High Road Lower School of Prince George’s County
High Road Lower School of Prince George’s County provides an individualized learning experience within a comprehensive program designed to help children with emotional disabilities and other learning disabilities achieve a higher quality of life. Our highly trained, dedicated 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.
- (P) 301.636.6614
- (F) 301.636.6619
- 9701 Philadelphia Court, Suite P
Lanham, MD 20806
Our Students
Students are referred by their school district to attend High Road School and are generally in grades 1–8 (aged 6 to 15). They face disabilities in a variety of areas, including Emotional Disability, Autism, and more.
Our Staff
We are proud to employ certified special education teachers, staff trained in crisis prevention, School Social Worker, Board Certified Behavior Analyst, Speech-Language Pathologist, and Occupational Therapist.
The High Road Lower School of Prince George’s County serves the instructional and behavioral needs of students in a supportive and structured environment. Our programs are custom‐designed to focus on personalized academic and behavioral goals so that students may either return to a less restrictive setting as quickly as possible or graduate from our school as equipped as possible to lead rewarding and productive lives.
Our school is designed and prepared to meet the academic, social, and emotional needs of each of our students. In addition to our special education teachers, we employ several on-site social workers to provide emotional support to our students and parents alike.
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.
