Academic Support Center

Academic Support Center Graphic

Academic Support Center (ASC) Paraeducators

Deborah Herring - ASC Coordinator

Dana Feldman - LAD 6

Curtis Finnegan - LAD 8

Webster Gray - LAD 8

Linn Kanon - LAD 7

Kehinde Obadina - LAD 6/7

Ellen Jones - LFI

Claudia Rabie - LFI

Mary Beth Schwaiger - LFI

Lindsay Maines - SCB

Brenda Lyn Rodrigo - SCB

Jennifer Sanes - SC

Elizabeth Allen - OT

Lindsay Cowen - OT

Lilliana Ferrufino - Psychologist

Meghan Grana - PPW

Amy Warfield - PT

Nikki Clemetin - Speech LTS

Victoria Nonnemaker - .3 Speech

Tracy Berman - LAD

Desiree Ford - LAD

Anna Martini - LAD

Carol Tanck - LAD

Vacancy - LAD

Neetu Arora - LFI

Jinhuan Cui - LFI

Amy Goldstein - LFI

Kimberly Gomez-Medina - LFI

Peter Graves - LFI

Carol Kasunic - LFI

Yeonjung Kim - LFI

Jordan Thompson - LFI

Marianna Liontris  - LFI/SCB

Tanesha Armstrong - SCB

Nelis Guevara Mejis - SCB

Felix Gutierrez - SCB

Noor Hossain - SCB

Jong Sun Son - SCB

Linda Varhola - SCB

Vacancy - SCB

Vacancy - SCB


*Department Content Specialist

Department of Special Education:

MCPS ESOL Web site:

Academic Support Programs at Cabin John MS

Secondary Learning and Academic Disabilities (LAD)
Secondary Learning and Academic Disabilities (LAD) services are available in all secondary schools in MCPS. These services are provided in a continuum of settings that may include components of self-contained classes, co-taught general education classes, and other opportunities for participation with non-disabled peers.

Learning for Independence (LFI)
Learning for Independence (LFI) services are designed for students with complex learning and cognitive needs, including mild to moderate intellectual disabilities. Services support the implementation of Alternate Academic Learning Outcomes aligned with Curriculum 2.0.

School Community-based Program (SCB)
School Community-based Program (SCB) services are designed for students with severe or profound intellectual disabilities and/or multiple disabilities. SCB services include the following components: age-appropriate classes, heterogeneous groups, peer interactions, individualized instruction, community instruction, and transition.