Lakewood School District N.J. Least Restrictive Environment Least - - PowerPoint PPT Presentation

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Lakewood School District N.J. Least Restrictive Environment Least Restrictive Environment Returning Students to Returning Students to In In-

• District Supportive Programs That Increase

District Supportive Programs That Increase Graduation Rates Graduation Rates

Presenters: Presenters: Michael I.Inzelbuch, Esq. Michael I.Inzelbuch, Esq. – – Board Attorney Board Attorney Yvette Cucuro Yvette Cucuro – – Special Education Supervisor Special Education Supervisor

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Lakewood New Jersey Lakewood New Jersey

• Is the

Is the only

• nly urban district located within Ocean

urban district located within Ocean County County

• Township is populated by approximately 70,000

Township is populated by approximately 70,000 inhabitants; a majority of the population not inhabitants; a majority of the population not availing itself of the public schools availing itself of the public schools

• School District has 4 elementary schools, 1

School District has 4 elementary schools, 1 middle school and 1 high school middle school and 1 high school

• Student enrollment is at approximately 5400 of

Student enrollment is at approximately 5400 of which: which:

• 82% are students of minority

82% are students of minority

• 75% receive free and reduced lunches

75% receive free and reduced lunches

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*Special Education *Special Education -

• Until 2003 the

Until 2003 the District faced: District faced:

• No less than 25 lawsuits

No less than 25 lawsuits (yearly average filed by parents of classified students) (yearly average filed by parents of classified students)

• Numerous states audits

Numerous states audits

• Corrective Action Plan issued by the State in 2000

Corrective Action Plan issued by the State in 2000 spanning the gamut of special education (By 2006 spanning the gamut of special education (By 2006-

• 2007,

2007, District satisfied 23 of 24 areas stated in a Corrective District satisfied 23 of 24 areas stated in a Corrective Action Plan and successfully reversed a New Jersey Action Plan and successfully reversed a New Jersey Department of Education report that Department of Education report that alleged alleged disparate disparate treatment of classified students) treatment of classified students)

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To increase student attendance, programming To increase student attendance, programming

• pportunities and increase graduation rates from 2003
• pportunities and increase graduation rates from 2003

until current, the district has introduced: until current, the district has introduced: 1.

• 1. innovative programming

innovative programming 2. 2. focus on effective parent/guardian focus on effective parent/guardian engagement engagement 3. 3. progressive discipline progressive discipline 4. 4. flexible scheduling flexible scheduling 5. 5. community based educational opportunities community based educational opportunities 6. 6. extra curricular offerings extra curricular offerings 7. 7. the use of instructional practices and the use of instructional practices and learning strategies. learning strategies.

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1.

• 1. Innovative Programs

Innovative Programs

STRIVE STRIVE Special Education Program for Behavioral Special Education Program for Behavioral Challenging Students for high school students Challenging Students for high school students (7 (7th

th –

– 12 12th

th)

) ACE ACE Secondary Level (7 Secondary Level (7th

th -

• 12

12th

th) Alternative Program for

) Alternative Program for Regular and Special Education Students Regular and Special Education Students

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Special Grant Programs Special Grant Programs

• LRE Grant: Local Capacity Building and

LRE Grant: Local Capacity Building and Improvement Project for Special Education Improvement Project for Special Education Least Restrictive Environment (2002 Least Restrictive Environment (2002-

• 3yrs

3yrs grant, $500,000) grant, $500,000)

• Expanding the Local Capacity Building

Expanding the Local Capacity Building Project Project – – LRE (2005 LRE (2005 -

• $250,000)

$250,000)

• Governor

Governor’ ’s Grant: s Grant: “ “Enhancing and Enhancing and Expanding In Expanding In-

• District Program Options For

District Program Options For Students with Disabilities Students with Disabilities” ” ($450,000) ($450,000)

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2. 2. Focusing on Effective Focusing on Effective Parent/Guardian Engagement Parent/Guardian Engagement

Reaching out to Parents! Reaching out to Parents! Bus Aides Bus Aides Phone Contact Phone Contact– – Teacher/Administration Teacher/Administration Mail Mail -

• Regular/certified

Regular/certified Home Visits Home Visits – – during day, night, and during day, night, and weekends weekends

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2. 2. Focusing on Effective Focusing on Effective Parent/Guardian Engagement Parent/Guardian Engagement

Yearly picnic Yearly picnic “ “Family Style Family Style” ” Beautification of The ACE Program Grounds Beautification of The ACE Program Grounds CST Special Graduation Dinner CST Special Graduation Dinner All Meetings All Meetings (IEP, Intervention Planning, Manifestation) (IEP, Intervention Planning, Manifestation)

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3. 3. Progressive Discipline: Consistency Progressive Discipline: Consistency

Program Wide Behavioral System Program Wide Behavioral System Students work up points to reach specific levels Students work up points to reach specific levels

• f success for specific Rewards and Incentives
• f success for specific Rewards and Incentives

such as: such as: Participation in Participation in “ “Community as a Classroom Community as a Classroom” ” program (i.e. special trips educating students program (i.e. special trips educating students

• utside of the Lakewood Community)
• utside of the Lakewood Community)

Points used to purchase at School Store Points used to purchase at School Store

• perated by Model STRIVE students
• perated by Model STRIVE students

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FOLLOW DIRECTIONS REMAIN ON TASK OBTAIN PASS, ESCORT, OR PERMISSION BEFORE LEAVING ROOM USE APPROPRIATE LANGUAGE RESPECT OTHERS RESPECT SCHOOL AND PERSONAL PROPERTY BE ON TIME NO CELL PHONE USE IN CLASS NO HEAD PHONE USE DURING LESSON MUST USE PROGRAM TRANSPORTATION

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Infractions result in the following consequences or Infractions result in the following consequences or number of points not being earned number of points not being earned

Following directions Following directions

• 2 points not earned. If behavior continues, all behavioral

2 points not earned. If behavior continues, all behavioral points will not be earned points will not be earned

• ** If the direction is to leave the room, in attempt to

** If the direction is to leave the room, in attempt to remove positive or negative reinforcement factors and remove positive or negative reinforcement factors and the student refuses the student refuses… …LEVEL DROP LEVEL DROP Remain on Task Remain on Task

• 2 points not earned, if behavior continues

2 points not earned, if behavior continues-

• all behavioral

all behavioral points will not be earned points will not be earned Obtain pass/escort to leave room Obtain pass/escort to leave room

• If this is not done, LEVEL DROP

If this is not done, LEVEL DROP

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Cont Cont… …Infraction result Infraction result

Use Appropriate Language Use Appropriate Language

• Cursing: 3 points not earned after warning

Cursing: 3 points not earned after warning

• Cursing or Derogatory remarks made at staff: LEVEL

Cursing or Derogatory remarks made at staff: LEVEL DROP DROP

• Inappropriate conversational topics: 3 points not earned

Inappropriate conversational topics: 3 points not earned after warning after warning Disruptive Behaviors Disruptive Behaviors

• Throwing items, unnecessary noises, banging on walls

Throwing items, unnecessary noises, banging on walls

• r desks, hand gestures, bothering others, out of seat
• r desks, hand gestures, bothering others, out of seat

during lesson, etc.: 3 points not earned. If behavior during lesson, etc.: 3 points not earned. If behavior continues, student will be separated from the group and continues, student will be separated from the group and all behavioral points will not be earned. all behavioral points will not be earned.

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Cont Cont… …Infraction result Infraction result

• HANDS ON BEHAVIOR/FIGHTING

HANDS ON BEHAVIOR/FIGHTING: : LEVEL DROP LEVEL DROP

• THREATS

THREATS: LEVEL DROP : LEVEL DROP

• DESTRUCTION OF STAFF/SCHOOL

DESTRUCTION OF STAFF/SCHOOL PROPERTY PROPERTY: LEVEL DROP : LEVEL DROP

• REFUSING TO LEAVE THE ROOM WHEN

REFUSING TO LEAVE THE ROOM WHEN ASKED TO DO SO: ASKED TO DO SO: LEVEL DROP LEVEL DROP

• MISSING BUS FOR DISMISSAL (WITHOUT

MISSING BUS FOR DISMISSAL (WITHOUT PERMISSION): PERMISSION): LEVEL DROP LEVEL DROP

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Cont Cont… …Infraction result Infraction result

• All Level Dropping Behaviors results in

All Level Dropping Behaviors results in Intervention or In House Suspension Intervention or In House Suspension

• All NO TOLERANCE Incidents (weapons,

All NO TOLERANCE Incidents (weapons, drugs, assaults) will result in Out of School drugs, assaults) will result in Out of School Suspension and a Manifestation Meeting Suspension and a Manifestation Meeting

• Student Levels are posted in all Classrooms

Student Levels are posted in all Classrooms and weekly Parent notification and weekly Parent notification

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Transition and Support Transition and Support

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Assessment and Placement Assessment and Placement

How does the entire IEP Team (special How does the entire IEP Team (special education teacher, regular education education teacher, regular education teacher, Child Study Team, parent, teacher, Child Study Team, parent, student, & Administrator if needed) student, & Administrator if needed) determine whether or not a student should determine whether or not a student should be placed in the Behavioral Program? be placed in the Behavioral Program?

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Manifestation Determination Meeting Manifestation Determination Meeting

• A Manifestation Determination Meeting is held

A Manifestation Determination Meeting is held for all students who have been suspended for a for all students who have been suspended for a total of 10 days. However, the IEP Team will total of 10 days. However, the IEP Team will review all relevant data (i.e. discipline reports, review all relevant data (i.e. discipline reports, attendance, overall behavior, academic attendance, overall behavior, academic progress) before determining placement. In progress) before determining placement. In

• rder for a student to be placed in the
• rder for a student to be placed in the

Behavioral Program, the Team must agree that Behavioral Program, the Team must agree that the incident was the incident was “ “severe severe” ” in nature. in nature. Furthermore, the student put him/herself as well Furthermore, the student put him/herself as well as others in danger. as others in danger.

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Cutting/Truancy Cutting/Truancy

A Child Study Team meeting will be held A Child Study Team meeting will be held when a student is absent from one or when a student is absent from one or more classes for more than 10 more classes for more than 10 consecutive school days. Excessive consecutive school days. Excessive cutting/truancy can result in placement in cutting/truancy can result in placement in the Behavioral Program. the Behavioral Program.

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When can a student When can a student’ ’s placement from the s placement from the STRIVE Program STRIVE Program be changed and returned to LHS be changed and returned to LHS’ ’s s in in-

• class support and/or resource room?

class support and/or resource room?

Students must attend the Behavioral Students must attend the Behavioral Program for at least two marking Program for at least two marking periods before holding a meeting to periods before holding a meeting to request/determine a change in request/determine a change in placement. placement.

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Students must be on Level 1 (Behavioral Scale) Students must be on Level 1 (Behavioral Scale) for at least 11 consecutive weeks before being for at least 11 consecutive weeks before being eligible for a change in placement. eligible for a change in placement.

• {Rationale: Students must be able to

{Rationale: Students must be able to demonstrate consistent academic demonstrate consistent academic participation and progress, appropriate and participation and progress, appropriate and respectful behavior/attitude towards peers respectful behavior/attitude towards peers and staff, and regular attendance for more and staff, and regular attendance for more than one marking period.} than one marking period.}

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STRIVE Mission Statement STRIVE Mission Statement

The STRIVE Program provides students with the The STRIVE Program provides students with the

• pportunity to maximum their potential in
• pportunity to maximum their potential in

developing behaviors and skills that will developing behaviors and skills that will effectively prepare them for Transition into a effectively prepare them for Transition into a “ “regular regular” ” educational setting. educational setting. STRIVE creates a motivational context for STRIVE creates a motivational context for behavior and instruction by rewarding behavior and instruction by rewarding improvement and emphasizing effort. improvement and emphasizing effort. STRIVE centers on the behavior goal of STRIVE centers on the behavior goal of “ “getting getting better better” ” versus the goal of versus the goal of “ “doing better than doing better than

• thers.
• thers.”

”

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STRIVE STRIVE

• The program is housed on the second

The program is housed on the second floor of the high school building floor of the high school building

• All instruction and supports are provided to

All instruction and supports are provided to the students on the second floor (i.e. the students on the second floor (i.e. counseling, therapies) counseling, therapies)

• Students are not allowed to leave the floor

Students are not allowed to leave the floor during the course of the day without during the course of the day without permission. permission.

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What happens when a student is not What happens when a student is not successful in the STRIVE program? successful in the STRIVE program? Where do they go? Where do they go?

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ACE ACE Academic Collaborative Education Academic Collaborative Education

• Alternative Program that services general and special

Alternative Program that services general and special education students in an inclusive environment education students in an inclusive environment

• Students who exceed the 10 day suspension offenses at

Students who exceed the 10 day suspension offenses at the high school qualify to be referred to ACE the high school qualify to be referred to ACE

• ACE placement must be for a minimum of 1 semester

ACE placement must be for a minimum of 1 semester before being consider to return back to the high school before being consider to return back to the high school (main building), C or better grades, 80% attendance, and (main building), C or better grades, 80% attendance, and no major infractions (weapons, drugs, violence) no major infractions (weapons, drugs, violence)

• Students placed at ACE for a second time must

Students placed at ACE for a second time must remain at ACE for 1 school year remain at ACE for 1 school year

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ACE Program ACE Program

• ACE Program follows the STRIVE model

ACE Program follows the STRIVE model which includes the educational goals and which includes the educational goals and the behavioral/incentive program the behavioral/incentive program

• The Assistant Principal of the STRIVE

The Assistant Principal of the STRIVE program oversees the ACE program and program oversees the ACE program and works collaboratively with the ACE works collaboratively with the ACE supervisor supervisor

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Where is ACE located? Where is ACE located?

• The program is located off site within driving

The program is located off site within driving minutes of the high school minutes of the high school

• Students can transition back and forth

Students can transition back and forth

• Students returning from out of district will

Students returning from out of district will channel there way through the ACE program; channel there way through the ACE program; however, every student however, every student’ ’s placement decision is s placement decision is

• individualized. The district has had cases of
• individualized. The district has had cases of

students who with support transitioned from out students who with support transitioned from out

• f district and go directly to the STRIVE program
• f district and go directly to the STRIVE program

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What does ACE offer? What does ACE offer?

• Provides the same course offerings mandated for

Provides the same course offerings mandated for students to graduate. students to graduate.

• ACE students are offered opportunities to attend

ACE students are offered opportunities to attend STRIVE special electives/and or activities based on their STRIVE special electives/and or activities based on their progress progress

• Students are encourage and provided support to

Students are encourage and provided support to participate in extracurricular activities participate in extracurricular activities

• Speakers are secured to expose students to career

Speakers are secured to expose students to career

• pportunities (i.e. UBS Financial Services, Ocean
• pportunities (i.e. UBS Financial Services, Ocean

County Tech/Vocational Schools) County Tech/Vocational Schools)

• Job Coaching Program

Job Coaching Program

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ACE STUDENTS ACE STUDENTS LEARNING AND WORKING TOGETHER LEARNING AND WORKING TOGETHER

• On May 22, 2006, Biology students assisted in the

On May 22, 2006, Biology students assisted in the planning and implementation of a landscaping project planning and implementation of a landscaping project around the school premises by planting a variety of around the school premises by planting a variety of species of shrubs and flowering plants. species of shrubs and flowering plants.

• From these lessons students:

From these lessons students:

• Learned how to improve existing soil conditions using

Learned how to improve existing soil conditions using mulch and fertilizers while identifying annuals, mulch and fertilizers while identifying annuals, perennials, conifers and flowering plants. perennials, conifers and flowering plants.

• Participated in the continued project maintenance and

Participated in the continued project maintenance and upkeep of the area to reinforce learning and the value of upkeep of the area to reinforce learning and the value of neighborhood and school beautification. neighborhood and school beautification.

• Participated in small group projects where they engaged

Participated in small group projects where they engaged and experienced working collaboratively with their peers, and experienced working collaboratively with their peers, teachers, and other district personnel. teachers, and other district personnel.

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Student Plans Student Plans

• All students entering or exiting any program

All students entering or exiting any program must have a specific plan which provides: must have a specific plan which provides:

• Transition with all supports and contracts in

Transition with all supports and contracts in place. place.

• Parent, CST, counselors, program

Parent, CST, counselors, program administrators, teachers, paraprofessionals and administrators, teachers, paraprofessionals and whoever will participate in the support of the whoever will participate in the support of the student is involved with the students plan IEP student is involved with the students plan IEP – – Individualized Educational Plan Individualized Educational Plan

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4. 4. Flexible Scheduling Flexible Scheduling

• Due to strict state graduation mandates students

Due to strict state graduation mandates students IEP IEP – – Individual Educational Plan is customized Individual Educational Plan is customized to the students needs (i.e. world language, to the students needs (i.e. world language, alternative state assessments SRA) alternative state assessments SRA)

• Students schedules may reflect support from all

Students schedules may reflect support from all programs ACE, STRIVE, and high school programs ACE, STRIVE, and high school

• mainstream. This may require more staff for
• mainstream. This may require more staff for

supervision of students or special transportation supervision of students or special transportation

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5. 5. Community Based Educational Community Based Educational Opportunities Opportunities

• In

In-

• house program at STRIVE:

house program at STRIVE: “ “City as a School City as a School Program Program” ” exposes students to the arts (i.e. students exposes students to the arts (i.e. students learned about the history of Jazz and attended a concert learned about the history of Jazz and attended a concert in New York City) Selected model students from the ACE in New York City) Selected model students from the ACE program participate as well program participate as well

• ACE Job coach works collaboratively with community

ACE Job coach works collaboratively with community businesses and organizations in placing students to work businesses and organizations in placing students to work after school/post education (i.e. Kimball Hospital, after school/post education (i.e. Kimball Hospital, SEARS, Lakewood Court Yard Assistive Living) SEARS, Lakewood Court Yard Assistive Living)

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PALS PALS – – Pupil Assisted Learning Service Pupil Assisted Learning Service Program Program

• Community Based Learning Program

Community Based Learning Program

• Elective Course (9

Elective Course (9th

th-

• 12

12th,

th, 5

5-

• 10 credits)

10 credits)

• Students experience how they can make a

Students experience how they can make a difference in the community difference in the community

• Learning experiences take place in large/small

Learning experiences take place in large/small businesses, universities/colleges, hospitals, businesses, universities/colleges, hospitals, elementary schools, day care, nursing homes elementary schools, day care, nursing homes… …

• Usually after school and weekend activities

Usually after school and weekend activities

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6. 6. Extra Curricular Offerings Extra Curricular Offerings

• Student are encouraged and supported to

Student are encouraged and supported to attend extra curricular activities attend extra curricular activities

• The District makes a strong effort in hiring

The District makes a strong effort in hiring teaching staff at the programs that are teaching staff at the programs that are willing/capable of instructing a sport or willing/capable of instructing a sport or after school activity after school activity

• Students attending the ACE program are

Students attending the ACE program are transported back to the high school transported back to the high school

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7. 7. Instructional Practices and Learning Instructional Practices and Learning Strategies Strategies

• High School, STRIVE, and ACE classes provides In

High School, STRIVE, and ACE classes provides In-

• class support

class support (ICS) to special education students in all core subjects includi (ICS) to special education students in all core subjects including ng World Languages (i.e. Rosetta Stone program) World Languages (i.e. Rosetta Stone program)

• A general and special education teacher are present in all ICS

A general and special education teacher are present in all ICS classrooms (i.e. co classrooms (i.e. co-

• teaching)

teaching)

• All co

All co-

• teachers in all programs have common planning time

teachers in all programs have common planning time

• Special Education teachers attend department meetings and

Special Education teachers attend department meetings and professional development with their general education peers professional development with their general education peers

• Paraprofessionals are provided intense training (i.e. data colle

Paraprofessionals are provided intense training (i.e. data collecting cting-

• FBA, shadowing a student, confidentiality, reinforcing instructi

FBA, shadowing a student, confidentiality, reinforcing instruction)

• n)
• Supervisors from regular and special education work collaborativ

Supervisors from regular and special education work collaboratively ely in developing a seamless relationship in developing a seamless relationship

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Post Graduate Preparation Post Graduate Preparation

Secondary Level Coordinator to Support Secondary Level Coordinator to Support Transition Transition DVR DVR Division of Vocational Rehabilitation Division of Vocational Rehabilitation DDD DDD Division of Developmental Disabilities Division of Developmental Disabilities

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District Initiatives District Initiatives

• Differentiated Instruction

Differentiated Instruction

• Co

Co-

• Teaching

Teaching

• Authentic Assessments (Formative and

Authentic Assessments (Formative and Summative) Summative)

• Readers and Writers Workshop

Readers and Writers Workshop

• Data Analysis

Data Analysis

• Coaching Model

Coaching Model

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Intense Training Intense Training

• Intervention and Referral Services

Intervention and Referral Services

• PBS

PBS – – Positive Behavioral Supports Positive Behavioral Supports

• Building Wide Accommodations Plan

Building Wide Accommodations Plan

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Lakewood Students Lakewood Students In Action! In Action! See Progress Live! See Progress Live!

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STRIVE STUDENT J.C. STRIVE STUDENT J.C. “ “trespassing, insubordinate/inappropriate behavior, cutting trespassing, insubordinate/inappropriate behavior, cutting” ”

• Lakewood student from elementary age

Lakewood student from elementary age

• Middle school attended self

Middle school attended self-

• contained behavioral program.

contained behavioral program. Excessive behaviors, multiple suspensions, failing grades. Chan Excessive behaviors, multiple suspensions, failing grades. Change ge

• f program did not alleviate issues.
• f program did not alleviate issues.
• ACE program placement as of freshman year High School

ACE program placement as of freshman year High School

• Freshman year successful. Parent pleased and wishes student to

Freshman year successful. Parent pleased and wishes student to remain at ACE. remain at ACE.

• Sophomore year more of a struggle. Failing grades and excessiv

Sophomore year more of a struggle. Failing grades and excessive e

• absences. Student declines offer to go to STRIVE. Incentive
• absences. Student declines offer to go to STRIVE. Incentive

tutoring and baseball team. tutoring and baseball team.

• Junior year somewhat successful with extra supports.

Junior year somewhat successful with extra supports.

• Senior year has started with same behaviors and absences.

Senior year has started with same behaviors and absences. Student wants to go to college on a baseball scholarship. Suppo Student wants to go to college on a baseball scholarship. Supports rts a baby. a baby.

• Have connected student with DVR.

Have connected student with DVR.

• Set to graduate June 2008

Set to graduate June 2008

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STRIVE STUDENT L.Z. STRIVE STUDENT L.Z.

• Lakewood student classified for academic reasons.

Lakewood student classified for academic reasons.

• Student struggled through middle school. Parent did not want

Student struggled through middle school. Parent did not want classification and refused self classification and refused self-

• contained or RPO classes. Excessive

contained or RPO classes. Excessive absences absences

• Student struggled through freshman year again due to parent

Student struggled through freshman year again due to parent’ ’s s refusal to change program. Excessive absences. refusal to change program. Excessive absences.

• Student moved sophomore year to ACE program after manifestation

Student moved sophomore year to ACE program after manifestation meeting. meeting.

• Student so successful that parent refuses offers to return stude

Student so successful that parent refuses offers to return student to nt to High School and/or STRIVE program High School and/or STRIVE program

• Student mentored in the after school art program at one of the l

Student mentored in the after school art program at one of the local

• cal

elementary schools elementary schools

• Student met with DVR representation. Seeking vocational school

Student met with DVR representation. Seeking vocational school for for auto mechanics auto mechanics

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STRIVE STUDENT L.D. STRIVE STUDENT L.D.

• Attending alternate program as a regular student. Upon classifi

Attending alternate program as a regular student. Upon classification cation moved back to the middle school moved back to the middle school

• Due to student

Due to student’ ’s persistent and violent behaviors, placed in an out of district s persistent and violent behaviors, placed in an out of district school school

• Student was terminated after two months due to attendance and be

Student was terminated after two months due to attendance and behaviors haviors Remainder of year on home instruction Remainder of year on home instruction

• Student involved with JJC and DYFS (due to home situation)

Student involved with JJC and DYFS (due to home situation)

• Freshman year of High School started at STRIVE program. Attenda

Freshman year of High School started at STRIVE program. Attendance nce good, grades excellent. Still behavioral issues; however, impro good, grades excellent. Still behavioral issues; however, improving, moved ving, moved to ACE program for remainder of year to ACE program for remainder of year

• Sophomore year back in STRIVE and did very well academically.

Sophomore year back in STRIVE and did very well academically. Attendance good. Due to Attendance good. Due to pregnancy pregnancy student finished year on home student finished year on home instruction instruction

• Junior year student in STRIVE. Some behavioral issues. Student

Junior year student in STRIVE. Some behavioral issues. Student wants a wants a chance at RPO/ICS setting. Is successful for the 4th marking pe chance at RPO/ICS setting. Is successful for the 4th marking period riod

• Student remains in ICS setting for her senior year

Student remains in ICS setting for her senior year

• Set to graduate June 2008

Set to graduate June 2008

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STRIVE STUDENT D.B. STRIVE STUDENT D.B. “ “ insubordinate/inappropriate behaviors, cutting, failing insubordinate/inappropriate behaviors, cutting, failing” ” “ “Threatening to blow up School! Threatening to blow up School!” ”

• Transferred from another school district on 1/11/05 (self

Transferred from another school district on 1/11/05 (self-

• contained BD program)

contained BD program)

• Middle School: 5/24/05 Manifestation meeting held

Middle School: 5/24/05 Manifestation meeting held – – parent did not show parent did not show

• 6/2/05 follow up meeting with parent. Classification changed to

6/2/05 follow up meeting with parent. Classification changed to “ “ED ED” ” – – intermittent intermittent explosive disorder. Parent agreed to STRIVE placement for fresh explosive disorder. Parent agreed to STRIVE placement for freshman year. man year.

• Grade 9 STRIVE 2005

Grade 9 STRIVE 2005-

• 06

06

• Manifestation meeting on 5/11/06. 10 days for insubordinate beh

Manifestation meeting on 5/11/06. 10 days for insubordinate behavior. Cumulated 7

• avior. Cumulated 7

pages of discipline reports. pages of discipline reports.

• Home instruction beginning 5/15/06

Home instruction beginning 5/15/06 – – terminated on 5/26/06 and returned to school. terminated on 5/26/06 and returned to school.

• Grade 10 STRIVE 2006

Grade 10 STRIVE 2006-

• 07

07

• Manifestation meeting 11/13/06. Ten days for threatening to blo

Manifestation meeting 11/13/06. Ten days for threatening to blow building up. w building up. Charges were filed. Signed a contract no more profanity or thre Charges were filed. Signed a contract no more profanity or threats or going to ACE ats or going to ACE program. program.

• Grade 11 STRIVE 2007

Grade 11 STRIVE 2007-

• 08, Grades averaged between a C and B (3yrs)

08, Grades averaged between a C and B (3yrs)

• Tried out for football team, grades and behavior have improved

Tried out for football team, grades and behavior have improved

• Presently is doing well and

Presently is doing well and “ “on the road to graduation in 2009

• n the road to graduation in 2009”

”

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Lakewood End of Year Report Lakewood End of Year Report 2007 2007

• Total of 250 graduates

Total of 250 graduates 46 of 48 special education seniors graduated 46 of 48 special education seniors graduated

• 6 students graduated from the ACE program

6 students graduated from the ACE program

• 5 students graduated from the STRIVE program

5 students graduated from the STRIVE program

• 3 students enrolled in out

3 students enrolled in out-

• of district programs
• f district programs

graduated graduated

• 1 student from the Autistic program graduated

1 student from the Autistic program graduated

• 1 student from the Multiply Disabled programs

1 student from the Multiply Disabled programs graduated graduated

• 8 In

8 In-

• Class Support students graduated

Class Support students graduated

• 22 Resource Room students graduated

22 Resource Room students graduated

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28 of the 46 Special Education 28 of the 46 Special Education Graduates Graduates

• 10 classified students will be attending

10 classified students will be attending vocational programming vocational programming

• 6 classified students will be attending

6 classified students will be attending colleges programs colleges programs

• 12 classified students had

12 classified students had “ “solid solid” ” employment opportunities employment opportunities A As of June 2007 s of June 2007

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Lakewood School District Lakewood School District Michael I.Inzelbuch Esq., Board of Attorney Michael I.Inzelbuch Esq., Board of Attorney Yvette Cucuro, Special Education Supervisor Yvette Cucuro, Special Education Supervisor ycucuro@piners.org ycucuro@piners.org 732 732-

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