The Trellis School

Get Directions14550A York Road
Sparks, MD 21152
Baltimore County
Referral Contact(s):
Stephanie Moore - Education Director 443-330-7900 x814
Disabilities Served:
04 - speech or language impairment, 14 - autism
Capacity of Facility:
MSDE Approval Category:
Type I Special Education
Ages Served:
2 - 13
Grade Range:
Preschool through Grade 8
Private Pay Students Accepted:
Before and/or After School Program:
Nurse on-site (full or part time):
Wheelchair Accessible:
Hours of Operation for School Day:
8:10 - 2:35 pm
Length of School/Program Year:
12 month
Program Description:
The Trellis School is operated by Trellis Services, LLC. The physical facilities include large natural environment instructional spaces, library, classrooms, arts & crafts room, sensory room, kitchen/lunch room, computer lab, and gross motor space. The Love 2 Learn Clinic, a private pay, partial day, early intervention program, outpatient Speech and Occupational Therapy sessions, and the Therapeutic Integration services through the Autism Waiver, are also operated by Trellis Services, LLC at the same location. Male and female students in our primary and intermediate classrooms are aged 2 to 11 at the time of enrollment. They are enrolled in Nursery 2 through 4, Kindergarten, and Grades 1-5. Students in our middle school classrooms are aged 11-13 at the time of enrollment and are enrolled in Grades 6-8. Educational disabilities served include 01-intellectual disability, 04-speech and language impairment, 08-other health impairment, 14-autism, and 15-developmental delay. Enrollment capacity is 54 students. Students in all grade levels may be working towards a Maryland High School Diploma and participate in statewide testing or working towards a Maryland Certificate of Program Completion and participate in alternative statewide testing. Statewide standardized testing begins in Grade 3. Educational staff include: the president/CEO, executive director, education director, assistant education director, teachers, ACT specialist, professional development coordinator, program support specialist, program support assistant, instructional support specialist, lead instructors, and instructional aides (i.e., instructors). An administrative assistant and office manager also aid in supporting the program. Related Services staff include: the clinical services specialist, speech and language pathologists, adapted physical education teacher, and occupational therapists. Related Services are provided per each student's IEP within the educational environment. Related Services are also integrated throughout the school day, and instructors are typically present in all therapy sessions to support carryover of skills and strategies throughout the student's school day. Related services staff members participate in monthly student team meetings and parent meetings when possible, to ensure that a collaborative team approach is maintained. For students whose IEPs include additional related services beyond speech, OT, and Adapted Physical Education (APE), such as art, music, or physical therapy, services are provided by contractual employees. The instructional model incorporates the principles of Applied Behavior Analysis with a focus on B.F. Skinner’s Analysis of Verbal Behavior (VB). A VB program focuses on capturing or contriving a learner’s motivation to create communication opportunities. Learner motivation to engage in instructional activities is maintained through the application of effective teaching procedures. The Verbal Behavior Milestones Assessment and Placement Program (VB-MAPP), Essential For Living, and/or the Assessment of Basic Language and Learning Skills-Revised (ABLLS-R) are used as skills tracking guides, along with the Baltimore County Public Schools Curriculum, Howard County Schools Curriculum, and Maryland College and Career-Ready Standards. Data are collected daily to monitor progress and the mastery of goals and targets on students’ Individual Education Programs (IEPs). Behavior Intervention Plans (BIP) are developed following a Functional Behavior Assessment (FBA) to target specific learner behavior that interferes with instruction or is potentially harmful to the learner and/or their peers. Team meetings with parental participation are offered for 9 of the 12 months each school year to review progress, discuss current goals, and encourage generalization of skills across school and home environments. The purpose of the school’s educational program in the primary grades (Grades N2-2) is to build strong foundational communication, learner readiness, academic, social, and play skills. Students are engaged in learning activities in natural play environments as well as in structured, seated work sessions and groups, as appropriate to their age and ability levels. For preschool learners, the majority of their day is spent in 1:1 instruction devoted to natural environment teaching (NET) and intensive teaching time (ITT). They also participate in a small Circle Time Group that addresses various literacy and mathematics skills and enhanced learning experiences (i.e., recreational activities incorporating, social, gross motor, health and fine arts skills) as well as independent play sessions. Our primary learners (i.e., Grades K-2) extend their group experiences to include Social Studies/Science Group, Literacy Group, Math Group, and begin to participate in independent work sessions. Students in these classrooms also participate in community based instruction (CBI). During CBI, students work on social skills, independent navigation, and generalization of communication skills in the community. As students enter intermediate and middle school grades (i.e., Grades 3-8), there continues to be a strong emphasis on the development and strengthening of communication skills. Academic and social skills continue to be built upon, and an increase in independence is emphasized and fostered within the learning environment. Students’ experiences are further extended to include community-based instruction and additional academic groups as well as increased time spent participating in instructional group activities. As group instruction is increased, instruction in a designated natural environment teaching area is gradually faded, and a greater amount of instruction occurs within the classroom. Students in these classrooms also participate in community based instruction (CBI). During CBI, students work on social skills, independent navigation, and generalization of communication skills in the community. For intermediate and middle school-aged students who demonstrate the ability to acquire skills in whole group and/or small group and independent work settings and meet behavioral expectations, opportunities for a 1:2 staff to student ratio are made possible. This lends to the approximation of a more traditional classroom setting. Enhanced learning experiences are orchestrated during NET as well as during dyads and small groups. Dyads and small groups are implemented by instructors and structured by a certified special educator who follows the Maryland State Curriculum related to the areas of Health and Fine Arts, to guide instruction; however, the teacher is not necessarily certified in any of those specific content areas. Physical Education is also provided in small groups and taught by a certified physical education teacher. Social skills are incorporated into all enhanced learning experiences as well as physical education groups. Data are collected on selected dyad and group skills and used to make data based decisions. Data collected are reported on periodic progress reports.
Related Services:
Speech and language therapy, occupational therapy.
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