Programs

Location: Special Education Center, Grades K-12

Student/Program Profile:

Designed for students with developmental disabilities, 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: 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 School Based 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 Autism Spectrum Disorder. 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, emotion, and behavior 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.

Location: Special Education Center, Grades 3-12

Student/Program Profile:

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. Academically, instruction is 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.