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Mr. Cagna

Special Education
May 27, 2017
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Mragna's Classroom Website

Mr. Cagna's Classroom Website

Mr. Cagna

Welcome to my webpage. My name is Mr. Cagna, and I am the District of Location Special Education Teacher. Currently, I work as a Special Education teacher in Saint John's, Burke, and C.J. Hooker all located within the Goshen Central School District. Considering that this a unique position, I wanted to create a webpage that parents and students could use for updated information, and a means to keep in touch. I look forward to a successful year with your child. Please do not hesitate to contact me with any questions or concerns. Considering that I am in various schools, the best way to reach me is to contact me using my school district email:


CJ Hooker Middle School


PERIOD 5 10:48-11:31


 The most successful Inclusion classrooms include content area teachers as well as Special Education teachers engaging students in curriculum. Mrs. Robinson and I ensure that all student needs are being met through modifications of curriculum as well as IEP requirements.


According to New York State, the most successful inclusion classrooms follow the model below. This is the model that is being taught within our Social Studies classroom;

While both direct CT and integrated co-teaching services are provided in a student's general education class, and to the casual observer may appear the same, they differ in the manner and in some circumstances, in the extent to which, such supports are provided to the student.
Integrated co-teaching services means students are intentionally grouped together based on similarity of need for the purpose of receiving specially designed instruction in a general education class, usually daily for the identified class.  In this model, a general education teacher and a special education teacher share responsibility for the delivery of primary instruction, planning and evaluation for all students. 

Direct CT services are specially designed individual or group instruction recommended for an individual student with a disability in his or her general education class, the purpose being to adapt, as appropriate to the needs of the student, the content, methodology, or delivery of instruction to support the student to successfully participate and progress in the general curriculum during regular instruction.  The focus of services provided by the CT is to an individual student with a disability.

Parents are a large part of what makes a child successful. There are many things that you can do to ensure your child's academic success:

- Check your child's nightly homework

-Be aware of long-term assignments

-Contact me with any questions or concerns:

In addition, you may visit Ms. Robinson's Homework Hotline page at this link:




Resource room program is a special education program for a student with a disability registered in either a special class or general education class who is in need of specialized supplementary instruction in an individual or small group setting for a portion of the school day.  Resource room programs are for the purpose of supplementing the general education or special education classroom instruction of students with disabilities who are in need of such supplemental programs.  This means that instruction is not provided in place of the student's regular academic instruction.

Resource Room Goals:

  • To assist the students in becoming as independent and successful as they can
  • To monitor the students’ progress toward meeting the IEP goals and to assist the student in successfully completing all courses of study
  • To maintain communication with the student, parents, teachers, guidance counselors and other staff involved with the education of the student
  • To introduce and develop skills needed for learning


It is expected that students will come to class prepared with the materials needed for Resource. Students are expected to maintain a "planner", or another organizational method to keep track of assignments, projects, and tests/quizzes. Students will complete assigned work in order to achieve goals on their IEPs and review/complete assignments from their content-area classes.  They will work throughout the year on developing advocacy skills and transitional planning for their Annual Review meetings.


In order be successful in Resource Room:

1. Ask for help
2. Utilize time wisely
3. Follow classroom rules
4. Attend class daily

Parents, you can assist your child by doing the following:

- Check homework nightly

- Be aware of any long term assignments, so you can monitor progress at home

- Contact me directly with any questions or concerns:

To keep up to date with events at Burke, click on the link below:


AIS- PERIODS 1 and 2


What is R.T.I.?  R.T.I. is a school process used to determine if a student is responding to classroom instruction and progressing as expected.  In an R.T.I. process, a student who is struggling receives additional instructional support provided by matching instruction to a student’s individual needs through a multi-tier instructional model.  Each level, also known as a tier, provides instruction with increased intensity such as smaller groups or instructional time focused on specific areas.  R.T.I. focuses on the early prevention of academic difficulty.”

Below you will find a link to the New York State Department of Education’s parent pamphlet on Response to Intervention (RTI).

The A.I.S. teacher provides additional instruction which supplements the instruction provided in the general curriculum and assists students in meeting the New York State learning standards.  When a classroom teacher identifies a specific need, the A.I.S. teacher supports her in helping to provide approaches that work with individual students.  The A.I.S. teacher provides instruction that is needed to support improved academic performance. 

The A.I.S. teacher strives to meet a student's needs through individual and/or small group instruction. Students may be “pulled-out” of the classroom and provided reinforcement of skills through collaboration with the classroom  teacher. Multiple learning styles are addressed through the use of appropriate teaching techniques. 

The A.I.S. teacher may  also "push-in".  The A.I.S. teacher goes into the classroom to observe work habits or skill levels, and helps with special projects or writing assignments.  This provides extra support to the struggling student by reinforcing the classroom teacher's instruction on a more individualized level.  The A.I.S. teacher also  provides interventions identified in the R.T.I. model for that student in the classroom. 

For the individual student who may have learning needs, data is collected and progress is monitored.  If necessary a new intervention plan is put in place for that student.   


Children Reading books 

How are students referred for A.I.S. in the R.T.I. model?

All students’ progress is monitored throughout the school year.  R.T.I. can support students who struggle before they fall too far behind.  A student is generally referred for A.I.S. by their teacher when there is a concern that the student has a specific need or due to the lack of progress toward state standards. Criteria are based on several different forms of evaluation and documentation.    

Additionally, the A.I.S. teacher is responsible for the following: 

·        Management of I.E.P. (Individual Education Plans) and 504 Plans

·        Communication with other staff members and administration

·        Attending C.S.E. (Committee on Special Education) meetings at the district level

·         Support to students, parents, and teachers

Parents are an integral part of ensuring their child's success. There are many ways to assist your child:

-Check your child's homework nightly

-Be aware of long-term assignments

- Contact me with any questions or concerns:

  Below is the link to St. John's Faculty:


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