THE RESOURCE PROGRAM (Special Education)
Students experiencing difficulties in certain academic areas, visual perception, motor skills (fine or gross), social/emotional adjustment, language development, or other related areas can be assisted through the resource program.
If a parent or guardian has a concern about his or her child’s development, a referral for assessment can be made to the child’s teacher. Upon review of the child’s assessment, he or she may become eligible to receive special education services through a resource program. Once the child has been identified as eligible, an Individualized Education Plan (IEP) is developed. This plan will contain both short-term and long-term goals for the child experiencing difficulty in one or more of the areas mentioned above. Students may be instructed individually or in small group settings. The frequency, duration and type of service is determined by the needs of the individual child and is included in the IEP. Your child’s progress will be monitored throughout the school year and reviewed on an annual basis by your child’s team. The School Instructional Team (SIT) and the Multidisciplinary Team (MDT) along with the child’s parent or guardian are key members of these teams. The MDT includes the principal, counselor, reading teacher, resource teachers, learning problem resource specialist, pupil personnel worker, and psychologist.
If you have any questions concerning your child’s development or the resource programs available, talk to your child’s teachers and other staff members who work with your child daily. You may also call Partners for Success Parent Center, an office of the Prince George’s County Public School System (PGCPS) at (301) 925-2811. The staff at the Center will be able to answer your questions and direct you to appropriate resources or free training on a variety of subjects. Visit, also, the PGCPS Department of Special Education website at http://www.pgcps.org/~spedu/ for additional information
The role of the guidance counselor in the elementary school is very diverse. The primary function of the counselor is to act as the advocate for the child. Students may be seen individually, or in groups. Children may request to talk to the counselor themselves, or a teacher or parent may ask for counseling intervention. The guidance counselor is a member of the school instructional team, and works in cooperation with the staff and administration to facilitate the personal and academic growth of all students.
Referral to the speech therapist can be made by teacher or parent. Afterwards a school team reviews the student's needs with the speech therapist, who determines the type and extent of any problems. Children who are included in the speech therapy program exhibit problems of articulation, stuttering, or some type of language dysfunction. Students are usually seen two times per week.
Goal 1 |
By 2012-2014, all students will reach high standards, at a minimum attaining proficiency or better in reading/language arts and mathematics. |
Goal 2 |
All limited English proficient students will become proficient in English and reach high academic standards, at a minimum attaining proficiency or better in reading/language arts and mathematics. |
Goal 3 |
By 2005-2006, all students will be taught by highly qualified teachers. |
Goal 4 |
All students will be educated in learning environments that are safe, drug free, and conducive to learning |
Goal 5 |
All students will graduate from high school. |
