Classroom Programs

NYS Alternative Assessment (NYSAA)
4:1:2 & 6:1:2

George Washington School
Rensselaer Academy
Catskill Academy
Maple Hill MS

Students in 4:1:2 and 6:1:2 (four of six students, one teacher, two teaching assistants) NYSAA classes have significant cognitive difficulties as well as social and behavioral disabilities. These classes are in academy settings, which provide social work and psychologist support as well as crisis support. Students also participate in Positive Behavioral Interventions and Supports (PBIS), a school-wide behavior management system, as well as behavioral Response to Intervention (RTI). At the high school level, students can participate in work-based learning experiences.

Social work, psychologist support, psychiatric consultation and crisis intervention support are available in these programs. Assistance connecting families with mental health resources in the community is also available.

NYS Alternative Assessment (NYSAA)
8:1:1

Red Mill ES
Goff MS
Columbia HS
Ichabod Crane HS

NYSAA 8:1:1 (eight students, one teacher, one teaching assistant) programs are district-based, occupying classrooms within a district school rather than at a standalone Questar III location. These students exhibit multiple disabilities including significant cognitive and academic delays and potentially physical disabilities. They do not exhibit behaviors that require the supports and resources available in an academy setting. These programs focus on daily living activities and life skills along with academics. At the high school level, students can participate in work-based learning experiences.

Social work support is provided in these programs.

Regents (Challenge Intensive)
4:1:2 & 6:1:2

George Washington School
Rensselaer Academy
Catskill Academy
Academy at REC

These programs are designed for students with emotional and behavioral disabilities whose behaviors interfere with their learning process. Students in these 4:1:2 and 6:1:2 (four or six students, one teacher, two teaching assistants) require multiple levels of support for extended periods of time. Academically, students follow the NYS Learning Standards as they work toward achieving a Regents Diploma. These programs are in academy settings where Positive Behavioral Interventions and Supports (PBIS), the school-wide behavior management system is in place, as well as behavioral Response to Intervention (RTI). These Regents programs focus on developing social skills, conflict resolution and problem solving in addition to academics. Students in grades 11 and 12 can participate in Career & Technical Education (CTE) or Career Studies (CS) classes as appropriate. Students at the high school level can also participate in Career Development Occupational Studies (CDOS) classes to work toward achieving a CDOS credential.

Social work, psychologist support, psychiatric consultation and crisis intervention support are available in these programs. Assistance connecting families with mental health resources in the community is also available.

Therapeutic Youth Program
6:1:1

Catskill Academy
Maple Hill MS
Sackett Educational Center

Questar III’s Therapeutic Youth Program (TYP) program is designed for students with a mental health diagnosis that interferes with success in school, which may include school phobia and anxiety. This Regents-based 6:1:1 (six students, one teacher, one teaching assistant) program is for middle and high school students with a focus on academics and coping strategies. Students in grades 11 and 12 can participate in Career & Technical Education (CTE) or Career Studies (CS) classes as appropriate. Students at the high school level can also participate in Career Development Occupational Studies (CDOS) classes to work toward achieving a CDOS credential.

Social work, psychologist support, psychiatric consultation and crisis intervention support are available in these programs. Assistance connecting families with mental health resources in the community is also available.

Spectrum Program
8:1:1

Rensselaer City HS

Questar III’s Spectrum Program is designed for students with an autism spectrum diagnosis. This 8:1:1 (eight students, one teacher, one teaching assistant) program is located at Rensselaer City High School, where students mainstream in general education classes for as much of the day as possible. These students have a “home base” where they receive support for their academics and where classes are taught when mainstreaming is not appropriate. Focus is on developing problem solving, conflict resolution and social skill.

Psychologist and social work support is provided in this program, and assistance connecting families to community mental health resources is also available.

Career Academy
6:1:2

Columbia-Greene Educational Center

Students in grades 11 and 12 working toward a Regents Diploma can attend this 6:1:2 (six students, one teacher, two teaching assistants) program at Columbia-Greene Educational Center (CGEC) in Hudson. These students spend half the day in academic classes and half in a Career & Technical Education (CTE) or Career Studies (CS) program. Students can also work toward a Career Development and Occupational Studies (CDOS) credential by participating in the career options available at CGEC. Generally, students in this program have social and emotional needs not being met in a district-based program and require the support of a smaller setting.

Social work support and crisis intervention support are available in this program, as well as assistance connecting families with mental health resources in the community.

Robin Sobol Transition Program
8:1:2

The Arts Center of the Capital Region

The Robin Sobol Transition Program located at the Arts Center of the Capital Region is designed for students aged 18-21 who have completed their New York State Assessments. Students in this 8:1:2 (eight students, one teacher, two teaching assistants) program participate in al ife skills curriculum and work-based learning. Recommended reading and math levels are approximately third grade, and students must be able to participate in work-based learning in the community with adult supervision. Additionally, students have access to the art studios and the kitchen at The Arts Center.

Social work support is included in this program. The focus of this program is work readiness. Due to the commitment of work-based learning in the community, this program is not appropriate for students who still require related services.

Questar III’s Guidance Counselor, Transition Coordinator and Work-Based Learning Coordinator support students across programs as needed.

Contact Information

Shauna Maynard
Director of Special Education
518-479-6872
shauna.maynard@questar.org

Cyndi Herron
Special Education Coordinator
518-479-6852
Cyndi.Herron@questar.org

Deb McDermott
Administrative Assistant
518-479-6849
dmcdermott@questar.org

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