23 2022 SERVICES GUIDE - ROCKLAND BOCES
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2022 SERViCES
23 Guide
INCLUSiVE culture,
DiVERSE people
CENTRAL Administration BOARD of Education
Sarah A. Chauncey, DPS-IM Amy Albers, Ed.D. Peggy Zugibe, President
District Superintendent/ Chief Operating Officer/ North Rockland Central School District
Chief Executive Officer Deputy District Superintendent
Rosemary Pitruzzella, Vice President
South Orangetown Central School District
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 Union Free School District
(845) 627-9880 | www.nanuetsd.org
Deborah P. Gatti
North Rockland Central School District Member-At-Large
(845) 942-3000 | www.northrockland.org
Sandi Jeanette
Nyack Public Schools Suffern Central School District
(845) 353-7000 | www.nyackschools.org Michael Mark
Pearl River School District Nyack Union Free 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 & 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 & Technical Education......................... 6
Community & 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 2022. 2023 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 1 Services Guide Presentation
January 7 Preliminary Requests for Services by component
school districts to be submitted to BOCES
March 28 Distribution of Budget Document
April 6 Annual Meeting
April 15 Final Request for Services by component school districts
to be submitted to BOCES
April 26 BOCES annual election and meeting of component district
Boards of Education to be held at each local district
May 11 Rockland BOCES Board of Education adopts final
administrative, capital and program budgets
July 6 Contracts returned to BOCES by component school districts
2 Rockland BOCES Services Guide 2022. 2023
A MESSAGE from Board President Peggy Zugibe, District Superintendent Dr. Sarah Chauncey and Chief Operating Officer Dr. Amy Albers December 2021 Dear Colleagues, We are pleased to share the 2022-23 Rockland BOCES Services Guide, a comprehensive catalogue of the diverse programs and services our agency provides to component school districts and local community partners. This Guide is designed to assist our districts in understanding our services as they plan to meet the unique needs of students and staff in the upcoming school year. We are pleased to offer such robust programs and services to the Rockland BOCES Supervisory District in the areas of Special Education, Career and Technical Education, STEM learning, Professional Learning, Adult and Continuing Education, Operations and Shared Services. In the course of this year, we have faced numerous challenges brought by the COVID-19 pandemic and various other issues at the local and national level. These are challenges we anticipate our agency will continue to face well into the foreseeable future. During such times, it is critical that we remain committed to our values, and allow them to guide and sustain our school community as we continue our core mission of providing exceptional leadership and support systems through teamwork with local school districts to enhance students’ opportunities for lifelong success. On behalf of the Rockland BOCES Board of Education, we look forward to new opportunities for partnership and support with our component districts as we move into 2022-23. Sincerely, Peggy Zugibe Sarah A. Chauncey, DPS-IM Amy Albers, Ed.D. Board President District Superintendent/CEO COO/Deputy District Superintendent Rockland BOCES Services Guide 2022. 2023 3
EXECUTIVE Leadership Services
Sarah A. Chauncey, DPS-IM Amy Albers, Ed.D.
District Superintendent/Chief Executive Officer Chief Operating Officer/Deputy District Superintendent
(845) 627-4701 | schauncey@rboces.org (845) 627-4703 | aalbers@rboces.org
The Rockland BOCES District Superintendent/CEO 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 local 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. The District Superintendent/CEO is a co-leader
overseeing daily operations and administration of the agency. For the Student Services
Division, the District Superintendent leads efforts involving curriculum and program
development to support districts and the local community.
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.
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 consultants 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 2022. 2023
COMMUNITY Schools
Sarah A. Chauncey, DPS-IM, District Superintendent/Chief Executive Officer
(845) 627-4701 | schauncey@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: Oversight, consultation and
via Rockland 21C): The Family Resource Center support in implementation of all aspects of school
will provide coordination of information and health services as required by New York State
referral services and programs to promote op- Education Law, Article 19.
timal growth and development of all students
n Mental and Behavioral Health Services:
while strengthening family-school partnerships.
Family Resource centers connect students and The services will provide for the social and
families to the services they need. Rockland 21C emotional needs of students through
will provide oversight of and coordinate services comprehensive intervention and prevention
for the Family Resource centers. services so that students are healthy both
socially and emotionally.
n Early Learning Opportunities/Parent-Child:
n Dental Services: Dental services will provide
The services will provide high-quality compre-
hensive early learning opportunities for children primary care such as plaque index score, oral
between the ages of two and nine and their health instructions, examinations, x-rays,
parents that nurture development and learning restorative care (i.e., dental fillings), prophylaxis
so children are prepared to enter school. Specifi- (dental cleaning), fluoride treatment, sealants,
cally, staff will provide early literacy supports and and referrals, thus removing some of the
services to at-risk families in their homes and/or physical obstacles to learning.
in schools to better prepare parents and their
children for school. These services offer a
successful 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, while attendance,
attitudes and behavior are optimal. Successful students are more likely to take higher-
level classes, graduate from high school and continue to post-secondary education.
COMMUNITY SCHOOLS 5
CAREER & TECHNICAL Education
Kim Bell, Director, Career and Technical Education and Licensed Practical Nursing (LPN)
(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 657 college
diplomas as well as academic and Learners (ELLs). Multi-lingual credits during the 2020-21 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 College
industry appropriate equipment. CTEC program. n 95% of completers earned CDOS
Curricula reflect current industry credential
standards allowing students to earn At no extra charge to districts,
industry certifications in a variety n SkillsUSA members earned 36
students in both COSERs 101 and
of areas. medals in regional and state
109 are eligible to earn one or more competitions
industry credentials, college credits,
COSER 109, the Career Services Welding student earned 2nd place
and academic credits. Successful n
Program (CSP) courses have a 12:1:1 in national SkillsUSA Welding
completers can also use the
student/staff ratio, and are available Sculpture competition
4+CDOS pathway as an option
to both classified and non-classified
for graduation. n Welding teacher secured a $50,000
students. Curricula for the course
grant through Harbor Freight
offerings have evolved to reflect
the changing needs of students,
6 Rockland BOCES Services Guide 2022. 2023
INITIATIVES
Alignment of curriculum to meet Principles of Health Occupations GED for English Language
the requirements of the 4+1 Multiple Students will learn about in-demand Learner (ELL) Students
Pathways to Graduation initiative. careers in the healthcare field. They GED curriculum will be delivered
An increased number of internship review the core competencies that using supports for non- and limited-
opportunities and college courses are relevant to many health occupa- English speaking students. Bilingual
will be embedded into CTE programs. tions including the basics of the staff and curriculum materials will
Students can graduate with up to body systems, anatomy and physi- be available to assist with instruction.
six transcripted credits. ology, medical terminology and ENL Immersion Program
more. In addition, students con- English Language Learners with
Expansion of Work-Based Learning centrate on specific skills needed
activities to further align with interrupted formal education are
to work in health care fields such eligible to enroll in the half-day ENL
requirements of CDOS credential as Direct Support Professional and
and 4+CDOS graduation pathway. Immersion program regardless of
Home Health Aide. Students receive their academic scores on the TABE
Literacy supports for English certifications in HIPAA and CPR/ test. Students will receive remedial
Language Learners (ELL) in targeted AED. Upon completion of this 1-year coursework in reading and math in
CTE, CSP and GED programs. course, successful students can be an effort to reach grade level and
recommended for Nursing Assistant transition back to the home school
Curriculum platforms added to
or Medical Assistant. OR continue into the GED program.
programs provide virtual, hands-on
experiences for students to continue Program Expansion
practicing their skills even while In order to both meet the growing
learning remotely. Specific industry needs of the local workforce and
curriculum will be embedded into accommodate the steady increase
Automotive Technology (Ford ACE in enrollments, CTEC will be expanding
program and Mercedes Benz Star existing programs. Targeted programs
Connect) and Automotive Collision include Plumbing, Animal Science,
(I-CAR). Animal Services, Criminal Justice,
and Health Science Academy offerings.
The Test Assessing Secondary Completion (TASC) High School Equivalency exam will be replaced by the
GED® on January 1, 2022.
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. $1.2 million in scholarships and
Work-Based Learning opportuni- Students earned a total of 272 industry awards for the 2020-2021
ties were expanded to include an transcripted college credits school year.
increased number of guest speakers, through the SUNY Rockland
field trips, and real-world work Community College High School 108 CTEC students earned Nation-
experiences. Internships, job shad- program and other courses al Technical Honor Society status –
owing, and community projects are offered through St. Thomas 14 for the second year in a row.
a vital component of each program. Aquinas and Dominican College. Attendance, grades and character
All completers who are eligible, are taken into consideration.
The innovative honors-level
meet the requirements for the
New Visions Health Program 276 students completed a CTEC
CDOS Credential.
provides career exploration for course with 96% placed in either
Integrated academics, supported students at the top of their college, technical school, and/or
by content-area teachers, are litera- scholarship. Students can earn the workforce during the 2020-
cy based in all CTE courses enhanc- up to four credits toward their 2021 school year.
ing a student’s learning potential. high school diploma while
Students are eligible to earn credits simultaneously earning college
in English 12, Math, Science, Health, credits from Dominican College.
Art and/or Participation in Govern-
ment, in appropriate classes.
CAREER & TECHNICAL EDUCATION 7
CTEC Programs
n COSER 101 n COSER 404 n COSER 401B
Career and Technical Education Alternative Education Pro- Regional Summer Middle
Programs (CTE), page 8 grams, page 11 School, page 11
n COSER 109 n COSER 401A
Career Services Programs (CSP), Regional Summer High School,
page 10 page 11
CAREER & 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
n Post-secondary articulations
Government in classes where curricula is embedded into the course.
n Work-based learning
These CTE courses have been approved by the New York State
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 work Participation in Government
experience in their respective fields and meet certification guidelines. Science
They continue to use literacy strategies when incorporating academics
into the curriculum and are achieving successful outcomes. Bilingual Pull-out Academics:
teaching assistants and teachers have been added to targeted programs Health
to support English Language Learners (ELLs). Curricula that translates Physical Education
to several languages have been purchased for these programs
where available.
8 Rockland BOCES Services Guide 2022. 2023SECONDARY 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
(Pet First Aid, CPR Certifications) (Adobe Certified Associate Certification and 9 college credits)
SUNY Cobleskill certification and 9 college credits) RCC*, Johnson & Wales, Paul Smith’s College,
This program provides students the RCC*, St. Thomas Aquinas College*, College SUNY Cobleskill, Delhi, Sullivan Community
opportunity to learn about, work with, of Westchester*, Mercy College, Sullivan College, Schenectady Community College
and care for a variety of animals. Community College
HEALTH SCIENCE ACADEMY
Topics covered include animal habitats,
CONSTRUCTION TRADES • Health Science Fundamentals
medical procedures, animal behavior,
ACADEMY (HIPAA certification, 15 college
anatomy and physiology, and much
more! The curriculum lays the foun- • Carpentry I, II credits) RCC*, College of Westchester*
dation for post-secondary placement • Electrical Trades I, II • Nurse Assisting
and/or careers in veterinary hospitals, • Plumbing I, II (NYS Nurse Assisting & HIPAA
animal training and grooming facilities, certifications, 6 college credits)
• Welding & Fabrication I, II
kennels, and a variety of local, state, RCC*, College of Westchester*
and national agencies. Students care (Home Builder’s Institute and
• Allied Health Careers
for animals housed in the classroom OSHA certifications)
(Patient Care Technician & HIPAA
and also gain hands-on experience Delhi, Sullivan Community College, certifications, 6 college credits)
through internships at a variety of Alfred State, Lincoln Tech-E. Windsor RCC*, College of Westchester*
local businesses and agencies.
• Principles of Health Occupations
COSMETOLOGY
(Patient Care Technician & HIPAA
AUTOMOTIVE TECHNOLOGY (Waxing and Barbisol certification;
certifications, 6 college credits)
ACADEMY Preparation for NYS Cosmetology
RCC*, College of Westchester*
• NATEF/ASE Certified Automotive license, 6 college credits)
Collision Technology I, II • Cosmetology I, II NEW VISIONS
• NATEF/ASE Certified Automotive College of Westchester* • Health Careers Exploration
Technology I, II Program (HIPAA, First Aid, CPR,
(ASE certifications can be earned CRIMINAL JUSTICE & ACA certifications, 6 college credits)
in certified programs) FIRE SCIENCE Dominican College*
Automotive Collision ICAR Welding: Rockland • Criminal Justice and Fire Science I, II
BOCES CTEC is the first secondary program in the (Firefighter, NYS Security Guard, STEM ACADEMY
nation to offer ICAR Welding training and certi- 911 Dispatcher Certifications and
fications to high school students and is the only • Cyber Technology I, II
6 college credits) (Test Out and Comptia Certifications
national training and test site for ICAR on
the east coast. RCC*, Mercy College, Sullivan Community College 18 college credits)
RCC*, College of Westchester*
• Automotive Technology
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 & 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 & 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 & 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 learn a short order grill and prepare daily food items
to properly and safely use hand and power tools pre- available to BOCES students and staff. Second-year
paring them for internships and jobs at local dealer- students expand their skills into other areas of the
ships 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 2022. 2023ALTERNATIVE EDUCATION Programs
COSER 404: Alternative Education Programs n GED for English Language Learner (ELL)
Students: GED curriculum will be delivered using
n GED (General Education Development) supports for non- and limited-English speaking
(changed from TASC by NYSED in Jan. 2022) students. Bilingual staff and language appropriate
The GED high school equivalency program at curriculum materials (where available) will be
CTEC offers a structured setting with a non- accessible to assist with instruction.
traditional schedule available to students who are
not experiencing academic and/or social success n AEP & AEP for ELL Students: Academic Enrichment
in the traditional high school setting. Both non- is tailored to fit the needs of both non-classified and
classified students (referred by home high school classifies students whose reading levels do not meet
counselor) and classified students (referred through the requirement for GED. Instruction is individualized
our Student Services division) are eligible for with frequent assessments to measure readiness
enrollment. In this preparation course, students for advancement into the GED program. Language
work at their own pace on lessons assigned on an supports are available.
individual basis. AEP Requirement: Students must score between a
Program guidelines 6th and 9th grade reading level on an entry exam.
• 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 & 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, Green TAKE NOTE:
Building Maintenance & Management, Cyber Security, Computer
Support Specialist, Business Administration and Office Technologies.
n The component district receives
Each year, the school accepts a group of ninth graders who fit the all funding associated with
following profile: students beyond tuition for an
n May be “at risk” – have academic ability but not meeting additional two years while
his/her/their potential 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 n Tuition paid by districts (including
assistance to attend college extended year and summer
n May likely be the first generation in his/her/their family to attend college program) is eligible for BOCES Aid
n Have an interest in STEM n Districts benefit from the
Hudson Valley P-TECH offers a rigorous academic curriculum, targeted two-point CCCR index (ESSA)
technical training, comprehensive workplace learning, individualized associated with students
support services and career pathways in Rockland County. Students completing P-TECH
have the opportunity to graduate with an Associate’s Degree (A.A.S or
A.S.) from Rockland Community College and will be first in line for jobs
n College tuition is included
with participating businesses. Business partners specializing in green
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 learnng 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 2022. 2023STUDENT Services
Julie Larsen, Executive Director for Special Education
(845) 627-4790 | jlarsen@rboces.org
Christine Ditrano, Psy.D. Assistant Director of Special Education
(845) 627-7554 | cditrano@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 interventions and extensive community support.
Working in cooperation with
schools, parents, involved profes-
A strength-based approach
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
Our partnerships with families, ABOVE & BEYOND:
school districts.
school districts, community-based n Access to learning technologies
We are proud of the many successful, organizations, major universities n Student employment training
cooperative efforts with our com- and Rockland County have sup-
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/
equipment
from center-based, self-contained
As a vital educational entity in our
services to district-based programs n Individual technology devices
community, we embrace the diverse
in public school sites across the provided for home/school use
needs of our children and their
county. All teams also have access Transition planning
families, and provide them with a n
to wrap-around, psychiatric and
clear path to academic excellence. n Evening parent transition
other mental health supports,
The education of the whole child workshops
as well as services and linkages
is paramount to our full service
provided through the Family n New York State Alternate
school model.
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 District-Based Elementary Itinerant and Related Services
Elementary/Middle School
n COSER 242 n COSER 301
n COSER 234 Social Communication, page 18 Visually Impaired, page 22
Technological Exploration of n COSER 236 n COSER 301
Augmentative Communication
District-Based, page 18 Orientation and Mobility
via Movement and Structure
n COSER 242 Training, page 22
(TEAMS), page 15
Comprehensive Application of n COSER 305
n COSER 242
Behavior Analysis to Schooling Bilingual/ENL, page 22
Visual Instruction and Structured
Programs (CABAS)®, page 19 n COSER 306
Teaching for Students with Autism
and Learning Challenges (VISTA I Secondary Programs Social Worker, page 22
and VISTA II), page 15 n COSER 308
River View School
n COSER 242 School Psychologist, page 22
n COSER 240
Social Communications n COSER 310
School-Based Alternative
page 15 Hearing Impaired, page 23
Education for Classified
Jesse J. Kaplan Secondary School Students, page 19 n COSER 311
n COSER 234 Mountainside High School Physical Therapy, page 23
Technological Exploration of n COSER 240 n COSER 312
Augmentative Communication Mountainside High School, page 20 Occupational Therapy, page 23
via Movement and Structure n COSER 411C n COSER 313
(TEAMS), page 16 Intensive Day Treatment, page 20 Speech/Language Therapy
n COSER 242 n COSER 401C page 23
Visual Instruction and Structured n COSER 320
Intensive Day Treatment
Teaching for Students with Nursing Services, page 23
Summer Program, page 20
Autism and Learning Challenges
(VISTA, Secondary), page 16 n COSER 801 n COSER 335
Extended School Year Itinerant Teacher/Teaching
n COSER 242
(Summer School), page 20 Assistant Support, page 23
Social Communications, page 16
n COSER 236 n COSER 335
Hilltop School Transition Program for Students Educational Interpreter, page 23
n COSER 240 with Developmental Disabilities, n COSER 710
School-Based Mental Health page 20 Related Occupational Therapy,
Program (K-8), page 17 District-Based Secondary page 23
n COSER 411 n COSER 711
MIDDLE SCHOOL
Elementary Intensive Day Related Physical Therapy
n COSER 234 DB page 21
Treatment (IDT), page 17 page 23
n COSER 401C n COSER 242 DB page 21 n COSER 712
Summer Elementary Intensive n COSER 236 DB Related Speech Therapy
Day Treatment (IDT), page 17 District-Based Academic/Social page 23
n COSER 801 Development Program, page 21 n COSER 713
Extended School Year HIGH SCHOOL Counseling Inclusive of Parent
(Summer School), page 17 n COSER 234 DB Training/Parent Education
n COSER 801 Social Communications, page 21 page 23
Extended School Year n COSER 516
n COSER 236
(Summer School), page 17 District-Based Academic/Social Support Services, page 23
Development Program, page 22
n COSER 240
page 22
14 Rockland BOCES Services Guide 2022. 2023Assessment 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 School (Elementary / Middle)
The Jesse J. Kaplan Elementary/Middle School serves young students with autism, medical fragility, cogni-
tive and/or multiple disabilities on the Rockland BOCES campus in West Nyack. In order to meet the unique
needs of students, Kaplan offers a variety of programs. Within each program, elementary and middle school
students participate in a richly-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 occupa-
tional 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 elementary/middle 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 on Verbal Behavior. A focus on functional communica-
Augmentative Communication via Movement tion (matching Learners with an alternative method
and Structure (TEAMS) Student-Staff Ratio 12-1-4 of speaking) is a priority. Daily schedules (using objects,
pictures or words) and individual work stations are
This program provides integrated therapies and utilized with extensive data collected for each child.
education through an interdisciplinary approach for In VISTA I, students require high staff-to-student ratios
students with severe and multiple disabilities. The and intensive individualized instruction. This can
program focuses on developing communication skills include teaching essential skills such as the ability to
and improving or maintaining physical status (MOVE®) wait, tolerating situations and transitioning, all with
through learning centers which include fine motor, an emphasis on independence. VISTA II introduces
sensory, literacy, vision and vocational as appropriate. more work in dyads and small groups to improve
A variety of classroom-wide and individual communi- social skills and generalization.
cation devices are included. This innovative approach
ensures a comprehensive instructional plan for stu-
COSER 242: Social Communications
dents with complex educational and medical needs.
Student Staff Ratio 12-1-4 / Student-Staff Ratio 8-1-2
COSER 242: Student-Staff Ratio 8-1-2 (VISTA I, This program focuses on communication, social
VISTA II) Visual Instruction and Structured behavior and academics. Small group instruction
Teaching for Students with Autism and Learning occurs daily and concentrates on increasing language.
Challenges (VISTA) Literacy skills are addressed through the incorpora-
tion of Direct Instruction together with a multisen-
This program serves students with severe commu-
sory approach. A rich visually supported environment
nicative, cognitive and pervasive developmental
ensures maximum independence for each student.
disabilities (i.e. autism, intellectual disability). VISTA
Technology is designed for individual students,
(Visual Instruction and Structured Teaching for
including alternative and augmentative communica-
students with Autism and learning challenges) is
tion devices.
based upon Applied Behavior Analysis ith a focus
STUDENT SERVICES 15JESSE J. KAPLAN School (Secondary)
The Jesse J. Kaplan Secondary School serves high school aged students with autism, 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 Secondary School, 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 skills, such as the ability to wait and to mand for
Augmentative Communication via Movement basic needs continue to be a focus for secondary
and Structure (TEAMS) Student-Staff Ratio 12-1-4 students who have not yet mastered these critical
life functions. Community and functional program-
This program provides integrated therapies and ming are priorities and include job experiences
education through an interdisciplinary approach for within the school.
students with severe and multiple disabilities. The
program focuses on developing communication
COSER 242: Social Communications
skills and improving or maintaining physical status
Student Staff Ratio 12-1-4 / Student-Staff
(MOVE®) through learning centers which include
fine motor, sensory, literacy, vision and vocational
Ratio 8-1-2
as appropriate. A variety of classroom-wide and This program focuses on communication, social
individual communication devices are included. emotional learning and functional skills delivered
This innovative approach ensures a comprehensive in small and larger group settings. Literacy skills are
instructional plan for students with complex educa- addressed through direct instruction together with
tional and medical needs. a multisensory approach. A rich visually supported
environment ensures maximum independence for
COSER 242: Student-Staff Ratio 8-1-2 (VISTA each student. Technology is designed for individual
Secondary) Visual Instruction and Structured students, including alternative and augmentative
Teaching for Students with Autism and communication devices. Students acquire skills
Learning Challenges (VISTA) in identified priority areas that are directly related
to student and parent/guardian plans for life after
This program serves students with severe commu- school. This program also includes a separate
nicative, cognitive and pervasive developmental building on the West Nyack Campus where students
disabilities (i.e. autism, intellectual disability). VISTA are able to focus on activities of daily living in a
Secondary, (Visual Instruction and Structured simulated apartment environment, with volunteer
Teaching for students with Autism and learning experiences outside of the school and/or community
challenges) is based upon ABA with a focus on based instruction. Teaching independence is a priority,
Verbal Behavior and TEACCH® (Treatment and utilizing visual supports and a step by step instruc-
Education of Autistic and Communication Related tional sequence paired with graduated guidance.
Handicapped Children) methodologies. Essential
16 Rockland BOCES Services Guide 2022. 2023HILLTOP 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, psychiat-
severe and intensive emotional and learning ric 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 behaviorial 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 Elementary/Middle School
awareness, phonics, fluency, vocabulary development n Jesse Kaplan Secondary School
and comprehension. BOCES Main Campus, West Nyack
Additionally, technology is incorporated throughout n District-Based Locations at Tappan Zee
the day to increase students’ access to instruction.
Education Center (South Orangetown) and
BERC (Nyack)
COSER 411: Elementary Intensive Day A six-week program is available for students who
Treatment (IDT) require an extended school year (12 months). The
program continues with all academic, behavioral,
n IDT @ Hilltop School
developmental, social and related service require-
North Rockland Central School District
ments of student’s IEPs.
This program is a collaborative with Rockland
Children’s Psychiatric Center. Positive behaviorial
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 Link Elementary School This program serves students with behavioral
Clarkstown Central School District and learning challenges. There is extensive clinical
This program serves children with autism, multiple support and mainstreaming opportunities.
or intellectual disabilities. Multi-sensory 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 2022. 2023COSER 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 assistants in the CABAS® classes are Masters students
and empirically tested curricula and curricular se- in the Teaching as Applied Behavior Analysis program.
quences, educationally and socially significant goals On-site mentoring and supervision are provided each
of instruction, positive teaching environments and week by CABAS® Board certified behavior analysts.
teachers 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 towards developing strengths and skills necessary
Education for Classified Students for successful transitioning upon graduation. River
Student-Staff Ratio 8-1-1 View is tailored for Regents, advanced Regents and
local diploma-bound students as well as students
n River View High School who participate in NYS Alternate Assessments.
BOCES Educational Resource Center (BERC), Nyack The Skills & Achievement Commencement Cre-
This program offers intensive therapeutic support dential and Career Development and Occupational
in an educational setting. High academic standards Studies Credential are also available. Career devel-
coupled with flexibility, commitment and caring opment is an integral component of this program
are hallmarks of the program. An evidence-based model, providing internships, career awareness and
intervention, Dialectical Behavior Therapy (DBT) access to courses at BOCES Career and Technical
is used to empower students in the areas of Education Center (CTEC). River View values its part-
self-esteem, emotional regulation and coping nerships with school districts, MHA, Partnership for
skills. A comprehensive Positive Behavior Interven- Safe Youth, the Family Resource 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.
STUDENT SERVICES 19You can also read
