Anonymous wrote:

Anonymous wrote:

Anonymous wrote:A trained 1:1 para.

You should be able to get that without switching schools!

We haven't gotten a 1:1 dedicated aide. We've gotten anyone available at the school since Sept. The public high school has a shortage of paras and has many vacancies. CO agreed to a nonpublic placement.

I mean Central Office/MCPS.

Anonymous wrote:

Anonymous wrote:A trained 1:1 para.

You should be able to get that without switching schools!

We haven't gotten a 1:1 dedicated aide. We've gotten anyone available at the school since Sept. CO agreed to a nonpublic placement.

Anonymous wrote:A trained 1:1 para.

You should be able to get that without switching schools!

A trained 1:1 para.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:NP- I'm also wondering about Ivymount. How would folks describe student profiles there? I'm not into the idea of ABA and I'm not sure how big of a part of the school experience it is there.

For current parents, could someone comment? My child just got a Central Office referral. For 9th grade; academically strong with physical disabilities. Not autistic, not dyslexic. Anyone else there with similar profile?

That doesn't at all sound like the profile of an Ivymount student. What supports do you need that weren't available in public school?

Anonymous wrote:

Anonymous wrote:NP- I'm also wondering about Ivymount. How would folks describe student profiles there? I'm not into the idea of ABA and I'm not sure how big of a part of the school experience it is there.

For current parents, could someone comment? My child just got a Central Office referral. For 9th grade; academically strong with physical disabilities. Not autistic, not dyslexic. Anyone else there with similar profile?

Anonymous wrote:NP- I'm also wondering about Ivymount. How would folks describe student profiles there? I'm not into the idea of ABA and I'm not sure how big of a part of the school experience it is there.

NP- I'm also wondering about Ivymount. How would folks describe student profiles there? I'm not into the idea of ABA and I'm not sure how big of a part of the school experience it is there.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I'm at KTS and I think your profile sounds like a KTS kid.

How do you and your student like the school culture??
Are you bussing from MD or DC?

It’s the bussing poster again. Please stop hijacking all the threads.

Not highjacking at all. Same OP poster. I am trying to learn about both the schools and getting there. We have a child that will be starting KT in the Fall which we are excited about.
However, we are in DC. So, unless we can find a carpool we will need to use OSSE /DC bussing. I know very little about them. We were eligible for bussing within DC due to our IEP but never used it. Our kid hasn't been on a school bus other than field trips. It is a very big deal for us and our kid. Trying to understand the rules, how to make the time more comfortable and enjoyable. As well as any tech that will let us stay in contact with our kid. Something we didn't need before when we were driving them to school.

So, be helpful please or just don't.

Our daughter has been at KTS for two years, and is now heading into 7th grade. She is funded and rides the OSSE bus from NE DC. We have had an awesome experience with KTS and we are SO grateful for the bus. Neither the school or the bus situation is perfect, but both have been a huge asset for us.

My daughter’s reading level is still low, so she takes a kindle on the bus and listens to library books downloaded onto Libby. She also sometimes plays games. That has been a lifesaver for her because she sometimes has a 1.5 hour ride, one way because of all the drop offs and pick ups.

The only challenge with the bus is communication. It’s just not a perfect system with OSSE, but they’ve put a lot of focus on improvements and recruitment of drivers and aids in the last year, and it’s improving. Again, even with this kinks, we have been grateful for the bus.

Our daughter is very social and yet pretty far behind academically, but her needs are getting met (as best we can tell) and she loves the school.

I can’t speak to Ivymount, but KTS has been a great fit for us.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Question: how are Ivymount and KTS for girls with ASD1 and high IQ? (And lots of anxiety/issues being in a traditional school setting….)

Wasn’t sure if these schools have programs for those advanced in academics.

My child is not a girl but ASD 1 and high IQ. We got a non-public placement and the academics were so low. We spent the next 2 years fighting to get back into the county and use one of their hybrid programs. In MCPS, SESES, Bridge, ESESES, and even RICA can handle the academics and behaviors. My child is now thriving in Bridge and is mainstreamed for half of his classes. I regret taking the non-public route.

It is great MCPS has those programs. DC doesn't really.

DP. We may move from DCPS to have those programs as an option. The way things are going now we might have a good case for placement at Ivymount, but I actually don’t want that.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Question: how are Ivymount and KTS for girls with ASD1 and high IQ? (And lots of anxiety/issues being in a traditional school setting….)

Wasn’t sure if these schools have programs for those advanced in academics.

KT and Ivymount both have diploma programs. KT majority of kids are on diploma and a large group at least 6-12 grade are near grade level in most of their subjects. They incorporate a lot of technology and different teaching methods. They don't take any behaviors that need seclusion or restraint. Not to say kids have to be 100 calm and perfectly manners or anything. They have lots of support for students and help kids learn to manage their anxiety, frustrations and sensory needs. There behavior model is relationship based and positive. They do not use ABA. They have a number of kids that go to college and others that enter the work force after highschool.


Ivymount has both diploma and certificate track as well as different levels of behavior programs. Ivymount is heavy on ABA in all the programs from what I understand. Which works great for some and not others. I know they do have kids that go on to college and other that do not. But, I don't have good insight into number or academics.

Sorry, but you sound very poorly informed.

KTS states on its website: "KTS uses Positive Behavior Interventions and Supports (PBIS) to foster student growth, both academically and behaviorally." (here: https://ttlc.org/programs/lower-and-middle-school/)

PBIS is a form of ABA: "School-wide Positive Behavioral Interventions and Supports (PBIS) is an example of applied behavior analysis implemented at a scale of social importance" (the source is here: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5048248/pdf/40617_2015_Article_45.pdf)

So KTS is absolutely using a form of ABA in their school.

If anyone is serious about KTS, I would definitely ask the admissions director to explain its reward system. PBIS is a school-wide motivator for positive behavior. The kids get pretend dollars during the week that they can cash in on Fridays or at a monthly party. It works great at KTS, but (at most) it's ABA light. If a kid needs a token system, the reward is quite delayed.

If someone is looking for traditional ABA, I suspect that they will be disappointed with the PBIS model. Some may see it as a form of ABA, but it doesn't look all that different from the reward system at our neighborhood school.

Anonymous wrote:

Anonymous wrote:Question: how are Ivymount and KTS for girls with ASD1 and high IQ? (And lots of anxiety/issues being in a traditional school setting….)

Wasn’t sure if these schools have programs for those advanced in academics.

My child is not a girl but ASD 1 and high IQ. We got a non-public placement and the academics were so low. We spent the next 2 years fighting to get back into the county and use one of their hybrid programs. In MCPS, SESES, Bridge, ESESES, and even RICA can handle the academics and behaviors. My child is now thriving in Bridge and is mainstreamed for half of his classes. I regret taking the non-public route.

It is great MCPS has those programs. DC doesn't really.

Anonymous wrote:

Anonymous wrote:Question: how are Ivymount and KTS for girls with ASD1 and high IQ? (And lots of anxiety/issues being in a traditional school setting….)

Wasn’t sure if these schools have programs for those advanced in academics.

KT and Ivymount both have diploma programs. KT majority of kids are on diploma and a large group at least 6-12 grade are near grade level in most of their subjects. They incorporate a lot of technology and different teaching methods. They don't take any behaviors that need seclusion or restraint. Not to say kids have to be 100 calm and perfectly manners or anything. They have lots of support for students and help kids learn to manage their anxiety, frustrations and sensory needs. There behavior model is relationship based and positive. They do not use ABA. They have a number of kids that go to college and others that enter the work force after highschool.


Ivymount has both diploma and certificate track as well as different levels of behavior programs. Ivymount is heavy on ABA in all the programs from what I understand. Which works great for some and not others. I know they do have kids that go on to college and other that do not. But, I don't have good insight into number or academics.

Sorry, but you sound very poorly informed.

KTS states on its website: "KTS uses Positive Behavior Interventions and Supports (PBIS) to foster student growth, both academically and behaviorally." (here: https://ttlc.org/programs/lower-and-middle-school/)

PBIS is a form of ABA: "School-wide Positive Behavioral Interventions and Supports (PBIS) is an example of applied behavior analysis implemented at a scale of social importance" (the source is here: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5048248/pdf/40617_2015_Article_45.pdf)

So KTS is absolutely using a form of ABA in their school.

Anonymous wrote:Question: how are Ivymount and KTS for girls with ASD1 and high IQ? (And lots of anxiety/issues being in a traditional school setting….)

Wasn’t sure if these schools have programs for those advanced in academics.

My child is not a girl but ASD 1 and high IQ. We got a non-public placement and the academics were so low. We spent the next 2 years fighting to get back into the county and use one of their hybrid programs. In MCPS, SESES, Bridge, ESESES, and even RICA can handle the academics and behaviors. My child is now thriving in Bridge and is mainstreamed for half of his classes. I regret taking the non-public route.

Anonymous wrote:

Anonymous wrote:Question: how are Ivymount and KTS for girls with ASD1 and high IQ? (And lots of anxiety/issues being in a traditional school setting….)

Wasn’t sure if these schools have programs for those advanced in academics.

KT and Ivymount both have diploma programs. KT majority of kids are on diploma and a large group at least 6-12 grade are near grade level in most of their subjects. They incorporate a lot of technology and different teaching methods. They don't take any behaviors that need seclusion or restraint. Not to say kids have to be 100 calm and perfectly manners or anything. They have lots of support for students and help kids learn to manage their anxiety, frustrations and sensory needs. There behavior model is relationship based and positive. They do not use ABA. They have a number of kids that go to college and others that enter the work force after highschool.


Ivymount has both diploma and certificate track as well as different levels of behavior programs. Ivymount is heavy on ABA in all the programs from what I understand. Which works great for some and not others. I know they do have kids that go on to college and other that do not. But, I don't have good insight into number or academics.

Thank you!!