The primary goal of our educational program is to help students reach their full potential in the areas of academics, behavior, social skills, and life skills. Educational, emotional, and behavioral growth are achieved in the context of a small, well-structured environment.
Additionally, each student’s individualized educational programming is created and implemented in the context of the whole child, with an emphasis on the student’s ability to access instruction and skills needed for long-term success. The school employs evidence-based practices such as those established through Applied Behavior Analysis.
Our focus is to equip each student for the best quality of life after completing school. The building of communication skills through work with pull-out and push-in speech services is an integral component to our program, as is vocational and community experiences. Seeing each student reach increased independence is the measure of our success.
We serve male and female students, from grades K-12 and ages 4-21. Primarily, our students are working towards a certificate of completion, though elementary and middle school students on diploma track may also be enrolled. Many of our students have an Individualized Education Plan that identifies an educational disability of autism, though other students are identified with sensory processing disorder, a specific learning disability, health impairment, or multiple disabilities. Regardless of an individual student’s challenges, each student is treated as a unique, individual learner to ensure they have the greatest opportunity to achieve their educational goals.
We implement the Baltimore County Public School (BCPS) curriculum. If a class is offered for a student who is not a BCPS student, and BCPS does not have a curriculum available, another Local School System’s curriculum may be used.
For our students working towards a diploma, the curriculum will be accommodated as designated in the IEP. For students working to a certificate of completion, more significant modifications to the curriculum may be made, so the students is being taught to the their appropriate instructional level.
Our school principal is David Schlittler and he can be reached at [email protected]. He is supported by our dedicated team of professionals.
Special Educators – certified through the Maryland State Department of Education. Each teacher works in a self-contained classroom, with no more than six to seven students.
Assistant Teachers – who support the instruction and classroom environment. Assistant Teachers remain with the same groupings of students throughout the day, and partner closely with the Teacher in providing quality group and individualized instruction.
Licensed Clinicians – who provide individual and group therapy, and support the growth in social-emotional and self-management goals on the IEP.
Speech-Language Pathologists – who along with addressing the goals and services on the IEP, work in tandem with the entire team, to facilitate communication growth and ensure the successful use of Assistant Technology.
Occupational Therapists – who along with addressing the goals and services on the IEP, work in tandem with the entire team, to facilitate addressing of sensory needs.
Behavior Specialists – who provide preventative behavioral support, as well as safe and respectful crisis management as needed
A contractual Psychiatrist – who partners with families to provide evaluator services and medication management as needed
A contractual Clinician – who provides individual and group therapy, and support the growth in social-emotional and self-management goals on the IEP.
A Treatment Coordinator – who is the contact point for all related services
A BCBA – who oversees the development and implementation of Functional Behavior Assessments, Behavior Intervention Plans, and behavior protocols.
A Nurse – who provided emergency care, implementation of feeding protocols that involve feeding tubes, and coordination of health and safety plans.
A Vocational Coordinator – who works to prepare students for in-school and community job placements, addressing vocational and functional life-skills
A Program Assistant – who serves as a point of contact for students records
Tangram follows Baltimore County Public Schools’ inclement weather decisions and will make up any missed days.
Because your student completed the graduation requirements of their Local School System, which are the same requirements as their home school, your child’s certificate of completion will say the name of their home school—Loch Raven High, Perry Hall High, etc.
It varies on the needs of the student, but we work closely with the LSS, to create a plan that works for that student. Sometimes, that involves a student attending their home school for half of the day and to the Arrow Tangram school for half of the day, before fully going back. But in all cases, we work to ensure that the supports and skills needed in the home school environment are closely mirrored and practiced at Arrow Tangram, to increase the success as the student returns.
Students come to us through the IEP central team process. A Local School System (LSS) will refer the student to us. We will contact the family and set up a tour for both the family and student. Interested parents are always welcome to tour the school even if they have not been referred. It is our courtesy to the LSS to notify them if an interested parent tours before a central IEP.
We’d love to provide you with more information or answer any questions you may have. We’d also love to have you stop by for a tour of our facilities and meet some of our staff.
Just fill out the form below and indicate your interest. We’ll get back with you as soon as we can.