Programs A to Z

The Capital Region BOCES Special Education division’s mission is to provide meaningful and challenging educational programs within which students with disabilities can learn and grow to their maximum potential.

Just a decade ago, many BOCES classes served students who might be described as mildly disabled. Today, these students are being included in regular education classes, often with support from BOCES in the form of itinerant social workers, therapists and other specialists. At the same time, BOCES has created new programs to serve students facing more severe physical, mental and emotional challenges.

The following programs and service listings represent our current efforts to achieve these goals and priorities. However, we remain committed to considering additional options and/or to modifying existing offerings to further enhance our support for the districts and students we serve.

Program Key:       

(E) = Elementary-aged program
(MS) = Middle school-aged program
(HS) = High school-aged program
(T) = Transition program

Alternate Assessment:

Comprehensive Development Skills (CDS)      

This program (CoSer 210-4240) is designed for students who have multiple disabilities or significant delays in speech and language, physical development, cognitive development and/or social and emotional growth. A multi-disciplinary team approach is used to provide educational, therapeutic intervention and stimulation. The student/teacher/aide ratio is 9:1:3. (E, MS and HS)

Comprehensive Development Skills II (CDS II)      

This program (CoSer 240-4240) is designed for students with multiple disabilities who require an intensive small-class setting. Students who have severe behavioral or cognitive impairments, including students on the autism spectrum, are provided instruction in functional communication, adaptive daily living skills and learning readiness behaviors in addition to the goals established in their IEPs. The student/teacher/aide ratio is 4:1:2. (E)

Fundamental Specialized Instruction (FSI)

This program (CoSer 226-4220) is for students who are cognitively delayed and would benefit from a curriculum that emphasizes functional skills in reading, writing, math, communication and self-care. For students at the secondary level, there is also the option of pre- and vocational training as a means for developing potential work-related skills. One of these programs is located at the College of St. Rose in Albany, for students who would benefit from an experience similar to their non-disabled peers. These students audit one college class each semester (not for college credit), participate in a work-study experience and participate in a life-skills curriculum that focuses on the above listed areas. The student/teacher/aide ratio is 12:1:1. (E, MS, HS and T)

Intensive Comprehensive Developmental Skills (ICDS)       

This program (CoSer 220-4240) serves middle and high school students with multiple disabilities or significant delays in academic, speech and language, social/emotional and behavioral development. Individualized instruction is provided in academic, behavioral and vocational areas. Social work services are also provided. (E)

Integrated Vocational/Educational Skills & Transition (INVEST)       

In addition to a continuation of IEP-related goals, this program (CoSer 230-4240) provides multiply disabled young adults (ages 18-21) with a range of community-based work experiences to assist them in the development of independent life skills. The student/teacher/aide ratio is 9:1:3. (HS/T)

Regular Assessment (Elementary, Middle School and High School):

Diagnostic Development Program (DDP)

This program (CoSer 227-4220) is designed for primary-level elementary students who do not yet possess school readiness behavior skills. The program focuses on this skill development through structured activities that are interactive and hands-on. The student/teacher/aide ratio is 12:1:2. (E)

Deaf /Hard of Hearing (DHH)

The students in this program (CoSer 206-4220) are deaf or hard of hearing. Personal amplification and/or cochlear implants may be utilized by students. Total communication is used, and, where appropriate, students are mainstreamed in regular education classes for academic, social and vocational training. The student/teacher/aide ratio is 12:1:1. (E, MS, HS)

Intensive Comprehensive Development Skills II (ICDS II)    

This program (CoSer 259-4230) is designed for students who are dually diagnosed with cognitive delays and psychiatric disorders. The student/teacher/aide ratio of 6:1:2 provides intensive support for these students' academic and emotional/behavioral needs. The primary instructional emphasis is on functional academics and social skills. There are currently classes at the middle and high school levels within this strand. (MS, HS)

Intermediate Development Program (IDP)

This program (CoSer 207-4220) is for students eight- to ten-years-old who are developmentally delayed. An interdisciplinary approach to teaching focuses on experiential, hands-on learning, as well as pragmatic language development, basic motor development and socialization. The student/teacher/aide ratio is 12:1:2. (E)

Intense Management Needs (IMN)

This program (CoSer 219-4230) is designed for students who require a highly structured, yet flexible and therapeutic environment as a means to address moderate to severe behavioral concerns. This program offers this support with a 6:1:2 student/teacher/aide ratio and utilizes an interdisciplinary approach to addressing these issues. The goal is to remediate behavior and provide alternate instructional methods that might appeal to students' learning and emotional needs. Students work toward a Regents or Local diploma and also have the option to attend a half-day vocational program at the Capital Region BOCES Career and Technical School. At the middle school level, there is alos a unique opportunity for a more interactive, project-based program at our Maritime Academy that integrates the building of boats and other maritime themes into the academic program. (E, MS, HS)

Intense Management Needs II (IMN II)

This program (CoSer 279-4230) is a more intensive level of support than that provided by our IMN program and serves a population that displays more severe behavioral and psychiatric needs. There is a 4:1:2 student/ teacher/aide ratio and this program also benefits from the regular consultation for child psychiatrist. (E, MS, HS)

Interdisciplinary Skills Program (ISP)  

Classes in this program (CoSer 208-4220) are designed for students who are cognitively impaired and exhibit some problematic behaviors. Speech and social work services are integral components of a multi-disciplinary approach aimed at helping students reach their highest potential. Mainstreaming is available and is utilized when appropriate. The student/teacher/aide ratio is 12:1:2. (E, HS)

Life Employment Applications Program (LEAP)

This is a community-based, flexible alternative to more traditional special education settings and approaches. While LEAP (CoSer 216-4220) focuses on job opportunities and training, there is also an academic component designed to help young people reach the basic goals needed to complete an Individualized Education Program (IEP) diploma or prepare for a General Equivalency Diploma (GED).
In addition, students enrolled in LEAP may also pursue a broad range of vocational programs by attending the Capital Region BOCES Career and Technical School, as part of the Capital Region BOCES Career and Technical Education division. The student/teacher/aide ratio is 12:1:1. (HS)

Performance Expectancy Preparation (PEP)

This program (CoSer 207-4220) is offered at the middle and high school levels. PEP is designed to meet the academic and social needs of students with Asperger's syndrome, autism and related disabilities. The PEP program offers resource room support along with curriculum adaptations and modifications in the mainstream setting. The student/teacher/aide ratio is 12:1:2. (MS, HS)

Primary Management Intervention (PMI)     

This program (CoSer 209-4230) serves primary-aged students who have moderate to severe management needs with a 8:1:2 student/teacher/aide ratio. Students' behavior can range from highly disruptive to severely withdrawn and can  include the need for intensive speech and language therapy. School readiness, language development, academic skills and appropriate behavior are the primary emphases of this program. (E)

Skills Development II (SD II) 

This program (CoSer 207-4220) serves students with mild to moderate learning and social/emotional needs. Programs are tailored to meet individual student needs and include a combination of primary instruction in basic skill areas in addition to resource room and push-in support for students participating in mainstream classes. A school-to-work component is included in one of the secondary-level SD II classrooms. The student/teacher/aide ratio is 12:1:2. (MS, HS)

Social Emotional Development (SE) 

This program (CoSer 207-4220) is designed for students who have moderate social and emotional needs and would benefit from a smaller staff/student ratio with positive behavioral supports. The focus is on developing academic skills along with appropriate school-related and social behaviors. The student/teacher/aide ratio is 12:1:2. (E, MS, HS)

Social Emotional Development II (SE II)    

This program (CoSer 218-4220) is for students who have difficulty succeeding in a traditional school environment either due to behavioral difficulties, mental health issues or learning-related difficulties. These students are often cognitively capable of learning, but have not been successful within a traditional public school model. There are a variety of classrooms available within this option, all of which are located in integrated public school settings. These options include mainstreaming opportunities when appropriate, separate instruction when needed and, at one site, the opportunity to participate in career-based instruction. The student/teacher/aide ratio is 9:1:2. (E, MS, HS)

Specialized Literacy Instruction Program (SLIP)     

This program (CoSer 269-4230) provides intensive reading instruction at the elementary and middle school levels to students who are primarily experiencing significant reading delays that affect their success in other areas of school. Instruction is provided with a 8:1:2 student/teacher/aide ratio and reading strategies are incorporated into all aspects of the student's instructional program. (E, MS)

Severe Social Emotional (SSE)/Pathways     

This day treatment program (CoSer 229-4230) is a collaborative effort between the Office of Mental Health and the Capital Region BOCES. Pathways serves adolescents in grades 7-12 with acute mental health diagnoses. Students in the program typically exhibit symptoms of anxiety, depression, psychosis, suicidal ideation or other mental health problems that render them temporarily unable to function in more traditional school programs. Pathways is a year-round program with a target length of stay of one year. There is a 6:1:1 student/teacher/aide ratio.  (MS, HS)

Severe Social Emotional II (SSE II)     

This program (CoSer 239-4230) is located at the Ellis Hospital within the Adolescent Psychiatric Unit and provides short-term educational support for students experiencing acute psychiatric episodes while there as inpatients. The student/teacher/aide ratio is 6:1:1 and the staff works closely with the student's home district to facilitate a continuation of the student's current educational program and establish a support network that will continue after the student's discharge from the hospital. (HS)