Academics

Special Education

• Catherine Kagwima, IEP Chair, Mentor
• JinHee Oh, Testing Coordinator, Mentor
• Cynthia Perry, Transition Coordinator
• Janet Guazon, Autism Specialist

C. Elizabeth Rieg Regional School, located in Mitchellville, Maryland, is a specialized Prince George’s County Public Schools (PGCPS) center serving regional special education learners ages 5 to 21. The school provides a supportive, highly structured environment tailored to students with significant cognitive disabilities, autism, and complex medical or physical needs.

Core Services & Focus Areas

• Adaptive Curriculum: Instruction focused on functional academic skills, communication development, and practical daily living skills designed around each student's Individualized Education Program (IEP).
• Specialized Therapies: Integrated physical therapy, occupational therapy, and speech-language services embedded directly into daily learning routines.
• Mobility & Physical Support: Adaptive programming—such as M.O.V.E. (Mobility Opportunities Via Education)—to foster personal movement, safety, and physical independence.
• Transition & Life Skills: Targeted secondary programming (for ages 14–21) that prepares students for post-school environments through community instruction, work-study activities, and vocational skill-building.

Equals Math

JinHee Oh, Equals Math/Vocational Lead

At C. Elizabeth Rieg Regional School, the Equals Math curriculum provides specialized, standards-based mathematics instruction tailored to regional special education learners with severe cognitive disabilities, autism, and complex needs. Delivered through structured individual and small-group intervention lessons, the program translates abstract mathematical concepts into accessible, functional skills.

Core Program Components

• Multi-Sensory Tools & Manipulatives: Utilizes tactile materials, visual aids, interactive workmats, and concrete objects (such as pattern blocks and counting sets) to keep students actively engaged.
• Differentiated Instruction: Adapts lessons across multi-tiered developmental levels, allowing teachers to customize tasks based on each student’s specific cognitive, motor, or communication abilities.
• Functional & Standards-Based Math: Connects core math strands—such as numbers and operations, spatial sense, patterns, and measurement—to real-world daily living skills and IEP goals.
• Targeted Small-Group Delivery: Integrated into weekly small-group routines to reinforce concept retention, track progress, and build long-term foundational numeracy.

Unique Learning Systems

Catherine Kagwima, ULS/Equity Lead

At C. Elizabeth Rieg Regional School, the Unique Learning System (ULS) serves as a core, standards-based special education curriculum designed for regional students learning through alternate achievement standards. The system translates grade-level academic concepts—across reading, writing, math, science, and social studies—into accessible, highly functional instruction tailored to students with significant cognitive disabilities, autism, and complex needs.

Key Program Components

• Multi-Tiered Differentiation: Delivers modified instructional materials across three distinct developmental levels, allowing educators to customize tasks based on each student’s cognitive, motor, or physical abilities.
• Visual & Communication Supports: Integrates visual symbol systems (such as SymbolStix) and interactive digital tools directly into lessons to support non-verbal learners and students using augmentative and alternative communication (AAC) devices.
• Age-Appropriate Thematic Units: Organizes academic content into monthly, real-world themes that match students' chronological age groups, delivering age-appropriate concepts while building everyday functional knowledge.
• Automated Data & IEP Tracking: Uses built-in curriculum-based assessments to continuously measure student progress, document skill growth, and inform Individualized Education Program (IEP) goals aligned with state alternate standards.

Dynamic Learning Maps

At C. Elizabeth Rieg Regional School, the Dynamic Learning Maps (DLM) Alternate Assessment system provides an accessible, standards-based framework to evaluate regional special education learners with significant cognitive disabilities. Aligned with Maryland Alternate
Achievement Standards, DLM translates state academic content in English language arts, mathematics, and science into manageable alternate targets called "Essential Elements".

Key Program Components

• Essential Elements Alignment: Maps core grade-level concepts directly to reduced cognitive levels, allowing students to focus on fundamental skills tied to their Individualized Education Program (IEP) goals.
• Adaptive "Testlet" Delivery: Administers short, flexible instructional assessment modules (testlets) that dynamically adapt task difficulty based on student responses and performance history.
• Built-In Accessibility Supports: Supports diverse learner needs through multi-sensory formats, assistive technologies, augmentative and alternative communication (AAC) devices, and core vocabulary tools.
• Actionable Progress Mapping: Generates detailed skill reports that map learning trajectories, helping teachers measure academic growth and tailor future instruction to each student's current skill level.

Service Providers

Speech & Language

• Lindsey Brodrick, SLP
• Samantha Schreiber, SLP

Speech-Language Pathology services support students in developing functional communication skills that increase participation in educational, social, vocational, and community-based activities. The Speech-Language Pathologist (SLP) assesses and provides intervention for receptive and expressive communication skills, including verbal and nonverbal communication, social communication, and the use of Augmentative and Alternative Communication (AAC). The SLP collaborates with teachers, families, and other related service providers to promote communication opportunities throughout the school day. Services may be provided through individual therapy, small-group intervention, classroom-based support, consultation, and staff and family training. Because many students have complex communication needs, AAC supports such as communication boards, Picture Communication Symbols (PCS), sign language, speech-generating devices, switches, and other assistive technology are integrated throughout the educational program to support communication, participation, and independence. The SLP also possesses expertise in dysphagia (difficulties swallowing), however intervention is typically addressed through medical services rather than school-based speech-language pathology services.

Vision

William Klotz

Occupational Therapy

• Ashley Merola, OT
• Carrie Thomas, OT
• Melissa Taylor, OT

The Prince George’s County Public Schools Occupational Therapy (OT) Service may provide direct or consultative services to students from birth through 21 years old who have delays with motor, organization/ planning, or social interaction skills that prevent them from accessing or making progress in the natural learning environment. Early intervention and school-based occupational therapy providers use meaningful, goal-directed activities and modifications to the environment as key interventions to improve a child’s functional participation and academic progress within their roles and routines occurring in the natural learning environment. Early intervention and school-based occupational therapy services focus on outcomes such as preparing the child for school (Early Intervention OT) and enabling the child to participate in the educational curriculum (School-based OT).

PGCPS Occupational Therapy Department

Physical Therapy

• Shimeka Smith
• Andrea Fabian
• Stephanie Markle

At C. Elizabeth Rieg Regional School, physical therapy (PT) services are integrated directly into the school day to support regional special education learners with significant motor delays, physical disabilities, and complex health needs. Physical therapists collaborate with classroom teams to maximize each student's functional mobility, physical safety, and participation in educational activities.

Key Program Components

• Functional Mobility & Positioning: Focuses on sitting, standing, walking, and safe transfers, utilizing adaptive equipment such as gait trainers, standers, and customized seating to support optimal posture.
• M.O.V.E. Program Integration: Incorporates specialized mobility frameworks (such as Mobility Opportunities Via Education) to help non-ambulatory students gain weight-bearing experience and self-directed movement.
• IEP-Aligned Gross Motor Skills: Develops individualized interventions to improve muscle strength, joint flexibility, balance, and coordination tied directly to each student's Individualized Education Program (IEP).
• Collaborative Support & Equipment Management: Assesses adaptive devices, fits supportive gear, and trains classroom staff on safe handling, positioning, and lifting techniques throughout daily school routines.

School Psychologist

• Jocelyn Yao

At C. Elizabeth Rieg Regional School, the school psychologist plays a critical role in supporting the complex behavioral, social-emotional, and cognitive needs of regional special education learners. Working as an integral member of the multidisciplinary team, the psychologist helps design positive learning environments tailored to students with significant cognitive disabilities, autism, and complex needs.

Key Role Responsibilities

• Comprehensive Evaluations & Assessment: Conducts psychoeducational evaluations, adaptive behavior assessments, and triennial re-evaluations to determine individual learning profiles and inform Individualized Education Program (IEP) goals.
• Behavioral Consultation & BIP Development: Collaborates with teachers and behavior specialists to complete Functional Behavioral Assessments (FBAs) and design positive Behavior Intervention Plans (BIPs) tailored to non-verbal or sensory-sensitive learners.
• Crisis Support & Regulation: Delivers crisis prevention, de-escalation, and trauma-informed interventions, helping students regulate emotions and navigate behavioral challenges safely.
• Family & Team Support: Partners with parents, therapists, and administration to align behavioral strategies between home and school, while connecting families with regional developmental and community resources.

Behavioral Specialist

• Arlesha Turner

At C. Elizabeth Rieg Regional School, the behavioral specialist designs, implements, and monitors targeted intervention strategies for regional special education learners with significant cognitive disabilities, autism, and severe behavioral or sensory challenges. Working closely with classroom teams, the specialist ensures that behavior management is positive, therapeutic, and tailored to each student's communication profile.

Key Role Responsibilities

• Functional Behavioral Assessments (FBAs): Conducts formal assessments to identify the underlying functions, triggers, and sensory factors driving challenging behaviors.
• Behavior Intervention Plans (BIPs): Drafts and refines individualized, data-driven BIPs that incorporate positive reinforcement, proactive accommodations, and alternative communication methods.
• Staff Modeling & Coaching: Provides hands-on training and guidance to teachers and paraprofessionals on de-escalation techniques, crisis prevention, and consistent plan implementation.
• Data Tracking & Progress Monitoring: Collects and analyzes daily behavioral data to evaluate intervention success, make real-time adjustments, and report skill development during IEP meetings.

Adaptive Physical Education

• Kristen Fisher, APE
• Keith Asbury, APE
• Brent Fox, Aquatics

At C. Elizabeth Rieg Regional School, the Adapted Physical Education (APE) program provides customized, inclusive physical movement and recreation tailored to regional special education learners with diverse cognitive, physical, and sensory needs. Designed to ensure every student actively participates, the curriculum modifies traditional physical activities to match individual mobility and developmental levels.

Key Program Components

• Modified & Sensory-Rich Equipment: Utilizes specialized gear—such as sound-emitting or high-contrast balls, lowered targets, tactile obstacle courses, and visual schedules—to make physical tasks accessible and engaging.
• IEP-Aligned Motor Development: Targets fundamental gross motor skills, balance, spatial awareness, and strength goals aligned directly with each student's Individualized Education Program (IEP).
• Therapeutic Collaboration: Partners with physical and occupational therapy teams to integrate adaptive mobility devices, gait trainers, and safe positioning techniques into movement activities.
• Cooperative Play & Lifetime Wellness: Emphasizes peer interaction, social engagement, and physical well-being through inclusive group games, rhythm activities, and adapted recreation.

Creative Arts

• Aimee Bridges, Visual Arts Instructor
• Ma Beverly Datu, Music Instructor
• Charmaine Ferbish, Media Specialist

At C. Elizabeth Rieg Regional School, the Creative Arts program provides tailored visual art and music experiences designed to engage regional special education learners with significant cognitive disabilities, autism, and complex physical needs. By modifying materials and instructional methods, the program fosters multi-sensory exploration, personal expression, and artistic enjoyment for every student.

Key Program Components

• Multi-Sensory Art & Music: Incorporates textured media, vibrant visual supports, sound vibrations, and rhythm exercises to stimulate cognitive engagement and sensory exploration.
• Adaptive Tools & Assistive Technology: Utilizes customized art supplies—such as high-grip brushes, adaptive stampers, switch-activated instruments, and digital media—to ensure full participation for learners with motor limitations.
• Non-Verbal Expression: Provides non-verbal students and augmentative and alternative communication (AAC) users with accessible outlets to communicate feelings, make creative choices, and showcase individuality.
• Therapeutic Integration: Partners with occupational and speech-language therapy teams to support fine motor development, hand-eye coordination, and sensory regulation through creative projects.