High Road School of Anne Arundel County

High Road School of Anne Arundel County is a nonpublic education program designed specifically to meet the individualized academic, behavioral, and therapeutic needs of students requiring special education services. Our highly structured program serves students with emotional/behavioral disabilities, autism spectrum disorders, intellectual disabilities, and learning disabilities, as well as other disabilities under IDEA. Students are referred to our program by local school systems (Anne Arundel County Public Schools and those in surrounding counties).

(P) 410.846.5282
(F) 443.688.6354
1131 Benfield Boulevard
Millersville, MD 21108
Meet the Team

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Students & Staff

Our Students

Students are referred by their school district to attend High Road School, and are generally in grades K–12 (aged 5 to 21). They face disabilities in a variety of areas, including Autism, Emotional Disability, Other Health Impairments, and more.

Our Staff

We are proud to employ certified special education teachers, staff trained in crisis intervention, full time social workers, a school psychiatrist, a speech-language pathologist, and occupational therapy services.

Overview

The High Road School of Anne Arundel County seeks to build student confidence and competence through personalized attention and instruction, and prepare our students to be independent, successful adults. We achieve these goals through the three main components of our specialized model: Academics, Behavior Interventions/Counseling, and Transition Services.

Students attending the High Road School of Anne Arundel County work toward transitioning back to a less restrictive environment and/or pursuing a Maryland high school diploma or Certificate of Completion.

Academic Rotational Model

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

Broad-Based Educational Services & Therapies (BEST) Model

Serving students with significant autism and developmental disabilities, our model takes learned skills and practically applies them to the multiple environments in which a student would use those skills. Students spends portions of their day rotating through different modalities of instruction, the length and the frequency of each rotation is individuality designed for each learner and based on their current skills and future goals.

Each student enrolled in the model has individualized behavior programming which is driven by Functional Behavioral Assessments (FBA). We aim to identify the behaviors that continue to disrupt our student’s ability to access their environment and learning. We then use the data collected from the FBA and classroom data to device strategies that get to the root function of the students disrupted behaviors.

Learn More About Our Model

Community Engagement

High Road School affords students the opportunity to take their learning outside of the classroom and transfer it into the community. We work with our students to practice the proficiencies they have mastered in the School-to-Work Program, and then, when a student is ready, a job coach accompanies them to volunteer or paid job sites out in the community. We partner with a wide array of local-area businesses (including restaurants, hospitals, preschools, and retail shops) to expose the students to real-life work experience and social interactions. In this way, students can explore numerous career avenues and gain valuable work experience to list on their résumés.

Transition Program

All of the programming that is designed to transition the student from school to work emphasizes preparation for productive employment after graduation. To make this employment as successful and fulfilling as possible, we help the student explore his or her interests and then build upon natural talents in choosing possible career paths. As students mature, we encourage them to gradually become more self-reliant. Our Transition Services staff aids in this process by giving the students just the right amount of independence and interaction with the wider community, while still providing the supports necessary for the students to feel secure and confident.

School-to-Work Program

Our School-to-Work Program offers students the opportunity to participate in true-to-life jobs within the school setting. The end goal of the program is to develop the students’ employment skills and social skills in order to maximize their potential for success in the real world. As such, students seek to obtain jobs by first filling out an application and interviewing for the position they are interested in, as they would in real life. Once the student obtains a suitable position at school, they are held accountable for their attendance and performance, so we work with them on such aspects of employment as punctuality, responsibility, and working independently. Many of the jobs the students procure involve our student-run, on-the-premises retail business. Students participating in the School-to-Work Program are trained to operate many of the state-of the-art machines that make customized products for sale through this retail business.