Kennedy Krieger High School

Kennedy Krieger High School: Greenspring Campus • 3825 Greenspring Ave. • Baltimore, MD 21211

Recent Highlights:

We’re ahead of the curve!!

In late July, the Maryland State Board of Education added a recommendation (COMAR 13A.03.06.01) that all schools use Universal Design for Learning (UDL) in designing instruction for their programming.  We have been using UDL and have had a committee working on the incorporation of UDL in our program for several years.  This is another example of Kennedy Krieger Schools being on the cutting edge of best practice.

Announcements:

• 2012-2013 Student Academic Calendar: View or Print
• Upcoming Events for the Kennedy Krieger High School Young Marines

School Programs in the News:

• ABC2 NEWS:
  • Kennedy Krieger High School student and Festival of Trees student ambassador Rafael Marrow interviewed by ABC2 News
  • Kennedy Krieger Institute uses new technology to engage students
• MARYLAND LEARNING LINKS:
  • Personal Story: Sean Morrison (Johns Hopkins Children's House)
  • Personal Story: Jennifer Sparks (Port Discovery)

Program Overview:

The Kennedy Krieger High School (KKHS) is a co-educational, non-public special education day program serving students aged 14-21, and is approved by the Maryland State Department of Education (MSDE). The population of approximately 200 students attends one of three KKHS Academies. All students are referred to KKHS by a Local School System (LSS), and are enrolled in either 10- or 11-month programs. Students come from many Maryland school districts, Washington DC and districts in neighboring states. They may be working to earn a Maryland high school diploma from their local school district, or a Maryland State Certificate of Completion. One or more industry-based certificates may be attainable as well. All academy placements are made after an interview, and a thorough review of referral student records and needs.

Transportation is provided by the LSS.

Instruction:

Instruction is provided in accordance with Maryland’s Core Learning Goals and Voluntary State Curriculum. However, materials or techniques may be modified to accommodate the needs of the individual student, including the use of assistive technologies. For some students, the instructional experience is supplemented with the use of community-based instruction (CBI), which builds functional daily living skills.

Classrooms are outfitted with computers for student use in classwork. Assistive technologies for students with specific needs identified in their IEPs have these technologies supplied as well. Additionally, students have access to the France-Merrick Media Center, a well-stocked library and media center staffed by a certified media specialist.

All Students participate in industry training within specially designed industry classrooms and student-run businesses, as well as work-based learning (WBL) within the school and with business partners in the community. Instruction through industry training and WBL enables students to learn about their career interests in authentic settings. Students with significant academic or cognitive needs may participate in contract service activities related to a designated career cluster. The coupling of an individualized classroom and a spectrum of workplace experiences provides students the opportunity to experience and attain the skills necessary to be successful in a range of work settings.

At KKHS, instruction is designed on a School-to-Work (STW) model. The focus of the program is to provide a dynamic high school experience that partners businesses with faculty members, offering a complete and seamless transition when students move from school to training, supported employment, employment, higher education or other options.

Few programs offer the comprehensive STW training that will prepare students with disabilities to meet the workplace challenges of the twenty-first century. KKHS offers a unique combination of instruction and workplace experiences in an environment that promotes industry standard-based competence and sound academics.

Intervention Models:

KKHS operates three "schools within a school," or academies. These academies are designed to allow students of a wide range of skills and abilities to achieve their academic goals in the least restrictive setting possible. The academy design incorporates specialized delivery of instruction, classroom structure and behavioral interventions. Students may transition between KKHS programs as their developmental needs change.

Academy I

Academy I students are enrolled in courses within the general curriculum, leading to a Maryland high school diploma. These curricula are LSS designed and aligned with Maryland’s Core Learning Goals and Voluntary State Curriculum. Students receive academic support, including IEP driven accommodations and modifications within the curriculum. Each student must also meet all academic requirements of their home school district in order to receive a diploma upon graduation.

Classrooms in Group A of this Academy (IA) serve students with a wide range of special education needs. Students are placed in Academy IA based on a KKHS team decision after consideration regarding the level of social and behavioral support each student requires. Academy IA is the least restrictive academy and requires the most independence in social and behavioral areas.

Classrooms in Group B -- the social support classrooms in this Academy -- specifically serve students with a greater need for social or behavioral support. These students may be diagnosed with autism spectrum disorders (ASD), anxiety disorders or communication disorders which require increased social and interpersonal support provided by educators and mental health clinicians.

Academy II

This program offers a more intensive behavioral structure and increased therapeutic support to address significant behavioral needs. Academy II students may be enrolled in courses within the general curriculum, leading to a Maryland high school diploma, or they may be enrolled in courses which provide exposure to the general curriculum, but that have been modified according to the academic needs of the student. These students' instructional experience is also supplemented through the use of functional or skill building curricula and through the use of community-based instruction (CBI). Students are placed in Academy II after consideration of the level of behavioral support the student requires.

Curricula in Academy II are LSS designed and aligned with Maryland’s Core Learning Goals and Voluntary State Curriculum. Students in this program will participate in the Maryland High School Assessments (HSA) schedule, and are required to pass these assessments or receive a state mandated combined score through other testing or additional interventions in order to earn a diploma. Students receive academic support, including IEP driven accommodations and modifications within the curriculum. Each student must also meet all academic requirements of the school district in which he or she resides to receive a diploma upon graduation. Students enrolled in the functional or life skills curriculum will participate in the Maryland Alternative Assessment (Alt-MSA) and will graduate with a Certificate of Completion. Students enrolled in this curriculum participate in community-based instruction (CBI), cooking classes and other functional offerings.

Academy III

Students in this academy present the most significant need for special education or related support services in a classroom setting, with a disorder or disability that has a significant impact on academic or cognitive function. Academy III students are enrolled in courses which provide exposure to the general curriculum with modification depending on each student's individual academic needs. Instructional experience is also supplemented through the use of functional or skill building curricula, and through the use of community-based instruction (CBI). Academy III concentrates on global, daily support for all aspects of academic, social and communication needs.

These students may work primarily in a single classroom or travel between two classrooms to receive exposure to general curriculum content. Class assignments are made after considering students' academic, social and emotional needs, resulting in "specialty classrooms" that serve students with similar social and academic needs. All students in Academy III participate in community-based instruction (CBI), cooking classes and other functional offerings.

Assessment of Progress:

Students in Academy I participate in the Maryland High School Assessments (HSA) schedule, and are required to pass these assessments or receive a state mandated combined score through other testing or additional interventions in order to earn a diploma.

Students enrolled in the functional or life skills curriculum (some Academy II and all Academyu III) participate in the Maryland Alternative Assessment (Alt-MSA) and graduate with a Certificate of Completion.

Additionally, IEPs are reviewed for quarterly assessment of progress and included in the report card shared with families. Related services identified on each student's Individualized Education Plan (IEP) are offered.

Positive Behavior Intervention:

The KKHS provides support to students which allows them to remain on task and productive in their classroom or workplace assignments, without disruption or distraction. The school encourages students to maintain their focus on cooperation, completion of tasks, and appropriate social interactions by using a positive behavior management system. This system includes the use of a daily point sheet to monitor compliance with individual target behaviors as well as universal expectations for cooperative and productive behaviors. Additionally, support is available to students who experience behavioral difficulties through extensive training of all school staff in positive behavior management techniques, and the availability of space in the school for regaining control and eventual return to instruction or work based learning activities.

Preparation for Employment:

Kennedy Krieger High School offers students a chance to prepare for entry-level jobs in one of five career clusters:

• Information Technology
• Manufacturing and Construction
• Horticulture
• Hospitality and Tourism
• Retail and Consumer Services

In their first year, students complete an industry survey course exploring aspects of each industry area included in the KKHS program. Students learn what types of jobs are available in these fields and what skills are needed to pursue those opportunities. During the survey course, each student's abilities and interests are assessed by the KKHS team -- this includes observation, as well as formal and informal assessment.

After completion of the survey course, the KKHS team, parents and students follow guidelines to select an industry "major" which will guide each student’s career education while at KKHS. These majors may change during a student's high school career depending on student interest, parental input and KKHS team decision. Each cluster involves a student-run business (SRB) that provides experience for students in all aspects of work in their cluster major. These majors include:

Information Technology: Students in the Information Technology cluster usually concentrate on one of two areas: (1) the troubleshooting and maintenance of computer hardware or (2) the use of office-based computer applications. They also focus on tasks related to the production and distribution of desktop publishing. The cluster operates a business called Paper Trails, which offers graphic design services to Kennedy Krieger Institute departments, other organizations and Bulldog Systems that offer technical assistance to staff and students.

Hospitality and Tourism: Hospitality and Tourism students prepare for jobs in the hospitality and food service industry. Students learn appropriate kitchen hygiene, as well as how to manage tasks such as inventories, dishwashing and food preparation. Students in this cluster work in Café James, serving light breakfast and lunch fare daily. Students operate restaurant equipment and work with customers placing orders, paying for purchases and arranging deliveries.

Manufacturing and Construction: Manufacturing and Construction students learn a wide variety of tasks related to building and maintenance. This cluster prepares students for careers in building trades. The career scope includes, but is not limited to: carpenters, painters, drywall hangers, roofers and mechanics. Students may work in Bulldog Construction, completing furniture construction or repair to order as well as working on larger products such as gazebos and ticket booths.

Horticulture: Students enrolled in this industry cluster learn the skills and requirements of careers related to agriculture and landscaping. Students work in a classroom setting or in designated areas on-campus to support a greenhouse. They may operate small landscaping equipment and other tools related to agricultural trades.

Retail and Consumer Services: The Retail and Consumer Services cluster prepares students for careers in stores, malls and supermarkets, as well as human services professions. Students are prepared for jobs in customer service, stock and inventory management, personnel management, data entry, marketing and sales. Job skills needed for success in Retail and Consumer Services are wide-ranging. To meet those varied skills, the school has established three student-run retail and consumer businesses. At the credit union, students master data entry, accounts payable and receivable and basic bookkeeping. Students working in the school store have the opportunity to choose products, maintain inventories and work with vendors, in addition to handling customer requests and making sales. Finally, work in the upscale M&M Boutique teaches students how to greet customers, help them find the items they want, make sales and create displays.

Work Based Learning (WBL)

The KKHS Career and Technology Center offers an array of job experiences outside of the classroom. Partnering with over 40 regional businesses, KKHS provides students with an opportunity to use and expand the knowledge and skills they have obtained within their industry classrooms.

Work-based learning (WBL), a component of KKHS programming, includes a number of task analyzed and progressively independent work placements that afford students authentic experience in a job directly related to their chosen industry or interest. These jobs can range from a short-term or introductory placement, to a long-term, intensive work experience with formal training.

Before they begin their jobs, all students in the work-based learning program receive a formal orientation, as well as a student work manual that outlines the rules and expectations of the WBL program. Supervision is provided by KKHS staff specifically assigned to WBL who work directly with students who may have on-campus and occasional off-campus assignments. The WBL staff member acts as a job coach, though students may eventually work within a business partner's setting with very limited KKHS support.

Preparation for the Future:

Community-Based Instruction

Students working toward a Certificate of Completion have the opportunity to participate in instruction in the community. This provides students with the opportunity to generalize their academic, social and recreational skills in the natural environment. Classroom groups are escorted by academic staff members and related service members, when appropriate, to predetermined locations in the community to work on skills related to lessons taught in the classroom. This opportunity for generalization with the support of special education staff is a critical component of building toward our students' successful transition from High School.

Student Life:

Students at KKHS may participate in activities common to most high schools -- yearbook, school newspaper, weekly podcasts, varsity and JV sports, dances, clubs and Young Marines of Central Maryland.