Special Education Programs

 Consultant Teacher Services (CTS) represent the least restrictive level of special education support on the continuum. These services are delivered by a certified special education teacher who provides direct or indirect support to a student with a disability within the general education setting.

Service Models:

• Direct CTS: The special education teacher provides individualized or small group instruction directly to the student within the general education classroom.
• Indirect CTS: The special education teacher consults and collaborates with the general education teacher to modify instruction, differentiate materials, and support the student’s academic and behavioral success.

The Resource Room Program provides targeted, small-group instruction to students with IEPs who require specialized skill development in areas such as reading, writing, math, executive functioning, and study skills. This pull-out model is intended to supplement the general education curriculum.

Integrated Co-Teaching (ICT) is a collaborative instructional model where a general education teacher and a special education teacher jointly deliver instruction to a combined class of students with and without disabilities. ICT classrooms provide full access to grade-level curriculum while supporting diverse learning needs through differentiated instruction and co-planning.

The Foundational Learning Class (FLC) serves elementary school students (grades K–5) who present with moderate to significant cognitive, adaptive, and academic needs that require intensive support beyond what can be provided in a general education or ICT setting. These students typically carry classifications such as Intellectual Disability, Autism (Level 2–3), Multiple Disabilities, or Other Health Impairment.

Program Overview

The FLC 12:1:1 setting offers:

• A highly supportive, small-group environment led by a certified special education teacher and one classroom aide.
• Individualized instruction aligned with New York State Alternate Assessment standards, scaffolded to promote skill development across academic, communication, and functional domains.
• Daily routines that are structured and visual, with strong emphasis on consistency, repetition, and predictable transitions.
• Integrated or pull-out related services such as speech-language therapy, occupational therapy, physical therapy, and counseling, based on the IEP.
• Targeted behavior supports, including proactive interventions, visual schedules, reinforcement systems, and behavior intervention plans (BIPs) as needed.

Social-Emotional and Behavioral Characteristics

FLC students often present with:

• Emerging communication and social interaction skills, with some using AAC devices, PECS, or visual prompts to support expressive and receptive language.
   
• Difficulty with transitions, changes in routine, and abstract concepts, which may lead to frustration or avoidant behaviors.
   
• Benefit from:
   
  • Consistent routines
     
  • Visual cues and first/then supports
     
  • Structured behavioral systems with frequent positive reinforcement
     
  • Embedded social skills instruction throughout the day
     

Physical and Sensory Profile

Students may demonstrate:

• Delays in fine and/or gross motor development (e.g., difficulties with pencil grasp, navigating stairs, or self-help skills).
   
• Sensory processing challenges that may affect attention, participation, and self-regulation (e.g., sensitivity to noise, need for movement).

Programmatic Support - speech and OT support

The Therapeutic Support Class (TSC) is designed to support students with emotional, behavioral, and social-emotional regulation challenges that significantly impact their academic performance, social relationships, and access to the general education environment. The program offers a highly structured and supportive setting with embedded therapeutic services to foster emotional growth, academic success, and independence.

Eligibility Criteria (K–12)

Students eligible for TSC typically:

• Are classified under Emotional Disability (ED), Other Health Impairment (OHI) due to ADHD or anxiety, or Autism Spectrum Disorder Level 1.
• Demonstrate significant behavioral and emotional regulation challenges that impact learning despite previous interventions in general education or ICT settings.
• Require a therapeutic, structured setting to access instruction and related services effectively.

The Learning Center Program serves students with disabilities who require a highly structured learning environment, specialized instruction, and small-group academic and social-emotional support. This program is designed for students who cannot adequately progress in a general education or co-taught setting, even with supplementary aids and services. Learning Center classes are taught by certified special education teachers and follow a 15:1 ratio, as per New York State regulations for special class placements.

Students placed in the Learning Center Program may receive instruction in one or more content areas and participate in general education electives, lunch, or physical education, based on their IEP and individual strengths. 

Student Profile

Students appropriate for the Learning Center Program:

• Are classified under categories such as Learning Disability, OHI (e.g., ADHD), Autism Level 1–2, Speech/Language Impairment, or ED
• Require small group, modified instruction, and consistent adult support
• Benefit from direct instruction, visual scaffolds, and reinforced routines
• May need transition planning, vocational training, or college/career readiness support

Program Goals

• Ensure access to instruction aligned with New York State Learning Standards

• Promote skill development across academic, behavioral, and executive functioning domains
• Prepare students for postsecondary life through authentic, real-world learning opportunities
• Foster independence, advocacy, and positive social-emotional development