New York Institute for Special Education

“Nyise's form 990 was prepared by a renowned accounting firm in conjunction with the organization's financial department. A copy of the draft 990 will be circulated upon receipt to the board of trustees prior to filing for discussion and comments.”

“Each officer, director trustee and key employee of nyise is required to annually disclose any conflict of interest that arises by virtue of their employment, board service of position with the institute. The institute monitors compliance with its conflict of interest policy through an annual questionnaire/disclosure statement that is distributed to these individuals. Potential conflicts are investigated immediately.”

“Nyise undertakes a thorough process to ensure that the executive compensation it pays to its top management officials and key employees of the institute is reasonable given the market in which the institute operates. The executive committee of the board of trustees annually reviews the salaries it pays to its top management officials and key employees and compares them to similar organizations.”

“Nyise makes the form 990 available to the public by retaining a copy at its place of business. The organization's financial statements and form 990 are available on the organization's website. The form 990 is likewise published on the internet at www.guidestar.org. The organization's governing documents and conflict of interest policy are not ordinarily made available to the public, but if requested, will be provided at management's discretion.”

“The schermerhorn program offers diverse educational services to meet the needs of children who are legally blind, from the ages of 5 to 21. Students participate in individually designed academic programs that emphasize independence. Many of the students have mild secondary disabilities and need a specialized educational environment in order to be successful in school. The school offers either a day program or a five-day residential program. Following a thorough psychological and educational evaluation, a multi-disciplinary team in cooperation with the student's family, develops a comprehensive individual educational plan (i.e.p.) to meet the student's educational needs. Classroom instruction forms the core of the student's program. All students receive instruction which follows the new york state learning standards leading to elementary and high school diplomas. Students may also take college courses for credit. A student's program may also include career education, training in activities of daily living, social skills, nutrition, computer science and technology. A vast array of special services supports each student. When appropriate, speech therapy, occupational therapy, physical therapy, orientation and mobility, art and music are scheduled. All students receive a full program of adaptive physical education. Counseling and guidance services are available to all students and their families. Students have an opportunity to participate in a variety of extra-curricular activities (i.e. Student council, track, wrestling, cheerleading, swimming, bowling and "goalball"). As an extension of our career curriculum, students are given an opportunity to develop job behaviors and job skills through prevocational activities and in the career experience program. Activities include work in the on-campus coffee shop, work with the institute's building and grounds staff, and childcare work and reception training. The career experience program includes training and job experience in a variety of jobs on the campus. Once their education is completed the students move on to a variety of settings. This includes college, vocational training, and competitive employment. The van cleve program accepts children from five years to thirteen years of age. Children may remain in the program until the age of fourteen if they need the time to complete the eighth grade. The goal of the program is to remediate the behavioral and learning deficits of students by providing academic and social skills necessary to enter a less restrictive program. The program provides a highly structured educational day and five-day residential setting, including counseling services for both students and families. The program's philosophy lies in the belief that students want to progress, learn and be successful. To assure their success a supportive, structured setting is provided in which the students discover themselves to be valued and capable individuals. The class sizes are small with a ratio of one teacher and one teacher assistant to six children maximum. A multi-disciplinary evaluation team provides a complete assessment of the child's functioning levels. A complete battery of educational tests are administered to assess skills and levels. A neuropsychiatric, psychological, social history, medical and physical movement evaluation is completed prior to the student's entry into the program. These evaluations help formulate the student's individual education plan (i.e.p.), with goals developed in the areas of academics, behavior management, physical and social development. Social workers, school psychologists and pediatric psychiatrists are available to work with the staff and families regarding students' behavioral and emotional needs. All children are reevaluated at specified intervals to assess their progress and to ensure continued appropriate planning. In addition to the educational curriculum, the students also receive related services, art, music, physical education”

“The readiness program is a special education pre-school program for three to five-year old children who are developmentally delayed. The goal of the program is to provide instructional and early intervention services so that these children can be placed in a mainstreamed or a less restrictive educational environment when they reach the age of five. The children in the program have significant delays in areas which may include speech and language development, physical development, learning or emotional development. The children attend school five days a week for five hours a day. Children are referred to the program by their public-school district committee on pre-school education. The school evaluates all referrals and recommends appropriate services. Speech, physical and occupational therapies are in groups or individually provided as mandated by a child's individual educational plan. The teaching strategies curriculum is implemented with all classes. The curriculum provides for consistent, daily routines which include adult-supported play, gross motor activities, language based activities, social skills development and activities of daily living. Children in the program are reviewed at least once a month by a team of professionals. These reviews provide information on student growth and development, as well as strategies for working with the child. The breakthrough to literacy program works on emergent literacy skills. Family support groups as well as individual meetings with social workers are offered to all parents. In addition to the educational staff, a full array of professionals, such as social workers, speech, occupational and physical therapists are an intricate part of the program. A nurse is available daily to address minor medical needs of the children and concerns of the staff and parents. Social workers and school psychologists work with the staff and families regarding behavioral and emotional needs. The children participate in seasonal activities to help improve their communication skills and basic knowledge (i.e. Winter olympics, bike-a-thon, spring and fall activities).”

“Post-retirement benefit adjustment 1,628,950. 4410 rate adjustment 639,306.”