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Classroom Ratios and Settings

  • 10-Month Programs

    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.    

    12:1:1 (Full Day)

    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.

    • Academic Levels: Students enrolled in this program typically demonstrate 2nd to 3rd grade ELA and Math skills. Students are typically participating in the New York State Alternate Assessment (NYSAA) and are working toward earning the Skills and Achievement Commencement Credential (SACC).
    • Social/Emotional Profile: Due to cognitive delays, students often require a high level of adult supervision to be successful within social and academic settings. The student may or may not receive school based counseling as determined by their IEP.

    12:1:1 (Work-study Program)

    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.

    • Academic Levels: Students enrolled in this program typically demonstrate 3rd to 4th grade ELA and Math skills. Students are working toward earning the Skills and Achievement Commencement Credential (SACC) or the CDOS Commencement credential.
    • Social/Emotional Profile: Students require the ability to interact at a social/emotional level that does not require consistent adult supervision. The typical student demonstrates the ability to build upon their academic and social experiences. The student may or may not receive school based counseling as determined by their IEP.

     Click here for Work-Study Forms!

    12:1:1 (Half Day)

    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.

    • Academic Levels: Students enrolled in this program typically demonstrate 1st to 4th grade ELA and Math skills. Students are working toward earning the Skills and Achievement Commencement Credential (SACC) or the CDOS Commencement credential.
    • Social/Emotional Profile: Students require the ability to interact at a social/emotional level that does not require consistent adult supervision. The typical student demonstrates the ability to build upon their academic and social experiences. The student may or may not receive school based counseling as determined by their IEP.

    12:1:4 (Full Day)

    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.

    • Academic Levels: Students enrolled in this program typically demonstrate K to 4th grade ELA and Math skills.   Students participate in the New York State Alternate Assessment (NYSAA) and are working toward earning the Skills and Achievement Commencement Credential (SACC).
    • Social/Emotional Profile: Students typically require an intense level of adult supervision with regard to their physical and emotional needs. Students often require medical procedures that are provided within the academic setting. Programming of academic content is highly modified and often supplemented with alternative methods of communication.   

    8:1:1 (Full Day)

    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.

    8:1:1 GED class

    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.

    6:1:1 (Full Day)

    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.

    Academic Levels

    • Students enrolled in this program typically demonstrate academic skills in ELA and Math that are two to three grade levels or more below their cohort grade level. Limited academic progress has typically resulted due to behavioral, emotional, social, and/or mental health needs. Small classes with experienced teachers help each student meet with academic success. There are opportunities for the full spectrum of diploma and certificate exit credentials for all students. Competency-based curriculum, portfolio development, and assessments align with the common core and provide performance-based data demonstrating achievement.

    Social/Emotional Profile

    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.

    Restorative Practice Philosophy

    • The program prescribes to and embraces the Restorative Practice philosophy which is guided by an ethic of care and justice. It is an approach to build community, promote a culture of care, foster a sense of belonging, and invite responsibility and provide accountability, reparation, reconciliation, and reintegration where harm has occurred.
    • Restorative Practice is based upon mutual respect and appreciation, belief in people’s ability to resolve their own problems, acceptance of diversity, an inclusive approach to problem solving so that feelings, needs, and views of everyone in the community are taken into account, and there is a congruence of beliefs and actions.
    • The goals of Restorative Practice are to make the schools and the community safe, raise morale and build connection, promote respect among the school community and foster a sense of belonging for students and staff in the school, raise attendance, reduce behavioral referrals, and dramatically diminish suspensions and expulsions, eliminate bullying and all kinds of violence in the school, and in doing all the above, raise academic performance for all students.

    Resource Room/ Consultant

    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.

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