Pardon Our Dust: We're currently moving to a new platform to improve usability and accessibility. If something’s missing, please check the previous site archive.
Pardon Our Dust: We're currently moving to a new platform to improve usability and accessibility. If something’s missing, please check the previous site archive.
Every child learns differently, and some students need extra support in school. Two of the most common ways schools provide this support are through an IEP (Individualized Education Program) or a 504 Plan.
This page gives families a starting point to understand what IEPs and 504s are, how they differ, and where to find trusted resources for more in-depth help.
An IEP (Individualized Education Program) is a written plan that explains how a school will support a student with a disability or learning difference. It lists the child’s goals, the services they’ll receive, and how progress will be tracked. The goal of an IEP is to make sure students have the support they need to learn and succeed alongside their peers.
A child may need an IEP if they have challenges with learning, speech, attention, behavior, or another condition that affects their ability to do well in school.
Not every child who needs support qualifies for an IEP. Some students receive help through a 504 Plan, which provides accommodations - like extra time on tests, preferential seating, or modified assignments - but does not include specialized instruction.
Marlo Lemon from Parents Place of Maryland has provided a detailed presentation for SECAC-PG on the special education program processes. Families can use this walkthrough to better understand how IEPs work and what to expect during each step.
View the PresentationIf you think your child may need extra support, the first step is to ask the school for an evaluation. This request can be made by you (the parent) or by a teacher. In Maryland, this is part of Child Find - schools are required to identify and evaluate students who may need special education services.
About Child Find
Under federal law, schools are required to locate and evaluate children who may need special education services. In Prince George’s County, this responsibility belongs to PGCPS - and it covers all children who live in the county, from birth through age 21. This includes kids in public schools, private or religious schools, homeschools, and even children who are not yet school-aged.
Learn more about Child Find on the PGCPS website.
You (or a teacher, doctor, or other professional) can request an evaluation to see if your child needs special education services.
Submit your written request to your child’s school principal, and copy your child’s teacher. If you know the school’s special education coordinator, you can copy them as well.
Once a referral is made, the school will complete evaluations - including parent input - to better understand your child’s needs.
This may include academic testing, speech or language assessments, behavioral observations, or other specialized evaluations. Parents are part of this process, so you’ll be asked for input about your child’s strengths and challenges.
After evaluations, the IEP Team decides if your child qualifies for special education services.
The team reviews test results, teacher input, and parent concerns to determine eligibility under federal and state law. If your child does not qualify, you’ll receive an explanation and may be offered other supports.
If your child is eligible, the IEP team - which includes you as the parent, teachers, and specialists - works together to create a written plan.
The IEP lists your child’s learning goals, the services and supports the school will provide, and how progress will be measured. Parents are equal partners in shaping this plan, and your input about your child’s strengths, needs, and home experiences matters.
The school starts providing the services and accommodations detailed in your child’s IEP.
This might include things like small group instruction, speech or occupational therapy, assistive technology, or extra time on assignments and tests.
The IEP is reviewed once a year, and every three years a full re-evaluation is required.
The yearly review is a check-in with the IEP team to update goals and adjust services. The full re-evaluation is a deeper process, with new testing and reports, to confirm your child’s eligibility and needs. You can also request a meeting at any time if you have any concerns - you don’t have to wait for the annual review.
Take a look at our “Who to Call” page for names, numbers, and escalation steps.
Parents are not just observers in the IEP process — you are a full member of the team. Your knowledge of your child’s strengths, challenges, and daily life is essential to creating a plan that truly works.
Before a meeting, review any documents the school provides and jot down your questions or concerns. During the meeting, share your perspective, ask for clarification if something isn’t clear, and don’t be afraid to slow the process down if you need more time.
You also have the right to bring someone with you - whether that’s a trusted friend, another parent, or a Parent Advocate. Parent Advocates are trained to support families during the IEP process and can even step in if you’re unable to attend a meeting yourself.
For more information on Parent Advocates in Prince George’s County, contact the PGCPS Family Support Center.
Here are some trusted places to learn more and find support:
If you need help understanding the Safeguards Notice, you can contact a legal professional for advice, or ask questions on our Groups.io forum for advice from fellow parents.
There are trusted groups and resources in Prince George’s County to help guide and support you.
If you have questions about any of the links above or need help understanding how these policies affect your child, our board is here to help. We’re parents and advocates too - and we’re happy to connect.
Contact Our Board
