Special Education Resources

Prince George’s County Public Schools Department of Special Education is committed to supporting families and caregivers during these difficult times of distance learning and school closures. While schools, programs, and educators will vary in how they deliver instruction and resources for distance learning aligned to the PGCPS Reopening Plan, parents and caregivers can support their students in many ways. We acknowledge that at-home learning does require changing some family and student routines. Therefore, we have developed this special education section of this guide to provide guidance and strategies to help with preparing for this upcoming school year. The Department continues to be committed to providing a Free Appropriate Public Education (FAPE) in accordance with the Individuals with Disabilities Education Act (IDEA). FAPE must be provided consistent with the need to protect the health and safety of students with disabilities and those individuals providing education services to these students. 

Individualized Education Programs (IEP) Virtual Meetings

IEP meetings (initial, annual, and reevaluation) will be scheduled and held virtually with parent permission in accordance with the Individuals with Disabilities Education Act (IDEA) timelines and procedures. 

• Parents will continue to receive a notification ten (10) days before the scheduled IEP meeting. You may be offered the option of a telephone meeting if you do not have access to a device or have an email address. Parents will continue to receive three IEP meeting notices to participate in the IEP meeting.

• Parents will continue to receive all documents to be discussed in the IEP meeting five business days before the meeting. Parents will be required to opt-in to receive information regarding the IEP and related meetings by email. Please ensure your child’s case manager has your most current email address.  You may also request the documents be sent by US Mail. 

• The IEP meeting will continue to follow the procedures as identified in IDEA. If you have any concerns or require any special accommodations, please let your child’s case manager know before the meeting.

• Parent consent and signatures will be requested electronically, or you may schedule an appointment to go to the school to sign all related IEP documents.  

Preparing for your child’s IEP meeting

As you prepare for your virtual IEP meeting, keep in mind the following:

• Be prepared to start on time, end on time.
• Find  a quiet space without distractions
• Keep yourself on mute until it is your turn to speak
• Remind non-participating family members not to interrupt during the meeting
• Dress appropriately 
• Be mindful of your camera placement
• Have all documents you plan on sharing ready to share
• Write down any questions that you may have before the meeting
• Take notes and ask follow-up  questions as needed
• Test out your technology before the start of your meeting

Requesting an Interpreter for an IEP meeting

Let your child’s case manager know before the meeting that you will require an interpreter. Please make this request in advance so that one will be available at the scheduled date and time of your meeting. Interpreting services are available in Spanish, French, American Sign Language (ASL), and multiple other languages. Although there is not a required time-frame for the request, the best practice is to notify the team at least five to seven (5-7) days before to make sure that your request has been processed. 

IEP Amendment Process for Changes Due to Distance Learning

PGCPS is committed to providing each student with a disability the special education and related services identified in the student’s Individualized Education Program (IEP) that was developed according to the Individual with Disabilities Education Act (IDEA) (34 CFR §§ 300.101 and 300.201 (IDEA), and 34 CFR § 104.33 (Section 504) to the greatest extent possible. This includes the provision of supplementary aids and services, program modifications, and accommodations required to meet the student’s individual goals. 

• The  IEP team will review your child’s current IEP to determine if the IEP services can be implemented remotely. Some students’ IEPs can be implemented as written. Changing the delivery mode from face-to-face instruction to virtual instruction may not always require a change to the IEP. 
• If a change is recommended, your child’s case manager will contact you to discuss how the IEP can be implemented. This discussion will include how the school will communicate with your family during distance learning. 
• If the IEP team believes that the IEP needs to be amended, your input and agreement will be required.  After the amendments have been made, the team will provide you with a copy of the Amendment/Notification document,  which will list all of the amendments and reasons for them. The case manager will confirm with you how you will receive the documents and obtain your signature.  This amendment will not require a meeting. 
• If you disagree with the amendments that were proposed by the IEP team members, a virtual meeting will be held to revise the IEP and to develop goals that can be met through remote delivery of specially designed instruction (SDI). This amendment will require an IEP team meeting.
• If you are unable to participate in the IEP amendment meeting, then the IEP team must implement the services that are listed on the IEP.  These services should be those that can be reasonably provided in a virtual environment, and which do not change your child’s program or placement. This process will remain in effect until a meeting can be held to address the concerns and amend the IEP if needed.

Educational and Cognitive Assessment

Cognitive, educational, or related services assessments and evaluations will be scheduled and conducted virtually (with parent permission) or face-to-face by appointment if a student is unable to take assessments virtually during distance learning. If PGCPS moves to a hybrid model, assessments will be conducted face-to-face with students. 

• During this period of distance learning, most assessments will be conducted virtually. The type of assessments needing to be conducted will be discussed during your child’s IEP meeting. You will be asked to sign and provide permission for the assessments to be completed.  Providers will discuss assessment procedures ahead of time with individual families. 
• If your child is assessed virtually, it will be important for you to consider the following in preparing for the assessment:
• test the computer equipment and ensuring it is working properly;
• create a comfortable, distraction-free location for your child to be evaluated (a place where your child can sit comfortably with their feet on a stable surface such as the floor or a stack of books; good lighting to see their face and body, including hands;  space to perform gross motor activities for movement breaks; no background noise, such as a pet, sibling or T.V.);
• confirm with the evaluator the materials that might be required to conduct or prepare for the evaluation. If specific items are needed, you  will receive a list of common household items that may be used during the assessment;
• ensure that your child is well-rested at the time; of the assessment;
• ensure that your child is available at the selected time of the assessment; and
• Ensure phones and other potential distractors before the start of the assessment are removed or silenced.

Specially Designed Instruction (SDI) implementation

Your child’s classroom teacher(s) will communicate with you about how your child’s specially designed instruction will be delivered in the virtual classroom. Specially designed instruction (SDI) is the teaching that is provided to students with disabilities who receive services that are documented on an Individualized Education Plan (IEP).

SDI is the “special” in special education. The goal of SDI is to ensure that your child has increased access to the general education curriculum that is received by their non- disabled peers. SDI practices are implemented by the adults involved in your child’s education. 

It is the process by which educators make adjustments to the presentation of content, methods, and/or their system of instructional delivery to address the unique needs of a student to help them master IEP goals and objectives. 

Unlike differentiated instruction, SDI supports the unique needs that are specifically related to your child’s disability. It is an addition to differentiated instruction.

Implementation of  Interventions

During the 2020-2021 school year, select Department of Special Education interventions will be available to all students with disabilities.  Intervention instruction has been modified to be aligned to the PGCPS Distance Learning Plan. Students who have interventions in reading and/or mathematics will continue to receive his/her intervention to meet his/her needs, as identified in his or her IEP.  

• Elementary School: your child’s special education teacher and general education teacher will collaborate to ensure your child is receiving their intervention(s) during the independent practice time allotments:

•  Reading Interventions: Monday through Friday 

•  Mathematics: during iReady Mathematics small group on Wednesdays, with independent practice twice a week during the independent practice time allotments.

• Middle School: 

• Reading Interventions: your child will have their reading interventions implemented during Read 180, Reading Enrichment or  Academic Resource classes within his/her schedule. 

• Mathematics interventions: Your child will have their mathematics interventions implemented during Academic Resource, with the teacher lead small group instruction on Wednesdays.   

• High School:

• Reading Interventions: your child will have their reading interventions implemented during Read 180, Reading Enrichment, or  Academic Resource classes within his/her schedule.  

• Mathematics Interventions: Your child will have their mathematics interventions implemented during Academic Resource, with teacher-led small group instruction on Wednesdays.   

• You are encouraged to collaborate with your child’s special education teacher to understand the intervention he or she will receive and to determine how you can best support monitoring his/her work during independent practice.

Special Education Programs and Services

Provision of therapy or educational services: 

• Services may include direct services (push-in services during a content lesson or pull out services in an individual/small group session) or consultative services (with school staff and/or parent support).  Direct services will be scheduled in concert with school team members and the parent(s). Services will be delivered in conjunction with the IEP as written, to include approved amendments when applicable.

• If direct services cannot be provided during distance learning, the Individualized Education Program (IEP) team will consider the impact of the change in service on the student’s ability to progress.  If the team suspects an impact, the IEP team will convene an IEP meeting, once school reopens with face-to-face instruction, to discuss the educational impact of any service(s) not provided. If the IEP team determines that there is an educational impact, then recovery services will be discussed with the parent.

• Delivery of services will be most effective when staff, parents(s), and therapist(s) exercise flexibility regarding scheduling and grouping of students for instruction and therapeutic intervention. Collaboration is key. 

• We ask parents to ensure to the extent possible that the virtual therapy/testing space is free of distractions such as pets, siblings, televisions, toys, etc. 

• Due to extremely tight windows for scheduling, we encourage parents to maintain open lines of communication (via mutually agreed upon means) regarding cancellation of sessions or meeting attendance.

• PGCPS will continue to follow the protocol established by Maryland State Department of Education related to addressing scheduled sessions missed as a result of student absence, provider absence, and absence of availability of instructional opportunities to all students in the district.

Related Services include: 

• Speech Therapy
• Occupational Therapy
• Physical Therapy 
• Audiology
• Orientation and Mobility Services

Support Programs include: 

• Vision Services
• Deaf and Hard of Hearing Instructional Services
• Adapted Physical Education
• Assistive Technology
• Bilingual Assessment Team

For parents of deaf or hard of hearing students:

• Parents should ensure that students are using their amplification and connection devices (hearing aid, CI, Baha, cable connections to computers) at home, especially during instruction and assessments.

• Parents of younger children will need to conduct daily amplification device checks to ensure they are working properly.  Older children can conduct the check themselves, with parent monitoring to ensure this is completed. 

• DHOH team members will be available to assist families in understanding and using accessibility features in the various instructional platforms. 

For parents of students with visual impairments: 

• Please ensure that students are using technology devices with accessibility settings set for their child’s individual needs. Vision Program team members will be available to assist families in understanding and using accessibility features on devices and in the various instructional platforms. 

For parents of students with physical disabilities:

• Parents should ensure that students are in an appropriate position for learning. Physical therapists will provide feedback to parents, so their student is in an optimal position to participate in instructional activities.

• Decisions regarding adaptive equipment will be made in consultation with each student’s physical therapist and IEP Team.

Provision of Counseling Services

Counseling services will be provided to students, as documented in IEPs. Parent permission will be required to provide counseling services in an online environmen

Provision of Speech-Language and Occupational Therapy Services

Speech-Language and Occupational Therapists (OT) will work collaboratively with members of your child’s Individualized Education Program (IEP) team to assess, diagnose and treat speech and language and occupational disorders within the educational setting. The provision of these services will allow the student to have access to the general education curriculum and to participate in all aspects of school life.
Providers will use online platforms to engage your child in a variety of tasks. Virtual service providers will do the same job as the onsite therapists: administer assessments and write evaluations, prepare IEPs and goals, serve as case managers, attend IEP meetings, track and report on student progress and provide intervention services.
The length, content, and frequency of online therapy sessions are individualized in accordance with each child's IEP and can be delivered one-to one-, in small groups as well as full classroom settings.
Online therapy is not new to PGCPS. Two years ago, PGCPS began a relationship with Dotcom Therapy to provide services to our students. Please click on the link below and listen to administrators, providers, teachers, parents, and students discuss their experiences with online intervention

Therapy+PGCPS

Accessing Technology or Equipment for Your Child

The Department of Special Education will provide individualized materials based on specific special education programs: Autism, Community Referenced Instruction (CRI), Infants and Toddlers, Preschool Special Education, Regional, and Transition. Beginning the week of August 24 - 27, 2020, times will be designated by the school for material distribution to parents and students for identified materials for home use by grade level and programs.

Special Education Nonpublic Programs 

• The Maryland State Department of Education (MSDE) has given each nonpublic school the autonomy to establish specific plans within the guidelines outlined in the jurisdiction/county in which the school is located. 

• PGCPS is committed to equitable services, and access for all students served in public and nonpublic schools. PGCPS will provide students who participate in virtual learning with access to technological resources to support instructional programming. 

• PGCPS encourages each parent and/or guardian to request a copy of the reopening plans from the nonpublic school that their student attends.