Advocating for positive changes in special education

We work for positive changes in special education services within the Prince George’s County public school system. Join with us to develop partnerships that facilitate discussion between parents & families, educators, community leaders, and administrators with the goal of enhancing services for students with disabilities.

General membership meetings are open to all. They are held the fourth Tuesday of every month* during the school year at 6:30 pm at John Carroll Elementary School, 1400 Nalley Terrace, Landover, MD 20785 (Google Map – near FedEx Field). There are no meetings in the summer (June, July, August) or December.

For more information, call (301) 431-5675 (The Family Support Center).


* When PGCPS after school activities close due to inclement weather our meetings will be rescheduled.


Upcoming 2017-2018 Meetings:

September 26th Navigating Special Education in Prince George’s County Public SchoolsCome learn how to navigate the chain of command when questions arise regarding student programming, services or school team challenges. In this presentation, you will get information about who to contact for different types of issues, as well as appropriate response times.
October 24th Transportation – In this meeting, you will learn about the transportation of students receiving special education services and students with special health care needs. You will also learn how to insure that accommodations on the bus are addressed and met. Transportation leadership, along with a bus driver and those in supervisory positions will discuss students’ safety protocols and how to resolve challenges. Families will be provided with tips on how to establish positive relationships with transportation staff so they can bridge the gap between home and school.
November 28th Least Restrictive Environment (LRE) and Additional Adult Support

Least Restrictive Environment — What is the LRE and what codes/levels are available to students?  What determines a student’s LRE?  What “push in” or “push out” services are available that allow maximum, meaningful learning opportunities for students with disabilities within the general education classroom?  Should the IEPs of students in lower grades (second grade and below) be reviewed by the Special Education Department’s central office staff or staff at the Family Support Center before students are placed in 100% self-contained classrooms? This change has been proposed to ensure that placement is based on student need, rather than insufficient resources at the school level. (Discussion of this topic is not intended to undermine school-based IEP team decisions.)

Additional Adult Support – As a follow-up to frequent parent inquiries about Additional Adult Supports, we will discuss when parents, along with IEP teams, should consider additional adult support.  We will also discuss when an Itinerant Special Education Assistant (ISSA) should be considered, and the role of Crisis Intervention Resource Teachers (CIRT).

 

December 2017 NO MEETING
January 23rd, 2018 Transition (Early Childhood, Elementary, Middle, High School, Post-Secondary) – Transitions are part of the school experience for students and parents. Come learn what to expect during various transitions (Preschool, Elementary, Middle, High School, Post-Secondary). You will get information on available supports for families and students, with an emphasis on school and career readiness strategies.
February 27th Career Readiness and Advocacy – What Technical/Vocational training opportunities exist for students with disabilities beginning in high school (both public and non-public)? How can students with disabilities be supported in volunteer opportunities to promote career skills? We encourage you to share your ideas on how to create and increase career readiness opportunities (in-school and community) for students accessing special education services.

 

March 27th Disproportionality & Equity – There are disparities in the identification, placement, and discipline of students with disabilities and students of color in Maryland schools. Please join us for a discussion led by Dr. Robert Pasternack (previously Assistant Secretary for the office of Special Education and Rehabilitative Services for the US Department of Education).

Maryland State Department of Education in partnership with PGCPS is committed to reducing and eliminating disproportionality for students in our school system. This is in response to the December 12, 2016 U.S. Department of Education issuance of final regulations under Part B of the Individuals with Disabilities Act (IDEA).  See 34 CFR § 300.646 and 300.647, and the Maryland State Department of Education’s Technical Guidance issued in 2017, below. 

Reducing and Eliminating Disproportionate Impact: Technical Assistance Guide for Local Educational Agencies and Schools to Address Disproportionality in School Discipline (June 2017).

Technical Assistance Bulletin – Memo – Code of Maryland Regulations (COMAR) 13A.08.01.21 – Reducing and Eliminating Disproportionate/Discrepant Impact

April 24th Executive Functioning – What is Executive Functioning? How does it impact students? Come learn about possible strategies school teams and parents should consider to promote success. This presentation will help you work with your school team to support students who struggle to stay organized and on top of their schoolwork.
May 22nd Parent Panel (Advocacy for a Lifetime) & Board Elections – Please join us for an evening of open and honest discussion with veteran parents of students with disabilities. They will share experiences on advocacy over the lifespan, and provide advice for best outcomes. We will have panel members whose children and young adults range in age from 3 to 26 talk about lessons learned, best practices, and to answer your questions about “what’s next”.
June 26th SECAC Planning for 2018-2019 School Year (BOARD MEMBERS ONLY)