BOCES offers a broad and diversified range of programs and service offerings to meet the unique needs of each of our component districts.  The types of programs range from totally self-contained Special Education classes operated by BOCES to the provision of ancillary services for classes operated by the districts.  The continuing and new programs are as follows:

Academic and Career
Development Skills (201)
12:1:1
The 12:1:1 program is designed for students with moderate disabilities. At the Intermediate level, the goal is to develop skills and positive attitudes in the areas of academics, including language development and social-emotional growth.  Aesthetic areas including pre-career exploration are also explored.  The academic program stresses functional reading, math, and language arts.  Functional skills such as using money, telling time, consumer education, and health are incorporated into daily lessons.  Related services such as speech therapy, physical therapy, occupational therapy, and counseling are also available.
 
At the Junior High and High School level, the program serves students who require a structured classroom setting and modified academics.  Students learn functional skills in reading, math and social skills.  This half day program is designed to complement a half day vocational program either through our Career Tech program or one of the Special Education Vocational programs.  Students who attend this program are typically unable to benefit from instruction in a Regents high school program due to a combination of cognitive and behavioral deficits.  The goals of this program include competence in both functional academic skills and independent living skills, and preparation and training for future employment.


Behavioral Adjustment Skills (210)
8:1:1
This program serves elementary and junior high students who have been determined to be in need of a highly structured behaviorally focused program by their district Committee on Special Education.  The student to teacher ratio enables students to be more successful.  Students are provided with academic instruction within a structured behavior management plan.  An individualized behavior plan focuses on developing socially appropriate behaviors and teaching strategies for students to reduce negative behaviors.  Students are integrated when academically appropriate.  Related services are available based upon the student's IEP.

Intensive Behavioral Management
6:1:1
The higher staff to student ratio required in this class reflects the more intensive services that these students require.  This is a highly structured, behaviorally focused program where students are provided with academic instruction within a structured behavior management plan. The individualized behavior plans typically focus upon developing socially appropriate behaviors and teaching strategies for students to reduce negative behaviors.  Students are integrated into the mainstream when appropriate.  Related services are available based upon the student's IEP.

LIFE Skills (A204)
12:1:3:1
The students in this program have a need for a high level of therapeutic intervention due to their severe developmental delays.  Their multiple disabilities require a highly skilled multi-disciplinary team approach to instruction.  The team consists of the special education teacher, the physical therapist, the occupational therapist, the speech pathologist, and the nurse.  Intervention is aimed at developing some level of independence in meeting their needs.  Major goals include the following areas:  gross and fine motor development, sensory stimulation, communication, and socialization.

Occupational (Vocational)
Assessment (532)
BOCES provides Vocational Assessment services to students of school districts in compliance with Special Educational and Occupational requirements.  The service will consist of a full range of vocational assessments and the reporting of the final professional analysis to the school district which requested it.
 

Summer School (220)
A six-week summer program provides continuity for students who have disabilities that require 12-month programming to prevent regression and maintain development levels.  Classroom programming and related services are provided based on the student's I.E.P. (Individual Education Plan).

Related Services

Itinerants are special area employees with various skills who are hired by BOCES on a full or part-time basis.  They are assigned on a daily or hourly basis to those local districts who have a need for only part-time people.  When an itinerant is assigned to a local school, he/she is under the supervision of the local administrator.  The local district determines how the itinerant's time is to be used to best meet its needs.  The itinerant is expected to adhere to the local school's calendar and hours.  To qualify as a shared service for BOCES aid purposes, the participation of at least two districts is required.  District costs for an itinerant are based on a pro-rated share of the salary, fringe benefits, substitute pay, travel, and supplies for the individual.  Supplies and equipment for district or student use are not included.
 
Occupational Therapists (A319)
Occupational Therapists provide evaluation, consultation and programming for students who have problems in the areas of fine motor coordination, visual perception and discrimination, hand-eye coordination, etc.  A physician's prescription is required for this service

Physical Therapists (A320)
Physical Therapists provide service to students who have orthopedic neuro-muscular problems such as cerebral palsy.  Prescriptions for specific treatment plans are usually written by an orthopedic surgeon, but may be written by a medical doctor.
 

School Psychologists (A312)
School Psychologists are highly trained in evaluation and diagnosis of learning and behavioral problems.  The goal of psychological services is to provide information on a student's academic and emotional status to plan for the best possible education.  Psychologists administer a variety of individual psychological and educational tests, consult with teachers on appropriate teaching techniques, and counsel students.
 

Social Workers (A308)
School Social Workers are a part of the total educational team of a school working to provide the best educational experience for all pupils.  As an integral part of this team, school social work services provide counseling to students and families, serve as liaison between home, school and community agencies, and prepare social histories as a part of the assessment process for children reviewed by the Committee on Special Education.  School Social Workers encourage early identification of potential problematic situations to prevent social/emotional problems from intensifying, thus assuring optimum academic and social benefits for all students in the education setting.

Speech Improvement
Teacher (A301)
Speech therapy may be provided to students who are not processed through the Committee on Special Education.  This service is eligible for BOCES aid, but not high cost aid.
 

Speech-Language
Pathologist (337)
A licensed Speech-Language Pathologist is provided to school districts as a consultant to certified teachers of speech and hearing impaired.  The pathologist reviews the work of the speech teacher and is available for consultation by other teachers and parents.  This arrangement creates eligibility for the district to apply for Medicaid reimbursement.
 

Teacher of Speech
Impaired (A318)
Speech therapy services are widely utilized by schools.  Therapists deal with a broad range of problems from language delays to auditory processing problems, as well as traditional stuttering and articulative problems.  Many are actively involved as resource persons to primary level classroom teachers helping with their language programs, and may work with a whole class within the classroom. Usually, however, the therapist works with children individually or in groups not exceeding three students.
 
Children receiving services are classified as either severely speech/language impaired, requiring thirty minutes per day, five days per week, or other speech language impaired, requiring service two or three days per week, for twenty or thirty minutes per session.  Severely speech/language impaired children are those whose speech is unintelligible 50% or more of the time, or who are two or more years delayed in language as measured by one or more standardized tests.  Other speech impaired children are those whose speech/language problems are such as to interfere with their learning in the classroom. These children may have moderate speech defects or lack the ability to adequately express themselves orally.
 
Speech and language problems should not be confused with retardation or other handicaps.  Many "normal" children have speech and language problems.  These problems should be identified early and remediated by a therapist so that the problem will not interfere with the child's academic growth. 
 

Transition Specialist (A323)
The transition specialist assists districts in addressing the needs of students requiring a transition plan.  A certified special education teacher works with a student on developing the transition plan, arranging the school to work transitions, connecting with other service agencies and coordinating vocational assessments.

Itinerant Instructional Staff
Itinerants are special area employees with various skills who are hired by BOCES on a full or part-time basis.  They are assigned on a daily or hourly basis to those local districts who have a need for only part-time people.
 
An itinerant assigned to a local school is under the supervision of the local administrator.  The local district determines how the itinerant's time is to be used to best meet its needs.  The itinerant is expected to adhere to the local school's calendar and hours.
 
To qualify as a shared service for BOCES aid purposes, the participation of at least two districts is required.  District costs for an itinerant are based on a prorated share of the salary, fringe benefits, substitute pay, travel, professional conferences, and supplies for the individual.  Supplies and equipment for district or students use are not included.
 
1.   Agriculture Teacher
2.   Business/Office Teacher
3.   Family & Consumer Science Teacher
4.   Remedial Teacher (specify subject)
5.   Advanced Placement Teacher (specify subject)
6.   Foreign Language Teacher (specify subject) (309)
7.   Art (302)
8.   Health Education (306)
9.   Physical Education (305)
10.   Music (303)
11.   Technology Teacher
12.   Driver Education
13.   Library/Media Specialist (304)
14.   Gifted & Talented
15.   Academic Classroom Teacher
16.   Guidance Counselor (313)
17.   Special Education Teacher (324)
18.   Student Advisor (307)
19.   Nurse Practitioner (314)
20.   Chairperson, Committee on Special Education (330)
21.   Attendance Worker
22.   School Physician (315)
 
For more information, please contact the Director at 867-2056.