Classes provided for students with cognitive delays, severe learning disabilities, severe cognitive delays, maladaptive behavior and/or emotional issues. All diploma options (Regents, Local, and GED) are provided for, as well as subsidized (sheltered employment), unsubsidized employment pathways, and preparation for accessing either the CDOS Credentials or SACC.
Life skills, vocational skills, and community experiences are emphasized in 12:1:1 ID/DD class. The 12:1:1 ID/DD class is presently located at G. Ray Bodley High School.
This program is designed for students ages 16 to 21 years old and emphasizes vocational skills, job acquisition skills, and life skills. Students in year one of the program are typically placed in part-day/part-week building-level job assignments with job coaches. In year two, students are typically placed in part-day/part-week community job assignments with job coaches. As student skill and independence levels increase, job coaches fade and community job assignments become more frequent in terms of length of day and/or days per week. In the final year, students are typically placed in a job assignment near his/her residence in an effort to be gainfully employed upon exiting schooling. The 12:1:1 Work-study Program class is presently located at 4th Street School.
The half-day work-study program, also known as the Vocational Enrichment Program (VEP), is designed for students (typically) ages 16 to 19 years old. This program emphasizes vocational skills and job acquisition skills. Students in year one of the program are typically placed in 4 different job assignments with a job coach. In year two, students hone skills and are typically placed in 2 different job assignments with a job coach. In the final year, students are typically placed in a single job assignment with a job coach. Job coaches fade as student skill and independence levels increase. Students exit the VEP program with a well-developed portfolio that may be utilized upon seeking employment or added to upon (typically) enrolling in a Full Day 12:1:1 Work-study Program class. Students participating in the half-day work-study program have the opportunity to receive 3 high school credits (1 Science and 2 vocational/elective) awarded by the home school. The 12:1:1 (Half-Day) Work-study Program classes are presently located at SUNY Oswego.
Class provides for students with significant disabilities. The program emphasizes daily living skills, basic life skills, and basic vocational skills. The 12:1:4 SMD class is presently located at G. Ray Bodley High School.
Classes provide for students with moderate behavior management needs which are defined as moderately intensive, occasional and which result in aggressive, self-abusive or withdrawn behavior patterns that adversely affect educational performance.
Students attending the 8:1:1 HSE/TASC (High School Equivalency/Test Assessing Secondary Completion) class must be at least 16 years old to enroll in an AHSEP (Alternative High School Equivalency Preparation) program. Students are TABE (Test of Adult Basic Education) tested prior to entry in order to determine academic remediation needs as related to the TASC exam. Students must read at a 9.0 grade level as determined on a standardized achievement test. Students must also have fewer high school credits than the (TASC) formula allows (less than 12 ½% of the number of units of credit required by the school district for a local diploma multiplied by the number of years the student has been in grades 9-12). Test modifications must be approved by Albany prior to being recommended for TASC testing. The HSE/TASC instructor will initiate the paperwork process with the home school district.
8:1:1 HSE/TASC students typically participate in a Multi.-Occ. 2, Multi.-Occ. 3, Multi.-Occ. 4 or Career and Technical Education half-day vocational component. The 8:1:1 HSE/TASC class is presently located at the CiTi Campus.
Classes provide for students with severe behavior management needs that are defined as highly intensive, frequent and which result in aggressive, self-abusive or withdrawn behavior patterns that adversely affect educational performance. Students that attend the 6:1:1 high school classes at Campus have the ability to obtain high school credits (awarded by their home school) in the following areas: Art, English 9, English 10, English 11, English 12, Foreign Language (ASL), Health, Math – Foundations of Algebra, Algebra 1, Geometry, JET Math, Physical Education, Science - General Science, Earth Science, Living Environment, and Social Studies - Global Studies 9, Global Studies 10, U.S. History 11, Economics, Participation In Government. 6:1:1 SED classes are presently located at the CiTi Campus and Maroun Elementary School.
The goal of the 6:1:1 program is to foster the development of independence in social, emotional, behavioral, academic, and vocational skills. We provide an integrated service delivery to address each child’s unique educational, social, emotional, vocational, and developmental needs.
We believe that children can realize their potential given an environment that is supportive, developmentally appropriate, and geared toward specific individual needs.
Vocational education is often an integral part of program for high school students. On-site (Campus) and community-based opportunities are available.
Students require intensive intervention due to severe emotional, behavioral, developmental, and/or learning problems. A high level of structure and support is required. Restorative Practice philosophy is employed.
Resource Room/Consult Teacher services are designed to help students meet their IEP goals and objectives, typically while attending a general education Career and Technical Education (CTE) program. CTE students attend either morning or afternoon sessions at CiTi campus and receive assistance based on the CSE recommendation and the students’ IEP’s. Using both push-in and pull-out models, supplemental individual and small group services are provided to help students gain proficiency with IEP goals. Frequent conferences are held with the CTE instructors to identify student strengths and weaknesses, and communication is coordinated with the component school’s CSE. It is highly recommended that students with a disability receiving assistance in their component schools also be provided support in their CTE programs to ensure a continuity of service and facilitate student success. Teacher services may be purchased at half-hour per week per year increments.
This CoSer also provides component school districts with the opportunity to select teaching assistant support only (CoSer 209.050). Students with occasional CTE class work, homework, organizational skill needs, and/or test accommodations may benefit from this option.