Dutchess BOCES

Student will be in a self-contained classroom for core academic courses, which is designed to prepare students for returning to an integrated BOCES or a home district classroom. Students receive a responsive series of supports: counseling, crisis intervention, and related services as per their IEP.

A day treatment program for students with significant social emotional disabilities who need a more restrictive environment, with fully integrated therapeutic clinical services sanctioned by the Office of Mental Health in an academic setting.

A day treatment program for students with significant social emotional disabilities who need a more restrictive environment, with fully integrated therapeutic clinical services sanctioned by the Office of Mental
Health in an academic setting. Students will receive support to prepare them to successfully sit for the HSE.

Designed to prepare secondary students who are classified or non-classified, with high management needs and low academic success for a High School Equivalency diploma. Students with disabilities will receive direct consultant teacher supports. This program includes small class sizes, self-paced courses and specially designed instruction. Counseling, crisis intervention and related services are also available as needed.

A 30-day transitional program serving students in an acute emotional crisis. Clinical services provided by Astor Services for Children..

This program is for students (classified, non-classified) to earn a Regents diploma in an alternative, integrated setting with the supports of a direct consultant teacher. This program includes small class sizes, self-paced courses and specially designed instruction. Counseling, crisis intervention and related services are available as needed. Students with emotional disabilities, who require more intensive clinical supports, but may be successful in an integrated setting, may also participate in this program with fully integrated ADT supports.

This program is designed to provide small group and individualized instruction to students with an emphasis on English language and literacy skills development. A student with Inconsistent/Interrupted Formal Education shall mean English Language Learners who are two or more years below grade level in literacy in their home language and/or two or more years below grade level in math due to inconsistent or interrupted schooling prior to their arrival in the United States (the 50 states and the District of Columbia).