Admissions Criteria

     Focus Point School is a member of the Maryland Association of Nonpublic Special Education Facilities. Our students may be referred to the Focus Point program by county Local Education Agencies (LEA) or by any of several state agencies, including the Department of Social Services and the Department of Juvenile Justice. In cooperation with the Maryland State Department of Education, Focus Point School is dedicated to the provision of quality mental health education to Maryland children who might otherwise be sent out of state.

     All students admitted to FPS must be between the ages of 13 and 21 and have a primary diagnosis of being Emotionally Disturbed. Such students may also demonstrate secondary disabilities, such as a Specific Learning Disability, learning impairments, moderate mental retardation, or other health impairments. Students cannot have an IQ of less than 55 or have a clear history of violent, physically aggressive behavior. The students may not pose an immediate and eminent danger to themselves or others. To see a list of our full admissions criteria, please click here.

Coordination with the Local Education Agencies:

     An admissions committee composed of Director of Education, Clinical Director and Compliance Coordinator meet to review applicants for admission. Referrals must identify the LEA and the IEP (Individual Education Plan) must be current and active. If not, FPS contacts the appropriate LEA officials to advise them that the existing IEP is out of date or does not exist. FPS works with the LEAs to schedule a date to conduct a proper annual review that includes the development and adoption of an approved IEP including related services.

     FPS cooperates with Local Coordinating Councils or other state or city agencies whenever the requirements of a student’s IEP indicates that an appropriate program is needed. Most referrals come from the LEAs and are approved by the council before students are referred to FPS.

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Our Staff and the Behavior Management Program

     FPS maintains a 9:1 staff to student ratio at all times. We strive to ensure the highest level of performance for all staff through an extensive program of training and rigorous performance standards. Our staff is dedicated, experienced and well-trained in the research-based TACT 2 (Therapeutic Aggression Control Techniques version 2) and PAR (Positive Learning Environments for All Students) crisis situation programs. FPS uses a weekly point and level system to positively reinforce standards of good behavior. Students can earn points for:

* following class objectives
* class participation and remaining on-task
* using positive coping skills
* refraining from acts that will disrupt the goal of the class
* refraining from physical/verbal aggression
* individual therapeutic goal

     Incentives such as movies, swimming, and field trips are used to encourage students to act appropriately and earn points towards the FPS point sheet. The ultimate goal of PAR is for teachers to focus on the positive behaviors of students and to provide reinforcement of the desired behavior. The FPS behavioral management system helps students to develop a sense of personal responsibility, learn to accept support from others, solve problems and shape their own lives. Through the development and active support of the comprehensive behavior management plan, FPS can proactively engage in efforts to address persistent behavior management problems.

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The Curriculum

     FPS sets itself apart from other nonpublic schools by providing a therapeutic learning environment that offers student a challenging academic program while providing the support necessary to make learning successful. The program offers courses that closely parallel most Maryland county public school curriculums of English, Science, Mathematics, Social Studies, Art, Computers, Physical Education, and Career Technology. However, courses can be tailored to meet the specific academic needs of any school jurisdiction.

     Classroom teachers maintain appropriate certification as outlined by the Maryland State Department of Education. Small class sizes (no more than nine students to every one teacher and one teacher aide) support the classroom behavior management plan. FPS strives to achieve an experiential classroom, which is created when a skilled classroom teacher uses the student’s interests, experiences and knowledge to create and build a new learning experience that motivates our students. Courses meeting graduation requirements (as outlined by MSDE 22 credits for students entering 9th grade prior to 2005 and 26 credits for those entering 9th grade in 2005 or after) include:

* 4 credits of English
* 3 credits of Mathematics (1 or 2 mathematic electives, Algebra 1, and Geometry)
* 3 credits of Social Studies, (including American Government, World History, and US History)
* 3 credits Science (Earth Science, Biology, Physical Science)
* 1/2 credit of physical education and 1/2 credit elective
* 1/2 credit in health education
* 1 credit in basic technology
* 1 credit in Fine Arts
* 6 or 8.5 elective credits

Computer Curriculum Corporation:

     The School features a state-of-the-art computer network and a computer-based instructional program developed by the computer Curriculum Corporation (CCC). This system allows teachers to tailor their Reading, Math, Science and School-to-Work classes to each student's achievement level.

     Presenting the course material at the student's actual performance level helps the student overcome previous educational deficiencies and learn the course content. The system can be accessed in each classroom and in the computer lab. This innovative system provides reports for teachers and administrators to create individualized instruction units and track student progress toward their goals.

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Program Results

     The Focus Point School program is an effective, successful program with a dedicated staff. Between 2000 and 2006, seventeen of our students achieved a high-school diploma, ten joined the workforce, three participated in post-secondary training such as community college and technical schools, and three were able to transition back to public school and graduate there. As these numbers show, we are dedicated to helping each one of our students achieve their personal goals and realize their potential

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