Alternative High School Program Descriptions
The 1-8-1 programs serve students whose management needs are determined to be intensive for reasons related to behavior, delayed development and/or physical disabilities and who can tolerate a slightly higher ratio than 1-6-1 but not as high as 1-12-1.
These are augmented with related services as designated on the student’s IEP. Vocational programs are offered to secondary students within the Special Education class framework.
A 1:8:1 center class for asperger students that are considered "high functioning" and working toward a Regents diploma is also available at the BETA site.>
Adolescent Day Treatment: 1-8-1
A day treatment program fully integrated with clinical services for severely emotionally disabled students who need a more restrictive environment that combines academics, leading to a Regents, GED or IEP diploma. The High School Program is located at BETA. The Middle School Program is located at Salt Point Center. The referred student must exhibit a cluster of behaviors that results in a principle diagnosis, as specified in the American Psychiatric Association’s Diagnostic and Statistical Manual. Counseling services are provided by the Astor School Based Services.
Adolescent Day Treatment: 1-6-1
A more restrictive day treatment program fully integrated with clinical services for severely emotionally disabled students who need a more restrictive environment that combines academics, leading to a local or IEP diploma. The referred student must exhibit a cluster of behaviors that results in a principle diagnosis, as specified in the American Psychiatric Association’s Diagnostic and Statistical Manual. Counseling services are provided by the Astor School Based Services. There is a strict behavior modification program in place for the students needing this program.
Adolescent Day Treatment: GEDAlternative High School
This is a full-day high school program that provides a unique opportunity for students to earn a Regents diploma in an alternative setting. Characteristics of the program include small class sizes and the ability to individualize instruction if needed. Students are offered a full range of courses and academically related experiences, similar to those typically found in the traditional school setting. Additionally, students have the opportunity to attend the Dutchess BOCES Career and Technical Institute [CTI]. Further support is available through the Astor School Based Services, which provides a variety of counseling services, including both individual and group sessions.
Alternative High School Equivalency [GED]
A full-day [structured] program to serve children at risk who are lacking the required credits to complete a traditional school program. This program is designed for students who are in jeopardy of eventually aging out, dropping out and who have historically displayed a need for a highly structured environment. These students would not be candidates for other programs due to their behavior, or a lack of interest to participate. The academic emphasis will be preparation for the GED exam.
Alternative GED +Fresh Start [1-12-1; Secondary Students]
The Fresh Start Program is designed for secondary students who have high management needs and low academic success as evidenced by few or no Carnegie credits earned. In this program, behavior is redirected through accountability, and students are prepared for a GED diploma.
Intensive Day Treatment Transitional
This is a short-term transitional program to serve adolescents in acute emotional crisis. Clinical services are provided by Rockland Children’s Psychiatric Center. This program offers two classes: one designed for adolescents, grades seven through twelve and the second designed for students in grades kindergarten through six.
July/August: A 12 Month Program
The July/August Program serves students from all school districts who require a 12-month program as determined by the local Committee on Special Education.
This program is offered to classified students as an introduction to the world of work following the School-to-Work model. Work experience in the community is identified and limited job coaching is available.