Support Programs & Services

OUR MISSION: 

To provide a productive and comfortable environment where students can work toward becoming fully independent writers capable of creating authentic and original writing. 

The Writing Center is open from 7:35 a.m. to 2:20 p.m. Sign-ups for tutoring sessions are available on a first come, first-served basis.

Students can reserve a time by stopping by the Writing Center and signing up for an available slot on the calendar.

Drop-ins are welcome but will be taken after scheduled appointments. 

WHY VISIT THE WRITING CENTER? 

• Work on a writing assignment (any subject) if/when your classroom teacher isn’t available.
• Plan out a long-term writing assignment. Scheduling several staggered sessions will ensure that students make weekly progress on long-term assignments. 
• Improve general writing skills and areas of frustration/resistance regarding the writing process.
• Review exemplars before an in-class writing assessment to review the expectations for specific writing tasks, such as literary analysis, thematic essays, DBQ essays, etc. 
• Brainstorm ideas, plan or revise a college essay. 
• Challenge themselves to publish creative writing in Gambit, On My Mind, Tusker Times, TeenInk.com, PTA Reflections Contest, or the Scholastic Writing Contests. 

MISSION 

The Transitional Support Program (TSP) at Somers High School is a resource for students who experience disruptive social/emotional challenges due to emotional dysregulation, recent life events, extended absence from school or other circumstances that may temporarily impact one’s ability to thrive in a traditional classroom. Our team members are committed to providing a safe and supportive environment that promotes learning of emotional regulation and distress tolerance skills that will allow our students to maintain success in all school environments. We recognize the importance of individualized support based on the needs of each unique student and supporting the Whole Child through evidence-based strategies. 

VISION 

As part of the Transitional Support Program (TSP) Team, our priority is to provide a support system for families that assists students with the transition back to a typical school program. To promote the success of our students, we will: Develop supportive relationships with families and students that are safe, approachable, and grounded in confidentiality. Foster relationships that are caring, responsive, and personalized. Provide specific learning opportunities to develop new skills that empower students to manage the challenges they may face. Provide an inviting atmosphere, respectful of the individual needs that children and families may face. Ensure a team approach, collectively gathering the resources to best support a child and family. Encourage professional learning and support a collaborative environment. 

VALUES 

• In order to advance our shared vision of a successful TSP professional team, we will:
• Provide a coherent plan to support the wellness of each child. 
• Develop Individualized Support Plans to better ensure a student’s needs are met.
• Collaboratively monitor the social and emotional wellness of each child to determine the overall impact of the program on each child. 
• Deliver customized schedules that provide experiences for students to grow academically while strengthening their ability to manage any difficulty with their social andor emotional development.
• Use research-proven approaches to support the development of our adolescent students.
• Focus on the development of skills to enhance the educational experiences of each child. (e.g. coping strategies, Mindfulness techniques, self-regulation, organization strategies etc.) 

Our Special Education program is shaped by federal, state and local guidelines. All students, including those with learning disabilities, are expected to learn and achieve high standards. Graduation requirements mandate that all students pass Regents level classes and Regents exams.  

The overall objective of the Special Education Program is to provide instructional support that will improve and increase students’ basic educational skills in such a way that, whenever possible, they will be prepared to continue in the regular school program. It has been designed to reflect the mainstream high school curriculum in every way. Modifications are made in accordance with each student’s Individualized Education Plan (IEP). Inclusion classes in core subject areas as well as self-contained, departmentalized classes are offered. 

The individual student’s achievement is our paramount goal. Therefore, there is continual involvement of parents, school counselors, psychologists, and classroom teachers to ensure that the individual’s program meets his/her needs.  

To this end, the Somers High School Special Education Department is structured to provide a continuum of services for students with disabilities that includes consultant teacher indirect, integrated co-teach classes, learning center, skills class, special classes and related services. 

Student eligibility for courses in this section is determined by the Committee on Special Education. 

Programs Available (listed from least to most restrictive) 

Consultant Teacher Indirect 

• Consultant Teacher Indirect (CT-I) is a program for students as they begin to transition out of special education services. Assigned case managers monitor student grades, communicate with teachers and parents to ensure students are accessing their accommodations and succeeding in classes, and provide guidance for additional building level supports students can, and perhaps should, access. Students receiving CT-I services typically have no goals as they have exhibited the skills needed for academic independence. Available to all grade levels.    

Consultant Teacher Direct/Indirect 

• Consultant Teacher Direct/Indirect is a program for students that do not require Co-Taught services yet need direct support in some areas. Typically, these students are members of the GOAL (see below) program. A Special Education Teacher and Teaching Assistants are utilized to support students directly within the classroom. Available at all grade levels. 

Integrated Co-Teach 

• Global 9EH, Global 10EH, English 9EH, English 10EH, English 11,  Algebra, Geometry, Earth Science, Biology
• Integrated Co-Teach is taught daily by a content area teacher and special education teacher. The team of teachers collaborates to plan differentiated lessons and materials that support a wide range of needs.  

Co-Teach Algebra 1.5 

• Algebra 1A/1B/Geometry Topics
• Algebra 1.5 is taught over a 1.5-year period to provide students with the additional time needed to have a deeper understanding of algebraic concepts prior to taking the Regents exam in January of their second year. 
• Depending on how students perform on the Regents in January, they may spend more time reviewing for a second attempt in June or they may move on to some pre-requisite math topics to prepare them as they make choices for a math class for their Junior year. 

Learning Center 12:1 

• All grades 
• Learning Center meets 6 times over an 8-day schedule. Learning Center supports student executive functioning skills and organization.  

Skills 12:1:1 

• Grades 9,10,11 
• Skills meets 6 times over an 8-day schedule. Skills is a more supportive environment that supports student executive functioning, organization, and academic support through review, pre-teaching, and/or assessment preparation. Additionally, academic support for short- and long-term assignments is provided.  

Special Class 12:1:1 

• Math 9, 10, 11; English 9, 10, 11,12 
• Special Class allows for materials to be taught at a slower pace with accommodations to further differentiate the learning process and deepen student understanding.  

 Special Class Math 9

• This course follows the Common Core curriculum adopted by the NYS Education Department, and is designed to provide extended study of algebraic topics.
• This course employs an integrated approach to the study of algebraic relationships. Major emphasis will be placed on: numeracy, equations and functions, solving linear equations and inequalities, graphing linear equations and inequalities, solving systems of linear equations and inequalities, and graphing of systems of equations and inequalities. Each of these topics will include computational work as well as real-life applications.
• A graphing calculator is required.
• Students will take a local final in June.
• This course is followed by Math 10 which culminates in students taking the CC Algebra Regents.

Special Class Math 10

• This course follows the Common Core curriculum adopted by NYS Education Department, and builds upon the principles learned in Math 9. It is designed to provide extended study of algebraic topics.
• This course employs an integrated approach to the study of algebraic relationships. Major emphasis will be placed on graphing: quadratic functions, absolute value and exponential functions, systems of linear equations, and inequalities. Students will work on algebraic word problems, solving rational equations, operations with rational expressions, and statistics.
• Students will take the CC Algebra Regents in June. 
• Prerequisite: Successful completion of Math 9.

Special Class Math 11

• This course reinforces and extends algebraic principles and provides a quantitative overview of geometric principles.  All mathematical teaching in the course is grounded in real world application of learning, particularly with respect to percentages, budgeting, and interest applications.
• Prerequisite: Successful completion of Math 10.

Special Class English 9/10

• The ninth and tenth grade special class curriculum involves intense vocabulary development to assist students on standardized testing necessary in high school. Literature is explored in various forms and comprehension techniques are developed.
• Short stories, novels, poetry, and non-fiction works are used to identify various literary elements and techniques.
• Authors include but are not limited to: Steinbeck, Shakespeare, Harper Lee, Orwell, Homer, and Arthur Miller. 
• The language study stresses writing mechanics, parts of speech, and the writing process of drafting and editing.

Special Class English 11/12 

• The eleventh and twelfth grade special class curriculum relies heavily on continued bolstering of receptive and expressive language and vocabulary skills. Analytical skills are emphasized to identify themes, symbols, central ideas, and textual evidence. 
• Authors include but are not limited to : Shakespeare, Bradbury, Poe, Hemingway, Duncan, Keyzom, Collier, Korman, Santiago, and Cisneros.
• Eleventh grade culminates in the NYS English Regents and students are prepared to write text analysis and argument essays.
• Twelfth graders embark on an independent study in the fourth quarter based on a fictional novel of their choosing.

Growth Oriented Accessible Learning (GOAL)  

• This program identifies the students at Somers High School who need more intensive support through special education services.  It has been identified that these students most often need more than one skills support class in their day to help them access the general education curriculum.  This program embeds assistive technology, motor intervention, speech services, psychological and behavioral support, and transition services within their school day to assure they can access their education independently.  A vital part of this program is the collaboration between the special education teachers, related service providers and the general education teachers within the school and community. Using a team approach, this program focuses on each student’s specific needs and goals, which are the program’s driving force.  The most important part of this program is the inclusivity with general education peers. It is vital that these students are educated with their general education peers within the classroom setting but also in social situations. Accessible for students until they earn a high school diploma or up until the day before their 22^nd birthday. 

Special Class 8:1:2 

• All grades up to the day before their 22^nd birthday. 
• This is a highly supportive and specialized class structure designed to support students’ academic needs, daily living skills, communication skills, social emotional functioning, and community integration.  

Work-Based Learning (WBL) 

• The Somers High School Work-Based Learning programs (WBL) assists students with understanding the linkages among school, work, community, and postsecondary education. WBL allows students to explore and learn about a variety of career options, through exploration of various careers as well as entry level jobs available to teenagers and young adults. This program can be extremely beneficial to students by helping them clarify career interests, identifying soft skills (positive traits and behaviors that you need for any job), participating in activities within the school and surrounding communities as well as explore postsecondary education options. With the completion of the Work-Based Learning program students will receive the Career Development and Occupational Studies (CDOS) credential along with their high school diploma. 
• The purpose of the Somers High School Work-based Learning Program is to help students apply academic and technical skills in real world, hands-on situations.  All students, including those with disabilities, must be provided with access to and can benefit from work-based learning.  Work-based learning takes place in both the workplace and the classroom.  The students in this program are unpaid.  The focus of the program is to provide experience in a variety of vocations.  The end goal for our students after these experiences is for them to be prepared to become paid employees.