Return to Campus Plan

The Ivymount School and Programs team is committed to returning students to campus in a way that protects the health and safety of employees, students, and their families. We have developed a Return to Campus - Prevention, Preparedness, and Response plan that considers federal, state, and local laws, as well as the Centers for Disease Control and Prevention (CDC), State of Maryland, and Montgomery County guidelines for the reopening of schools. The plan has also been developed with feedback from our families, professional partners and board of directors.

We ask that families and staff read the Return to Campus plan to understand our strategies for prevention, preparedness and response, as well as the expectations and requirements for all. As new information and guidance related to COVID-19 becomes available or changes, we will quickly adjust our plans and update our procedures. Thus, this Plan is subject to change, and changes may be made with or without notice.

Read the Return to Campus – Prevention, Preparedness, and Response Plan

Ivymount School has developed a gradual return plan that starts with on-site options for our youngest students and those who have significant challenges accessing our Distance Learning program with or without considerable support from their families. Phase one of the plan is scheduled to begin November 9. All students who wish to continue with Distance Learning may do so.

Read the Ivymount School Phase One Return Plan

The Maddux School is scheduled to open October 19 with a hybrid model that includes four days of on-site instruction and one day of remote instruction, controlled small cohorts, and dedicated zones within the building.  All students who wish to continue with Distance Learning may do so.

Read the Maddux School Return to Campus Plan 

Our Ivymount Return to School Pledge captures our overall commitment to health and safety.


Ivymount’s responsibilities are three fold: to offer a model and creative learning environment where all students can achieve their highest level of development; to support families in their efforts to make intelligent, thoughtful choices for their children; and to take a leadership role in the community and the field of special education.
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