Special Education
The Special Education Department of Schreiber High School is responsible for meeting the needs of those students designated by the Committee on Special Education (C.S.E.) as needing an alternative program or supportive services in conjunction with regular high school classes. There are a range of services and programs offered within the department. Each program meets the requirements of Federal and State laws and carries as a prerequisite the recommendation of the C.S.E. All classes are taught by certified Special Education teachers.
CONSULTANT TEACHER - MODEL
The Special Education Consultant Teacher Model is another program available in the high school. Representing a midpoint between the Resource Room and full mainstreaming, this model is effective in providing the individualized assistance needed by special education students placed in general education settings. Students requiring this service receive a minimum of two hours per week
CONSULTANT TEACHER - DIRECT
The Direct Consultant Teacher works with the general education teacher in a regular or modified classroom to support special education students. The instruction is designed to assist students to benefit from the regular education program. Although all students benefit from the Consultant Teacher, the student designated as “special” is not singled out as needing support. Both teachers work cooperatively to instruct and reinforce subject area concepts. In addition, the Consultant Teacher and the general education teacher gain insights from the program since the Special Education teacher observes instructional techniques employed with non-designated students, while the subject area teacher better understands special education strategies and modifications.
CONSULTANT TEACHER - INDIRECT
The Indirect Consultant Teacher monitors the child’s progress and collaborates with the general education teacher to modify the learning environment to meet the needs of students with disabilities in the classroom.
RESOURCE ROOM PROGRAM
District Resource Room Programs provide diagnostic prescriptive support systems for Special Education students. The Resource Room teacher acts as the primary vehicle for the remediation process. The program is based on ongoing communication between the Resource Room and General Education Teachers.
The Individualized Education Plan establishes the goals and objectives of the intervention strategies used by the Resource Teacher. A wide variety of concrete, multisensory programs and materials, computer assisted instructional and management programs and teacher designed academic skill materials are used in the program. Ongoing articulation between the Resource Room Teacher and General Education Teacher is an essential component of the program.
INTEGRATED CO-TEACHING MODEL
This is a district-wide initiative to move students from a more restrictive environment, such as MILE, into a less restrictive one, while ensuring each student’s IEP needs are being met. ICT is made up of a content specialist (the general education teacher) and a learning specialist (the special education teacher). The ideal co-teaching model allows professionals to plan, instruct and assess student progress, as a team.
INVEST: Individuals in Need of Vocational, Educational and Social Transition
This program is designed for students who are eligible to earn the Skills and Achievement Commencement Credential after their secondary program at Schreiber is complete. Students within this program meet the Eligibility Criteria necessary to take the New York State Alternate Assessment and do not take Regents level classes. The goal of participation within this program is to prepare students to be successful in supported employment after graduation. Coursework will focus on functional academics, social skills development and vocational training necessary for independence.
MILE Classes: Modified Instructional Learning Environment
Special Education MILE classes have been established to provide more restrictive, highly structured learning environments for students requiring intensive instruction. These classes parallel the regular high school classes, with modifications, and they carry regular high school credit. The classes are limited to either twelve or fifteen students.
EARTH SCIENCE **
Term: Full Year
This course is a modified version of Earth Science. Students will cover the same topics as the mainstream class. This course introduces, by means of a laboratory and problem-solving approaches, the physical concepts needed to understand meteorology, geology, astronomy and other sciences of the non-living environment. Extensive use is made of graphing and simple algebra equations to interpret observations of the environment. They will meet once a cycle with their teacher to complete the necessary laboratory requirements. Students will be prepared to take the New York State Regents exam.
ENGLISH **
Term: Full Year
Grades: 9-12
The self-contained English classes are modified to address multiple learning styles and various special education classifications but are Regents level courses. They are aligned with New York State Common Core learning standards with a focus on skill building. Students work to improve skills such as critical thinking, reading analysis, writing mechanics, vocabulary building, etc. Students will use both fiction and non-fiction to work on improving reading skills. Students will have varied writing assignments and varied presentation assignments to work on writing, organization and speaking skills. These classes are modified to address multiple learning styles and various special education classifications, but they are Regents level courses.
ENVIRONMENTAL SCIENCE **
Term: Full Year
Grades: 11-12
This course is to be a supplement to the ecology section of the living environment course taken earlier in their studies. This course is designed to pay particular attention to the study of our Long Island ecosystems. Topics will include all aspects related to the environment, resources, quality, and ethical issues. This course will include consideration of people and how they have influenced various aspects of the health of Long Island waterways and land. It will include many aspects of biology, earth, and atmospheric sciences, human population dynamics, and an appreciation of the Earth and its natural resources.
GLOBAL HISTORY AND GEOGRAPHY 1 AND 2 **
Term: Full Year
Grades: 9-10
These courses are modified versions of the mainstream classes and cover similar topics. These courses are offered in an integrated general education setting when possible. Preparation for required state tests is included.
LIVING ENVIRONMENT **
Term: Full Year
This course is a modified version of Biology. Students will cover the same topics as the mainstream class. They will meet once a cycle with a biology teacher to complete the necessary laboratory requirements. Students will be prepared to take the Regents examination.
UNITED STATES HISTORY AND GOVERNMENT **
Term: Full Year
This course introduces students to basic concepts of American political, social, and diplomatic history. Writing skills are heavily emphasized. This class is offered in an integrated general education setting when possible. Preparation for required state tests is included.
PRE-ALGEBRA
Term: Full Year
This course reviews fundamental math skills, such as, computational skills, fractions, percentages, decimals and word problems. Students receive instruction in ratios, graphing, elementary algebraic equations and signed numbers. After completing this course, students will be prepared to take Algebra.
ALGEBRA **
Term: Full Year
This course is a modified version of Algebra 1 Plus. Students will explore topics in algebra, coordinate geometry, statistics, number sense, and measurement. Algebraic topics of study in this course include linear, quadratic, absolute value, piecewise, and exponential functions. The Algebra 1 Regents examination, a graduation requirement, will be completed in June.
FOUNDATIONS OF PERSONAL FINANCE
Term: Full Year
This course introduces the student to basic accounting and consumer mathematics. Topics covered develop practical skills and problem-solving techniques required for post-secondary independence. This course is available to meet the third credit of the required three-unit math sequence. See your counselor for details.