Listing Type :
MANSEF Schools
Location :
Maryland / Baltimore City
County : Baltimore City
Phone : 443-923-9100
Fax : 443-923-4525
Website : Visit School Website >>
Referral Contact : Brooke Shivers
Disabilities Served : 01 - Intellectual Disability, 06 - Emotional Disability, 08 - Other Health Impairments, 09 - Specific Learning Disabilities, 10 - Multiple Disabilities, 13 - Traumatic Brain Injury, 14 - Autism
Length of School/Program Year : 11 month
MSDE Approval Category : Type I Special Education
Capacity of Facility : 165
Ages Served : 5-14
Grade Range : K through 8
Private Pay Students Accepted : Yes
Setting : Day
Before and/or After School Program : No
Nurse on-site (full or part time) : Yes
Wheelchair Accessible : Yes
Hours of Operation for School Day : 7:55 a.m. - 2:25 p.m. (M, T, Th, F), 7:55 a.m. - 12:25 p.m. (W)
Program Description : The Kennedy Krieger School provides comprehensive educational and behavioral services to kindergarten through eighth grade students and is designed to provide effective preparation for students who, in the future, will be seeking either a diploma or a certificate at the high school level. The program is designed to meet the needs of a varied population of students. A best practice, evidence-based, approach is used to implement curriculum, which focuses upon essential skills and aligns with Common Core State Standards and guided by the Maryland College and Career Ready standards. Students are provided instruction in the areas of: Language Arts; Mathematics; Social Studies; STEM; Health; Social Skills; Music; Art and Physical Education. Students utilize an abundance of technology resources available within each classroom. These technologies include: interactive white boards; iPads and desktop computers. These proven and highly motivating devices serve to enhance learning, increase student participation, develop problem solving skills and prepare students for a society which is increasingly dependent upon the effective use of technology. Our program provides integrated related services that work together in a team-based collaborative approach. Staff use differentiation, accommodations, modifications, and a multi-sensory approach to implement the curriculum and to target individualized education plan (IEP) goals and objectives The school utilizes both individualized behavior programming and a school wide behavior management approach based in Positive Behavior Intervention Supports (PBIS), as well as Professional Crisis Management (PCM). Sensory strategies are integrated throughout the school environment and are individualized to meet students’ needs. The school is organized into Professional Learning Communities (PLCs). Each community is designed to meet the unique needs of a variety of learners. This model fosters a student-centered environment where shared decision making is used to examine our practices and improve our effectiveness. Below is a description of our three communities: Blue Community: The Blue Community is designed to meet the academic, social, and behavioral needs of learners who require explicit instruction and practice with learning and accessing coping skills and self-management skills. Additional support is provided in the acquisition and practice of executive functioning skills across the school environment. Providing a structured, but flexible environment that promotes independence, the Blue Community classrooms intertwine social skills and social skill interventions throughout the day, creating opportunities for students to clearly practice learned skills. Students’ learning styles may vary however most instruction occurs in small or whole group lesson settings. The students may rely on therapeutic relationships to work through, prevent and/or deescalate problem behaviors and/or upset. Green Community: The Green Community is designed to meet the academic, social, functional, and behavioral needs of learners who thrive on a highly structured and predictable environment. Green Community students do best with a consistent routine; one that is supported by visual supports and sensory strategies. The community promotes the mastery of functional and meaningful tasks and is focused on increasing engagement to tasks, adults, and peers. Social skills instruction is explicit and varied to meet the needs of the students. Green Community students require instruction presented through various, targeted methodologies including but not limited to: errorless learning, TEACCH, and discrete trial training. The total communication approach is used across the Green Community to support language acquisition and use. Through the use of fast paced and engaging lessons designed to maintain attention and engagement, much of the instruction in the Green Community is occurring in 1:1 or small group settings, with whole group instruction being the ultimate goal. Yellow Community: The Yellow Community is designed to meet the unique learning needs of our youngest, active learners. Serving students Kindergarten through 2nd grade and placing an emphasis on learning to learn, the focus of this community is to provide a structured, routine-based environment in which play, movement, and explicit social skills instruction and opportunities are seamlessly integrated into the students’ typical academic day. Students’ learning styles are in the development stage and as such, students are provided with varied instructional models including 1:1, small group and whole group. Work is completed in short increments, with increments increasing as the students’ ability to remain on task, complete work, and manage frustrations increase. Students are provided opportunities to learn through curriculum and natural opportunities in the social environment. **Private pay students accepted: Foreign Nationals only through SEVIS.
Related Services : Speech/language Therapy, Occupational Therapy, Physical Therapy, Mental Health and Expressive Arts Therapies.
