Academic and Career Development Skills 12:1:1
The 12:1:1 program is designed for students with disabilities who are working toward a local diploma or CDOS credential. The program parallels Next Generation Standards while also offering accommodations and modifications per student’s individual needs. Related services such as speech therapy, physical therapy, occupational therapy, and counseling are also available.
At the high school level, a half day program is designed to complement a half day career program option either through our Career Tech program or one of the Special Education Career-based programs. The goal of this program is to achieve competence in academic skills, independent living skills, as well as preparation and training for future employment.
Behavioral Adjustment Skills 8:1:1
This program serves students who have been determined to be in need of a highly structured behaviorally focused program by their district’s Committee on Special Education. The student to teacher ratio enables students to get the academic and social/emotional support that they need. Students are provided with NYS Next Generation Standards-based academic instruction within a structured, consistent classroom environment. When needed, an individualized Functional Behavior Assessment and Behavior Intervention Plan are developed. These focus on developing socially appropriate behaviors and teaching strategies to replace maladaptive behaviors with more appropriate behaviors. The goal of this program is a Regents or Local diploma. Students are integrated as appropriate. Related services are available based upon the student's IEP.
Intensive Management Needs (IMN) 6:1:1
The 6:1:1 (IMN) program model is designed for students with intense behavioral management needs. Qualifying students have a mental health diagnosis and are classified through their home district’s CSE process as a student in need of intense behavioral support. The model focuses on students’ cognitive, social, and emotional needs, and places emphasis on engaging families throughout the education experience. Through the collaboration between home and school student needs are met in a consistent manner.
Related services (i.e. Speech Therapy, Occupational Therapy, Physical Therapy, and Counseling) are included. Behavioral therapy and counseling are provided in the classroom through collaboration with I CAN. A social worker (clinical care coordinator) is also available to connect students and families with appropriate care to help promote an overall emotional and physical wellness in school, home, and community. This model includes a special education teacher, a teacher assistant, behavior specialist, and clinical care coordinator.
Classes for Students with Autism 6:1:1
This program is designed for students with an autism diagnosis. The classrooms utilize structured teaching coupled with a deep understanding of the characteristics of autism to meet student’s individual needs. Lessons are differentiated to meet the unique learning styles of students with autism. Related services are provided based upon the student's IEP.
Learning Integrated with Functional Experiences (LIFE) Skills 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 independence. Students in this program are on target to graduate with the Skills and Achievement Commencement Credential. Instruction is based upon the Alternate Performance Indicators for Students with Severe Disabilities. Goals and objectives include the following areas: academics, gross and fine motor development, sensory stimulation, communication, and socialization.
Alternate Assessment (High School)
This 12:1:1 Junior and Senior High School level program offers students a supportive academic classroom setting designed to assist a student expecting to leave school with a Skills and Achievement Commencement Credential (SACC). The program serves students who require a structured classroom setting and modified academics using the NYS Alternate Performance Indicators. This half-day program is designed to complement a half-day career-based program either through our Career Tech program or through one of the Special Education career-based programs. The goals of this program include competence in both academic skills and independent living skills, and preparation and training for future employment.
This 12:1:1 program provides students instruction in daily living and simple job skills within an in-school program. This program is most suited for students with disabilities between the ages of 14 to 21 who expect to leave school with a Skills and Achievement Commencement Credential. These are generally students who will be referred to community service agencies for post-high-school planning and service provision after graduation. Instruction covers basic personal safety; kitchen and food preparation safety; hand tool safety, proper storage of tools and cleaning supplies; and safe work practices. The purpose of this program is to provide basic daily living skills, along with some fundamental job skills. This program supports students in developing employability skills as well as increasing their self-confidence and social skills.
This 8:1:1 class is a career-based class that focuses on prosocial skills and employability skills while working on jobs within the school and community. Emphasis is placed upon 21st Century Skills as they relate to employability. Successful students will gain the employability skills necessary to continue in either a CTE course of study or Career Awareness.
This 12:1:1 program provides community-based career training instruction to students with disabilities between the ages of 16 and 21. The purpose of this program is to provide students with an awareness of job requirements, expectations and specific tasks in a variety of community settings. Commencement level CDOS standards are the focus in this class. Successful students may earn up to 2.5 elective credits in their first year. Career Awareness is designed for students who will be seeking entry level community employment upon completion of their school program and are in their last two or three years of school. Ideally, students will have completed some type of school based or career-based training prior to entry into this program. All students in this program are referred to ACCES-VR and other appropriate adult service agencies. Pre-employability skills are taught cooperatively with employment agencies in the area. Students have the ability to earn work-based learning hours. Job search, development and placement activities are provided in the last semester of school prior to graduation. Students are given the opportunity to develop the confidence and social skills necessary for success in community employment settings.