Location: Waterville Elementary School, Grades K-6 and Waterville Jr. High School, Grades 7-12

Student/Program Profile:

Designed for students with behavior management needs who cannot be maintained in a 12: 1: 1 setting. IEP-related services must include a minimum counseling service of 1 x 30 and access to the reflection room. Emphasis is on developing a student's emotional control and appropriate behavior in social and individual situations. Instructional programs are provided within a structured behavior modification program utilizing positive behavioral intervention strategies. Reflection rooms are available for support as part of the behavior modification program. Therapeutic Crisis Intervention for Schools (TCIS) developed by Cornell University is utilized within the program. The educational curriculum is rigorous and prepares students to participate fully in the New York State Assessments. Pre-vocational and career and technical education is available. This program is designed for access to general education when appropriate.

Location: Special Education Center, Grades K-12

Student/Program Profile:

The 8:1:2 program is designed for students with behavior management needs who cannot be maintained in a 12:1:1 setting. The 8:1:2 Mental Health Program is designed for students who participate in community-based mental health services while enrolled in an educational program. Linkages to treatment providers, psychiatrists and therapists are integral to the success. IEP services include a minimum counseling of 1 x 30. Reflection rooms and time-out rooms are available for support as part of the therapeutic program when it is indicated on the student's IEP and part of a Behavior Intervention Plan. This program is based on TCIS (Therapeutic Crisis Intervention for Schools) developed by Cornell University. The educational curriculum is rigorous and prepares students fully in the New York State Assessments. Pre-vocational and career and technical education training is available in the program.

Location: Special Education Center, Grades K-12

Student/Program Profile:

Designed for students with developmental disabilities, including Autism Spectrum, who require behavioral support. Students who are in the program demonstrate needs that are more intense than the 8:1:2 classrooms. In addition to a teacher, and two teaching assistants, a student behavior manager is assigned to the class to assist with behavior modification. Students benefit from structured teaching and a rich curriculum designed to meet students' academic, therapeutic, social/emotional and behavioral needs.

Locations: Waterville Elementary School, Grades 4-6; Waterville Jr. High School, Grades 7-8; Waterville Senior High School, Grades 9-12

Student/Program Profile: 

Designed for students with behavior management needs who cannot be maintained in all regular education classrooms and who require a placement more restrictive than 15:1. IEP-related services must include a minimum counseling service of lx30. Emphasis is on developing a student's emotional control and appropriate behavior in social and individual situations. Instructional programs are provided within a structured behavior modification program. Reflection rooms and Time Out rooms are available for therapeutic support. Therapeutic Crisis Intervention for Schools, developed by Cornell University is utilized within the program. The educational curriculum is rigorous and prepares students to participate fully in the New York State Assessments. Students often mainstream into general education classes where appropriate. Pre-Vocational and Career and Technical Education training is available in the program.

Locations: Sauquoit Elementary School, Grades 1-4; Sauquoit Middle School, Grades 5-8; Sauquoit Sr. High School, Grades 9-12

Student/Program Profile: 

The 12:1:1 Mild Program meets the diversified needs of students with mild disabilities. The students require specialized instruction in the areas of social-emotional skills, academic development and career/technical education. The program utilizes Career and Technical Programs and other outside agency programs to provide transition support services. Students participate in State Testing Program and the Alternate Assessment. The curriculum is individualized to prepare students for their assessment needs.

Locations: Special Education Center, Grades K-12+

Student/Program Profile:
This program is designed to meet the needs of children with profound and multiple disabilities. Essential elements of the curriculum include gross and fine motor skills, self-help skills, language development and socialization skills. Related services including speech therapy, physical therapy, occupational therapy, visually impaired therapy and hearing-impaired therapy are charged separately. Students who participate in this program are working towards the skills credential for students with severe disabilities (SACC). They will likely require extensive supportive services throughout their adult lives. Students participate in New York State Alternate Assessment.

Locations: Ralph Perry Jr. High, Grades 6-9; Senior High School, Grades 9-12

Student/Program Profile:

Designed for students with developmental delays and/or Autism spectrum disorders. The program consists of staff that is trained in structured teaching provided by the "Tim Academy". Structured teaching encourages professionals to understand and assess the characteristics of autism for each child and then develop instructional curriculum based on that assessment. The instructional curriculum is individually determined to provide incremental learning, building on mastered skills. The structured teaching method is the basis for all instruction. It has academic, speech, language, occupational therapy, physical therapy, vocational and social work services available based on individual needs. Located in the public-school setting, access to general education will be available to areas where appropriate.

Locations: Special Education Center, Grades K-12+

Student/Program Profile:                               

Designed for students with developmental delays (and/or a classification of Autism). Students benefit from a highly structured program located at the Special Education Center. This allows access to specialized staff and support throughout the facility. The program is for students who need more structure than can be provided in a public school setting. Students' needs are met with additional support for social, emotional and behavioral difficulties. The instructional curriculum is individually determined to provide incremental learning, building on mastered skills. The structured teaching method is the basis for all instruction. It has academic, speech, language, occupational therapy, physical therapy, vocational and social work services available based on individual needs.