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
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, Vision Teacher
Occupational Therapy
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
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
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
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
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.
