I. Regular Education with Related Services: Some students do not require an academic educational program but, due to the nature of their disability, require services that are “related” to their disability. Such services could include, for example, the following:

Related Services may be provided either in the classroom (“push in”) or in a therapy room (“pull out”). The intensity (i.e. provided individually and in a small group) and the frequency of these services are determined by the Committee or Subcommittee on Special Education. Students who receive this level of service typically also benefit from the various classroom “program modifications” (e.g. preferential seating, refocus and redirection) and “testing accommodations” (e.g. extended time—1.5, etc.). The provision of program modifications and testing accommodations result in the regular education teacher being guided on a daily, ongoing basis by the recommendations of the Committee or Subcommittee on Special Education.

II. Elementary Resource Room Program: The special education needs of some students can be met through the resource room program, which is provided by a certified special education teacher for 36 minutes on a daily basis. Students who receive this level of service typically also benefit from the various classroom “program modifications” (e.g. preferential seating, refocus and redirection) and “testing accommodations” (e.g. extended time—1.5, etc.). The provision of program modifications and testing accommodations result in the regular education teacher being guided on a daily, ongoing basis by the recommendations of the Committee or Subcommittee on Special Education. Students who are provided with this program option may also be provided with related services as described above.

Some students benefit from the provision of special education services on alternate days. Such students could then receive the related service of “Specialized Instructional Services.”

III. Elementary Integrated Co-Teaching Services (“ICT”): Students who present with a high level of special education need may benefit from integrated co-teaching services. This program is provided within a regular education classroom and provides the additional support of a certified special education teacher for roughly half the day and a certified teaching assistant (“T.A.”) for the other half of the day. Also provided as part of this program option is a special “skills” class, which is provided on a daily basis for those students in the class who have been identified as requiring the “ICT” model. Students who are provided with this program option may also be provided with related services as described above.

IV. Elementary Special Class (“Individualized Learning Class,” or “ILC”): Some students present with such a high level of disability that their needs cannot be met within the regular education classroom. For these students, the in-district special class (or “ILC”) may be an appropriate program option. This is a full-time program with opportunities for inclusion in the regular education program for lunch, recess, and “specials” (e.g. art, music). Students who are provided with this program option may also be provided with related services as described above. The ILC classes are currently housed in the Glenwood Landing Elementary School. Students who are provided with this program option may also be provided with related services as described above.

V. The needs of some elementary students are such that they require an Out-of-District program placement (e.g. BOCES) in order to appropriately meet these needs. Such programs provide special education classrooms at a staffing ratio (e.g. 12:1:1; in other words, “no more than 12 students, one teacher, and one additional paraprofessional”) determined by the Committee on Special Education as well as any needed related services. Transportation to such programs is provided by the district, and the need for such placement is routinely re-evaluated on a yearly basis.

VI. Elementary students experiencing prolonged hospitalization would be provided with Hospital Instructional Services by the District within the hospital setting through an agency provider, such as BOCES.

MIDDLE AND HIGH SCHOOL LEVEL:
VII. Regular Education with Related Services: Some students do not require an academic educational program but, due to the nature of their disability, require services that are “related” to their disability. Such services could include, for example, the following:

Related Services may be provided either in the classroom (“push in”) or in a therapy room (“pull out”). The intensity (i.e. provided individually and in a small group) and the frequency of these services are determined by the Committee or Subcommittee on Special Education. Students who receive this level of service typically also benefit from the various classroom “program modifications” (e.g. preferential seating, refocus and redirection) and “testing accommodations” (e.g. extended time—1.5, etc.). The provision of program modifications and testing accommodations result in the regular education teacher being guided on a daily, ongoing basis by the recommendations of the Committee or Subcommittee on Special Education.

VIII. Middle and High School Daily Resource Room: The special education needs of some students can be met through the resource room program, which is provided by a certified special education teacher 36 minutes on a daily basis. Students who receive this level of service typically also benefit from the various classroom “program modifications” (e.g. preferential seating, refocus and redirection) and “testing accommodations” (e.g. extended time—1.5, etc.). Students who are provided with this program option may also be provided with related services as described above. The provision of program modifications and testing accommodations result in the regular education teacher being guided on a daily, ongoing basis by the recommendations of the Committee or Subcommittee on Special Education.

Some students benefit from the provision of special education services on alternate days. Such students could then receive the related service of “Specialized Instructional Services.”

IX. Middle and High School Integrated Co-Teaching Services (“ICT”): Students who present with a high level of special education need may benefit from integrated co-teaching services. This program is provided within a regular education classroom and provides the additional support of a certified special education teacher for the four core academic subject areas (English, Social Studies, Mathematics, and Science). Also provided as part of this program option is a special “skills” class, which is provided on a daily basis for those students who have been identified as requiring the “ICT” model. The ICT program option is provided in grades 6 through 11. Seniors are typically provided with a resource room program; however, if they are re-taking 11th grade level courses, they could be provided with ICT services along with the corresponding “skills” class.

Students who are provided with this program option may also be provided with related services as described above.

X. Middle and High School Life Skills Program: The “Life Skills Program” may be provided to students who present with a severe level of disability necessitating the administration of the New York State Alternate Assessment for Students with Severe Disabilities and whose needs are such that they can benefit from full-time placement within a regular school setting. These students are provided a curriculum consisting of life skills and functional academics that are intended to assist students in their transition to independent adulthood.

XI. The needs of some secondary students are such that they require an Out-of-District program placement (e.g. BOCES) in order to appropriately meet these needs. Such programs provide special education classrooms at a staffing ratio (e.g. 12:1:1; in other words, “no more than 12 students, one teacher, and one additional paraprofessional”) determined by the Committee on Special Education as well as any needed related services. Transportation to such programs is provided by the district, and the need for such placement is routinely re-evaluated on a yearly basis.

XII. Secondary students experiencing prolonged hospitalization would be provided with Hospital Instructional Services by the District within the hospital setting through an agency provider, such as BOCES.