Classroom Programs

Career Academy at Donald R. Kline Technical School
6:1:2

Donald R. Kline Technical School

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 Donald R. Kline Technical School (DRKTS) 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 DRKTS. 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.

MS/HS Therapeutic Youth Program
6:1:1

Marilyn A. Noonan School at Durham
Paul Puccio School at Maple Hill
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.

NYS Alternative Assessment (NYSAA)
6:1:2

Rensselaer Academy
Paul Puccio School at Maple Hill

Students in 6:1:2 (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

Paul Puccio School at Maple Hill
Columbia HS
Donald R. Kline Technical School
Rensselaer 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 Programs
4:1:2 & 6:1:2

George Washington School
Rensselaer Academy
Marilyn A. Noonan School at Durham
Robert H. Gibson Technical School

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.

Robin Sobol Transition Program
8:1:2

Hudson Valley

The Robin Sobol Transition Program is located on the Hudson Valley Community College campus and 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 a life 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.

Pre-Academic Support Program
6:1:3

Questar III offers this new ratio that is designed for K-2 students on the Autism Spectrum. The focus of the program is to develop and work on pre-academic school skills such as sitting, attending, and being part of a group dynamic. This program is designed for students who are new to the school environment or for students who benefit from an additional year or two to develop and prepare for an academic setting. Students learn and develop pre-academic skills through repetition and immersion of these skills into a variety of activities throughout the school day. Students  are supported with a variety of sensory supports and gross motor movements. Visual aids and supports are used to enhance learning and understanding with most activities being delivered in a small group or individualized instruction format.

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

Extended School Year (ESY) services

The Questar III BOCES Extended School Year (ESY) program serves students with disabilities who need a 12-month structured learning environment to prevent significant regression. Operating as a full-time day program for 30 days, it serves students ages three to 21 in classes consistent with Part 200 of the Regulations of the Commissioner of Education. ESY is available to currently enrolled students as well students who need a program only for ESY who do not attend Questar III during the school year.
ESY programming includes reteaching, related services, hands-on activities, and field trips when possible, to enhance learning.
Our ESY program is approved to provide the following ratios: 4:1:2, 6:1:2, 8:1:1, 12:1:1, 6:1:1.
ESY locations have historically been located at the following sites:

Marilyn A. Noonan School at Durham
Sackett Educational Center
George Washington School
Paul Puccio School at Maple Hill
Rensselaer Academy

Regular school year students are enrolled whenever possible at the site they attend during the school year. ESY only students are placed based on needs and requested ratios.