High Road Academy2019-11-16T21:34:36+00:00

High Road Academy

High Road Academy began in 1998, and the focus of the program is the mission of remediation; and the main goal, whenever possible and applicable, is to return students to the least restrictive environment (LRE) at their home schools. We take great pride in the fact that we have been able to maintain an average annual return rate of 30% of our total school population. Better yet, follow-up data indicates that High Road Academy students who have returned to their home schools continue to achieve and meet the challenges in the mainstream classrooms.

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  • (P) 301.483.8605
  • (F) 301.483.3182
  • 9705 Washington Blvd. N
    Laurel, MD 20723
Meet the Team

Our Students

Students are referred by their school district to attend High Road Academy. Our students are generally in grades 3–12 (aged 7 to 21). Our student populations face disabilities in a variety of areas, including Specific Learning Disability, Nonverbal Learning Disability, Speech and Language Impairment, Hearing &/or Vision Impairment, Autism Spectrum Disorder, ADD/ADHD, Intellectual Disability, Traumatic Brain Injury, Other Health Impairment, Emotional Disability, Multiple Disabilities.

Our Staff

We are proud to employ certified special education teachers, staff trained in crisis intervention, school social workers, in-home and/or family therapist, speech/language therapy, occupational therapy, and access to physical therapy

High Road Academy specializes in individualized, remedial programs specifically designed for students with severe reading impediments. Staff is trained in a variety of methodologies and interventions for students with significant reading disabilities. We provide a safe and nurturing environment that addresses each student’s unique challenges – academic, communication, and social – in a continuous positive cycle of learning and advancement. Small class sizes and one-on-one attention provide personalized instruction that builds on each child’s particular strengths and expertly targets identified deficits. Academic performance is evaluated and monitored regularly so that programming adjustments can be made to close academic gaps. Our highly trained staff guides students who learn differently to an unprecedented level of success in all facets of their lives. Enabling and empowering students to direct their own lives is key to our approach.

By focusing on key areas — academics, behavior modifications, support services, and transition / life planning services — we are able to meet the individual needs of all students through these varied approaches to instruction. Through collaboration with a student’s IEP team, we are able to choose the most appropriate learning model based on a given student’s present levels of performance, social capabilities, motor coordination, and ability to learn in a group setting.

Utilizing four specific instructional rotations, students are assessed academically, gain self-regulation skills, learn with district-aligned academic curriculums, and utilize integrated technology.

Learn More About Our Academic Model

Our Academic Model is designed as a rotational system of learning. By focusing on key areas — academics, behavior modifications, support services, and transition / life planning services — we are able to meet the individual needs of all students through these varied approaches to instruction.

Through collaboration with a student’s IEP team, we are able to choose the most appropriate learning model based on a given student’s present levels of performance, social capabilities, motor coordination, and ability to learn in a group setting.

Utilizing four specific instructional rotations, students are assessed academically, gain self-regulation skills, learn with district-aligned academic curriculums, and utilize integrated technology.

Student Spotlight

Resources

2019-20 Calendar