Middleburgh Central School District offers a comprehensive
program for special education. Below are someof the services
provided by the school district.
Continuum of Services
Indirect Consultant Teacher - Minimum 2 hours a week
The special education teacher consults with the regular
education teacher to assist them in adjusting the learning
environment and/or modify instructional methods for special
education students in their classroom.
Direct Consultant Teacher - Minimum 2 hours a week
The special education teacher provides specialized learning
strategies and instruction directly to the student within the
regular education classroom.
Resource Room - Minimum of 3 hours a week
This program is used to supplement regular or special classroom
Support Study Hall
This is a service offered only to Special Education students in
the Middle School. The small class size allows the teacher
assistant to work closely with individual students and monitor
homework completion and accuracy. Since the teacher assistants
also push-in for some core classes, they are familiar with the
expectations of those courses.
This program is a combination of Resource Room and Direct
Consultant Teacher Services with pull out as needed to reinforce
concepts learned within the regular education classroom.
Special Class Reading/Language Arts or Math
This is instruction within the regular education curriculum with
alternative teaching methods.
Basic Skills Class (Primary Level K-2, Intermediate
Level 3-5, Middle School Level 6-8)
This is a special class with an altered curriculum with a
maximum class size of 12:1:1.
Life skills (9th-12th grade)
This is a special class which includes a vocational component.
The curriculum is centered around functional academics.
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Out-of-District Placements (BOCES, Special
Adaptive Physical Education
This program is available for students from Kindergarten through
Fifth grade. The program is taught jointly by the Physical
Education teacher and the Physical Therapist. The goals of the
Adaptive PE program are to improve motor patterns and basic
skills; develop an appropriate level of physical fitness;
improve social efficiency; and develop a sense of achievement
and accomplishment. Students can be referred for Adaptive PE
screening by the PE teacher, the classroom teacher, Child Study
Team, PT, OT, parent or Nurse. Parental approval is required and
periodic updates monitor the student’s progress.
Brain Gym is a series of quick, fun and energizing activities.
These activities are effective in preparing any learner for
specific thinking and coordination skills. Brain Gym is part of
a comprehensive program called Educational Kinesiology (Edu-K).
Edu-K brings movement and learning together. For more
information use the following website:
Wilson Fundations is for grades K-3. It is a
phonological/phonemic awareness, phonics and spelling program
for the general education classroom. This program serves as a
prevention program to help reduce reading and spelling failure.
Fundations focuses on carefully sequenced skills that include
print knowledge, alphabet awareness, phonological awareness,
phonemic awareness, decoding, vocabulary, fluency, and spelling.
Lindamood Phonemic Sequencing (LiPS) for Reading,
Spelling and Speech
A reading program that ties in the use of phonemic awareness
skills and phonics to the formation our mouth makes when
producing the sounds. This awareness becomes the means of
verifying sounds within words and enables individuals to become
self-correcting in reading, spelling, and speech.
Read Naturally is a program that is offered to our special
education students to build fluency. The program focuses on
three powerful research-based strategies for improving fluency:
teacher modeling, repeated reading, and progress monitoring.
Rebecca Sitton Spelling Program
This program helps students become fluent spellers by teaching
spelling across the curriculum. It focuses on the high frequency
words students use in their everyday writing.
Step Up to Writing
A multi-sensory approach to the writing process used in
developing expository and narrative writing pieces. Students
learn the three main steps in the written process by relating
each part to colors. Students are taught effective writing
strategies. Teachers facilitate, model and provide direct
instruction at each grade level. With mastery of skills,
students are expected to complete lengthier and more complex
assignments. Note-taking, vocabulary development, paragraphing,
listening activities, outlining, speeches and the writing
process are some of the “how to” strategies specifically taught
in the Step Up to Writing program.
Visualizing and Verbalizing for Language Comprehension
This technique teaches students how to learn using visual
imagery. The components of these teaching techniques stimulate
auditory comprehension, reading comprehension, verbal and
reasoning skills through the use of imagery. Students who have
difficulties with processing language and organizing their
messages to others learn how to turn words into richly detailed
Wilson Reading System
A multi-sensory teaching approach used to directly teach the
English language. Students who have not internalized the sound
and syllable system for both reading and spelling will benefit
from this program. An emphasis is placed on mastering decoding
(reading) and encoding (spelling) skills in a very systematic
manner. The Wilson Reading System is used in conjunction with a
literature-based program to ultimately improve reading