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Parent tells PGCPS committee to 'refuse to let students coast' as district outlines special‑education, 504 and inclusion plans
Summary
At a May 11 Academic Achievement Committee meeting, parent Tia Kolier urged Prince George's County Public Schools to ensure rigorous services for high‑ability students while central‑office staff outlined next steps on special education, 504 implementation (Synergy SE), inclusion training and school‑level instructional supports.
A parent urged Prince George's County Public Schools on May 11 to stop offering students what she called a "false sense of achievement," as district leaders presented a package of recommendations aimed at strengthening special education, 504 implementation and inclusive practices.
"Excellence everywhere must mean that we stop selling students a false sense of achievement," public speaker Tia Kolier told the Academic Achievement Committee, describing uneven TAG (talented and gifted) services across neighborhood schools and specialty centers. Kolier said her family paid out of pocket for a tutor and saw large differences between regular schools and a TAG center in curriculum rigor.
The committee then heard from central‑office leaders about concrete next steps. Kia McDaniel, director of curriculum and instruction, said the district will expand differentiated professional learning and follow‑up job‑embedded coaching so teachers and teams implement specially designed instruction (SDI) with greater consistency. Presenters said staff value in‑person, role‑specific training and clearer SDI "look‑fors" and planning tools to reduce classroom variance.
District staff described several connected moves intended to make supports more consistent: improved family engagement in IEP meetings, more SDI exemplars and video vignettes from practitioners, and structural changes in the Innovation & Performance area to align support, accountability and instructional infrastructure across high‑need schools.
On 504 and student information systems, the 504 office said it moved this year to Synergy SE. "All the 504s are uploaded through Synergy SE," an office supervisor said, and teachers can view a student's 504 from the attendance roster. District staff said parent view access for 504s and broader parent functionality is expected next school year, while IEPs remain housed in the Maryland Online IEP system pending a statewide review and any change in state policy.
Trenell Bowman, associate superintendent for special education, told the committee that the Maryland Online IEP is paid for by the state and that any change to where IEPs are housed would be a state decision.
Committee members pressed staff for specifics about family access, triage of complaints and the role of the new Ombudsman office; staff said the Ombudsman currently triages concerns and coordinates with the Family Support Center and that a special‑education specialist will be added soon to clarify pathways for families.
Chair Jonathan Briggs concluded by noting these are implementation priorities for the coming school year; no binding policy vote was taken. The committee meets next on June 15. The May 11 meeting is available on the PGCPS YouTube channel.
