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".
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.
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
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.
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.
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.
