RISE | College Transition Program | Resource Room | Direct Consultant Teaching | Indirect Consultant Teaching | Related Services
RISE (Ready for Independence, Success and Employment) – Grades 9-12 and/or to age 22
RISE supports students in grades 9-12 and up to age 22 who are working towards a Skills and Achievement Commencement Credential (SACC). The program provides students with an academic, life skill-based curriculum that focuses on maximizing independence, enhancing opportunities for success within the home and community and preparing for gainful employment in early adulthood.
Anticipated Pathway: Skills and Achievement Commencement Credential (SACC).
Learner Characteristics
Students in RISE are typically working toward a non-diploma credential focused on functional academics and life skills. Students in this setting typically present with global developmental delays and demonstrate significant challenges in communication, social interaction, and adaptive functioning.
Primary Areas of Need
- Functional academics;
- Life skills;
- Communication and social skills;
- Vocational readiness.
Curriculum/Focus Areas
Academic and life-skill-based curriculum emphasizing independence, community engagement, and employability.
Setting
This is a special class, located in a self-contained Special Education classroom, with opportunities for community-based learning.
Supports and Services
- Small, structured learning environment;
- Community-based instruction;
- Vocational training and work-based learning;
- Related services (Speech, OT, PT, Counseling).
College Transition Program – Post-Grad (Ages 18-22)
The College Transition Program (CTP) offers an alternative special education opportunity for students who have graduated from high school with their Skills and Achievement Commencement Credential or Career Development Occupational Standards Credential. Students learn functional academics, audit college courses and volunteer at a variety of potential employment sites on The University at Albany campus. Students work on increasing independence by improving social, communication, employability and self-advocacy skills.
Anticipated Pathway: Continued transition experience (post-SACC), meets alternative assessment criteria.
Learner Characteristics
Students in the College Transition Program have completed high school with Skills and Achievement Commencement Credential (SACC) and are continuing to develop independence and job readiness. They are students who have cognitive, adaptive behavior and/or communications skills that are significantly below average. These are students who can navigate a college campus safely and without aide support.
Primary Areas of Need
- Functional academics;
- Communication;
- Social interaction;
- Employability; and
- Self-advocacy.
Curriculum/Focus Areas
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Audit college courses, engage in volunteer placements, and develop independence on the University at Albany campus.
Setting
University at Albany
Supports and Services
- Inclusion in college environment;
- Job exploration and campus internships;
- Coaching in communication and self-advocacy;
- Support from special education staff.
Special Class – Grades 9-10 (all core classes); Grade 11 (English & Social Studies)
Special Class is a self-contained course designed for students with disabilities who have been grouped together based on similar individual needs. This class operates with a 15:1 student-to-teacher ratio and includes both a certified special education teacher and a content-certified general education teacher. These educators collaborate closely to adapt content, methodology, and instructional approaches, ensuring that students have equitable access to the general curriculum and can effectively demonstrate their knowledge and skills.
Anticipated Pathway: Regents or Local Diploma
Learner Characteristics
Students with IEPs pursuing a high school diploma who need more intensive academic and skill support than can be offered within the general education classroom. Students’ cognitive skills are generally below average. Students may also have language and processing deficits.
Primary Areas of Need
- Expressive/receptive language deficits;
- Reading comprehension and decoding difficulties;
- Social/pragmatic language deficits; and
- Deficits in adaptive and coping skills.
Curriculum/Focus Areas
General education curriculum with accommodations and/or modifications. Direct instruction is provided collaboratively.
Setting
Self-contained classroom.
Supports and Services
- Co-teaching and push-in support;
- Direct instruction from a special education teacher;
- Scaffolding and modified materials; and
- Collaboration with general education staff.
Resource Room – Grades 9-12
Resource Room is a small-group setting, outside of the general education classroom, where students receive targeted instruction aligned with their IEP goals. It is designed for students who can participate in the general education curriculum but require additional support in specific areas, such as reading, writing, math, executive functioning, social or study skills. Instruction is intensive, focused, and individualized, with a maximum of five students to one teacher, providing opportunities for pre-teaching, re-teaching, strategy instruction, and skill practice. The primary purpose is to build the skills students need to be more successful and independent in their general education classes.
Anticipated Pathway: Regents or Local Diploma
Learner Characteristics
Students in a Resource Room require supplementary small-group instruction to meet IEP goals and strengthen academic and functional skills. Students’ cognitive skills are generally within the below-average to average range. These students typically have academic achievement deficits in one or more academic areas.
Primary Areas of Need
Targeted support may focus on reading, writing, math, executive functioning, study skills, and/or social-emotional or social-communication skills, as indicated on the IEP.
Curriculum/Focus Areas
Skill development aligned with IEP goals and general education demands.
Setting
Resource Room is specialized supplemental instruction in a small group (max 5:1) setting for a portion of the school day.
Supports and Services
- Targeted supplemental instruction in areas of academic deficit;
- Support for organization and executive functioning;
- Reinforcement of classroom skills;
- Collaboration with general education staff.
Direct Consultant Teaching – Grades 9-12
In the Direct Consultant Teacher model, a special education teacher provides direct instruction and support to the student within the general education classroom to address specific skill areas identified on the IEP. This model is suited for students who generally follow the grade-level curriculum but need targeted support in one or more areas such as reading, writing, math, or executive functioning (organization, planning, and task completion). The Consultant Teacher collaborates with the classroom teacher to adjust instructional strategies, provide accommodations, and explicitly teach skills and learning strategies that promote greater independence and success.
Anticipated Pathway: Regents or Local Diploma
Learner Characteristics
Students with IEPs who are pursuing a high school diploma and who need direct special education support in core classes. Students’ cognitive skills are generally within the below-average to average range. These students typically have academic achievement deficits in one or more academic areas.
Primary Areas of Need
- Receptive/expressive language deficits that impact access to the curriculum;
- Reading comprehension or attention deficits;
- Social-pragmatic language weaknesses;
- Executive functioning challenges.
Curriculum/Focus Areas
- General education curriculum with accommodations and direct instruction provided collaboratively.
- May need help with organization, planning, and self-advocacy.
Setting
General education classrooms.
Supports and Services
- Specially designed instruction (push-in);
- Direct instruction from a special education teacher;
- Scaffolding and modified materials;
- Collaboration with general education staff;
- Assistive technology as needed;
- Collaboration between special and general education staff.
Indirect Consultant Teaching – Grades 9-12
In the Indirect Consultant Teacher model, the special education teacher primarily supports the student by consulting with the general education teacher. This model is appropriate for students who can access the grade-level curriculum with minimal direct special education support but benefit from thoughtfully planned accommodations, instructional strategies, and ongoing progress monitoring. The special education teacher and classroom teacher work together on planning, differentiation, and problem-solving so that the student’s IEP is implemented effectively within the general education setting. Indirect Consultant Teacher services are often used in combination with Direct Consultant Teacher services to provide a coordinated level of support.
Anticipated Pathway: Regents or Local Diploma
Learner Characteristics
Students who can access general education curriculum successfully with consultative support. Students’ cognitive skills are generally within the below-average to average range.
Primary Areas of Need
Mild academic, organizational, or executive functioning needs.
Curriculum/Focus Areas
- General education curriculum with ongoing monitoring to ensure effective accommodations;
- Special education teacher consults with the general education teacher to adapt strategies, accommodations, and classroom supports;
- The student does not receive direct special education instruction.
Setting
General education classrooms.
Supports and Services
- Regular consultation between special and general education teachers;
- No direct instruction to the student;
- Progress monitoring;
- Focus on independence and self-advocacy.