Boulevard Elementary

12:1 Replacement ELA/Math (Joyce Orapello and Mary Eschler)
This 12:1 intermediate level replacement special class provides specialized instruction of the general ELA and Math curriculum to children in Grades 4-5 who require a smaller, more structured learning environment than the regular education classroom can provide. Instruction is provided to students for specific classes such as Reading, Writing, and/or Math as opposed to receiving instruction in the regular education classroom. This program provides a gap for students who are struggling with one or two particular subjects in the regular education classroom but who are not appropriate for a full-day, self-contained special class. This class consists primarily of higher level functioning disabled students with moderate learning deficits stemming from medical, speech/language, hearing, and/or cognitive processing deficits. Students in this class generally participate in the regular education setting the majority of the day, except for ELA and Math.

12:1:2 Special Class (Kelly Caruso, Shannon Wadsworth and Chrisandra Symonds)
These special classes provide specialized instruction of the general curriculum to children in Grades 2-5 who require a small, highly structured learning environment with a behavior management component. Students are provided with academic instruction within the context of a structured behavior management plan. Mainstreaming with support is available when educationally appropriate. This class consists primarily of students with emotional and behavioral disorders.

Resource Room / Consultant Teacher (Mary Eschler, Joyce Orapello)
The Resource Room and Consultant Teacher services programs provide direct and indirect supplementary academic instruction of the general curriculum to disabled students in Grades K-5. The purpose of the program is to reteach/reinforce concepts that are taught initially in the regular education classrooms and provide necessary remediation of skill deficits.

Speech Therapist: Mary Melucci Grades K-5

Speech Pathologist: Holly Walrath- Grades K-5

Building Psychologist: Justyna Akacka (Sept.-Jan.) Jessica Fielding (Feb.-June)

Kingsborough Elementary

Self-Contained Special Classes (12:1:1)
These 12:1:1 self-contained special classes provide academic instruction to children in Grades K-5 who require a small, structured learning environment. The program is designed for students with developmental disabilities that require an intensive instructional approach. The goal is to provide functional academic skills and independent living skills. A modified curriculum and lifeskills are addressed with strategies implemented for all academic areas. This class consists primarily of lower level functioning students with moderate to severe learning deficits, primarily due to mental retardation or multiple disabilities.
 Grades K-1 Jennifer Kevlin
 Grades 2-3 Darcy Robertson
 Grades 4-5 Mary Kovalovich

Resource Room / Consultant Teacher (Stacy Bianco)
The Resource Room and Consultant Teacher services programs provide direct and indirect supplementary academic instruction of the general curriculum to disabled students in Grades K-5. The purpose of the program is to reteach/reinforce concepts that are taught initially in the regular education classrooms and provide necessary remediation of skill deficits.

Speech Therapist: Sharon Preston

Speech Pathologist: Theresa Kovian

Building Psychologist: Penny Lockwood (1 ½ days)

Meco Elementary

Resource Room/Consultant Teacher (Leslie Beckett)
Resource Room and Consultant Teacher services provide direct and indirect supplementary academic instruction of the general curriculum to disabled students in Grades K-1 in order to reteach/reinforce concepts that are taught initially in the regular education classrooms and provide necessary remediation of skill deficits.

Speech Therapist: Andrea Kunicki

Building Psychologist: Nicole Morton (3 days McNab/Meco)

McNab Elementary

12:1:1 Special Class (Margie Fagel)
This 12:1:1 intermediate level special class provides specialized instruction of the general curriculum to children in Grades 4-5 who require a smaller, more structured learning environment than the regular education classroom can provide. This class consists primarily of mixed level functioning disabled students with moderate learning deficits stemming from medical, speech/language, hearing, and/or cognitive processing deficits.

Resource Room / Consultant Teacher/12:1 Replacement ELA / Math (Faye Rulison/Leslie Beckett)
Resource Room (Grades 2-5) and Consultant Teacher services (Grades 2-3) provide direct and indirect supplementary academic instruction of the general curriculum to disabled students in order to reteach/reinforce concepts that are taught initially in the regular education classrooms and provide necessary remediation of skill deficits.

This 12:1 primary level replacement special class provides specialized instruction of the general ELA and Math curriculum to children in Grades 2-3 who require a smaller, more structured learning environment than the regular education classroom can provide. Instruction is provided to students for specific classes such as Reading, Writing, and/or Math as opposed to receiving instruction in the regular education classroom. This program provides a gap for students who are struggling with one or two particular subjects in the regular education classroom but who are not appropriate for a full-day, self-contained special class. This class consists primarily of higher level functioning disabled students with moderate learning deficits stemming from medical, speech/language, hearing, and/or cognitive processing deficits. Students in this class generally participate in the regular education setting the majority of the day, except for ELA and Math.

Speech Therapist: Andrea Kunicki

Building Psychologist: Nicole Morton (3 days McNab/Meco)

Park Terrace Elementary

12:1:1 Special Class/Replacement Class (Kristen Wilson)
This 12:1:2 special class provides specialized instruction of the general curriculum to children in Grades K-2 who require a small, highly structured learning environment with a behavior management component. Students are provided with academic instruction within the context of a structured behavior management plan. Mainstreaming with support is available when educationally appropriate. This class consists primarily of students with emotional and behavioral disorders.

12:1:1 Special Class (Kate Yvars)
The 12:1:1 special classroom provides support for students K -1 experiencing difficulty with academics. This class provides specialized instruction of the general curriculum to children in Grades K-1 who require a small, highly structured learning environment for academics. The 12:1 Replacement class provides Grades K-1 specialized primary academic instruction to students specifically for Reading and Writing only, as opposed to receiving them in the regular education classroom. This program provides a gap for students who are struggling with ELA in the regular education classroom and require small group instruction but who are not appropriate for a full-day, self-contained special class. This program provides the opportunity for students to receive the majority of their instruction in the regular education classes with non-disabled peers and learn in the least restrictive environment.

12:1:1 Special Class (Brett King)
These two 12:1:1 primary level special classes provide specialized instruction of the general curriculum to children in Grades 2-3 who require a smaller, more structured learning environment than the regular education classroom can provide. The classes consist primarily of mixed level functioning disabled students with moderate learning deficits stemming from medical, speech/language, hearing, and/or cognitive processing deficits.

12:1 Replacement ELA/Math (Melissa Croucher, Mary Eschler)
This 12:1 intermediate level replacement special class provides specialized instruction of the general ELA and Math curriculum to children in Grades 4-5 who require a smaller, more structured learning environment than the regular education classroom can provide. Instruction is provided to students for specific classes such as Reading, Writing, and/or Math as opposed to receiving instruction in the regular education classroom. This program provides a gap for students who are struggling with one or two particular subjects in the regular education classroom but who are not appropriate for a full-day, self-contained special class. This class consists primarily of higher level functioning disabled students with moderate learning deficits stemming from medical, speech/language, hearing, and/or cognitive processing deficits. Students in this class generally participate in the regular education setting the majority of the day, except for ELA and Math.

Resource Room / Consultant Teacher (Melissa Croucher)
The Resource Room and Consultant Teacher services programs provide direct and indirect supplementary academic instruction of the general curriculum to disabled students in Grades K-4. The purpose of the program is to reteach/reinforce concepts that are taught initially in the regular education classrooms and provide necessary remediation of skill deficits.

Speech Pathologist: Jane Cancio, Department Chairperson

Building Psychologist: Justyna Akacka (Sept.-Jan.), Jessica Fielding (Feb.-June)

Gloversville Middle School

15:1 Replacement Classes/Resource Room/Consultant Teacher
The direct consultant classes offer students with disabilities the opportunity to receive instruction in regular education classes with non-disabled peers. The special education inclusion teacher team teaches with the regular classroom teacher to provide direct instruction and support within the regular classroom. Curriculum is adapted and modified, when appropriate, to meet the individual needs of each student.

The 15:1 Replacement classes provide primary academic instruction to students for specific classes such as English and Math as opposed to receiving them in the regular education classroom. This program provides a gap for the higher level functioning students who are struggling with one or two particular subjects in the regular education classroom and require small group instruction but who are not appropriate for a full-day, self-contained special class.

Resource Room and Indirect Consultant Teacher services provide direct and indirect supplementary academic instruction in and out of the general curriculum to disabled students in Grades 6-8. The purpose is to reteach/reinforce concepts that are taught initially in the regular education classrooms and provide necessary remediation of skill deficits. This program also teaches study skills and focuses on the goals and objectives identified in each student’s IEP. This program provides the opportunity for students to receive the majority of their instruction in the regular education classes with non-disabled peers and learn in the least restrictive environment.
Grade 6: Tricia Javarone, Tracie Grant
Grade 7: Theresa Droszd, Christine Armstrong
Grade 8: Meredith Fancher (Department Chairperson) , Jillian Kremler

12:1:1 Self-Contained Special Classes
The Gloversville Middle School has seven self-contained classrooms available for students needing a smaller, more structured learning environment than the regular education classroom can provide. These classes are designed to meet the needs of significantly lower functioning students, students with mild to severe learning disabilities, and students with emotional and behavioral difficulties.

1. Severely Learning Disabled Classes
Grade 6: Matt Richardson
Grade 7: Deanine Kowalski
Grade 8: Chris Purcell
These 12:1:1 self-contained special classes are designed for the mixed level functioning disabled students with mild to moderate learning deficits stemming from medical, speech/language, hearing, and/or cognitive processing deficits. These classes provide specialized instruction of the general curriculum of each grade level to students in Grades 6,7,and 8 who require a smaller, more structured learning environment than the regular education classroom can provide. These students are on track for earning a local diploma.

2. Lower Level 12:1:1 Special Classes (Lynn Semprivivo and William Decker)
These 12:1:1 self-contained special classes provide academic instruction to children in Grades 6-8 who require a small, structured learning environment. Typically, students in these programs have below average cognitive skills with IQs that range from 60 – 80. The program is designed for students with developmental disabilities that require an intensive instructional approach. The goal is to provide functional academic skills and independent living skills. A modified curriculum and lifeskills are addressed and strategies implemented for all academic areas. This class consists primarily of lower level functioning students with moderate to severe learning deficits, primarily due to mental retardation or multiple disabilities. These students are on track for earning a Local and/or IEP diploma.

3. Emotional/Behavioral Classes  (Deanna Alex - grades 6-7; Cheryl Wagner - grades 7-8) (St. Mary's - Tammy Jablonski, Sarah Caterina, and Courtney Edwards)
St. Mary's Day Treatment Program
The is a school-based Day Treatment Program that is a collaborative program between St. Mary’s Hospital CMHAC and the Gloversville Enlarged School District. The program serves up to 16 children ages 11-14 in the Middle School (Grades 6-8). St. Mary’s CMHAC provides the intensive mental health services and staffing for the program (MSW level Social Worker and Case Manager) and the district provides the educational staff, space, and equipment/supplies. The program conforms with OMH requirements for outpatient day treatment services as specified in OMH regulations. The children targeted by the program are seriously emotionally disturbed and at risk of out of school or out of community placements. The program is a structured, intensive, nonresidential program, which provides integrated mental health and special educational services designed to maintain pupils in school and their community and to improve social, emotional, behavioral, and educational adjustment.

GMS Building Psychologist: Penny Lockwood (3 ½ days)

Gloversville High School

15:1 Special Classes/Resource Room/Consultant Teacher
Millie Bearden-Metka
Joanne Hernigle
Kimberly Tyrell-Pepper
Carol Meinecke
Debra Zabella-(Department Chairperson)
The 15:1 Replacement classes provide primary academic instruction to students for specific classes in English and Math as opposed to receiving them in the regular education classroom (Grade 9: English/Math and Grade 10: English only). This program provides a gap for the higher level functioning students who are struggling with one or two particular subjects in the regular education classroom and require small group instruction but who are not appropriate for a full-day, self-contained special class. These students are on track for earning a local or Regents diploma.

Resource Room and Indirect Consultant Teacher services provide direct and indirect supplementary academic instruction in and out of the general curriculum to disabled students in Grades 9-12. The purpose is to re-teach/reinforce concepts that are taught initially in the regular education classrooms and provide necessary remediation of skill deficits. This program provides the opportunity for students to receive instruction in the regular education classes with non-disabled peers and learn in the least restrictive environment.

Self-Contained Special Classes
The Gloversville High School has eight self-contained classrooms available for students needing a smaller, more structured learning environment than the regular education classroom can provide. These classes are designed to meet the needs of significantly low-functioning students, students with mild to severe learning disabilities, and students with emotional and behavioral difficulties.

1. Lower Functioning/Severely Learning Disabled Classes
Grade 9: Theresa Carlson (Regents/Local Diploma)
Grade 10: Rebecca Benson (Regents/Local Diploma)
Grades 11 Jennifer Gillis (Regents/Local Diploma)
Grade 12: Susan Nares (Regents/Local and IEP Diploma)
Grades 9-10: Andrea McLaughlin (Regents/Local Diploma)
These 12:1:1 and 15:1:1 mixed special classes are designed for the lower functioning and severely learning disabled students in Grades 9-12 who have significant cognitive impairments and severe learning disabilities. The core academics are provided to assist students in preparing for Regents and/or RCT assessments required to earn a Local Diploma. Students may enroll in work study programs, Educational Employment Programs, and Career and Technical programs through the HFM BOCES in conjunction with these classes to prepare them for future employment.

2. Lifeskills Classes (Andrea Warner)
These 15:1:1 self-contained special classes are designed for the lowest functioning students in Grades 9-12 who have significant cognitive impairments. Typically, these students demonstrate below average cognitive skills with IQ levels ranging from 60 – 80. These classes are designed to teach and assist students in all aspects of living as independently as possible. Basic academics, pre-vocational skills, and functional daily living skills are taught at varying sites in the high school and surrounding community. Work study programs and Educational Employment programs through HFM BOCES may be offered in concert with our Lifeskills program to enhance employment opportunities as our students transition from school to work. These students are on track for earning an IEP diploma.

3. Emotional/Behavioral Classes
These 8:1:1 self-contained classes provide specialized instruction of the general curriculum to students in Grades 9-12 who require a small, highly structured learning environment with a behavior management component. Students are provided with academic instruction within the context of a structured behavior management plan. Mainstreaming with support is available when educationally appropriate. These classes consist primarily of students with emotional and behavioral disorders. A counselor from Family Counseling Center is in the classroom to counsel and work with the students and their families. These students are on track for earning a local or Regents diploma.

Grade 9: Salvina Michel
Grades 10-12: Wendy Zeh and Duane Hicks
GHS Building Psychologist: Joan Bobbette (4 days per week)