Special Education Programs & Services

8 : 1 : 2

Up to 8 students with 1 teacher and 2 teacher assistants

COSER 201

SPECIAL EDUCATION CENTER (K-12)
WATERVILLE CSD (K-12)

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. 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.

CENTER-BASED MENTAL HEALTH PROGRAM

Designed for students who participate in community-based mental health services while enrolled in an educational program. The student being linked to treatment providers, psychiatrists and therapists is integral to their 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. 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. This program is designed to be an intensive therapeutic educational program for students with a mental health diagnosis.

8 : 1 : 2 + 1 Program

Up to 8 students with 1 teacher, 2 teacher assistants and 1 student manager

COSER 201

SPECIAL EDUCATION CENTER (GRADES K-2)

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+1 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.

12 : 1 : 1
School-Based Program

Up to 12 students with 1 teacher and 1 teacher assistant

COSER 204

SAUQUOIT VALLEY CSD (GRADES K-12)

The 12:1:1 Mild Program meets the diversified needs of students with disabilities. Students require specialized instruction in the areas of social-emotional skills, academic development and career and technical education. The program utilizes career and technical programs and other outside agency programs to provide transition support services. Students participate in the state testing program and the Alternate Assessment program.

12 : 1 : 3 + 1
Multiply Disabled Program

Up to 12 students with 1 teacher and 1 teacher assistant to three students

COSER 209

SPECIAL EDUCATION CENTER (GRADES K-12)

The 12:1:3+1 program meets 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 of speech therapy, physical therapy, occupational therapy, visually-impaired training and hearing-impaired training are charged separately.

6 : 1 : 2

Up to 6 students with 1 teacher and 2 teacher assistants

COSER 216

SPECIAL EDUCATION CENTER
(GRADES 3-12)

The 6:1:2 program is designed for students who require the most restrictive learning environment. The student’s management needs may be determined to be highly intensive, requiring a high degree of individualized attention and intervention. Behavioral supports include individual counseling provided by a certified school social worker. 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 instructional program focuses on meeting the emotional/behavioral needs of the student while addressing academic skills.

Academics/ instruction are aligned with the NYS Learning Standards allowing students to work toward obtaining a high school diploma. This program provides students with smaller class sizes, curricular modifications and support, intensive adult support and a structured program with consistent routines, career and life skills training, as well as behavior management, crisis support and intervention.

12 : 1 : 3 + 1
Developmental Program

Up to 12 students with 1 teacher and 1 teacher assistant to three students

COSER 209

RALPH PERRY JR. HIGH (7 - 9)
NEW HARTFORD SR. HIGH (10-12)
SPECIAL EDUCATION CENTER (K -12)

This program is designed for students with a classification of autism. The program consists of staff who are trained in structured teaching provided by the TIM Academy. The core of the curriculum is based in Treatment and Education of Autistic and related Communications Handicapped Children (TEACCH), developed at the University of North Carolina, Chapel Hill. This is a research model for structured teaching that 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 functionally based. It has academic, speech, language, occupational therapy, physical therapy, vocational and social work services available based on individual needs. The programs are located in the public school setting to accommodate integration into the general education classes when appropriate. 

Summer School Programs - 12-month Programming 

COSER 831-834

OHM BOCES provides summer school programs for school-age children. Summer school programs are a continuation of the school year program for eligible students and are mandated by Part 200 of the Commissioner’s Regulations. This extension is intended to prevent regression of skills. The summer school programs are six weeks during the months of July and August.

Transitional Planning & Implementation Services

COSER 206

COSER 206 is a Transitional Planning and Implementation Service option designed to meet the mandate of the Part 200 Commissioner’s Regulations on the provision of transitional services to students with disabilities. Services available include: 

1. Direct delivery of individualized student transition services, including but not limited to:
    
   • Career exploration, including shadowing, internships and work tryouts;
   • Individualized job readiness skill building;
   • Post-secondary education exploration;
   • Travel training; and
   • Referral linkage for residential support, case management, family support and benefits counseling.
      
2. STRIDE (Self development, Time management, Resolution of conflicts, Interest exploration, Decision making, Ethics of employment) is a 15-hour, classroom-based workshop typically targeting 8th, 9th, and 10th graders. It is designed to facilitate active student involvement in their transition planning.
    
3. Technical Assistance is a staff development support service designed to assist districts with local level transition planning issues.

Most services are subcontracted with staff from the ARC of Oneida-Lewis County. COSER 206 is purchased by school districts

Transition Planning Services

COSER 707

All students age 15 and above in BOCES contract classes receive transition implementation services under COSER 707. Services may include but are not limited to:

1. Individualized guidance planning focused on exit goals.
    
2. Coordination of career exploration and development may include:
    
   • Pre-vocational training;
   • Shadowing, internships, guest speakers and occupationally related field trips;
   • Internships;
   • Skilled technical training;
   • Post-secondary exploration;
   • Work try-outs;
   • Community-based training/apprenticeships; and
   • Community-based competitive supported employment.
      
3. Referral to adult services providers needed to support students’ transition to adult living. These service providers are recommended based on identified barriers to employment and residential goals and may include:
    
   • ACCESS VR
   • DDSO
   • ARC
   • HTC
   • RCIL
   • Case management through consumer-chosen agency
   • Post-secondary support services (campus based)
   • Residential support providers
   • Medicaid eligible supports

Teaching Assistant for Students in BOCES Programs

COSER 708

A teaching assistant is provided for students in BOCES special education programs, when requested by school districts, in accordance with a student’s Individual Education Plan (IEP).