For a directory of locations for each program, download MCPS Programs and Services Locations for Special Education Students 2022–2023.

Different students require different levels of support at school. The programs below are listed generally in order from least to most support. 

Home School Model (HSM)

Locations: Available at all elementary schools.

Students: Students with a variety of disability codes are assigned to heterogenous classrooms along with students who do not have an IEP.

Learning Environment: Not to be confused with home schooling, the home school model provides services and accommodations within the school assigned to your neighborhood. The Home School Model is typically considered the "least restrictive environment." Students receive special education services either in the general education classroom and/or in small group pull-outs with a special education teacher. Related services (speech, occupational therapy, physical therapy, counseling) are available in all elementary schools.

Description from MCPS: (as of Aug. '22): All elementary schools offer HSM services to support students in Grades K–5 as a result of a disability that impacts academic achievement in one or more content areas, organization, and/or behavior. Students are assigned to age-appropriate heterogeneous classes in their neighborhood schools. Student access to the general education curriculum during the course of the day is based on individual student needs and encompasses a variety of instructional models that may include instruction in a general education environment and/or a self-contained setting.

Click here to read more about the MCPS Home School Model.

Hear MCPS staff talk about the Home School Model in the xMinds YouTube video below (8:40–12:31). To watch in Spanish, click here.

Autism Connections (starting in 1st grade)

(formerly Elementary Aspergers Services)

Students: Students have an autism diagnosis, are on or above grade level, and can engage in general education math. 

Learning Environment: In general education for all classes except for homeroom, social-skills instruction, and language arts. Self-contained classroom for homeroom usually includes students from more than one grade.

Staffing: 1 special education teacher and 2 paraeducators in the self-contained setting. Paraeducators accompany students to general education classes, specials, lunch, and recess.

Special Features: Social-skills instruction using autism-specific curricula.

Description from MCPS: (as of July. '23): The Elementary Aspergers classes are based in comprehensive elementary school buildings. Students served by this model have a diagnosis of Aspergers Disorder. The students function in the average to high average range of intellectual ability and receive instruction on the general education curriculum, with enrichment as appropriate. Students have documented social and behavioral needs that have significantly interfered with their ability to participate in other educational environments, despite a variety of special and individualized supports. Autism staff members, in collaboration with the transdisciplinary team and a school-based counselor, integrate social skills teaching and generalization opportunities throughout the instructional day. Social skill groups, class units, and direct individualized teaching are utilized to provide students with strategies for acceptable behavior. Individual and classroom motivation systems reinforce appropriate social behavior across the school day.

Click here to join the Facebook group for parents/guardians of students in Autism Connections.

Hear MCPS staff talk about Autism Connections in the xMinds YouTube video below (12:32–18:26). To watch in Spanish, click here.

Elementary Learning Centers

Students: Students are typically 2–3 years below grade level. Students have a variety of disability codes. Not all students are autistic.

Learning Environment: All classes, except for lunch and recess, are self-contained. Self-contained classroom usually includes students from more than one grade. Over time, students can be increasingly mainstreamed, if appropriate.

Staffing: 1 teacher and 1 paraeducator for 8–14 students.

Special Features: Can support both diploma-track and certificate-track students.

Description from MCPS: (as of Feb. '23): Elementary Learning Centers serve students through a continuum of services in self-contained classes with opportunities to be included with nondisabled peers in the general education environment. The services address the goals and objectives in the student's IEP while ensuring access to the general education curriculum through assistive technology, reduced class size, and differentiated instruction.

Click here to read more about MCPS Elementary Learning Centers

Hear MCPS staff talk about Elementary Learning Centers in the xMinds YouTube video below (21:23–29:30). To watch in Spanish, click here.

Darnestown Learning Center (for Autism)

NOTE: MCPS announced in February 2024 that it plans to end Darnestown Learning Center's specialized focus on autism and convert it into a traditional learning center. This will mean higher student-to-staff ratios and larger class sizes. xMinds encourages families to contact MCPS and community leaders and urge them to keep Darnestown's focus on autistic students. Download a sample letter. 

Location: Darnestown Elementary School

Students: All students have an autism disability code in addition to being 1–2 years below grade level. Students have delays in expressive and receptive language skills and deficits in social (pragmatic) language. Students need a high degree of structured, ongoing systematic behavioral interventions and reinforcement for compliance and escape behaviors, as well as structured teaching for transitions, following routines, maintaining attention to task, and increased independence.

Learning Environment: All classes, except for lunch and recess, are self-contained. Self-contained classroom usually supports students from more than one grade. Over time, students can be increasingly mainstreamed, if appropriate.

Staffing: 1 teacher and 2 paraeducators for roughly 9 students.

Special Features: Social skills instruction, built in sensory supports, access to Occupational Therapy room.

Description from MCPS: (as of Nov. '19): The special educator and paraeducators provide instruction to students in self- contained mixed grade K–5 classrooms, with opportunities for inclusion provided as individually determined. The classrooms are highly structured, language enriched settings with familiar routines, clearly defined rules and expectations, structured teaching at a modified pace and motivational systems to support academic, social, and behavioral needs. Students are instructed in both small and large groups and require instruction in working independently with faded adult support. 

Click here to read more about the Darnestown Learning Center.

Hear MCPS staff talk about the Darnestown Learning Center in the xMinds YouTube video below (29:31–33:50). To watch in Spanish, click here.

Social and Emotional Special Education Services (SESES)

Students: Students are typically at grade level. Most students are diagnosed with an emotional disability. Not all students are autistic.

Learning Environment: All classes, except for specials, lunch, and recess, are self-contained. Self-contained classroom sometimes supports students from more than one grade. Over time, students can be increasingly mainstreamed, if appropriate.

Staffing: 1 teacher and 1 paraeducator for approximately 10 students.

Special features: The program is supported by a Behavior Support Teacher and a Social Worker, in addition to special education staff. Students engage in insight-based therapeutic support.

Description from MCPS: (as of Feb. '23): Behavioral and Emotional Support Services are developed and implemented throughout MCPS for students who are experiencing behavioral and emotional challenges. Through the use of the multidisciplinary team, we empower students to reach their full potential. We will also develop student’s experiences in all classrooms through staff development, advocacy, and consultation. In an effort to provide comprehensive services to students experiencing significant emotional and/or behavioral difficulties, Montgomery County Public Schools (MCPS) has established these services to meet the needs of students in Grades K–12 who are experiencing emotional and behavioral difficulties in school. By identifying developmentally appropriate learning strategies and interventions based on current research, staff addresses each individual’s needs in the least restrictive environment (LRE).

Click here to read more about MCPS SESES program.

Hear MCPS staff talk about SESES in the xMinds YouTube video below (18:27–21:22). To watch in Spanish, click here.

Carl Sandburg Learning Center (CSLC)

(Serves both certificate- and diploma-bound students)

Students: Students are significantly below grade level and behavioral factors typically impede their access to the curriculum. Students have a variety of disability codes. The majority of students, but not all, are on the certificate track, following the Alternate Academic Learning Outcomes (ALO) curriculum.

Learning Environment: CSLC is a separate day-school where students have no access to typically developing peers. Thus, placement at CSLC requires a Central IEP meeting.

Staffing: 1 special education teacher and 1 paraeducator for approximately 6 students.

Special features: Close collaboration of teaching staff with related service providers; access to Occupational Therapy room.

Description from MCPS: (as of Aug. '22): Carl Sandburg Learning Center is a special education school that serves students with multiple disabilities in Grades K–5, including intellectual disabilities, ASD, language disabilities, and emotional and other learning disabilities. Services are designed for elementary students who need a highly structured setting, small student-to-teacher ratio, and access to the MCPS general education curriculum or ALOs aligned with the curriculum. Modification of curriculum materials and instructional strategies, based on students’ needs, is the basis of all instruction. Emphasis is placed on the development of language, academic, and social skills provided through an in class trans-disciplinary model of service delivery in which all staff members implement the recommendations of related service providers. Special emphasis is placed on meeting the sensory and motor needs of students in their classroom setting. To address behavioral goals, services may include a behavior management system, psychological consultation, and crisis intervention.

Click here to read more about the MCPS Carl Sandburg Learning Center.

Click here to see the Carl Sandburg Learning Center website.

Hear MCPS staff talk about the Carl Sandburg Learning Center in the xMinds YouTube video below (33:51–35:51). To watch in Spanish, click here.