District-Based Education

• Differentiated instruction for core subjects aligned with the New York State Common Core Standards
• Focused use of technology to personalize learning and enhance student achievement
• Small class setting
• Intensive literacy and specialized math supports
• Integrated participation in the high school community via core academic and elective courses, athletics and clubs
• Opportunity to enroll in Rockland BOCES Career & Technical Education Center (CTEC) programs 
• Guidance counselors assist students with transition to college, work-based programs, career awareness services and community resources for adults
• Recent graduates have continued their education through enrollment in a number of two- and four-year colleges and vocational programs
• Students at the high school level are working towards a CDOS, local or Regents diploma

• Therapeutic component integrated within the school day
• Strengths-based individual and group counseling, with emphasis on self-regulation and collaborative problem-solving
• Counselors trained in Dialectical Behavior Therapy
• Intensive work by the staff is applied to each individual student to help them succeed in the middle schools or high schools
• Related services are available in accordance with each student’s IEP and include speech, occupational therapy, physical therapy and visual and/or hearing impairment services

• Students with academic, social and/or emotional needs who benefit from integration and a less-restrictive environment

• District based middle and high school programs offers practical academics, emphasis on tiered literacy, life skills and a community based curriculum with an emphasis on specific skill development in the areas of volunteerism, and community behavior
• Group speech and occupational therapy consultations are part of this program model with a focus on independence and self-advocacy
• Opportunity to enroll in Rockland BOCES Career & Technical Education Center (CTEC) CSP programs 

• Students are afforded regular social skills programming by a trained clinician
• Supports are to enhance soft skills, peer relations, conflict resolution, and communication
• Students are provided with lessons to support self regulation, coping strategies, and distress tolerance

• Students are alternatively assessed 
• Students can have a classification of Intellectual disability, autism, OHI, or multiple disabilities
• Students have acquired skills in the areas of self regulation, self management, and independence in the area's of activities of daily living

• Individualized literacy and math programs aligned to the NY State Common Core Standards
• Differentiated instruction and academic intervention delivered in small class settings
• Computer-based programs to support instruction
• Mainstreaming opportunities, as appropriate

• Therapeutic component incorporated daily
• Individualized and universal behavior and support plans
• Strength-based individual and group counseling
• Emphasis on development of self-regulation and coping skills

Students with academic, social and/or emotional needs who benefit from integration in a mainstream environment.

• Practical academics with an emphasis on tiered literacy
• Combination of TEACCH® and ABA methodologies are available and used alongside a multi-sensory instruction approach
• Students are provided with a modified curriculum geared towards the NYS alternate assessment standards
• Therapies are provided in an integrated model
• CABAS® specific features include:
  • Individualized instruction
  • Continuous measurement of teaching and student responses or curriculum based assessment,
  • Graphic display of student learning and achievement of educational standards
  • Use of scientifically tested tactics for instructional decision making, logically and empirically tested curricula and curricular sequences
  • Educationally and socially significant goals of instruction

• Students are also afforded regular social skills programming
• Positive student behavior is supported through PBIS (Positive Behavioral Intervention and Supports) frameworks and individual student plans
• Supports enhance appropriate functional communication, positive peer relations, and independent leisure skills
• Students are provided with lessons to support self regulation and coping strategies

• Students are alternatively assessed
• Students can have a classification of Intellectual Disability, Autism, OHI, Speech and Language Impairment or Multiple Disabilities