The Forbush School at Westminster, located in Westminster, Carroll County, Maryland, is a private, separate nonpublic school approved by the Maryland State Department of Education. The school has two programs at this school for students who have the following primary disabilities: emotional disturbance or autism. Each of the programs provide individualized special education based on the Maryland State Curriculum and the student’s IEP, as well as positive behavioral intervention and supports (PBIS). Both programs provide related services, including speech and language and occupational therapy, to students in both programs.
In terms of the two programs at the school, the program for children who have a primary disability of emotional disturbance is for children who are ages 6 to 14 and in grades one to eight. This program provides for the educational, therapeutic, and behavioral intervention for these students. Psychiatric services are also provided in this program. Second, there is a program for children who have a primary disability of autism who are ages 5 to 14 years. This behavior-based program provides educational services, as well as sensory integration, self care, life skills, and social stories.
Program Descriptions
Elementary/Remedial Program:
In the elementary/remedial classroom for children who have emotional disturbance, there is a high degree of structure throughout the day. Students are expected to actively participate in the Maryland State Curriculum for their individual grade level, with activities that are adapted to meet each student’s current level of functioning. Students spend the morning working through rotations in which they receive individualized or very small group reading instruction, do various reading comprehension activities, practice writing and handwriting skills, and do social studies activities. All reading instruction contains both whole language and phonetic approaches. The student’s needs and learning style determine which teaching strategy is more heavily emphasized. In the afternoon students participate in group mathematics and science instruction, both of which incorporate the Maryland State Curriculum and prepare the students for taking the Maryland State Assessments. Teaching strategies vary depending on the concepts and the student’s understanding of the ideas. Homework is given nightly to reinforce the concepts learned and to develop positive work ethics. Special area instruction, including art, music, physical education, is provided during the week.
Middle School Program:
The middle school program for children who have emotional disturbance maintains much of the same structure as the elementary program. It also strives to instill a growing sense of independence and increasing personal responsibility in the student. Students are expected to participate actively in the Maryland State Curriculum according to their individual grade level, while also working towards individualized educational and therapeutic goals as determined by each student’s IEP. Teaching strategies strive to be student-centered, interactive, and to present information in an interesting and engaging manner, consistent with each student’s unique learning style.
Although provided with individualized instruction and accommodations, middle school students are also required to more frequently participate in whole class or group lessons which closely resemble the more traditional format of larger classroom settings. In language arts, typical areas of academic concentration include vocabulary/language development, spelling, grammar, handwriting, the study of various genres (including poetry, drama, fiction, biography, etc.), critical thinking and reading strategies, consistent use of the writing process, and creative writing/journals. Essential executive functioning and organizational/study skills are also consistently stressed. Skills and concepts are reinforced through nightly homework. Students begin each day with “community group” activities which cover a broad spectrum of objectives, including the acquisition of important social and life skills, the discussion of current events, the increased sense of community, and the addressing of specific therapeutic issues. The core values of respect, responsibility, and safety are reinforced continuously through daily lessons and activities.
Therapy Program:
For the students who are in the elementary/remedial and middle school programs for emotional disturbance, there is a therapeutic component to their programs. The purpose is to provide individualized, therapeutic supports and structure for each child. Individual and group therapy are provided on a weekly basis by a licensed clinical social worker. Family therapy is provided as part of the program with its frequency depending on the needs of the family. The goal of the therapy is to assist each child in developing the skills and obtaining the supports necessary to be successful behaviorally, emotionally, socially and academically. Each child’s needs and progress are assessed regularly by the treatment team, and input from the student’s family and other service providers is also strongly encouraged in order to provide the highest quality of treatment.
Autism Program:
The autism program is for students, ages 5 to 14, who have an autism spectrum disorder with varying degrees of severity in their behavioral, communication and social needs. A student’s individualized behavior plan is the guideline for teaching the student. This detailed tool is developed and monitored by a licensed psychologist who observes and provide consultation to the teacher for each student in the program. Students are involved in achieving objectives in the Maryland State Curriculum through activities adapted to their current level of functioning and that are directly related to their individualized educational programs (IEPs). Teaching strategies may include discrete trial teaching, sign language, TEACCH techniques, visual prompts (written and/or pictures) and repetition. Subject areas are taught in individual and group sessions through adapted materials and hands-on projects. Students use individualized daily schedules with cue words and/or pictures to help them structure their school days. Another important component of the program is that students participate in social skills lessons in which they are given opportunities to practice social, communication and life skills through repetition, role play and social stories. Reinforcement and praise is provided throughout the school day for appropriate replacement behaviors. Many of the students also participate in speech and occupational therapy per their IEP. Furthermore, students are integrated into the elementary/remedial and middle school programs for lunch, recess and special area instruction (art music, physical education). Students may also be integrated selectively into academic subjects in those programs when appropriate.
Key Contacts:
o Educational Director:
Cathy Brust (cbrust@thejeffersonschool.org)
o Administrative Assistant:
Patricia Jennings(pjennings@thejeffersonschool.org)
o Therapist:
Shannon Hodgins (shodgins@thejeffersonschool.org)
o Teachers- Emotional Disturbance:
Dawn Borne (dborne@thejeffersonschool.org)
Melody Mundy(mmundy@thejeffersonschool.org)
o Teachers- Autism:
Sandra McAllister (sam@thejeffersonschool.org)
o Resource Specialist:
David Tschudy (DTschudy@thejeffersonschool.org)
o Teacher's Assistants:
Catherine Russell (crussell@thejeffersonschool.org)
Irene Heiss (iheiss@thejeffersonschool.org)
Jen Neal (jneal@thejeffersonschool.org)
Amanda Linker (alinker@thejeffersonschool.org)
Allison Rasche (arasche@thejeffersonschool.org)
oRelated Services :
Jane Luquette, OT (jluquette@thejeffersonschool.org)
Carol Berman, Speech (care of Cathy Brust)

• Parent Quotes:
“Overall, the strengths of the program are the qualified staff with their knowledge of the strengths and needs of the children, the consistent monitoring of the students, the small group settings, the intervention programs, the counseling, the quiet room and safe area if needed, the quality field trips and the wonderful summer program”
• Regarding behaviors:
o “The program offers clear expectations and rewards desirable behaviors.”
o “Behaviorally my child has made great progress in terms of dealing with emotional outbursts. He now uses his coping strategies regularly when faced with an anxious situation. His outbursts are now less frequent and much shorter in duration than a year and a half ago.”

• Regarding instruction/academics:
o “The individualized instruction has been invaluable to my son as he has difficulty self-directing, so having an instructor there to guide him regularly has allowed him to learn and succeed.”
o “We have seen progress academically across all subjects. Our child has the benefit of a very low student/teacher ratio.”
o “The school helps learn daily living skills as needed.”
• Regarding location:
o I also like the fact that he is local and not on the bus for a long time.”
• Regarding the staff:
o “I really feel that the staff care for the children.
o “There is good communication between home and school. There is a dedicated team of staff.”
o “Having teachers, therapists, behavioral specialists, along with the parents, working together presents a united front resulting in consistency across settings.”