

0.0

68

.6

120.

437

1,65

711

9.0

91

.6

132.

438

Pro

gram

Sup

port

1.0

0.

2

6.0

1.

000

1.

0

6.2

1.

000

Arc

of M

ontg

omer

y C

ount

y1.

0

0.8

1.

500

1.

5

1.1

2.

250

Infa

nts

and

Todd

lers

Ser

vice

s:D

eaf a

nd H

ard

of H

earin

g19

03.

0

180

3.0

P

hysi

cal T

hera

py2,

300

33.8

2,

450

33.8

O

ccup

atio

nal T

hera

py1,

800

26.4

1,

998

26.4

S

peci

al In

stru

ctio

n5,

400

71.1

37.1

80

5,40

071

.1

37

.200

S

peec

h &

Lan

guag

e5,

300

72.6

5,

400

72.6

V

isio

n20

03.

0

190

3.0

Pro

gram

Sup

port

5.0

3.

0

5.00

0

5.0

3.

0

5.00

0

Pres

choo

l/Rel

ated

Ser

vice

s A

dmin

istr

ativ

e Su

ppor

t1.

0

1.0

-

1.0

3.

0

1.00

0

Spec

ial E

duca

tion

Adm

inis

trat

ive

Supp

ort

6.0

3.

0

19.6

19

.600

6.

0

3.0

15

.0

18.6

00

Sum

mar

y:T

otal

Spe

cial

Cla

ssro

om S

ervi

ces

15,0

778.

0

1,57

2.3

143.

0

1,44

0.6

18.6

15,5

758.

0

1,57

6.0

157.

4

1,47

0.9

18.1

Tot

al R

esou

rce

Ser

vice

s21

,483

-

257.

3

101.

0

9.3

39

.3

21

,283

-

248.

0

100.

8

10.1

38.5

Tot

al In

fant

s an

d T

oddl

ers

Ser

vice

s15

,190

-

77.1

132.

8

37.2

-

15,6

18-

77

.1

13

2.8

37

.2

-

T

otal

Pro

gram

Sup

port

15.0

30.4

60.5

15

3.3

20

.0

15

.0

30

.2

65

.3

151.

6

20.8

Tot

al A

dmin

istr

ativ

e S

uppo

rt9.

0

19

.6

21.6

-

22.6

9.0

19.6

19

.0-

22

.6

T

otal

by

Posi

tion

Typ e

32.0

1,

956.

7

45

8.9

1,64

0.25

810

0.47

5

32.0

1,

950.

9

47

5.3

1,66

9.81

899

.975

Gra

nd T

otal

FISC

AL

YEA

R 2

020

PRO

JEC

TED

SPE

CIA

L ED

UC

ATI

ON

EN

RO

LLM

ENT,

SER

VIC

ES a

nd P

OSI

TIO

NS

Dec

embe

r 201

8

FY 2

019

Bud

get

FY 2

020

Bud

get

4,18

8.33

34,

227.

943

Att

achm

ent C

FY

201

8 R

ecom

men

dat

ion

s fo

r M

ain

ten

ance

*F

Y 2

019

Rec

omm

end

atio

ns

for

Mai

nte

nan

ce *

FY

202

0 R

ecom

men

dat

ion

s fo

r M

ain

ten

ance

*

Des

crip

tion

in P

rior

ity

Ord

erD

escr

ipti

on in

Pri

orit

y O

rder

Des

crip

tion

in P

rior

ity

Ord

er

Re-

exam

ine

curr

ent

prek

inde

rgar

ten

(pre

-K)

staf

fing

mod

els

toin

crea

seop

port

unit

ies

for

stud

ents

wit

hdi

sabi

liti

esto

rece

ive

serv

ices

in r

egul

ar e

arly

chi

ldho

od p

rogr

am s

etti

ngs.

Incr

ease

dpr

ofes

sion

alle

arni

ngop

port

unit

ies

(PL

Os)

inpo

siti

vebe

havi

oral

and

de-e

scal

atio

nst

rate

gies

thro

ugh

scho

olw

ide

impl

emen

tati

on o

f cr

isis

pre

vent

ion

and

inte

rven

tion

(C

PI)

.

Con

tinu

ew

ith

soci

alem

otio

nal

supp

orts

and

add

tocu

rren

tsu

ppor

ts.L

ever

age

com

mun

ity

part

ners

hips

tosu

ppor

tst

uden

tsin

the

Soc

ial

and

Em

otio

nal

Spe

cial

Edu

cati

onS

ervi

ces

wit

htr

ansi

tion

act

ivit

ies.

Hig

hIn

cide

nce

Acc

essi

ble

Tec

hnol

ogy

(HIA

T)

expa

nsio

n:in

tech

nolo

gysu

ppor

tto

scho

ols

toap

ply

the

prin

cipa

lsof

Uni

vers

al D

esig

n fo

r L

earn

ing

(UD

L)

and

HIA

T s

taff

ing.

Col

labo

rati

vetr

aini

ngfo

rge

nera

lan

dsp

ecia

led

ucat

ion

staf

fm

embe

rs,

ongo

ing

teac

her

coac

hing

and

Pro

fess

iona

lL

earn

ing

Com

mun

itie

s(P

LC

s)in

prov

idin

ghi

ghqu

alit

ydi

ffer

enti

ated

inst

ruct

ion

for

all

stud

ents

wit

hdi

sabi

liti

esto

narr

owth

epe

rfor

man

ce g

ap.

Tra

nsit

ion

the

rem

aini

ng L

AD

and

Res

ourc

e sc

hool

s to

HS

M.

Mak

eal

lel

emen

tary

scho

ols

HS

M,

usin

gth

eH

ours

-bas

edS

taff

ing

(HB

S)

mod

el.

PL

Os

for

gene

ral

and

spec

ial

educ

ator

son

incl

usiv

epr

acti

ces

incl

udin

g th

e us

e of

par

aedu

cato

rs a

nd o

ther

res

ourc

es.

Pro

vide

PL

Os

for

all

staf

fm

embe

rs(i

nclu

ding

fron

tof

fice

)he

lpin

gst

uden

tsw

ith

emot

iona

lre

gula

tion

supp

orts

and

tech

niqu

es a

nd d

e-es

cala

tion

str

ateg

ies.

Cha

nge

the

Lea

rnin

gan

dA

cade

mic

Dis

abil

itie

sst

affi

ngra

tio

toth

e H

BS

mod

el.

Incr

ease

dP

LO

sfo

rde

velo

ping

Fun

ctio

nal

Beh

avio

ral

Ass

essm

ents

(F

BA

) an

d B

ehav

iora

l Int

erve

ntio

n P

lans

(B

IP).

 

* D

ue

to t

he

chal

len

gin

g ec

onom

ic s

itu

atio

n, t

he

dis

cuss

ion

s of

th

e st

affi

ng

pla

n c

omm

itte

e fo

cuse

d o

n c

riti

cal a

reas

of

spec

ial e

du

cati

on p

rogr

amm

ing.

Th

e co

mm

itte

e ex

pre

ssed

a d

esir

e th

at t

he

leve

l of

serv

ice

in id

enti

fied

are

as b

e m

ain

tain

ed.

Th

is b

ud

get

refl

ects

th

e p

rese

rvat

ion

an

d m

ain

ten

ance

of

thos

e it

ems.

Fis

cal Y

ear

(FY

) 20

18–2

020

Sp

ecia

l Ed

uca

tion

Im

pro

vem

ent

and

Pri

orit

ies

Bas

ed o

n S

taff

an

d C

omm

un

ity

Mem

ber

In

pu

t

Attachment D

FISCAL YEAR (FY) 2020 MCPS Special Education Staffing Plan And

Operating Budget Timeline Associate Superintendent for Special Education Requests Public Participation on FY 2020 Special Education Staffing Plan Committee

April 30, 2018

FY 2020 Special Education Staffing Plan Committee Meets to Develop Recommendations for Special Education Staffing Improvements and Priorities

June 6, 2018

FY 2020 Recommended Special Education Staffing Improvements and Priorities Considered During the Development of the FY 2020 Operating Budget

Fall 2018

Superintendent’s FY 2020 Budget Presentation December 18, 2018

Registration begins for Montgomery County Board of Education (Board) Operating Budget Hearings (Check the Board web page for information about the registration period for public hearings.)

December 19, 2018 through January 10, 2019

Board Operating Budget Hearings

January 9, 2019 and January 14, 2019

Board Operating Budget Work Sessions

January 17, 2019 and January 24, 2019

Board Operating Budget Action February 12, 2019

Board Budget Request Transmitted to County Executive and County Council

March 1, 2019

County Executive Recommendations Presented to County Council March 15, 2019

County Council Budget Hearings April 2019

County Council Budget Action May 23, 2019

Final Board Action on FY 2020 Operating Budget June 11, 2019

Att

achm

ent E

Fis

cal Y

ear

2020

Sp

ecia

l Ed

uca

tion

Sta

ffin

g P

lan

Com

mit

tee

Nam

e T

itle

Alf

onso

Win

dsor

, Mrs

. Ivo

n

Man

agem

ent/

Bud

get S

peci

alis

t, B

udge

t Uni

t

Bre

en, M

s. A

li

Boa

rd P

resi

dent

, GT

LD

Net

wor

k

Bro

wn,

Jam

ie

Pre

side

nt, T

he L

earn

ing

Dis

abil

itie

s A

ssoc

iati

on o

f M

ontg

omer

y C

ount

y

B

row

n, M

s. W

anda

R

epre

sent

ativ

e, M

ontg

omer

y C

ount

y M

aryl

and

Bra

nch

of N

AA

CP

Cat

ena,

Ms.

Mar

y R

ose

In

stru

ctio

nal S

peci

alis

t, D

ivis

ion

of P

reki

nder

gart

en, S

peci

al P

rogr

ams,

and

Rel

ated

Ser

vice

s

Col

lins

, Mr.

Wil

liam

J.

Pri

ncip

al, D

amas

cus

Ele

men

tary

Sch

ool

C

ropp

, Mrs

. Am

y S

.

Dir

ecto

r, D

ivis

ion

of P

reki

nder

gart

en, S

peci

al P

rogr

ams,

and

Rel

ated

Ser

vice

s

DeF

osse

, Ms.

Pam

ela

A.

Sup

ervi

sor,

Spe

ech

and

Lan

guag

e S

ervi

ces

D

iam

ond,

Mrs

. Nic

ola

D.

Chi

ef F

inan

cial

Off

icer

, Off

ice

of th

e C

hief

Fin

anci

al O

ffic

er

D

imm

ick,

Mr.

Car

y D

. P

rinc

ipal

, Gai

ther

sbur

g H

igh

Sch

ool

D

oody

, Mrs

. Suz

anne

M.

F

isca

l Sup

ervi

sor,

Off

ice

of S

peci

al E

duca

tion

Dor

ner,

Mrs

. Mar

tha

F.

Fis

cal S

peci

alis

t, D

ivis

ion

of B

usin

ess,

Fis

cal a

nd I

nfor

mat

ion

Sys

tem

s

Gen

ess,

Ms.

Sim

one

A.

Sup

ervi

sor,

Tra

nsit

ion

Ser

vice

s U

nit

H

all,

Mrs

. Jul

ie S

.

Dir

ecto

r, D

ivis

ion

of B

usin

ess,

Fis

cal a

nd I

nfor

mat

ion

Sys

tem

s

Hea

twol

e, M

r. K

yle

J.

Pri

ncip

al, F

lora

M. S

inge

r E

lem

enta

ry S

choo

l

Hec

k, M

rs. L

isa

M.

Inst

ruct

iona

l Spe

cial

ist,

Div

isio

n of

Bus

ines

s, F

isca

l and

Inf

orm

atio

n S

yste

ms

Att

achm

ent E

Fis

cal Y

ear

2020

Sp

ecia

l Ed

uca

tion

Sta

ffin

g P

lan

Com

mit

tee

Nam

e T

itle

Hof

fman

, Ms.

Joa

nne

C.

Sup

ervi

sor,

Cen

tral

Pla

cem

ent U

nit

K

anna

n, M

r. A

mut

han

P

aren

t, W

ootto

n H

igh

Sch

ool

LaB

att,

Dr.

Arr

onza

M.

E

xecu

tive

Dir

ecto

r, D

eput

y S

uper

inte

nden

t of

Sch

ool S

uppo

rt a

nd I

mpr

ovem

ent

Lee

ty-W

eins

tein

, Ms.

Jes

sica

K.

Spe

cial

Edu

cati

on P

rogr

am S

peci

alis

t, L

ittl

e B

enne

tt E

lem

enta

ry S

choo

l

Ler

tora

, Mrs

. Kat

heri

ne W

.

Ass

ista

nt P

rinc

ipal

, Rob

erto

W. C

lem

ente

Mid

dle

Sch

ool

Lev

y, M

rs. J

anet

E.

Tea

cher

Spe

cial

Edu

cati

on, B

rook

e G

rove

Ele

men

tary

Sch

ool

L

ewis

, Dr.

Jud

ith

F.

P

rinc

ipal

, Bur

ning

Tre

e E

lem

enta

ry S

choo

l

Low

ndes

, Mr.

Kev

in E

. A

ssoc

iate

Sup

erin

tend

ent,

Off

ice

of S

peci

al E

duca

tion

Lyn

ch, M

r. P

hili

p A

. D

irec

tor,

Dep

artm

ent o

f S

peci

al E

duca

tion

Ser

vice

s

Mar

tine

z, M

s. M

onic

a P

resi

dent

, Par

tner

ship

for

Ext

raor

dina

ry M

inds

Mun

sey,

Mr.

Jos

hua

H.

Pri

ncip

al, R

ICA

–Joh

n L

. Gil

dner

Reg

iona

l Ins

titu

te f

or C

hild

ren

and

Ado

lesc

ents

Mur

ek, M

s. S

ally

R.

C

oord

inat

or, P

arae

duca

tor

Pro

gram

, Off

ice

of th

e C

hief

Aca

dem

ic O

ffic

er

Nar

di, M

r. C

hris

toph

er B

. P

rinc

ipal

, Tho

mas

W. P

yle

Mid

dle

Sch

ool

P

arro

tt, M

rs. M

arga

ret A

. In

stru

ctio

nal S

peci

alis

t, T

rans

itio

n S

ervi

ces

Uni

t

Pip

er, M

s. D

awn

Exe

cuti

ve D

irec

tor,

Dow

n S

yndr

ome

Net

wor

k of

Mon

tgom

ery

Cou

nty

R

edgr

ave,

Ms.

Kim

M.

Pri

ncip

al, S

teph

en K

noll

s S

choo

l

Att

achm

ent E

Fis

cal Y

ear

2020

Sp

ecia

l Ed

uca

tion

Sta

ffin

g P

lan

Com

mit

tee

Nam

e T

itle

Rei

ley,

Ms.

Jul

ie

Co-

Cha

irpe

rson

, Spe

cial

Edu

cati

on A

dvis

ory

Com

mit

tee

and

Vic

e C

hair

, Spe

cial

Edu

cati

on

Sub

com

mit

tee,

Mon

tgom

ery

Cou

nty

Cou

ncil

of

Par

ent-

Tea

cher

Ass

ocia

tion

s S

chau

felb

erge

r, M

iss

Ste

phan

ie R

. P

rinc

ipal

, Roc

k T

erra

ce S

choo

l

Sha

wve

r, M

rs. C

hris

sy

C

hief

Exe

cuti

ve O

ffic

er, T

he A

RC

of

Mon

tgom

ery

Cou

nty

Sm

ith,

Ms.

Cla

udet

te R

. S

uper

viso

r, D

epar

tmen

t of

Spe

cial

Edu

cati

on S

ervi

ces

S

tato

n, M

r. C

raig

W.

Pri

ncip

al, J

uliu

s W

est M

iddl

e S

choo

l

Str

oubl

e, M

rs. J

enni

fer

R.

Inst

ruct

iona

l Spe

cial

ist,

Dep

artm

ent o

f S

peci

al E

duca

tion

Ser

vice

s

Tay

lor,

Mrs

. Jea

nne

M.

S

peci

al E

duca

tion

Par

aedu

cato

r, F

arqu

har

Mid

dle

Sch

ool

Tho

mas

, Mis

s B

eth

F.

Ass

ista

nt P

rinc

ipal

, Hal

lie

Wel

ls M

iddl

e S

choo

l

Val

era,

Mr.

Jav

ier

Pre

side

nt, D

own

Syn

drom

e N

etw

ork

of M

ontg

omer

y C

ount

y

Wan

tana

be-T

ate,

Ms.

Rac

hel

Cha

ir, S

peci

al E

duca

tion

Sub

com

mit

tee,

Mon

tgom

ery

Cou

nty

Cou

ncil

of

Par

ent-

Tea

cher

A

ssoc

iati

ons

Whi

tfie

ld, M

r. D

onal

d P

aren

t, Jo

hn T

. Bak

er M

iddl

e S

choo

l

Com

mit

tee

Sup

port

: M

rs. R

uth

M. C

ampb

ell,

adm

inis

trat

ive

secr

etar

y, D

ivis

ion

of B

usin

ess,

Fis

cal a

nd I

nfor

mat

ion

Sys

tem

s T

elep

hone

: 24

0-74

0-38

50 E

-mai

l: R

uth_

M_C

ampb

ell@

mcp

smd.

org

A

ttac

hmen

t F

D

epar

tmen

t of

Sp

ecia

l Ed

uca

tion

Ser

vice

s D

ivis

ion

of

Bu

sin

ess,

Fis

cal a

nd

In

form

atio

n S

yste

ms

Pro

fess

ion

al D

evel

opm

ent

Pla

n

Fis

cal Y

ear

2020

Tea

cher

Ses

sion

s

Aca

dem

ic I

nter

vent

ions

: E

arly

Int

erve

ntio

ns in

Rea

ding

web

inar

and

face

-to-

face

A

cade

mic

Int

erve

ntio

ns:

Flu

ency

and

Aut

omat

icit

y th

roug

h Sy

stem

atic

Tea

chin

g an

d T

echn

olog

y (F

AS

TT

) M

athe

mat

ics

Ele

men

tary

web

inar

an

d fa

ce to

fac

e A

cade

mic

Int

erve

ntio

ns:

FA

ST

T M

athe

mat

ics

Mid

dle

Sch

ool w

ebin

ar

Aca

dem

ic I

nter

vent

ions

: Sys

tem

s 44

A

cade

mic

Int

erve

ntio

ns:

Rea

d N

atur

ally

Liv

e! w

ebin

ar

Aca

dem

ic I

nter

vent

ions

: N

umbe

r W

orld

s A

ugm

enta

tive

and

Alt

erna

tive

Com

mun

icat

ion:

Str

ateg

ies

to E

ncou

rage

Fun

ctio

nal C

omm

unic

atio

n A

ugm

enta

tive

and

Alt

erna

tive

Com

mun

icat

ion:

Str

ateg

ies

and

Ope

rati

on o

f S

peci

fic

Dev

ices

A

ugm

enta

tive

Com

mun

icat

ion

and

Ass

isti

ve T

echn

olog

y: S

trat

egie

s to

Sup

port

Ear

ly L

angu

age

Lea

rner

s A

ugm

enta

tive

Com

mun

icat

ion

and

Ass

isti

ve T

echn

olog

y: B

oard

mak

er S

tudi

o A

utis

m:

Ser

ving

Stu

dent

s w

ith

Aut

ism

Spe

ctru

m D

isor

ders

in th

e L

east

-res

tric

tive

Env

iron

men

t A

utis

m: S

uppo

rtin

g S

tude

nts

wit

h A

utis

m S

pect

rum

Dis

orde

rs in

Com

preh

ensi

ve E

lem

enta

ry S

choo

ls

Aut

ism

: Bes

t Pra

ctic

es f

or T

each

ing

Ele

men

tary

Stu

dent

s w

ith

Aut

ism

A

utis

m: B

est P

ract

ices

for

Tea

chin

g S

econ

dary

Stu

dent

s w

ith

Aut

ism

D

eaf

and

Har

d of

Hea

ring

(D

/HO

H):

Add

ress

ing

the

need

s of

D/H

OH

stu

dent

s w

ith

beha

vior

al o

r m

enta

l hea

lth

conc

erns

D

/HO

H:

Bui

ldin

g th

e C

apac

ity

of D

/HO

H T

each

ers

to A

ddre

ss th

e N

eeds

of

Stu

dent

s w

ith

Sig

nifi

cant

Cog

niti

ve D

isab

ilit

ies

D

/HO

H:

Ins

truc

tion

al a

nd B

ehav

iora

l S

trat

egie

s to

Add

ress

the

Nee

ds o

f S

tude

nts

who

are

D/H

OH

wit

h L

ittl

e/N

o P

rior

Sch

ooli

ng o

r F

orm

al

Lan

guag

e A

lter

nate

Lea

rnin

g C

urri

culu

m R

esou

rce—

Uni

que

Lea

rnin

g S

yste

ms

Pro

fess

iona

l Dev

elop

men

t: M

ulti

-Sta

te A

lter

nate

Ass

essm

ent (

MS

AA

)

Lea

d E

lem

enta

ry S

peci

al E

duca

tion

Tea

cher

s-S

peci

ally

Des

igne

d In

stru

ctio

n F

irst

Yea

r T

each

er T

rain

ing

Hig

h In

cide

nce

Acc

essi

ble

Tec

hnol

ogy

(HIA

T):

Ass

isti

ve T

echn

olog

y in

the

Chr

ome

Bro

wse

r H

IAT

: A

ssis

tive

Tec

hnol

ogy

Con

side

rati

on

HIA

T:

Ass

isti

ve T

echn

olog

y Im

plem

enta

tion

and

Doc

umen

tati

on

HIA

T:

Ass

isti

ve T

echn

olog

y in

Sch

ool a

nd o

n th

e In

divi

dual

ized

Edu

cati

on P

rogr

am (

IEP

) H

IAT

: In

trod

ucti

on to

Boo

ksha

re

A

ttac

hmen

t F

D

epar

tmen

t of

Sp

ecia

l Ed

uca

tion

Ser

vice

s D

ivis

ion

of

Bu

sin

ess,

Fis

cal a

nd

In

form

atio

n S

yste

ms

Pro

fess

ion

al D

evel

opm

ent

Pla

n

Fis

cal Y

ear

2020

Tea

cher

Ses

sion

s

HIA

T:

Intr

oduc

tion

to S

nap

& R

ead

H

IAT

: L

evel

ing

the

Pla

ying

Fie

ld-T

echn

olog

y T

ools

to S

uppo

rt A

cces

s to

Com

plex

Tex

t H

IAT

: O

ccup

atio

nal T

hera

pist

s/P

hysi

cal T

hera

pist

s P

rofe

ssio

nal L

earn

ing

Com

mun

ity

Ses

sion

s H

IAT

: P

ersp

ecti

ves

on P

ract

ice

for

Occ

upat

iona

l and

Phy

sica

l The

rapi

sts

HIA

T:

Per

spec

tive

s on

Pra

ctic

e W

orks

hops

and

Web

inar

s H

IAT

: S

peec

h R

ecog

niti

on–D

ecis

ion

Mak

ing

and

Ove

rvie

w

HIA

T:

Spe

ech

Rec

ogni

tion

–Usi

ng S

peec

h R

ecog

niti

on in

the

Cla

ssro

om

HIA

T:

Tec

hnol

ogy–

Sup

port

ing

Wri

ters

wit

h C

lick

er S

oftw

are

HIA

T:

Uni

vers

al D

esig

n fo

r L

earn

ing

(UD

L)–

Eve

ryda

y U

DL

Web

inar

Ser

ies

HIA

T:

UD

L–I

ntro

duct

ion

to U

DL

H

ome

Sch

ool M

odel

: C

o-te

achi

ng a

nd S

ched

ulin

g H

ours

Bas

ed S

taff

ing:

Co-

teac

hing

and

Sch

edul

ing

Med

ical

Ass

ista

nce:

Cer

tifi

cati

on T

rain

ing

Mul

ti-T

iere

d S

yste

ms

of S

uppo

rt a

nd S

peci

ally

Des

igne

d In

stru

ctio

n

New

Tea

cher

Ori

enta

tion

N

onvi

olen

t Cri

sis

Inte

rven

tion

: In

itia

l and

Ref

resh

er C

ours

es

Ort

on G

illi

ngha

m S

trat

egie

s P

reki

nder

gart

en:

Bui

ldin

g th

e C

apac

ity

of T

each

ers

to D

iffe

rent

iate

Ins

truc

tion

in I

nclu

sive

Set

ting

s

Pre

kind

erga

rten

: M

aryl

and’

s C

hild

Out

com

es S

umm

ary

Pro

cess

P

reki

nder

gart

en:

Mar

ylan

d’s

Ear

ly L

earn

ing

Ass

essm

ent

Pre

kind

erga

rten

: T

he S

ocia

l and

Em

otio

nal F

ound

atio

ns o

f Ear

ly L

earn

ing

P

reki

nder

gart

en:

Dev

elop

ing

Sta

ndar

ds-b

ased

, Hig

h-qu

alit

y IE

Ps

P

reki

nder

gart

en:

Ear

ly L

iter

acy:

Fou

ndat

iona

l Ski

lls

for

Sch

ool R

eadi

ness

P

reki

nder

gart

en:

Per

form

ance

Mat

ters

/Dat

a C

olle

ctio

n in

the

Pre

kind

erga

rten

Cla

ssro

om

Res

ourc

e T

each

er in

Spe

cial

Edu

cati

on s

econ

dary

mee

ting

s S

ecti

on 5

04 B

asic

s: D

eter

min

atio

n of

Eli

gibi

lity

and

Dev

elop

men

t of

App

ropr

iate

Acc

omm

odat

ions

S

peci

al E

duca

tion

Ski

ll B

uild

ing

Wor

ksho

p: F

rom

Pre

sent

Lev

els

to P

rogr

ess

Mon

itor

ing

S

peec

h an

d L

angu

age

Ser

vice

s: B

est P

ract

ices

in A

sses

smen

t and

Int

erve

ntio

n fo

r E

ngli

sh L

angu

age

Lea

rner

s w

ith

Dis

abil

itie

s

A

ttac

hmen

t F

D

epar

tmen

t of

Sp

ecia

l Ed

uca

tion

Ser

vice

s D

ivis

ion

of

Bu

sin

ess,

Fis

cal a

nd

In

form

atio

n S

yste

ms

Pro

fess

ion

al D

evel

opm

ent

Pla

n

Fis

cal Y

ear

2020

Tea

cher

Ses

sion

s

Spe

ech

and

Lan

guag

e S

ervi

ces:

Mea

sura

ble

IEP

Goa

ls a

nd D

ata

Col

lect

ion

Too

ls:

A R

efre

sher

S

peec

h an

d L

angu

age

Ser

vice

s: T

echn

olog

y T

ools

for

Stu

dent

s th

at S

uppo

rt O

ral C

omm

unic

atio

n S

kill

s

Em

otio

nal D

isab

ilit

ies:

Ele

men

tary

pro

gram

-wid

e tr

aini

ng

Tra

nsit

ion

Serv

ices

: P

rinc

ipal

s of

UD

L f

or S

elec

t Car

eer

and

Tec

hnol

ogy

Edu

cati

on T

each

ers

Tra

nsit

ion

Serv

ices

: T

rans

itio

n S

ervi

ces’

Aw

aren

ess

for

Mid

dle

and

Hig

h S

choo

l T

rans

itio

n Se

rvic

es:

Tra

nsit

ion

Sup

port

Tea

cher

s’ S

umm

it a

nd P

rofe

ssio

nal L

earn

ing

Com

mun

itie

s

Tw

ice

Exc

epti

onal

Stu

dent

s: R

ecog

nizi

ng a

nd S

ervi

ng E

lem

enta

ry S

tude

nts

Tw

ice

Exc

epti

onal

Stu

dent

s: D

iffe

rent

iati

ng E

lem

enta

ry I

nstr

ucti

on

Tw

ice

Exc

epti

onal

Stu

dent

s: R

ecog

nizi

ng C

hara

cter

isti

cs a

nd D

iffe

rent

iati

ng I

nstr

ucti

on f

or S

econ

dary

Stu

dent

s V

isio

n S

ervi

ces:

Bui

ldin

g th

e C

apac

ity

of V

isio

n S

taff

in A

ddre

ssin

g th

e N

eeds

of

Stu

dent

s w

ith

Cor

tica

l Vis

ual I

mpa

irm

ent

Vis

ion

Ser

vice

s: B

uild

ing

the

Cap

acit

y of

Vis

ion

Sta

ff in

Ass

essi

ng a

nd S

elec

ting

App

ropr

iate

Tec

hnol

ogy

for

Acc

essi

ng C

urri

culu

m M

ater

ials

V

isio

n S

ervi

ces:

Bui

ldin

g th

e C

apac

ity

of S

taff

Mem

bers

in th

e U

se o

f T

echn

olog

y: S

cien

tifi

c N

oteb

ook

and

Dux

bury

V

isio

n S

ervi

ces:

Bui

ldin

g a

Sys

tem

atic

App

roac

h to

Ori

enta

tion

and

Mob

ilit

y A

sses

smen

t and

Ser

vice

s

A

ttac

hmen

t G

Dep

artm

ent

of S

pec

ial E

du

cati

on S

ervi

ces

Div

isio

n o

f B

usi

nes

s, F

isca

l an

d I

nfo

rmat

ion

Sys

tem

s P

rofe

ssio

nal

Dev

elop

men

t P

lan

Fis

cal Y

ear

2020

Par

aed

uca

tor

Ses

sion

s

Ada

ptin

g an

d D

iffe

rent

iatin

g M

ater

ials

E

lem

enta

ry P

arae

duca

tors

: Fa

ding

Sup

port

s an

d B

uild

ing

Inde

pend

ence

A

utis

m:

Bes

t Pra

ctic

es f

or T

each

ing

Ele

men

tary

Stu

dent

s w

ith

Aut

ism

A

utis

m:

Bes

t Pra

ctic

es f

or T

each

ing

Sec

onda

ry S

tude

nts

wit

h A

utis

m

Aug

men

tativ

e C

omm

unic

atio

n an

d A

ssis

tive

Tec

hnol

ogy:

Boa

rdm

aker

Stu

dio

Col

labo

ratio

n w

ith C

linic

ians

for

par

aedu

cato

rs a

t the

Reg

iona

l Ins

titut

e fo

r C

hild

ren

and

Ado

lesc

ents

C

olla

bora

tion

wit

h te

ache

rs

Dat

a C

olle

ctio

n an

d A

naly

sis

R

esou

rces

and

Mat

eria

ls to

Sup

port

the

Inst

ruct

ion

of E

lem

enta

ry N

on-d

iplo

ma

Bou

nd S

tude

nts

Res

ourc

es a

nd M

ater

ials

to S

uppo

rt th

e In

stru

ctio

n of

Sec

onda

ry N

on-d

iplo

ma

Bou

nd S

tude

nts

Acc

omm

odat

ions

and

Mod

ific

atio

n: H

ands

-on

App

licat

ions

: E

lem

enta

ry P

arae

duca

tors

A

ccom

mod

atio

ns a

nd M

odif

icat

ion:

Han

ds-o

n A

pplic

atio

ns S

econ

dary

Par

aedu

cato

rs

Rea

ding

and

Wri

ting

Tec

hnol

ogy

Too

ls to

Sup

port

Str

uggl

ing

Stu

dent

s A

ctiv

insp

ire

Beg

inne

r A

ctiv

insp

ire

Inte

rmed

iate

A

ctiv

insp

ire

Adv

ance

d S

trat

egie

s fo

r P

arae

duca

tors

Wor

king

Eff

ecti

vely

wit

h S

tude

nts

with

Spe

cial

Nee

ds in

Phy

sica

l Edu

catio

n

Lan

guag

e D

evel

opm

ent S

trat

egie

s

Non

viol

ent C

risi

s In

terv

entio

n: I

nitia

l and

Ref

resh

er C

ours

es

Pre

kind

erga

rten

: Th

e So

cial

and

Em

otio

nal F

ound

atio

ns o

f Ear

ly L

earn

ing

P

reki

nder

gart

en:

Dat

a C

olle

ctio

n in

the

Pre

kind

erga

rten

Cla

ssro

om

Pre

kind

erga

rten

: M

aryl

and’

s E

arly

Lea

rnin

g A

sses

smen

t S

econ

dary

Res

earc

h T

ools

R

atio

nal D

etac

hmen

t tra

inin

g D

evel

opin

g P

ositi

ve B

ehav

iora

l Int

erve

ntio

ns f

or S

tude

nts

with

Int

elle

ctua

l Dis

abili

ties

Em

otio

nal D

isab

ilit

ies:

Ele

men

tary

pro

gram

-wid

e tr

aini

ng

Tra

nsit

ion

Ser

vice

s: T

rans

itio

n S

ervi

ces’

Aw

aren

ess

T

rans

ition

Ser

vice

s: J

ob C

oach

ing

Tra

nsit

ion

Ser

vice

s: T

rave

l Tra

inin

g

Tw

ice

Exc

eptio

nal S

tude

nts:

Sup

port

in th

e G

ener

al E

duca

tion

Cla

ssro

om

Sig

n L

angu

age

for

Par

aedu

cato

rs

Uns

tuck

and

On

Tar

get

Zon

es o

f Reg

ulat

ion