Student Population Ratios within PS 79M

12:1:4

Our 12:1:4 Program

Alternate Assessment 12:1:4 is designed for students with severe handicapping conditions who require intensive special education instructional services.  

All instruction is designed and carefully planned toward the greatest degree of independence and generalization of skills possible for each student.  Instruction is geared towards helping students become more independent and enhance their learning experience.

Instruction includes five key elements, individualized for each student:

  • Functional Literacy
  • Community Resources
  • Transition
  • Levels of Engagement
  • Alternate Curriculum

For limited English proficient students, the native language is used as the primary language of instruction in cognitive, academic and social areas while they learn English.  The IEP goals indicate the language of instruction (e.g. native language, English as a Second Language) in each subject area.  These goals are based upon the student's achieved levels of language proficiency.  

12:1:1

Our 12:1:1 Program

Alternate Assessment 12:1:1 is designed for students with handicapping conditions which require special education instructional services in a specialized environment in order to prepare them for supported employment. 

The instruction emphasizes an occupational curriculum approach such that students develop the necessary social, communicative and functional academic behaviors needed for adjustment in supported, competitive employment and sheltered workshop environments.  Emphasis is placed on both physical, occupational, and cognitive skills related to work and on specific job-skill training through community based work experiences or in simulated workshops. 

Instruction includes four key elements, highly individualized for each student:

  • Occupational Skills
  • Social Skills Development
  • Functional Academic Skill Development
  • Transition

For limited English proficient students, the native language is used as the primary language of instruction in cognitive, academic and social areas while they learn English.  The IEP goals indicate the language of instruction (e.g. native language, English as a Second Language) in each subject area.  These goals are based upon the student's achieved levels of language proficiency.  

6:1:1/ 8:1:1

Our 6:1:1/8:1:1 Program

Alternate Assessment 6:1:1/8:1:1 is designed for students that demonstrate communication and social challenges, sensitivity to sensory stimuli, and are in need of clearly defined routines and structures.

Teaching methods include, but are not limited to, Verbal Behavior, TEACCH, PECS, Structured Teaching, Discrete Trial Instruction, Incidental Teaching, and Natural Envirornmental Instruction.  Additionally,  students on the Autism Spectrum learn through a variety of modalities therefore, asssesment must be ongoing to promote independence and generalization.  

Instruction includes four key elements, highly individualized for each student:

  • Functional Communication Skills
  • Sensory Needs
  • Interests (motivation)
  • Transition

For limited English proficient students, the native language is used as the primary language of instuction in cognitive, academic and social areas while they learn English.  The IEP goals indicate the language of instruction (e.g. native language, English as a Second Language) in each subject area.  These goals are based upon the student's achieved levels of language proficiency. 



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