PHES Special Programs

Special education programs are provided for children with physical, emotional, speech, language, and/or learning difficulties. Some children need special education services to learn more effectively. The amount of time children are served by special education programs varies and is determined by their individual needs. Each child must go through the Case Study Committee (CSC) referral process before he or she can be determined eligible for services and be admitted to a special education program.

Case Study Committee (CSC)

Description: The Case Study Committee has a major responsibility to identify children with special needs and to provide the educational program to meet those needs.

Referral Process: Parents, classroom teachers, and administrators are involved in every step of the referral process. The process includes the following steps:

• The child is referred. Parent, medical personnel, social workers, teachers, nurse, etc can do this.
• Background and medical information is obtained.
• The child is tested/evaluated to determine strengths and weakness.
• Parents and school personnel determine the child's eligibility for services.
• If the child is eligible and Individual Education Plan (IEP) is written for the child.
• The parents approve the IEP

Learning Impaired

Special education services are those designed to meet the unique educational needs of a student who have been placed in such a program by the Case Study Committee. These programs must be reviewed annually to determine their continued appropriateness. The program of study must insure a student's placement in the least restrictive environment while providing academic progress. This kind of placement may involve some part of the school day out of the regular classroom. Special education teachers often work as co-teachers within the regular classroom setting to meet students' individual needs.

Communications Impaired

Children with speech, language, or voice problems other than English as a Second Language, receive individual, small group, and/or regular classroom instruction, as described on their Individual Education Plan (IEP).

Counseling Services

The primary responsibility of the three counselors is to help children adjust to their school setting. The counselor also meets with parents who are concerned about their child's academic, social, and/or emotional development. Parents are encouraged to inform the counselor assigned to their child's grade level when there is a family crisis, such as divorce, death, serious illness or adjusting to a stepfamily.

English as a Second Language

Instruction in English as a second language (ESL) is provided for students who speak little or no English or whose limited knowledge of their language may slow their progress in other subject areas. Initially instruction is primarily listening and speaking. Students are then given help in reading and writing English to improve academic achievement in other areas.
Click on the following link for additional information on the Patrick Henry Elementary School English as a Second Language Program: PHES ESL Program

Preschool for Children with Disabilities (PSCD)

The Preschool For Children With Disabilities Program is designed to serve children ages 3 to 5 who have conditions which require special education. Some children may require special equipment; others may simply need small group or individualized instruction. The preschool is a half-day program. Classes are small allowing the teacher to provide individualized instruction. The preschool teacher provides a program designed to prepare the children to make academic progress when they enter kindergarten.

Gifted Education (GE)

The Department of Defense Education Activity (DoDEA) provides exemplary educational programs that inspire and prepare all students for success. Gifted students measure their success through the challenges they are able to receive, meet, and often surpass. The goal of the PHES Gifted Education Program is to identify students with high potential and exceptional performance and to offer academic service options that match their strengths.
 Click Here to find more information about the GE program

Language Arts / Reading Specialist (LARS)

Program Description: The reading improvement specialist is responsible for overseeing the total school reading program, from reading materials to special activities. The reading specialist works with small groups of students to supplement the classroom reading program.

Scholastic Reading Counts/SRI/Read180
 Scholastic Homepage
 

Child Find

Child-Find is the ongoing process used by Department of Defense Schools and the military department to seek and identify individuals (from birth to 21 years of age) who sho indications that they might be in need of special education and related services. Questions concerning this program can be directed to the CSC department at DSN 388-9054

Reading Recovery

Reading Recovery is an early intervention program for first grade students. Approximately one third of the first grade students are assessed using the observation survey. Test scores are compiled and a committee selects the students with the lowest scores to be served by the program. Reading Recovery students meet daily for 30-35 minutes with a trained reading recovery teacher. The program length is 10-20 weeks and children are reassessed at the end of the program. The goal of the program is to bring these students up to the average of their class in reading and writing.

Compensatory Education

In support of the President's "No Child Left Behind" Initiative, and the Community Strategic Plan, the Heidelberg District Literacy Plan focuses on the reading performance of our elementary students. One significant form of support is an increase in Compensatory Education Positions to assist the regular third grade reading program.

Compensatory Education Teachers have a very specific and challenging goal - to assist third grade classroom teachers with teaching every third grade child to read at or above the reading standard identified by DoDEA. These teachers work with small groups of students for approximately forty minutes a day. Teachers use a variety of instructional methodologies and resources to determine specific student needs. Strategies are then used to make reading successful for students.