2023.24 inclusive culture, Content Delivery Network (CDN)
←
→
Page content transcription
If your browser does not render page correctly, please read the page content below
2023.24
SERVICES GUIDE
inclusive culture,
diverse people
CENTRAL Administration BOARD of Education
Amy Albers, Ed.D. Rosemary Pitruzzella, President
Chief Operating Officer/Deputy District Superintendent South Orangetown Central School District
Deborah P. Gatti, Vice President
Member-At-Large
Tamara Bierker
COMPONENT School Districts Clarkstown Central School District
Clarkstown Central School District Catherine Boera
(845) 639-6300 | www.ccsd.edu Nanuet Union Free School District
East Ramapo Central School District Sabrina Charles-Pierre
(845) 577-6000 | www.ercsd.org East Ramapo Central School District
Jackie Dubil Craig
Nanuet Union Free School District
Pearl River School District
(845) 627-9880 | www.nanuetsd.org
Sandi Jeanette
North Rockland Central School District Suffern Central School District
(845) 942-3000 | www.northrockland.org
Michael Mark
Nyack Public Schools Nyack Public Schools
(845) 353-7000 | www.nyackschools.org Peggy Zugibe
Pearl River School District North Rockland Central School District
(845) 620-3900 | www.pearlriver.org
Erin Sussman
South Orangetown Central School District Clerk to the Board
(845) 680-1000 | www.socsd.org
Suffern Central School District
(845) 357-7783 | www.sufferncentral.org
TABLE of Contents
Target Dates ..................................................................2 Instructional Services and
Professional Development ............................... 25
A Message from Rockland BOCES
Executive Leadership ..............................................3 Administrative Services ....................................... 31
Executive Leadership Services ..........................4 Adult Education and
Business Services ....................................................38
Community Schools .................................................5
Cross Contracts........................................................ 40
Career and Technical Education......................6
Community and Business
Hudson Valley P-TECH.......................................... 12 Collaboratives ............................................................43
Student Services ....................................................... 13 Contact Information .............................................45
MISSION Statement
The mission of Rockland BOCES,
in partnership with local school
districts and their communities,
the Board of Regents and the
Commissioner of Education, is to be
a leader in providing quality, cost-
effective, educationally-focused
programs and services that support
learners in achieving high standards.
Rockland BOCES Services Guide 2023. 2024 1
AGENCY Philosophy
We at Rockland BOCES BELIEVE in the intrinsic value of every learner and
in our responsibility to help them each realize their dreams.
To honor this, we REAFFIRM our commitment to provide quality
leadership and instructional excellence.
Moreover, we ACKNOWLEDGE that we are part of a greater whole
and that the collective energy of Rockland County is best reflected in the
collaboratives which serve our learning community.
TARGET Dates
December 7 Services Guide Presentation
January 6 Preliminary Requests for Services by component
school districts to be submitted to BOCES
March 29 Distribution of Budget Document
April 12 Annual Meeting
April 14 Final Request for Services by component school districts
to be submitted to BOCES
April 18 BOCES annual election and meeting of component district
Boards of Education to be held at each local district
May 10 Rockland BOCES Board of Education adopts final
administrative, capital and program budgets
July 5 Contracts returned to BOCES by component school districts
2 Rockland BOCES Services Guide 2023. 2024
A MESSAGE from Board President Rosemary Pitruzzella and Chief Operating Officer Dr. Amy Albers December 2022 Dear Colleagues, We are pleased to present the 2023-24 edition of the Rockland BOCES Services Guide. This publication details the Administrative, Instructional and School Support Services available to the eight component school districts in Rockland County, as well as services that may be purchased through other BOCES. As you explore the pages of this guide, you will find descriptions of the innovative and award-winning programs and services we offer as we strive to best meet the changing needs of our component partners. As school districts continue to face economic challenges, the need for our shared services and the efficiencies they provide is more evident than ever. While no one can be certain of what the future holds, we do know that through partnership and collaboration, we will continue to move our educational missions forward for the students and families we serve. Our shared goal to educate and support students will allow us to innovate and adapt to the shifting environment of public education. As we work together, we will be well-equipped to continue creating engaged learning opportunities, which empower our learners with the knowledge, resources and skills they need to succeed in life. Sincerely, Rosemary Pitruzzella Amy Albers, Ed.D. Board President COO/Deputy District Superintendent Rockland BOCES Services Guide 2023. 2024 3
EXECUTIVE Leadership Services
Amy Albers, Ed.D., Chief Operating Officer/Deputy District Superintendent
(845) 627-4703 | aalbers@rboces.org
The Rockland BOCES Chief Operating Officer oversees daily operations of the agency
and the administration of the programs and services provided at the request of the eight
component districts in the Rockland County supervisory area. Additionally, the Chief
Operating Officer leads efforts involving curriculum and program development, building
organizational capacity across divisions and among community partners.
The Rockland BOCES District Superintendent serves as the New York State Education
Commissioner’s representative to the local school districts of Rockland County. As such,
the BOCES District Superintendent is the liaison between the component school districts
and the New York State Education Department (NYSED). Responsibilities include facilitating
communication between NYSED and the component districts and assisting in the imple-
mentation of New York State education law and the regulations of the Board of Regents
and the Commissioner of Education.
Sharing daily administrative responsibilities and management of key agency initiatives
in close collaboration allows the Rockland BOCES Chief Operating Officer and District
Superintendent to provide exceptional regional leadership and outstanding services to
the greater Rockland County community.
Duties of the Executive Leadership Team also include, but are not limited to,
the following:
n Upon request of a local component district board of education, the Executive Leadership
Team may act as a consultant in the selection of a Superintendent of Schools, including the
recruitment, screening and evaluation of candidates.
n In collaboration with NYSED, the BOCES Executive Leadership Team is also available to
consult with local school districts on a variety of education issues such as:
– Facilitating communication between and among districts, local agencies and the State
Education Department;
– Providing leadership as a regional representative of the Commissioner;
– Supporting the interpretation, clarification and implementation of new state regulations;
– Assisting in understanding the requirements of management and planning of building projects;
– Providing assistance to non-public schools;
– Investigating boundary disputes between districts;
– Approving BOCES service contracts and cross contracts;
– Assisting in the development of education policy in collaboration with area
legislators on behalf of public education.
4 Rockland BOCES Services Guide 2023. 2024COMMUNITY Schools
Amy Albers, Ed.D., Chief Operating Officer/Deputy District Superintendent
(845) 627-4703 | aalbers@rboces.org
COSER 533: Community Schools
The Rockland BOCES Community Schools COSER 533 represents a strategy to organize
resources so that academics, social and emotional needs and medical and dental services
and supports are integrated into the fabric of schools. This strategy helps to remove
obstacles to learning and serve the needs of the whole child, allowing teachers to teach
and students to learn.
By aligning resources, the Community Schools COSER results in improved student
learning, stronger families and healthier neighborhoods. Specifically, the COSER provides
for students’ social, emotional, physical and intellectual needs through the following
menu of services:
n Family Resource Center Services (Basic Service n Medical Director: The medical director will oversee,
via Rockland 21C): The Family Resource Center consult in and support the implementation of all
will provide coordination of information and aspects of school health services as required by
referral services and programs to promote New York State Education Law, Article 19.
optimal growth and development of all students
n Mental and Behavioral Health Services:
while strengthening family-school partnerships.
Family Resource Centers connect students and These services will provide for the social
families to the services they need. Rockland 21C and emotional needs of students
will provide oversight of and coordinate services through comprehensive intervention
for the Family Resource centers. and prevention services.
n Early Learning Opportunities/Parent-Child: n Dental Services: Dental services will provide
The services will provide high-quality and compre- primary care such as plaque index score, oral
hensive early learning opportunities for children health instructions, examinations, x-rays,
between the ages of two and nine and their restorative care (i.e. dental fillings), prophylaxis
parents that nurture development and learning (dental cleaning), fluoride treatment, sealants
so children are prepared to enter school. Specifi- and referrals, thus removing some of the
cally, staff will provide early literacy supports and physical obstacles to learning.
services to at-risk families in their homes and/or
in schools to better prepare parents and their
children for school. These services offer a success-
ful school readiness platform for students.
Family Resource Centers recognize that families play a critical role in children’s
development and school success, therefore strengthening family engagement in
school. Research shows that family engagement is critical to successful learning
and to closing the achievement gaps where they exist. When families are engaged
in children’s education, student test scores and grades are strong and attendance,
attitudes and behavior are optimal. Successful students are more likely to take higher-
level classes, graduate from high school and continue on to post-secondary education.
COMMUNITY SCHOOLS 5CAREER and TECHNICAL Education
Kim Bell, Director, Executive Director of Career and Technical Education
(845) 627-4772 | kbell@rboces.org
At the Rockland BOCES Career and Technical Education
Center (CTEC), a variety of half-day programs are offered to
high school students at varying academic levels.
Successful completion of these programs may lead to both
entry-level employment and post-secondary education.
Career assessment, integrated academics, guidance,
work-based learning and job placement opportunities are
integral components of each program.
The Career and Technical Education Center at Rockland BOCES
helps students learn skills for life by providing an education that keeps pace with the
changing world of the 21st century. Students have the opportunity to graduate high school
and be “career ready,” earning both college credits and industry certifications.
Every student who successfully completes one year of a CTEC program is eligible to use the
4+CDOS pathway as an option for graduation. In some programs, the technical assessment
has been approved by SED to meet the requirements for the 4+1 graduation pathway.
COSER 101, Career and Technical
Education (CTE) programs offer
the component districts and the
local workforce. Students have
n ABOVE & BEYOND
rigorous curricula for 11th and 12th the opportunity to participate in The success of students in the
grade students that prepare them internships and earn industry Rockland BOCES CTE program is
for both the workforce and post- certifications. Academic projects supported by initiatives that go
secondary education. All career are incorporated into all programs. ABOVE & BEYOND:
and technical education courses n 13 programs approved by NYSED
have been approved by the New In both COSERs 101 and 109, to offer embedded academic
York State Education Depart- programs are designed to credits and allow students to
ment, allowing qualified students meet the learning needs of the receive Technical Endorsement
to receive Career and Technical growing county population of on their diploma
Endorsements on their high school students who are English Language n Students received 328 college
diplomas as well as academic and Learners (ELLs). Multilingual credits during the 2021-22 school
college credits for work completed staff members are in place to year through partnerships with
in their CTE programs. Classrooms support the language needs of RCC, College of Westchester and
are equipped with state-of-the-art, students in the context of their Dominican University
industry appropriate equipment. CTEC program. n 95% of completers earned
Curricula reflect current industry CDOS credential
standards allowing students to earn At no extra charge to districts,
industry certifications in a variety n SkillsUSA members earned
students in COSER 101 are eligible to
of areas. 36 medals in regional and
earn one or more industry creden- state competitions
tials, college credits and academic
COSER 109, the Career Services Welding instructor secured grants
credits. Successful completers can n
Program (CSP) courses have a 12:1:1 totaling $100,000
also use the 4+CDOS pathway as an
student/staff ratio, and are available
option for graduation.
to both classified and non-classified
students. Curricula for the course
offerings have evolved to reflect
the changing needs of students,
6 Rockland BOCES Services Guide 2023. 2024INITIATIVES
Alignment of curriculum to meet that align with new industry GED for English Language
the requirements of the 4+1 Multiplestandards will be embedded into Learner (ELL) Students
Pathways to Graduation initiative. Animal Science (Approved Veterinary GED curriculum will be delivered
An increased number of internship Assistant), Automotive Technology using supports for non- and limited-
opportunities and college courses (Polestar Electric Vehicle), Culinary English speaking students. Bilingual
will be embedded into CTE programs. (Hydroponics) and Principles of staff and curriculum materials will
Students can graduate with up to Health Occupations (Patient Care be available to assist with instruction.
24 transcripted credits. Technician). ENL Immersion Program
Expansion of Work-Based Learning Program Expansion English Language Learners with
activities to further align with In order to meet the growing needs interrupted formal education are
requirements of CDOS credential of the local workforce as well as eligible to enroll in the half-day ENL
and 4+CDOS graduation pathway. accommodate the steady increase Immersion program regardless of
in enrollments, several sections their academic scores on the TABE
Literacy supports for English were added to existing programs for test. Students will receive remedial
Language Learners (ELL) in targeted the 2022-2023 school year including coursework in reading and math in
CTE, CSP and GED programs. Animal Science, Animal Services, an effort to reach grade level and
Curriculum platforms added to Cosmetology, Criminal Justice, transition back to the home school
programs provide virtual, hands-on Electrical Trades and Principles of OR continue into the GED program.
experiences for students so they can Health Occupations. For the 2023-
continue practicing their skills even 2024 school year, Cyber Technology
while learning after school hours. will join the expansion.
New curriculum components
CTEC Highlights
Career and technical education programs help students develop
skills that lead to New York State licensing, state and national CTE students received over
certifications, and college credits. $1.5 million in scholarships.
Work-Based Learning opportuni- Students earned a total of 328
ties were expanded to include an transcripted college credits Students earned a total
increased number of guest speakers, through the SUNY Rockland of 328 transcripted
field trips, and real-world work Community College High School college credits through
experiences. Internships, job shad- program and other courses the SUNY Rockland
owing and community projects are offered through The College of Community College High
a vital component of each program. Westchester, St. Thomas Aquinas School program and other
All completers who are eligible, College and Dominican University. courses offered through
meet the requirements for the The College of Westchester,
The innovative honors-level St. Thomas Aquinas College
CDOS Credential.
New Visions Health Program and Dominican University.
Integrated academics, supported provides career exploration for
by content-area teachers, are literacy students at the top of their
based in all CTE courses enhancing scholarship. Students can earn
a student’s learning potential. Stu- up to four credits toward their
dents are eligible to earn credits in high school diploma while
English 12, Math, Science, Health, Art simultaneously earning college
and/or Participation in Government, credits from Dominican University.
in appropriate classes.
CAREER AND TECHNICAL EDUCATION 7CTEC Programs
n COSER 101 n COSER 404 n COSER 401B
Career and Technical Education Alternative Education Regional Summer Middle
Programs (CTE), page 8 Programs, page 11 School, page 11
n COSER 109 n COSER 401A
Career Services Programs (CSP), Regional Summer High School,
page 10 page 11
CAREER AND TECHNICAL Education Programs
COSER 101: Career and Technical Education Programs (CTE) Curricula in all Career and
Technical Education (CTE)
The Career and Technical Education Center (CTEC) offers secondary programs are continually
students entry-level training and post-secondary preparation in a updated and reviewed with
variety of career and technical education areas. Successful completion regard to:
of a CTE program can lead to a state or national industry certification
n Alignment with the Career
and/or college credits. Each CTE student spends approximately half
Development and Occupational
the school day in the home school and half the day at CTEC. Each
Studies (CDOS) Standards
course consists of 500 hours of instruction per year.
n Alignment with Common Career
A student may earn up to four credits each year including academic Technical Core standards
credit in English 12, Math, Science, Health, Art and/or Participation in
Government in classes where curricula is embedded into the course.
n Post-secondary articulations
These CTE courses have been approved by the New York State
n Work-based learning
experience options
Board of Regents under revised Part 100 Commissioner’s Regulations.
Students in approved courses are also eligible to receive a Career and n Technical assessments based
Technical Endorsement on their diploma if they successfully pass an on industry standards
approved assessment test and final project. Other credits for pull-out n Work skills employability profiles
courses are available in Physical Education and Health.
n Availability in languages other
The programs and courses conducted at CTEC are all competency- than English
based and modular, allowing for open enrollment.
Employability profiles are developed for each program and are
consistent with the community’s employment needs. Each program
has a Business Advisory Committee comprised of community leaders, ACADEMIC Credit Options
local business and post-secondary representatives. Committees meet
Integrated Academics:
with staff at least twice a year to provide information and guidance
Career and Financial Management
designed to keep each program current with industry standards.
English 12
Each student is evaluated individually throughout the year on the
Math
skills identified in the employability profile.
Health
All career and technical education teachers have significant Participation in Government
work experience in their respective fields and meet certification Science
guidelines. They continue to use literacy strategies when incorporating
academics into the curriculum and are achieving successful outcomes. Pull-out Academics:
Bilingual teaching assistants and teachers have been added to targeted Health
programs to support English Language Learners (ELLs). Curricula Physical Education
that translates to several languages have been purchased for these
programs where available.
8 Rockland BOCES Services Guide 2023. 2024SECONDARY PROGRAM ACADEMIES with Articulation Agreements
ANIMAL SCIENCE ACADEMY COMMUNICATIONS ACADEMY CULINARY ARTS
• Animal Science I, II • Digital Design and Marketing I, II • Culinary Arts I, II (ProStart
(Vet Assistant, Pet First Aid, CPR (Adobe Certified Associate Certification, 9 college credits)
Certifications) certification, 9 college credits) RCC*, Johnson and Wales, Paul Smith’s
SUNY Cobleskill RCC*, St. Thomas Aquinas College*, College College, SUNY Cobleskill, Delhi, Sullivan
This program provides students the of Westchester*, Mercy College, Sullivan Community College, Schenectady
opportunity to learn about, work with, Community College Community College
and care for a variety of animals.
CONSTRUCTION TRADES HEALTH SCIENCE ACADEMY
Topics covered include animal habitats,
ACADEMY • Health Science Fundamentals
medical procedures, animal behavior,
anatomy and physiology, and much • Carpentry I, II (HIPAA certification, 15 college
more! The curriculum lays the foun- • Electrical Trades I, II credits) RCC*, College of Westchester*
dation for post-secondary placement • Plumbing I, II • Nurse Assisting
and/or careers in veterinary hospitals, (NYS Nurse Assisting and HIPAA
• Welding and Fabrication I, II
animal training and grooming facilities, certifications, 6 college credits)
kennels, and a variety of local, state, (Home Builder’s Institute and RCC*, College of Westchester*
and national agencies. Students care OSHA certifications)
• Principles of Health Occupations
for animals housed in the classroom Delhi, Sullivan Community College, (Patient Care Technician and HIPAA
and also gain hands-on experience Alfred State, Lincoln Tech-E. Windsor certifications, 6 college credits)
through internships at a variety of RCC*, College of Westchester*
local businesses and agencies. COSMETOLOGY
• Cosmetology I, II NEW VISIONS
AUTOMOTIVE TECHNOLOGY
(Waxing and Barbisol certification; • Health Careers Exploration
ACADEMY
Preparation for NYS Cosmetology Program (HIPAA, First Aid, CPR,
• Automotive Collision Technology license, 6 college credits) ACA certifications, 6 college credits)
I, II (ICAR)
College of Westchester* Dominican University*
Automotive Collision ICAR Welding: Rockland
BOCES CTEC is the first secondary program in CRIMINAL JUSTICE AND STEM ACADEMY
the nation to offer ICAR Welding training and FIRE SCIENCE
certifications to high school students. • Cyber Technology I, II
• Criminal Justice and Fire Science I, II (Test Out and Comptia
• NATEF/ASE Certified Automotive (Firefighter, NYS Security Guard, Certifications, 24 college credits)
Technology I, II 911 Dispatcher Certifications, RCC*, College of Westchester*
• Certified Automotive Technology 9 college credits)
(ASE certifications can be earned RCC*, Mercy College, Sullivan Community
in certified programs) College
RCC, Delhi, Morrisville, Ohio Technical College,
University of NW Ohio, Alfred State, Lincoln Tech
*Dual credit option available
*Unless noted, college credits are offered through the RCC High School Program and are transferable upon high school graduation to other colleges
and universities.
CAREER AND TECHNICAL EDUCATION 9CAREER SERVICES Programs
COSER 109: Career Services Programs (CSP)
Career Services Programs are designed for students whose occupational needs require specialized support.
Courses are available for any student who would benefit from a smaller class size and extra support in the
classroom. Students receive hands-on instruction, individualized attention and have the opportunity to
participate in internships. Successful students can transition to a Career and Technical Education program
to continue training at a higher level. Student-Staff ratio is 12:1:1.
o Animal Services:
Students in this program learn the skills
necessary for entry-level employment in the field
; Building and Landscaping Services:
Students learn the basics of building and
ground maintenance, including carpentry, electricity,
of animal care. Students gain hands-on experience plumbing and landscaping. Students also learn to
caring for animals housed in the classroom, as safely use power and hand tools related to the field
well as through internships and field trips. Topics while working on real-life projects in our shops and on
covered include grooming, training, day care our campus. Students earn 10 hour OSHA certification
and kennel work, and basic animal health care. and card.
w Automotive Collision Services:
In our state-of-art shop, students learn the
basics of Automotive Collision repair including
C Hospitality Services: First-year students
learn the basics of food handling and cooking
through the preparation of salads, soups, main
compounding, polishing, painting, and detailing. courses and desserts. As a team, students operate
Through classroom and project work, they also a short order grill and prepare daily food items
learn to properly and safely use hand and power available to BOCES students and staff. Second-year
tools preparing them for internships and jobs at students expand their skills into other areas of the
local dealerships and collision repair facilities. hospitality industry including front desk, reservations,
housekeeping and bell services and can earn industry
i Automotive Services:
Students learn the basics of automotive
maintenance and care including oil change, tire
certifications in these areas through the American
Hotel and Lodging Institute. Students participate in
internships at local restaurants, supermarkets and
rotation and brake services. Students also learn hotels which may lead to paid employment.
to effectively use hand and power tools, as well as
troubleshoot using diagnostic equipment. Internships
at local automotive dealerships and repair facilities are
available and can lead to paid employment. Students
\ Business Services: Students learn basic
business, retailing and customer service skills
to prepare for entry-level employment in a business
can earn ASE certificates. environment. Students participate in projects such
as development and operation of the CTEC School
Store, as well as internships to gain real world expe-
rience in the field.
10 Rockland BOCES Services Guide 2023. 2024ALTERNATIVE EDUCATION Programs
COSER 404: Alternative Education Programs n GED for English Language Learners (ELL):
GED curriculum will be delivered using supports
n GED (General Education Development) for non- and limited-English speaking students.
(changed from TASC by NYSED in Jan. 2022) Bilingual staff and language appropriate curriculum
The GED high school equivalency program at materials (where available) will be accessible to
CTEC offers a structured setting with a non- assist with instruction.
traditional schedule available to students who are
n AEP and AEP for ELL Students: Academic
not experiencing academic and/or social success
Enrichment is tailored to fit the needs of both
in the traditional high school setting. Both non-
non-classified and classifies students whose reading
classified students (referred by home high school
levels do not meet the requirement for GED. Instruc-
counselor) and classified students (referred through
tion is individualized with frequent assessments to
our Student Services division) are eligible for
measure readiness for advancement into the GED
enrollment. In this preparation course, students
program. Language supports are available.
work at their own pace on lessons assigned on an
individual basis. AEP Requirement: Students must score between
a 6th and 9th grade reading level on an entry exam.
Program guidelines
• Enrollment is open throughout the year. n ENL Immersion Program: English Language
• Students must be between the ages of 16 and 21. Learners with interrupted formal education are
• Students must test above a 9th-grade level eligible to enroll in the half-day ENL Immersion
(non-classified students) or 8th-grade-level program regardless of their academic scores on
(classified students) in reading using the Test the TABE test. Students will receive remedial
of Adult Basic Education. Students who do not coursework in reading and math in an effort to
meet the reading requirement may be placed reach grade level and transition back to the
in an enrichment program. home school OR continue into the GED program.
At least 10 weeks of class participation with mastery-
level achievement in all academic components are n Other Alternative Education Programs:
required before a student can be recommended for Other high school alternative education
GED testing. options are available through the Rockland
BOCES Student Services Division.
SUMMER SCHOOL Programs
COSER 401A: Regional Summer High School COSER 401B: Regional Summer Middle School
The Regional Summer High School provides students The Regional Summer Middle School provides
with the opportunity to do remedial work based middle school students with instruction in foreign
upon the needs expressed by the participating languages, art, social studies, ESL, health and
districts. Course offerings include English, social physical education.
studies, math, science, health, foreign language and
other areas of instruction that participating districts
request. August Regents are offered to all districts,
as per SED guidelines.
CAREER AND TECHNICAL EDUCATION 11Hudson Valley P-TECH
Daniel Kaplan, Principal | (845) 580-1474 | dkaplan@rboces.org
Rockland BOCES Hudson Valley P-TECH is a New York State tuition-based initiative offered
through Rockland BOCES, with students referred and accepted from the entire Hudson
Valley region.
COSER 421: Rockland BOCES Hudson Valley P-TECH
Hudson Valley P-TECH is an integrated six-year program, combining
high school, college and career training with individual pathways in SCHOOL ADMINISTRATORS
STEM: Computer Information Systems, Engineering Science, Cyber TAKE NOTE:
Security, Computer Support Specialist, Business Administration and
Legal Studies through Technology. Each year, the school accepts a
n The component district receives
group of ninth graders who fit the following profile: all funding associated with
students beyond tuition for an
n May be “at risk” – have academic ability but not meeting
his/her/their potential additional two years while
students complete diploma/
n Would benefit from a hands-on/student centered approach to learning
Associate’s degree requirements
n Come from a low socioeconomic and/or a family with need of
assistance to attend college n Tuition paid by districts (including
n May likely be the first generation in his/her/their family to attend college extended year and summer
n Have an interest in STEM program) is eligible for BOCES Aid
Hudson Valley P-TECH offers a rigorous academic curriculum, targeted n Districts benefit from the
technical training, comprehensive workplace learning, individualized two-point CCCR index (ESSA)
support services and career pathways in Rockland County. Students associated with students
have the opportunity to graduate with an Associate’s Degree (A.A.S. or completing P-TECH
A.S.) from Rockland Community College and will be first in line for jobs
with participating businesses. Business partners specializing in green
n College tuition is included
energy, technology and data systems and other STEM fields, provide
mentors and internships for students.
P-TECH Highlights
The Business Partnership Program Association allows students to The Cyber Security Pathway at
connects students with profes- attend professional council meetings. Hudson Valley P-TECH provides
sionals in their pathway. Monthly Student involvement increases students with the technical skills
Mentor Lounges focus on topics to opportunities for networking within leading to a rewarding future in
develop professional skills. Business the County’s professional community. information technology. With the
partners also work collaboratively The partnership with Rockland knowledge and skills in computer
with teachers to design industry Community College offers students and network security, ethical hacking,
challenges where students work on college opportunities at no cost. computer forensics, data networking
solving real-world problems present Students are provided with wrap- and computer hardware and support,
in the industry partner’s workplace. around supports, including research graduates can expect to work as
These relationships lead to job and writing skills, counseling, and entry-level network security techni-
shadowing, internship opportunities, academic advisement, as they cians and engineers or computer
and employment as students move move through both the high support technicians.
through the program. A partnership school and college program. STEM learning never stops with
with the Rockland Business summer courses available at RCC.
MISSION The mission of Hudson Valley P-TECH is to prepare students, through an interdisciplinary project-based
approach, to be productive and successful citizens. By providing a rigorous and technological school environment
partnered with the college and business community, students will be well-equipped to solve real-world problems.
12 Rockland BOCES Services Guide 2023. 2024STUDENT Services
Christine Ditrano, Psy.D., Director of Student Services
(845) 627-4790 | cditrano@rboces.org
Gianluca DiMuccio, Assistant Director of Student Services
(845) 627-4724 | gdimuccio@rboces.org
Elise Rosenberg, Assistant Director of Student Services
(845) 627-4773 | erosenberg@rboces.org
Focusing on children and young adults, the Student
Services Division of Rockland BOCES has created
and implemented instructional strategies designed
to educate the whole child. Our expert staff, utilizing
a team approach, educates students with physical,
educational, emotional, social, learning and/or behavior
challenges by providing a wide range of programs
and services, including academic instruction, social
and extensive community support.
Working in cooperation with A strength-based approach
schools, parents, involved profes- with research-based pedagogical ABOVE & BEYOND
sionals and support agencies, the practices connects our programs The value-added components of
Rockland BOCES Student Services as we meet the multifaceted Student Services are just another
Division offers assistance to classi- needs of our community. way that Rockland BOCES goes
fied students from surrounding ABOVE & BEYOND:
Our partnerships with families,
school districts.
school districts, community-based n Access to learning technologies
We are proud of the many successful, organizations, major universities
cooperative efforts with our com- and Rockland County have sup- n Student employment training
ponent districts and community ported outstanding educational n CSE meetings/annual reviews
agencies that support the unique outcomes for children. Teams of
n Community-based instruction
and special educational needs of administrators work collaboratively
our students and families. across a continuum of options, n Specialized furnishings/
from center-based, self-contained equipment
As a vital educational entity in our
services to district-based programs Individual technology devices
community, we embrace the diverse n
in public school sites across the provided for home/school use
needs of our children and their
county. All teams also have access
families, and provide them with a n Transition planning
to wrap-around, psychiatric and
clear path to academic excellence.
other mental health supports, n Evening parent transition
The education of the whole child
as well as services and linkages workshops
is paramount to our full service
provided through the Family New York State Alternate
school model. n
Resource Center (FRC). Assessment
n Adaptive physical education
VISION Statement
We, the Student Services Division of Rockland BOCES,
Believe in and honor the intrinsic value of each child as reflected by a strength-based educational approach.
Provide regional leadership through collaborative partnerships and educational program excellence designed
to meet the needs of each child.
Bring together the collective energy of the child, family, school and community to realize the full potential
of each child becoming a productive and integral member of society.
STUDENT SERVICES 13STUDENT SERVICES Programs
Jesse J. Kaplan VISTA Secondary Programs Itinerant and Related Services
n COSER 242 River View School n COSER 301
Visual Instruction and Structured n COSER 240 Visually Impaired, page 22
Teaching for Students with Autism School-Based Alternative n COSER 301
and Learning Challenges (VISTA I Education for Classified
Orientation and Mobility
and VISTA II), page 15 Students, page 19
Training, page 22
Mountainside High School
Jesse J. Kaplan n COSER 305
Social Communications/TEAM n COSER 240
Bilingual/ENL, page 22
Mountainside High School, page 20
n COSER 234 n COSER 306
n COSER 411C
Technological Exploration of Social Worker, page 22
Augmentative Communication Intensive Day Treatment, page 20
n COSER 308
via Movement and Structure n COSER 401C
School Psychologist, page 22
(TEAMS), page 16 Intensive Day Treatment
n COSER 310
n COSER 242 Summer Program, page 20
Hearing Impaired, page 23
Social Communications, page 16 n COSER 801
n COSER 311
Hilltop School Extended School Year
(Summer School), page 20 Physical Therapy, page 23
n COSER 240 n COSER 312
n COSER 236
School-Based Mental Health Occupational Therapy, page 23
Transition Program for Students
Program (K-8), page 17
with Developmental Disabilities, n COSER 313
n COSER 411 page 20 Speech/Language Therapy
Elementary Intensive Day page 23
Treatment (IDT), page 17 District-Based Secondary
n COSER 320
n COSER 401C MIDDLE SCHOOL Nursing Services, page 23
Summer Elementary Intensive n COSER 234 DB page 21
n COSER 335
Day Treatment (IDT), page 17 n COSER 242 DB page 21 Itinerant Teacher/Teaching
n COSER 801 Assistant Support, page 23
n COSER 236 DB
Extended School Year
District-Based Academic/Social n COSER 335
(Summer School), page 17
Development Program, page 21 Educational Interpreter, page 23
n COSER 801
HIGH SCHOOL n COSER 710
Extended School Year
n COSER 234 DB Related Occupational Therapy,
(Summer School), page 17
Social Communications, page 21 page 23
District-Based Elementary n COSER 711
n COSER 236
n COSER 242 District-Based Academic/Social Related Physical Therapy
Social Communication, page 18 Development Program, page 22 page 23
n COSER 236 n COSER 240 n COSER 712
District-Based, page 18 page 22 Related Speech Therapy
page 23
n COSER 242
Comprehensive Application of n COSER 713
Behavior Analysis to Schooling Counseling Inclusive of Parent
Programs (CABAS)®, page 19 Training/Parent Education
page 23
n COSER 516
Support Services, page 23
14 Rockland BOCES Services Guide 2023. 2024Assessment Services n COSER 333 n COSER 333
Multicultural Evaluations, page 24 Functional Behavior Assess-
n COSER 333
n COSER 333 ment/Positive Behavior Support
Social History, page 24
Neuropsychological Consultation Planning, page 24
n COSER 333
page 24 n COSER 333
Psychological Evaluation
n COSER 333 Assistive Technology Consulta-
page 24
Neurological Consultation tion, page 24
n COSER 333
page 24 n COSER 531
Education Evaluation, page 24
n COSER 333 Psychiatric Consultation, page 24
n COSER 333
Behavioral Consultant, page 24 n COSER 591
Speech and Language
Special Education Committee
Evaluation, page 24
Support, page 24
JESSE J. KAPLAN VISTA
The Jesse J. Kaplan School VISTA serves students with autism and cognitive challenges on the Rockland
BOCES campus in West Nyack. In order to meet the unique needs of students, Kaplan VISTA offers students
the ability to participate in a visually-supported, age-appropriate and functional curriculum.
Extensive therapeutic and augmentative state-of-the-art services are provided across all ability levels.
Art, music, physical education and swimming are offered each week. Additionally, a state-of-the art
Hydroworx pool can be accessed for therapeutic support. Each class also benefits from weekly speech
and occupational therapy lessons which are part of the program model. Parent support and training
groups are offered monthly to families, both during and after school hours. Jesse J. Kaplan School VISTA
students reach their potential within nationally recognized programs that blend high educational standards,
innovative curriculum and therapies in a safe, supportive and caring environment.
COSER 242: Student-Staff Ratio 8-1-2 (VISTA I, tion (matching learners with an alternative method
VISTA II) Visual Instruction and Structured of speaking) is a priority. Daily schedules (using objects,
Teaching for Students with Autism and Learning pictures or words) and individual workstations are
Challenges (VISTA) utilized with extensive data collected for each child.
In VISTA I, students require high staff-to-student ratios
This program serves students with severe commu- and intensive individualized instruction. This can
nicative, cognitive and pervasive developmental include teaching essential skills such as the ability to
disabilities (i.e. autism, intellectual disability). VISTA wait, tolerating situations and transitioning, all with
(Visual Instruction and Structured Teaching for an emphasis on independence. VISTA II introduces
students with Autism and learning challenges) is more work in dyads and small groups to improve
based upon Applied Behavior Analysis with a focus social skills and generalization.
on Verbal Behavior. A focus on functional communica-
STUDENT SERVICES 15JESSE J. KAPLAN Social Communications/TEAMS
The Jesse J. Kaplan School – Social Communication/TEAMS serves students with medical fragility,
cognitive and/or multiple disabilities in two locations on the Rockland BOCES campus in West Nyack.
Extensive therapeutic and augmentative state-of-the-art services are provided across all ability levels.
Each class benefits from weekly speech and occupational therapy lessons which are part of the program
model. Art, music, physical education and swimming are offered each week. Additionally, a state-of-the art
Hydroworx pool can be accessed for therapeutic support. Parent support, training groups and transition
meetings are offered regularly to families, both during and after school hours. Teaching independence is
a priority as students gain the skills necessary to actively participate in a variety of adult programs after
age 21. At the Jesse J. Kaplan School – Social Communication/TEAMS, high school students reach their
potential within nationally recognized programs that blend high educational standards, innovative
curriculum and therapies in a safe, supportive and caring environment.
COSER 234: Technological Exploration of COSER 242: Social Communications
Augmentative Communication via Movement Student Staff Ratio 12-1-4 / Student-Staff
and Structure (TEAMS) Student-Staff Ratio 12-1-4 Ratio 8-1-2
This program provides integrated therapies and This program focuses on communication, social
education through an interdisciplinary approach for emotional learning and functional skills delivered
students with severe and multiple disabilities. The in small and larger group settings. Literacy skills are
program focuses on developing communication addressed through direct instruction together with
skills and improving or maintaining physical status a multisensory approach. A rich visually supported
(MOVE®) through learning centers which include environment ensures maximum independence for
fine motor, sensory, literacy, vision and vocational each student. Technology is designed for individual
as appropriate. A variety of classroom-wide and students, including alternative and augmentative
individual communication devices are included. communication devices. Students acquire skills
This innovative approach ensures a comprehensive in identified priority areas that are directly related
instructional plan for students with complex educa- to student and parent/guardian plans for life after
tional and medical needs. school. This program also includes a separate
building on the West Nyack Campus where students
are able to focus on activities of daily living in a
simulated apartment environment, with volunteer
experiences outside of the school and/or community
based instruction. Teaching independence is a priority,
utilizing visual supports and a step by step instruc-
tional sequence paired with graduated guidance.
16 Rockland BOCES Services Guide 2023. 2024HILLTOP School
COSER 240: School-Based Mental Health experiencing an acute crisis. School and mental
Program Student-Staff Ratio 8-1-1 health issues are focused on in an integrated 60-
day diagnostic/intensive support setting. Program
n Hilltop School intent is to stabilize the student and allow him/her
North Rockland Central School District to successfully return to the home district. A team
The program serves students, grades K-8, with consisting of a teacher, teaching assistant, psychiatric
severe and intensive emotional and learning social worker and psychiatrist, supports students
challenges, as well as high-functioning autism. and families.
This is a structured school model that utilizes
a strength-based approach and incorporates COSER 401C: Summer Elementary Intensive
positive behavioral interventions and supports. Day Treatment (IDT)
The program focuses on academic interventions,
self-regulation and collaborative problem solving. COSER 801: Extended School Year
This program model is also based on the most (Summer School) Student-Staff Ratio 8-1-1
current brain-based and learning research. Intensive
academic and clinical supports are provided. n Hilltop School
North Rockland Central School District
There is a high student-staff ratio; counseling is
A six-week summer program is available for
a component of the program model. An evidence-
students in need of an extended school year
based intervention, Dialectical Behavioral Therapy
(12 months). This program continues with all
(DBT), develops and fosters mindfulness, emotion
academic, behavioral, developmental and
regulation and coping skills for students.
social needs as specified in the students’ IEPs.
There is a comprehensive approach to literacy in
which students are assessed according to pre- COSER 801: Extended School Year
intervention data. This allows the program to place
(Summer School)
students within the most appropriate curricula
targeted for the five areas of literacy: phonemic n Jesse Kaplan VISTA
awareness, phonics, fluency, vocabulary development
n Jesse Kaplan Social Communications/TEAMS
and comprehension.
BOCES Main Campus, West Nyack
Additionally, technology is incorporated throughout
the day to increase students’ access to instruction. n District-Based Locations at Tappan Zee
Education Center (South Orangetown) and
COSER 411: Elementary Intensive Day BERC (Nyack)
Treatment (IDT) A six-week program is available for students who
require an extended school year (12 months). The
n IDT @ Hilltop School program continues with all academic, behavioral,
North Rockland Central School District developmental, social and related service require-
This program is a collaborative with Rockland ments of students’ IEPs.
Children’s Psychiatric Center. Positive behavioral
interventions and support services are provided for
classified and non-classified students, grades K-5,
STUDENT SERVICES 17DISTRICT-BASED ELEMENTARY Programs
COSER 242: Social Communication COSER 236: District-Based
Student-Staff Ratio 8-1-2 Staff Ratio 12-1-2
These programs serve classified students with a These programs serve classified students with a
variety of disabilities, including autism and intellectual variety of disabilities, including autism and learning
disability. All classrooms are located in elementary disabilities as well as students who present with
schools with opportunities for integration and/or social and emotional challenges. All classrooms are
mainstreaming. Group speech and occupational located in elementary schools with opportunities for
therapy consultations are part of the program model. integration and/or mainstreaming.
Each class utilizes direct instruction to teach The core methodology of these programs is based
specific skills in the areas of communication, on a direct, multisensory, structured teaching
literacy, math, and self-care skills. Individual approach with instruction focused on the attain-
and small group instruction targets specific goals ment of phonemic awareness, phonics, fluency,
designed for each student. Data drives instruction vocabulary development and comprehension.
and informs the specific curricula that is tailored Listening, understanding, and remembering both
to meet the needs of each student. Teacher collabo- oral and written language are key objectives of
ration with the speech and language therapist as the program.
well as the occupational therapist supports students Instruction also focuses on the development of
with developing appropriate social language and mindfulness, emotion regulation and coping
self-regulation strategies to support peer relations. skills. Parent support and wrap around services
Classroom and individual technology supports are provided through the school and the Family
are integrated throughout the day. Family services Resource Center.
are provided.
n Miller Elementary School
n Farley Elementary School Nanuet Union Free School District
North Rockland Central School District This program serves students with developmental,
This program serves students with autism and behavioral and language-based delays. Mainstreaming
multiple disabilities. A combination of TEACCH® opportunities are available.
and ABA methodologies are used. Students also
n Sloatsburg Elementary School
participate in community-based instruction.
Suffern Central School District
n William O. Schaefer Elementary School This program serves students with behavioral
South Orangetown Central School District and learning challenges. There is extensive clinical
This program serves children with autism, multiple support and mainstreaming opportunities.
or intellectual disabilities. Multisensory instruction
n Highview Elementary School
with integrated therapies are provided.
Nanuet Union Free Central School District
n Cherry Lane Elementary School This program serves students with learning, and
Suffern Central School District social emotional challenges. This program provides
This program serves students with autism enriched grade level curriculum, supportive
and developmental disabilities. A combination mainstream opportunities and clinical supports.
of TEACCH® and ABA methodologies with
multi-sensory instruction is provided.
n Lincoln Avenue Elementary School
Pearl River Union Free School District
This program serves students with a variety
of disabilities, with instruction in modified
grade level curriculum.
18 Rockland BOCES Services Guide 2023. 2024COSER 242: Comprehensive Application school supervisors and administrators and its board
of Behavior Analysis to Schooling Programs and university training program. The program is
(CABAS)® Student-Staff Ratio 8-1-2 specifically designed to instruct students with
autism and pervasive developmental delays.
The Comprehensive Application of Behavior Analysis
n Link Elementary School
to Schooling (CABAS®) methodology focuses on
Clarkstown Central School District
verbal behavior development and academics.
n Montebello Elementary School
CABAS® programs are characterized by the following
Suffern Central School District
components of quality: individualized instruction,
continuous measurement of teaching and student n Tappan Zee Education Center
responses or curriculum based assessment, graphic South Orangetown CSD
display of student learning and achievement of All of the classroom teachers are highly trained in
educational standards, the use of scientifically-tested Applied Behavior Analysis. Many of the teaching
tactics for instructional decision making, logically and assistants in the CABAS® classes are Masters students
empirically tested curricula and curricular sequences, in the Teaching as Applied Behavior Analysis program.
educationally and socially significant goals of instruc- On-site mentoring and supervision are provided each
tion, positive teaching environments and teachers week by CABAS® Board certified behavior analysts.
who are strategic scientists of pedagogy. The attainment of CABAS® accreditation provides
CABAS applies the underlying principles of behavior
®
that the classrooms be affiliated with a university
analysis and advanced principles of teaching and program that has graduate programs that provide
verbal development to all components of education the relevant training in a science of differentiated
which include the role of the students, parents, teachers, instruction that is the hallmark of CABAS® classrooms.
SECONDARY Programs
COSER 240: School-Based Alternative for successful transitioning upon graduation.
Education for Classified Students River View is tailored for Regents, Advanced
Student-Staff Ratio 8-1-1 Regents and local diploma-bound students as
well as students who participate in NYS Alternate
n River View High School Assessments. The Skills and Achievement Com-
BOCES Educational Resource Center (BERC), Nyack mencement Credential and Career Development
This program offers intensive therapeutic support and Occupational Studies Credential are also avail-
in an educational setting. High academic standards able. Career development is an integral component
coupled with flexibility, commitment and caring of this program model, providing internships, career
are hallmarks of the program. An evidence-based awareness and access to courses at BOCES Career
intervention, Dialectical Behavior Therapy (DBT) and Technical Education Center (CTEC). River View
is used to empower students in the areas of values its partnerships with school districts, MHA,
self-esteem, emotional regulation and coping Partnership for Safe Youth, the Family Resource
skills. A comprehensive Positive Behavior Interven- Center and others.
tion Support (PBIS) program helps students to self- River View partners with Rockland Community
regulate their emotions and behaviors. College to afford our 11th and 12th graders an
The program provides a team approach consisting opportunity to earn college credits. Families are
of a teacher, teaching assistant and a clinician. The integral partners in the River View program — a
team provides intensive academic and therapeutic practice that is nurtured through collaboration
supports for students and their families geared and communication.
towards developing strengths and skills necessary
STUDENT SERVICES 19COSER 240: School-Based Alternative COSER 801: Extended School Year
Education for Classified Students (Summer School)
Student-Staff Ratio 8-1-1
n BOCES Main Campus, West Nyack
n Mountainside High School A six-week summer program is available for students
Nyack Public Schools in grades 9-12, who need a twelve-month educational
This program services students in grades 9-12 plan. This program continues with all academic,
with emotional, behavioral and learning challenges. behavioral, developmental and social needs as
The curriculum consists of courses that meet the specified in students’ IEPs.
criteria for a Regents and Advanced Regents
Diploma. A Career Development Occupational COSER 236: Transition Program for Students
Studies Credential and Skills Achievement with Developmental Disabilities
Commencement Credential are also available Student-Staff Ratio 12-1-1
for specified students.
n Project SEARCH
Students may participate in a half-day career Project SEARCH is a unique, business-led transition
education option located at the Career and Technical program designed for students with developmental
Education Center. A focus on career readiness, disabilities. It is targeted for students in their final
internships and employment is also available. Job year of school. Students should be at least 18 years of
placement is available to all students through our age, have completed any high school credits neces-
secondary Work Based Learning Center. sary for graduation, meet eligibility requirements for
Counseling is provided as part of the program the Office for People With Developmental Disabilities
model and teaches skills for emotional regulation, (OPWDD) and/or Adult Career and Continuing Educa-
distress tolerance and increasing access to instruc- tion Services-Vocational Rehabilitation (ACCES-VR)
tion. Dialectical Behavioral Therapy (DBT) develops and have employment as their main goal. Total
and fosters mindfulness and coping skills. Virtual immersion in the workplace facilitates the teach-
learning opportunities are available for students ing and learning process, as well as the acquisition
requiring additional aid. of employability and marketable work skills necessary
for entry-level employment in various facilities. The
Building a positive school community is paramount.
cornerstone of the one school-year program is im-
Our Positive Behavior Intervention and Support
mersion into Good Samaritan Hospital where students
team provides assistance to students struggling
will explore a variety of work sites. Individualized job
academically, emotionally and behaviorally. Students
development and placement occurs based on the
are celebrated at the end of each week at a commu-
student’s experiences, strengths and skills. Students
nity assembly for meeting school expectations.
are given support with accommodations, adaptations
and on-the-job coaching.
COSER 411C: Intensive Day Treatment
Travel training is an integral part of this program
n Intensive Day Treatment (middle and secondary and as a secondary goal, students will be taught to
students) BOCES Main Campus, West Nyack navigate the various means of transportation in Rock-
This program serves classified and non-classified land County, in order to get to and from work sites.
students, who are experiencing an acute crisis and The students work with a team that includes their
are in need of short-term mental health and edu- family, a special education teacher and a teaching
cational support. After 30 days, students are transi- assistant from Rockland BOCES. In collaboration
tioned back to their home schools. This program is with ACCES-VR and Rockland County Association
a collaborative with Rockland Children’s Psychiatric for People with Disabilities, job coaches will be as-
Center and the BOCES component school districts. signed to work with the program to create an em-
ployment goal and support the student during this
COSER 401C: Intensive Day Treatment important transition from school to work. Students
Summer Program will receive functional academic instruction in math,
reading, situational judgment, social skills and active
listening as well as four (4) hours per day directly
immersed in the work site. All academic programs as
well as lunch are scheduled on-site. This program
follows the academic calendar of Rockland BOCES.
20 Rockland BOCES Services Guide 2023. 2024You can also read
