Classroom Programs
Questar III BOCES provides students with access to a school counselor, transition coordinator and work-based learning coordinator to provide support across our programs as needed.
MS/HS Therapeutic Youth Program 6:1:1
The Therapeutic Youth Program (TYP) 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 program is for middle and high school students with a focus on academics and coping strategies. Students in grades 11 and 12 have the opportunity to participate in Career and Technical Education (CTE) or Career Studies (CS) classes as appropriate. In addition, students at the high school level may participate in Career Development Occupational Studies (CDOS) classes in order to work towards achieving a CDOS credential.
NYS Alternative Assessment (NYSAA) 6:1:2
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
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
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.
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.
6:1:2 w/Embedded supports
Questar III offers this 6:1:2 classroom ratio with embedded speech and language and occupational therapy support. It is designed for students who demonstrate difficulty in self-regulation, speech and language, motor development, and social-emotional development. Students who attend this program demonstrate difficulty and delays in self-care and daily living skills. They also demonstrate significant difficulty generalizing skills from one setting to another. This program is designed for students who are new to the school environment or for students who may benefit from a smaller classroom ratio with a higher level of embedded supports and staff. The classroom schedule is designed to provide several opportunities for students to learn and develop pre-academic skills through repetition and immersion of these skills into a variety of activities throughout the school day. Students in this program require intense speech and language consultation and occupational therapy integrated into the classroom. Visual aids and supports are used to enhance learning and understanding with most activities being delivered in a small group or individualized instruction format.