The Math Lab Program for remediation has been designed to assist those students who experience difficulty with classroom mathematics as demonstrated on standardized tests (California Achievement Test or the NYS Math test). In addition, students are evaluated and sometimes placed in the program based on teacher referral. The program is a reinforcement of concepts and skills as presented by the classroom teacher.

Students receive remediation 1-3 times/week, 30 minutes per session during a class' work study time. This is in addition to their classroom math instruction. A student remains in the program until he/she is able to achieve at least an average score on the yearly standardized test.

The Remedial Reading Program, which is funded through a variety of federal, state, and local sources, provides services designed for each individual child. The program is a supplement to a child's regular classroom reading instruction. Reading evaluations are conducted with children on a referral basis. Test scores, portfolio assessment, and teacher records are considered as well. Children in the remedial reading program meet at least 3 days a week, 30 minutes per day, and use a diagnostic-prescriptive approach in coordination with the classroom reading program. Generally, students with the most serious reading problems not under the Committee on Special Education are included. Services are provided to children both in the classroom and in the Reading Center.

Teachers continuously assess students’ progress and modify their teaching approaches to best reach each student. These approaches can include but are not limited to: small group instruction, individualized instruction, providing supplemental materials, computer-assisted instruction, co-teaching (increased teacher/student ratio) and scheduling to increase instructional time in a particular area. Students in danger of not reaching New York State Learning Standards will be the primary recipients of AIS and parents will receive regular notification of these students’ progress.

Our Instructional Support Team meets on a regularly to assist teachers in meeting all students’ needs. At times, evaluation to determine the appropriateness of further services is warranted. Parents who are concerned about their child’s academic and or social -emotional progress should discuss possible options with their child’s teacher.

Our psychologists are responsible for providing psycho-educational assessments for students experiencing educational, social, or behavioral management difficulties, and are involved in program recommendations to meet the needs of the students. In addition, the psychologists are available for crisis intervention and will make referrals to outside agencies for the long-term counseling needs of district students. They are also involved in consultation with teachers and parents, counseling as appropriate for those students who are having school-related difficulties, referral to outside resources for counseling or other community-based programs, and prevention/educational services including personal safety in the classrooms.

The Director of the Committee on Special Education oversees the referral, identification, annual review, and placement of children having, or suspected of having handicapping conditions. Special Education instruction is available as a part of the academic program. Students in grades K-6 who have been identified by the CSE (Committee on Special Education) as having a handicapping condition are eligible for services. A demonstrated discrepancy between grade placement and achievement is one criterion for this identification and placement.

The goal of special education is to provide each child with a specially designed, individual education program (IEP) that will best enable him/her to attain a level of achievement closest to his/her potential in the least restrictive environment.

The Museum (Talented And Gifted Program - TAG) offers enrichment learning opportunities to students with high academic abilities. Pupils attend three to five sessions a week for classes in creative thinking, problem solving, critical thinking skills, leadership activities, and special mini-courses. Students may also elect to pursue an in-depth research project on the topic of their choice or a collaborative project with other students. Selections for the program are made on the basis of one or more of these factors: outstanding academic talent, creativity, task commitment, and leadership potential.

Speech and language services are very important in the elementary program. Two Speech and Language programs are available at WHES. All children entering school are screened for all areas of speech and language. Test scores and informal observations are used to determine which program would be most beneficial. The amount of therapy is based on the severity of the problem. Priority is given to students with handicapping conditions.

PT and OT are related services in schools to assist students in benefiting from their educational program and mandates that services be educationally relevant. With this understanding, intervention in the educational setting is distinctly different from clinically based, medically necessitated treatment. Although medical conditions and/or a disability maybe present, unless it impacts the student's ability to benefit from their educational program, services may not be required.

Therapy is designed to assist in the development of underlying skills needed for learning within the child's current educational setting. Depending on the individual, it may include improving gross and fine motor skills, sensory-motor processing, coordination, adapting environments, organizing and using materials appropriately, and/or developing dressing and feeding skills appropriate to the learning environment.