Declassification Support Services (DSS)

The student and the student's teachers may be provided declassification support services to assist the student transitioning from special education programs and services to full-time regular program.  Services which may be offered include speech/ language services, psychological and social work intervention, non-career counseling and other appropriate educationally related support services.  The student's teachers in the regular education program may also be provided services to assist the student.  When the Committee on Special Education determines that a student be declassified, the Committee defines the type of service the student requires, as well as the duration of the services during the first year that the student moves into full-time regular education.

Vocational Programs

These programs are designed to address the vocational needs of students with disabilities, focusing on the transition from secondary school to post-secondary education or to the work place.  Career awareness, community referenced instruction, supported work placement, and job coaching are integral components of the program.  Vocational training opportunities exist both in-district and in BOCES settings.  Transition planning and articulation with VESID and appropriate adult service providers is on-going to ensure attainment of student's and his/her parents' post-secondary aspirations.   Job development has been the primary focus of the Transition Planning Coordinator.   Sites providing work experiences to Sachem students include, but are not limited to, Dove Electronics, the Holtsville Ecology Center, Computer Associates, Marriott, Toys-R-Us, Bob's, Sunrise Assisted Living, and McDonalds.

BOCES provides vocational services to our students with disabilities in Occupational Education Programs and Special Career Educational Programs (SCE).  Students attending these facilities spend two and a half hours daily in courses ranging from auto mechanics, carpentry, welding, food service, photography, commercial art to architecture.   Participation in all vocational programs rests with decisions reached within transition planning sessions involving the participation of the student, his/her parents, school personnel and outside adult service providers where appropriate.  Final determinations are made at the Committee on Special Education meeting.

BOCES and Private School (Day and Residential Placements)

The school district seeks to maximize the number of disabled students that can be educated in district, but there are groups of students for whom local programs are not appropriate.  These students are provided equivalent educational programs and services within BOCES and/or private facilities, because placement in these facilities is the least restrictive environment determined by the Committee on Special Education.  The students' placement in such programs will not preclude their involvement in district extra-curricula activities.