As you arrive at the Glyndon Campus, you’re immediately connected to the students as their work is showcased in the lobby, demonstrating the varied skills taught using Glyndon’s diverse curriculum and giving the students a sense of pride in their accomplishments.
The Glyndon Campus is home to the elementary and middle school program for students with emotional disabilities, and school’s autism program for ages 4 to 21. While our programs are run somewhat separately, we are one school, and many of our facilities, team members, and services are shared.
Our campus houses multiple buildings full of vibrant classrooms, therapeutic areas, multi-purpose rooms, and more, all of which function to support our students as they learn and grow.
Elementary and Middle School Program
Our elementary and middle school program serves students with emotional and learning disabilities who benefit from a stable, structured, and therapeutic environment. With small class sizes focusing on academics, individualized instruction, behavior management, and clinical support, this program has succeeded with children and adolescents who struggled in prior placements. Students in this program receive behavioral and therapeutic support that is individualized to meet their social and emotional needs. Our staff is trained to work effectively with students who have experienced trauma.
In this program we begin working on transition with our students prior to their 14th birthday. When students are in 8th grade, they are introduced to carpentry, horticulture, world cultures, culinary arts, and technology so they begin becoming acquainted with the opportunities available in high school on the Hannah More Campus.
Our autism program serves students ages 4 to 21 with autism spectrum disorder, and related disorders, who benefit from a structured, hands-on environment focusing on daily living, functional, academic, and practical learning. Our students are grouped according to grade, age, social skills, behaviors, and ability, ensuring that they are working alongside peers in a supportive an environment. Many of our students with autism use personal devices to help them communicate with each other and staff. Through the support of our speech/language pathologists we actively train families on the use of these devices so that what students learn at school seamlessly transitions to their home environment.
Key program components of the high school in the autism program are Internships and Work-based Learning. We partner with several local businesses to provide unpaid work-based learning experiences for our students where our students learn valuable real-world job skills. Our students can be found in local restaurants, the local libraries, retail stores, and more. Additionally, we have work enclaves on campus, consisting of a retail store, an office, and a hospitality suite where our students learn what it takes to succeed in the real world while in a safe and comfortable environment. Throughout our programs, our team of behavioral and support staff work together with our teachers to find the right tools to help our students learn everything from greeting customers and stocking shelves, to collating papers or cleaning office and hotel rooms. The students take pride in their work, whether it be on or off campus.
In addition to the work enclaves, our students gain additional functional and transferable skills by working in the school store, the greenhouse, the woodshop, or the cafeteria. Our students are given jobs such as managing the school store and managing the Falcon Financial, our bank. Each job provides multiple opportunities for learning life skills and problem solving. These jobs and work-based learning experiences build confidence, language skills, social skills, and self-esteem, while also preparing our students for life after school.
Healthy Choices and Fitness
We care about the whole person and we want our students to be healthy, both physically and emotionally. We know that making healthy choices at home and at school can be a challenge for many of our students. Teaching health and daily living activities while helping our students make healthy choices, in terms of what they eat, how they live, and how they behave, is an integral part of our curriculum. Depending on age and ability, curriculum, programming and activities vary, but the goals remain the same. For example, our younger students may use visual charts and social stories to learn how to properly dress for the weather or clean up after meals. Our high school students may need uniforms for their work sites, so they learn to do their laundry, while also working on proper grooming. Our students also tackle other daily chores and learn personal hygiene skills as they prepare for independence.
We also focus on fitness and motor skills: we have a gymnasium and our campus has extensive green space and wooded trails. When the weather permits, our physical education teacher leads the students on bike rides throughout campus, on hikes, or through other games on our athletic fields. Our students also receive occupational therapy, physical therapy and speech therapy as set forth in their IEPs. Our students love to be active, and regularly engage in these activities and more, whether it be inside or out.
Interactive Learning and Events
We create a warm and welcoming atmosphere at The Forbush School at Glyndon and Hannah More Center, and that is evident in everything we do. Our curriculum is rigorous and individualized, involving social thinking, manipulatives, visual learning, and technology. Every classroom is equipped with an interactive whiteboard, allowing our teachers and aides to access curriculum, supplemental learning materials, videos, and the Internet.
To help encourage social skills as well as a sense of community, we host campus-wide events throughout the year, including our ever-popular “Forbush Survivor,” Ice Cream Social, Science Fair, the Talent Show, and more. We are fortunate to have a full-size auditorium where we have campus-wide assemblies such as visits from the local fire station or outside performances that enhance the academic program. These activities are enjoyed by both students and staff.
Therapeutic Supports and Services
The students in our programs may be struggling at home and school, and they often need extra support. Our diverse team of classroom teachers, speech/language pathologists, occupational therapists, social workers, licensed counselors, psychologists, and psychiatrists utilize a variety of therapeutic modalities to create an atmosphere for success in which our students are given tools to improve communication skills, improve motor development, and social/emotional regulation. Our students receive speech-language, occupational, physical therapy, and counseling services as prescribed by their IEPs. We recognize the important role families have in supporting their children and when needed we provide family support and consult. Additionally, case management maybe necessary to coordinate care with community based providers.
We believe in finding the right tools and the right environment for each student, and adapt our environment and curriculum to meet the individual needs of our students. We have designed several spaces in the building, such as our sensory rooms, reset room, and open space resource rooms to support our students when they need to regulate their emotional and/or sensory needs or when they need space or want to work quietly. We focus on keeping students in the classroom as much as possible and try to intervene proactively so that our students learn to identify their needs, focus on their goals and strengths, and be able to access the curriculum. In addition, we continuously use creative arts and recreational activities to instill social and coping skills. Our extensive facilities allow our students unique opportunities for learning, as well as creative outlets where they can express their emotions while learning valuable life and vocational skills.
The Behavior Support Program at The Forbush School at Glyndon and Hannah More Center supports the social, emotional, and behavioral growth of students. Through this program, we continuously enable and encourage our students to begin to understand their behavior and make positive choices. The evidence-based, multi-tiered approach program uses the framework of Positive Behavioral Interventions and Supports (PBIS) to teach and reinforce school wide behavioral expectation. Our program focuses on teaching students how to appropriately demonstrate SAFE, RESPECTFUL, and RESPONSIBLE behavior throughout their school day and across school environments. We work within a system that is designed to acknowledge the efforts of our students with skill specific praise and other positive reinforcements. We also maximize the utilization of preventative strategies and provide students with general and specific corrective feedback when necessary. We are proud that we have been recognized by the Maryland State Department of Education as a ‘gold medal’ PBIS school for more than a decade.