Oriskany Central School District
District-Based SPED Programs and Services
Continuum of Services
The district’s special education programs coexist with our general education programs. All students are general education students first. Students with disabilities may also receive specially designed instruction and supplementary services within the general education classroom. These services may include, as appropriate, related services, resource room programs, and consultant teacher supports integrated into the general education setting.
The continuum of services offers a progressive range of support to help students access the general education program alongside peers without disabilities, while still receiving necessary special education services. This full continuum is available to all students through programs offered both within the district and in out-of-district programs. Based on their unique needs, a student with a disability may require placement in a special class for daily instruction, as outlined in the student's Individualized Education Program (IEP). Special classes consist of students with disabilities who have similar individual needs.
IN DISTRICT PROGRAMS AND SERVICES
General Education Programs:
General education refers to the standard instructional program provided to all students, designed to meet the learning needs outlined by the New York State Learning Standards. Classified students receive instruction in general education programs to the greatest extent appropriate, with placement decisions guided by their IEP goals and determined based on the least restrictive environment (LRE) in which those goals can be effectively achieved.
Response to Intervention (RtI) Services:
RtI services are designed to provide targeted support and instruction to students in the areas of reading, writing, mathematics, and behavior. These services are supportive in nature, complementing the instruction that already occurs in the classroom. They are delivered based on data-driven needs and are provided in addition to regular and special education services. Additionally, students who meet the criteria for RtI interventions may receive support in the form of speech-language therapy, occupational therapy, physical therapy, and counseling, psychological, or social work services. English Language Learners (ELL/ENL) and Students with Disabilities are also eligible to receive RtI services as appropriate based on their individual needs.
Section 504:
Section 504 is a federal civil rights law under the Rehabilitation Act of 1973 that protects individuals with disabilities from discrimination. In school settings, this law ensures that students with disabilities are not excluded from participation in, denied the benefits of, or subjected to discrimination under any program or activity receiving direct or indirect federal funding—this includes both public and private schools. The OCSD acknowledges its responsibility to prevent discrimination through its policies and practices affecting both students and staff. A student is eligible for a Section 504 Accommodation Plan if they are identified through an evaluation as having a mental or physical impairment that substantially limits one or more major life activities. To ensure equal access to education, school activities, and benefits, the student must also require accommodations beyond those provided to all students. This determination is made by a multidisciplinary team—including the student’s parents—who are familiar with the student and their disability.
Related Services:
Speech-language, psychological, occupational therapy, physical therapy, hearing impairment, visual impairment, adaptive physical education, and counseling/social work services are available to students who meet the criteria for special education programs. These services may be provided in-district, through BOCES, or by outside agencies in some cases. Related service providers collaborate with classroom teachers to share their expertise, deliver direct services, and offer recommendations for strategies that support both the teacher and the student.
Consultant Teacher Services:
Direct CT services refer to specially designed instruction delivered by a certified special education teacher to an individual student with a disability or a group of students with disabilities. The purpose is to help the student(s) benefit from instruction in the general education classroom. Direct CT services may be provided alone or in combination with indirect CT services, but they must take place within the regular education setting.
Indirect CT services refer to consultation provided by a certified special education teacher to a general education teacher. The goal is to assist the general education teacher in adjusting the learning environment or modifying instructional methods to meet the individual needs of a student with a disability in the general education classroom. Indirect CT services can be combined with direct CT services.
Resource Room Program:
A Resource Room Program is a specialized program that provides supplemental instruction to students with disabilities. The instruction is designed to supplement what is being taught in the student's general education setting. It is delivered by a certified special education teacher to small groups of five or fewer students. When structured reading instruction is required, a certified reading teacher may provide the instruction. Additionally, either the special education teacher or certified reading teacher may offer specialized reading instruction, combined with other strategies, to meet individual student needs. The specific service delivery is determined by the CSE.
Integrated Co-Teacher Service:
The Integrated Co-Teacher Service addresses the needs of students with disabilities within the general education classroom. Identified students are placed in classrooms taught by both a General Education Teacher and a Special Education Teacher. The goal is for both teachers to share responsibility for planning and delivering instruction for all students. The presence of the Special Education Teacher allows for the joint planning and delivery of specialized instruction based on students' IEPs. This includes meeting significant needs through intensive interventions, targeted instruction aligned with IEP goals, and, for some students, delivering a significantly modified curriculum.
This service is non-mandated which is the only optional service on the continuum.
Declassification Support Services:
Any student transitioning from special education services to general education services in the year they leave a special education program will receive transitional support services, as deemed appropriate by the Committee on Special Education. These services may include academic support and are specified in the student’s Declassification Recommendations, which are available to all teachers in the same way as IEPs. Declassification Recommendations are provided for up to one year after the declassification date. Each declassified student will be reviewed annually by the Building MTSS-I Team, in accordance with district policy. Students with disabilities who are declassified in grade eight (8) or later may be eligible for the same safety net options as those continuing to receive special education services. The Committee on Special Education should discuss the student’s need for continued eligibility for the safety net, as well as any required services, modifications, or accommodations, in the declassification recommendation. These services must be evaluated annually to determine if they should continue. If necessary, students may continue to receive accommodations and/or safety net services through school completion.
Incarcerated Youth Program (IYP):
Youths aged 16-21 who are incarcerated at the Oneida County Correctional Facility become residents of the Oriskany Central School District (OCSD). Students with disabilities receive special education services as outlined in their IEPs within the Oneida County Jail Classroom, provided by OCSD teaching staff. All school-age students with disabilities in the facility are monitored and referred to the Committee on Special Education (CSE) for intake, program review, annual review, reevaluation, or initial referral as needed by Oriskany CSD faculty and staff.
OUT OF DISTRICT PROGRAMS AND SERVICES
Students are placed in out-of-district programs only when their learning, social, or physical needs cannot be met by district programs, and they require a special class. There is a full range of public and private special education programs outside the district. Program decisions are made through the Committee on Special Education (CSE) and are based on the individual needs of each student, ensuring access to the full continuum of services.
Oneida-Herkimer-Madison BOCES Programs (OHM)
8:1:2 Programs:
The 8:1:2 Program serves students with severe behavior management needs who require more support than a 12:1:1 setting can provide. With a staffing ratio of 8 students, 1 teacher, and 2 teaching assistants, the program emphasizes emotional regulation, social skills, and behavior management within a highly structured environment. Instruction may include self-contained or mainstream classes, depending on student needs. Specialized classrooms support mental health needs and Regents exam preparation. Time-out rooms are used as part of the behavior intervention model. Students receive pre-vocational training and may pursue local or Regents diploma tracks while participating in state assessments. The program operates at the Special Education Center and Waterville Central School District.
8:1:2+1 Programs:
Located at the Special Education Center, the 8:1:2+1 Program supports students with developmental disabilities, including autism, who require intensive behavioral support beyond that offered in a standard 8:1:2 setting. Each class includes up to 8 students, 1 teacher, 2 teaching assistants, and a dedicated student behavior manager to provide targeted behavior intervention. The program offers a highly structured environment with a comprehensive curriculum that addresses academic, therapeutic, social-emotional, and behavioral needs.
12:1:1 School-Based Program:
Located at Sauquoit Valley Central School District, the 12:1:1 Mild Program serves up to 12 students with 1 teacher and 1 teaching assistant. It is designed for students with mild disabilities who require support in social-emotional development, academics, and transition planning. The program integrates career and technical education, and partnerships with outside agencies to prepare students for post-school success. Students participate in New York State assessments, including alternate assessments when appropriate.
School Based 12:1:3+1 Developmental Program:
Located at Ralph Perry Jr. High (Grades 6–9) and New Hartford Sr. High (Grades 9–12), this program supports students with an autism classification. Each class serves up to 12 students with 1 teacher and 1 teaching assistant for every 3 students. Staff are trained through the Tim Academy in the TEACCH model, a research-based approach from the University of North Carolina that emphasizes individualized, structured teaching tailored to the unique characteristics of each student. The functionally based curriculum incorporates academics, speech and language therapy, occupational and physical therapy, behavioral support, vocational training, and social work services, all as determined by student need. The program is housed within public schools to support inclusion opportunities, and students may pursue Regents, local, or CDOS diploma pathways.
Center Based 12:1:3+1 Developmental Program:
This program is designed for students with developmental delays and/or autism who require a highly structured environment beyond what a public school setting can offer. Located at the Special Education Center, the program provides individualized instruction using structured teaching methods as its foundation. A team of specialized staff and support personnel throughout the facility ensures that each student’s academic, social, emotional, and behavioral needs are met. Instruction is tailored to promote incremental learning, building on mastered skills. Services may include speech and language therapy, occupational therapy, physical therapy, vocational training, and social work, based on each student’s Individualized Education Program (IEP).
12:1:3+1 Multiply Disabled Program
Located at the Special Education Center (Grades K–12) , this program serves students with profound and multiple disabilities. With a staffing ratio of up to 12 students, 1 teacher, and 1 teaching assistant per 3 students, the program provides intensive support in a highly individualized setting. The curriculum focuses on developing gross and fine motor skills, self-help abilities, language, and socialization. Students work toward the Skills and Achievement Commencement Credential and typically require extensive support into adulthood. All students participate in the New York State Alternate Assessment.
6:1:2 Programs:
This program is designed for students who require the most restrictive educational environment due to intensive management needs. These students need a high level of individualized attention and support. The program incorporates strong behavioral supports, including individual counseling provided by a social worker and access to Reflection Rooms as part of a behavior modification approach. The Therapeutic Crisis Intervention for Schools (TCIS) model, developed by Cornell University, is used to support emotional regulation and crisis de-escalation. Instruction focuses on addressing students' emotional needs while building academic skills aligned with New York State Learning Standards. Students work toward a high school diploma and receive instruction in small class settings with additional training in daily living and care skills, along with crisis intervention support.
*Related services including speech therapy, physical therapy, occupational therapy, visually impaired therapy and hearing-impaired therapy are charged separately.
Summer Extended School Year Program:
OHM BOCES offers summer school programs for school-age students as a continuation of the regular school year program. These programs, mandated by Part 200 of the Commissioner's Regulations, aim to prevent skill regression. The summer school program runs for six weeks during July and August.
Madison-Oneida BOCES Programs
*If a program is unavailable or not meeting a student's needs we can cross contract with MOBOCES to utilize their educational programing.
Autism Program:
The Autism Program serves students with Autism Spectrum Disorders in a highly structured, visually supportive environment tailored to meet individual cognitive, social, and communication needs. With a staffing ratio of 6 students to 1 teacher and 1 classroom aide, the program provides meaningful instruction alongside related services and behavioral and social-emotional supports as outlined in each student’s IEP. Opportunities for inclusion in general education classes promote social skill development, and students at the secondary level may also participate in Career and Technical Education and supported work placements. Family involvement is strongly encouraged. Classes are available at the elementary, middle, and high school levels.
Skills Development Program:
The Skills Development Program serves students with moderate to severe disabilities, focusing on building the academic, functional, and life skills needed for success after graduation. With a 12:1:1 staffing ratio and additional support as outlined in each student’s IEP, the program offers individualized instruction, related services, and behavioral and social-emotional support. Instruction may occur in both general and special education settings, with curriculum modifications based on student needs. Secondary students participate in Career and Technical Education programs and/or supported work placements. Instructional tracks lead to either a High School Diploma with a CDOS credential or a Skills and Achievement Commencement Credential, depending on student goals and abilities. Academic subjects are taught by certified special education and content-area teachers in a departmentalized model. Parental involvement is encouraged.
Multiple Disabilities:
The new 12:1:3 classroom within our district is dedicated to serving students with severe multiple disabilities. This initiative marks a significant step forward in our ongoing efforts to provide tailored services and support to all students within our districts we support. The establishment of this classroom reflects our commitment to ensuring that every student receives the specialized attention and resources they need to thrive academically, socially, and emotionally. By offering a 12:1:3 ratio, we aim to create an environment that fosters individualized habilitation and treatment programs, tailored to the unique needs of each student.
Intense Management Program (IMN):
This program serves students with severe behavioral challenges and/or significant instructional needs, providing a structured environment with an 8:1:1 staffing ratio. Counseling services are integrated into the program, with strong collaboration between families and home school districts to support continuity of care. Students receive individualized academic instruction aligned to their IEPs, with a focus on developing social-emotional and coping skills. Opportunities for inclusion in general education settings and Career and Technical Education programs are available as appropriate. Instruction is delivered by certified special education and/or content-area teachers. The program operates in multiple locations, including the North Broad Street School in Oneida and the Vernon-Verona-Sherrill School District.
STARRS Enhanced Elementary IMN Program:
The 6:1:2 program model is designed for elementary students with Intense Behavioral and Emotional Management Needs. The 6:1:2 model focuses on students’ cognitive, social, and emotional needs, and places an emphasis on engaging families throughout the educational experience. Related services (i.e., Speech Therapy, Occupational Therapy, Physical Therapy) are included. Behavioral support and clinical care coordination are provided in the classroom through collaboration with the ICAN agency. Included through the collaboration with ICAN is a school-based child psychiatry clinic with social work support to connect students to treatment and services related to overall wellness. Together, the support staff connects students and families with appropriate primary care, and behavioral and mental health services, to help promote an overall emotional and physical wellness in school, home, and community. The model provides a teacher, two teaching assistants, a behavior specialist and a clinical care coordinator for each classroom.
*Speech, OT, PT, APE, Counseling, Job Coaching, Additional Staffing and ESY are all available to meet individual student needs.
Advocacy and Services for People with Disabilities (ARC) School to Work Programs
Individualized Services:
Services are delivered one-on-one, either in the community or on the school campus, and are tailored to each student’s Individualized Education Program (IEP) goals and post-secondary outcomes.
Foundations Program:
This half-day program runs five days a week and is located on the MVCC campuses in Utica and Rome. Designed for high school students planning to enter the workforce or pursue post-secondary education, the program offers an introduction to the college environment. It combines classroom learning with community-based instruction, focusing on vocational exploration, social skill development, and essential work/life skills.
STRIDE Services:
A weekly, one-hour class delivered at your school for a designated group of up to 12 students. This class can be scheduled during study hall, health class, or another designated period. The curriculum emphasizes work and life skills, career exploration, and vocational readiness. Available for middle and high school students ages 13–21, the program can be purchased for one semester or a full academic year.
YES/COPS Program:
The program offers half-day sessions, with both AM and PM options, five days a week, at various community work sites in the Rome and Utica areas. This structure provides students with multiple career field experiences and serves as an excellent situational assessment, emphasizing the development of appropriate work skills and behaviors. Designed for high school students ages 16-21, the program focuses on preparing them for employment.
OPTIONS High School:
Half-day AM program, five days per week, located at Westmoreland High School. Students will spend two days per week at a community work site focusing on work skills and three days per week in the classroom, where they will focus on work-life skills and learning based on their work site experiences. Work sites will rotate approximately every 10 to 12 weeks. This program is designed for high school students ages 15-21.
OPTIONS Middle School:
Half-day PM program, five days per week, offered at Westmoreland Middle School and Central Valley Academy (CVA). Four days a week will be classroom-based, focusing on independent life skills and community orientation related to independence. One day a week will consist of a community tour. This program is for middle school students ages 12-15, in grades 7, 8, and 9.
Life After High School (Utica University/Walmart):
A half-day PM program, five days per week, located at Utica University. This program focuses on adult living skills necessary for success after high school, offering a comprehensive curriculum that includes learning opportunities on a college campus, in a transitional living residence, and at local Walmart stores. The program is generally intended for high school seniors.
Special School, Residential, and Hospital Programs
There are many private and state operated schools with specialized programs available to students with severe learning, physical or management needs that cannot be met in one of the above-mentioned programs. These schools and programs offer the most restrictive settings on the continuum. The following are schools and programs that are often considered for students in need of this intensive placement type:
United Cerebral Palsy (Tradewinds 6:1:3.5):
The Tradewinds Education Center is a NYSED-approved private school for students ages 5–21 with severe behavioral and developmental disabilities. It offers a structured, therapeutic environment focused on skill development for greater independence. The program includes academics, vocational training, arts, adaptive PE, and therapy services (speech, OT, PT, counseling). Students gain job readiness through community-based experiences and on-site training. Tradewinds provides both day and residential services and features modern facilities like classrooms, a gym, library, and cafeteria. Staff include specialists, therapists, and special education professionals dedicated to helping students reach their full potential.
The House of the Good Shepherd (Tilton School 6:1:1, 6:1:2):
The Tilton School offers a structured, therapeutic, and supportive educational program for K–12 students with disabilities, certified by the New York State Education Department (NYSED). It provides small class sizes, individualized instruction, and meaningful learning experiences to help students reach their full potential. The school is divided into two programs: Tilton East (grades K–8) and Tilton West (grades 9–12), following the NYSED curriculum and assessments, including 3–8 tests and Regents exams. Students also participate in classes like Computer Lab, Library, PE, Music, Art, Home and Careers, and Health. The school offers both day and residential services for students with intensive behavioral needs, who may be placed by schools, courts, or County DSS.
New York State School for the Deaf (Rome, NY):
The High School Program at NYSSD serves deaf students who are pursuing a New York State Regents diploma and preparing for post-secondary education. Instruction follows curricula that align with New York State Standards and learning expectations. Student progress is evaluated through the successful completion of Regents and Regents Competency Exams, along with the achievement of annual goals outlined in their IEPs. Students on the diploma track also have the opportunity to participate in Career and Technical Education programs through Madison-Oneida BOCES.
Residential Programs:
Residential programs in New York State, overseen by the New York State Education Department (NYSED), provide educational settings where students, including those with disabilities, receive both academic instruction and residential care. These programs include Approved Private Schools (853 Schools), State-Operated and State-Supported Schools, and Special Act School Districts, which offer structured environments that integrate education with daily living support. Designed to meet the needs of students requiring a more comprehensive approach, these programs focus on fostering independent living skills and social development. They are governed by regulations to ensure student safety and well-being, such as Section 200.15, which addresses the protection of day and residential students.