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My mentor teacher teaches all the social studies classes, 4 preps. Classes are held in 40 mins. increments.

-Global 1 (period 2, 9:11-9:50 am/ class size 8 students)

-US History (period 3, 9:51-10:30 am/ class size 4 students)

-Global 2 (period 4, 10:31-11:10am/ class size 1 student)

-Global 2 (period 7, 12:21-12:55pm/ class size 2 students)

-US History (period 8, 12:56-1:35pm/ class size 4 students)

-PIG/ECON (period 9, 1:36- 2:15pm/ class size 4 students)

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Work-based Learning and Career & Tech Opportunities Career & Tech classes 

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Work-based Learning and Career & Tech Opportunities Career & Tech classes 

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-Animal Sciences

-Auto Body

-Auto Technology

-Computer Technology

-Cosmetology

-Criminal Justice

-Culinary Arts

-Digital Media Technology

-Early Childhood

-Heavy Equipment

-Welding

-Outdoor Power Equipment

-Career Exploration

-Food Services

-Half-Day Career Skills Class

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What student can attend Springboard high school/ CDOS?

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What student can attend Springboard high school/ CDOS?

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Students must be in 9th grade or higher. In general, the students that attend the Springboard program have struggled with larger class sizes and the academic expectations at their home schools, and are in need of a more intimate and supportive environment. Academic offerings are focused on instructing students in foundational skills, in order to prepare them for more rigorous credit bearing classes as well as to prepare them to independently care for themselves after graduation. Students receive instruction in ELA, math, science and social studies, with an emphasis on a successful transition to the world of work and independent living.

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A Circle of Courage School (Mission Statement) 

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A Circle of Courage School (Mission Statement) 

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“Because of our strong belief in the Circle of Courage, we do all we can to help students achieve a sense of Belonging, Mastery, Independence and Generosity toward others. We believe that these skills build on each other and are necessary for success in school and in the world. We expect students to understand these goals and contribute toward their development by participating in classroom and group activities, setting and working toward their individual goals, helping to maintain a safe school environment and contributing what they can to the school community.”

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When taking over the class, I do not want to greatly impact student’s structured routines because students benefit from structured routines and deviation can be a huge challenge for some. Many students in my classes struggle with multi-step assignments and inferences, so I need to be mindful of my instruction and how I scaffold my assignments. I should also be prepared to be able to assist students during independent work because many students will struggle and will need support completing the  assignment.

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The Springboard program offers students access to Regents credit classes and the general education curriculum. Students generally exit the program with either a CDOS Commencement Credential or Test Assessing Secondary Completion (TASC). Most students do not receive a high school diploma, but instead a CDOS. CDOS provides students with instruction that prepares them for transition to independent adult living. Students enrolled in Springboard also participate in either a Career and Technical Education program or other vocational experiences for a portion of their school day. The student’s application to a CTE program and the billing for that program is handled by the CTE department.

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How is BOCES different from a traditional school? 

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How is BOCES different from a traditional school? 

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BOCES is not a traditional school setting because all students have IEP’s and all students are classified with a disability. Students at BOCES vary greatly in grade-level ability, some students can do grade-level work with minimal support while other students struggle. Furthermore, there are times where things that may not be tolerated as much in a traditional school setting are given leeway. For example, in regards to cellphone use, teachers are able to establish expectations and that may look different for each student (in my class students are allowed to use their cellphone until it interferes with their work). Avoiding power struggles is a huge part of Special Education. It is not uncommon to hear loud screaming in the hallway during class; and while it might be jarring, teachers are expected to assume someone is handling it and continue teaching.

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TST BOCES provides programs in Exceptional Education to students ages five through 21. 8:1:1, 8:1:3, 12:1:1 and 12:1:4 classes are provided for students at the Darwin C. Smith School located on the BOCES campus in Ithaca, NY. BOCES provides Itinerant Services for their component districts. Speech therapists, occupational therapists, teachers of the Blind and Visually Impaired and teachers of the Deaf and Hard of Hearing travel to component districts to provide services as requested. Applications to BOCES Special Education programs are submitted through the home school district’s Committee of Special Education.