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Lakewood School District N.J.

Least Restrictive EnvironmentLeast Restrictive EnvironmentReturning Students to Returning Students to

InIn--District Supportive Programs That Increase District Supportive Programs That Increase Graduation RatesGraduation Rates

Presenters:Presenters:Michael I.Inzelbuch, Esq. Michael I.Inzelbuch, Esq. –– Board AttorneyBoard Attorney

Yvette Cucuro Yvette Cucuro –– Special Education SupervisorSpecial Education Supervisor

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Lakewood New JerseyLakewood New JerseyIs the Is the onlyonly urban district located within Ocean urban district located within Ocean CountyCountyTownship 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 lunches75% 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 auditsNumerous states auditsCorrective Action Plan issued by the State in 2000 Corrective Action Plan issued by the State in 2000 spanning the gamut of special education (By 2006spanning 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 allegedalleged disparate disparate treatment of classified students)treatment of classified students)

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To increase student attendance, programming To increase student attendance, programming opportunities and increase graduation rates from 2003 opportunities and increase graduation rates from 2003

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

1. 1. innovative programminginnovative programming2.2. focus on effective parent/guardian focus on effective parent/guardian

engagementengagement3.3. progressive disciplineprogressive discipline4.4. flexible schedulingflexible scheduling5.5. community based educational opportunitiescommunity based educational opportunities6.6. extra curricular offeringsextra curricular offerings7.7. the use of instructional practices and the use of instructional practices and

learning strategies.learning strategies.

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1. 1. Innovative ProgramsInnovative Programs

STRIVESTRIVESpecial Education Program for Behavioral Special Education Program for Behavioral

Challenging Students for high school students Challenging Students for high school students (7(7thth –– 1212thth))

ACEACESecondary Level (7Secondary Level (7thth --1212thth) Alternative Program for ) Alternative Program for

Regular and Special Education StudentsRegular and Special Education Students

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Special Grant ProgramsSpecial Grant Programs

LRE Grant: Local Capacity Building and LRE Grant: Local Capacity Building and Improvement Project for Special EducationImprovement Project for Special EducationLeast Restrictive Environment (2002Least 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) GovernorGovernor’’s Grant: s Grant: ““Enhancing and Enhancing and Expanding InExpanding In--District Program Options For District Program Options For Students with DisabilitiesStudents with Disabilities”” ($450,000)($450,000)

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2.2. Focusing on Effective Focusing on Effective Parent/Guardian EngagementParent/Guardian Engagement

Reaching out to Parents!Reaching out to Parents!

Bus AidesBus AidesPhone ContactPhone Contact–– Teacher/AdministrationTeacher/Administration

Mail Mail -- Regular/certifiedRegular/certifiedHome Visits Home Visits –– during day, night, and during day, night, and

weekendsweekends

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2.2. Focusing on Effective Focusing on Effective Parent/Guardian EngagementParent/Guardian Engagement

Yearly picnic Yearly picnic ““Family StyleFamily Style””Beautification of The ACE Program GroundsBeautification of The ACE Program Grounds

CST Special Graduation DinnerCST Special Graduation DinnerAll Meetings All Meetings

(IEP, Intervention Planning, Manifestation)(IEP, Intervention Planning, Manifestation)

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3.3. Progressive Discipline: ConsistencyProgressive Discipline: Consistency

Program Wide Behavioral SystemProgram Wide Behavioral SystemStudents work up points to reach specific levels Students work up points to reach specific levels of success for specific Rewards and Incentives of success for specific Rewards and Incentives

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

outside of the Lakewood Community)outside of the Lakewood Community)

Points used to purchase at School Store Points used to purchase at School Store operated by Model STRIVE studentsoperated by Model STRIVE students

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FOLLOW DIRECTIONSREMAIN ON TASK

OBTAIN PASS, ESCORT, OR PERMISSION BEFORE LEAVING ROOM

USE APPROPRIATE LANGUAGE

RESPECT OTHERSRESPECT SCHOOL AND PERSONAL PROPERTY

BE ON TIMENO CELL PHONE USE IN CLASS

NO HEAD PHONE USE DURING LESSONMUST 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 earnednumber of points not being earned

Following directionsFollowing directions2 points not earned. If behavior continues, all behavioral 2 points not earned. If behavior continues, all behavioral points will not be earnedpoints 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 refusesthe student refuses……LEVEL DROPLEVEL DROP

Remain on TaskRemain on Task2 points not earned, if behavior continues2 points not earned, if behavior continues--all behavioral all behavioral points will not be earnedpoints will not be earned

Obtain pass/escort to leave roomObtain pass/escort to leave roomIf this is not done, LEVEL DROPIf this is not done, LEVEL DROP

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ContCont……Infraction resultInfraction result

Use Appropriate LanguageUse Appropriate LanguageCursing: 3 points not earned after warningCursing: 3 points not earned after warningCursing or Derogatory remarks made at staff: LEVEL Cursing or Derogatory remarks made at staff: LEVEL DROPDROPInappropriate conversational topics: 3 points not earned Inappropriate conversational topics: 3 points not earned after warningafter warning

Disruptive BehaviorsDisruptive BehaviorsThrowing items, unnecessary noises, banging on walls Throwing items, unnecessary noises, banging on walls or desks, hand gestures, bothering others, out of seat or 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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ContCont……Infraction resultInfraction result

HANDS ON BEHAVIOR/FIGHTINGHANDS ON BEHAVIOR/FIGHTING: : LEVEL DROPLEVEL DROPTHREATSTHREATS: LEVEL DROP: LEVEL DROPDESTRUCTION OF STAFF/SCHOOL DESTRUCTION OF STAFF/SCHOOL PROPERTYPROPERTY: LEVEL DROP: LEVEL DROPREFUSING TO LEAVE THE ROOM WHEN REFUSING TO LEAVE THE ROOM WHEN ASKED TO DO SO: ASKED TO DO SO: LEVEL DROPLEVEL DROPMISSING BUS FOR DISMISSAL (WITHOUT MISSING BUS FOR DISMISSAL (WITHOUT PERMISSION): PERMISSION): LEVEL DROPLEVEL DROP

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ContCont……Infraction resultInfraction 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 MeetingSuspension and a Manifestation Meeting

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

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Transition and SupportTransition and Support

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Assessment and PlacementAssessment 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 MeetingManifestation 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 order for a student to be placed in the order 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 ““severesevere”” 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/TruancyCutting/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 studentWhen can a student’’s placement from the s placement from the STRIVE ProgramSTRIVE Program

be changed and returned to LHSbe changed and returned to LHS’’s s inin--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 StatementSTRIVE Mission StatementThe STRIVE Program provides students with the The STRIVE Program provides students with the

opportunity to maximum their potential in opportunity 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 ““regularregular”” 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 betterbetter”” versus the goal of versus the goal of ““doing better than doing better than others.others.””

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STRIVESTRIVE

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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ACEACEAcademic Collaborative Education Academic Collaborative Education

Alternative Program that services general and special Alternative Program that services general and special education students in an inclusive environmenteducation students in an inclusive environmentStudents 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 yearremain at ACE for 1 school year

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ACE ProgramACE 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 supervisorsupervisor

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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 schoolminutes of the high schoolStudents can transition back and forthStudents can transition back and forthStudents 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 studenthowever, 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 of district and go directly to the STRIVE programof 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 progressprogressStudents 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 opportunities (i.e. UBS Financial Services, Ocean opportunities (i.e. UBS Financial Services, Ocean County Tech/Vocational Schools)County Tech/Vocational Schools)Job Coaching ProgramJob Coaching Program

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ACE STUDENTSACE STUDENTSLEARNING AND WORKING TOGETHERLEARNING 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 PlansStudent 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 PlanIndividualized Educational Plan

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4.4. Flexible SchedulingFlexible 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 transportationsupervision of students or special transportation

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5.5. Community Based Educational Community Based Educational OpportunitiesOpportunities

InIn--house program at STRIVE: house program at STRIVE: ““City as a School City as a School ProgramProgram”” 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 wellprogram 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 ProgramProgram

Community Based Learning Program Community Based Learning Program Elective Course (9Elective Course (9thth--1212th, th, 55--10 credits)10 credits)Students experience how they can make a Students experience how they can make a difference in the communitydifference in the communityLearning 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 homeselementary schools, day care, nursing homes……Usually after school and weekend activitiesUsually after school and weekend activities

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6.6. Extra Curricular OfferingsExtra Curricular Offerings

Student are encouraged and supported to Student are encouraged and supported to attend extra curricular activitiesattend extra curricular activitiesThe 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 activityafter school activityStudents 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 StrategiesStrategies

High School, STRIVE, and ACE classes provides InHigh 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. coclassrooms (i.e. co--teaching)teaching)All coAll co--teachers in all programs have common planning timeteachers 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 peersprofessional development with their general education peers

Paraprofessionals are provided intense training (i.e. data colleParaprofessionals are provided intense training (i.e. data collectingcting--FBA, shadowing a student, confidentiality, reinforcing instructiFBA, shadowing a student, confidentiality, reinforcing instruction)on)

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

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Post Graduate PreparationPost Graduate Preparation

Secondary Level Coordinator to Support Secondary Level Coordinator to Support TransitionTransition

DVR DVR Division of Vocational RehabilitationDivision of Vocational Rehabilitation

DDDDDDDivision of Developmental Disabilities Division of Developmental Disabilities

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District InitiativesDistrict Initiatives

Differentiated InstructionDifferentiated InstructionCoCo--TeachingTeachingAuthentic Assessments (Formative and Authentic Assessments (Formative and Summative)Summative)Readers and Writers WorkshopReaders and Writers WorkshopData AnalysisData AnalysisCoaching ModelCoaching Model

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Intense TrainingIntense Training

Intervention and Referral ServicesIntervention and Referral Services

PBS PBS –– Positive Behavioral SupportsPositive Behavioral Supports

Building Wide Accommodations PlanBuilding 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, cuttingtrespassing, insubordinate/inappropriate behavior, cutting””

Lakewood student from elementary ageLakewood student from elementary ageMiddle school attended selfMiddle school attended self--contained behavioral program. contained behavioral program. Excessive behaviors, multiple suspensions, failing grades. ChanExcessive behaviors, multiple suspensions, failing grades. Change ge of program did not alleviate issues.of program did not alleviate issues.ACE program placement as of freshman year High SchoolACE program placement as of freshman year High SchoolFreshman 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 excessivSophomore 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. SuppoStudent 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 2008Set 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 selfclassification and refused self--contained or RPO classes. Excessive contained or RPO classes. Excessive absencesabsencesStudent struggled through freshman year again due to parentStudent 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 studeStudent so successful that parent refuses offers to return student to nt to High School and/or STRIVE programHigh School and/or STRIVE programStudent mentored in the after school art program at one of the lStudent mentored in the after school art program at one of the local ocal elementary schoolselementary schoolsStudent met with DVR representation. Seeking vocational school Student met with DVR representation. Seeking vocational school for for auto mechanicsauto mechanics

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

Attending alternate program as a regular student. Upon classifiAttending alternate program as a regular student. Upon classification cation moved back to the middle schoolmoved back to the middle schoolDue to studentDue to student’’s persistent and violent behaviors, placed in an out of districts persistent and violent behaviors, placed in an out of districtschoolschoolStudent was terminated after two months due to attendance and beStudent was terminated after two months due to attendance and behaviors haviors Remainder of year on home instructionRemainder of year on home instructionStudent 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. AttendaFreshman year of High School started at STRIVE program. Attendance nce good, grades excellent. Still behavioral issues; however, improgood, grades excellent. Still behavioral issues; however, improving, moved ving, moved to ACE program for remainder of yearto ACE program for remainder of yearSophomore 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 instructioninstructionJunior year student in STRIVE. Some behavioral issues. StudentJunior year student in STRIVE. Some behavioral issues. Student wants a wants a chance at RPO/ICS setting. Is successful for the 4th marking pechance at RPO/ICS setting. Is successful for the 4th marking periodriodStudent remains in ICS setting for her senior year Student remains in ICS setting for her senior year Set to graduate June 2008Set to graduate June 2008

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STRIVE STUDENT D.B.STRIVE STUDENT D.B.““ insubordinate/inappropriate behaviors, cutting, failinginsubordinate/inappropriate behaviors, cutting, failing””

““Threatening to blow up School!Threatening to blow up School!””

Transferred from another school district on 1/11/05 (selfTransferred 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 showparent did not show6/2/05 follow up meeting with parent. Classification changed to6/2/05 follow up meeting with parent. Classification changed to ““EDED”” –– intermittent intermittent explosive disorder. Parent agreed to STRIVE placement for freshexplosive disorder. Parent agreed to STRIVE placement for freshman year.man year.Grade 9 STRIVE 2005Grade 9 STRIVE 2005--0606Manifestation meeting on 5/11/06. 10 days for insubordinate behManifestation 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 2006Grade 10 STRIVE 2006--07 07 Manifestation meeting 11/13/06. Ten days for threatening to bloManifestation 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 threCharges were filed. Signed a contract no more profanity or threats or going to ACE ats or going to ACE program.program.Grade 11 STRIVE 2007Grade 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 improvedTried out for football team, grades and behavior have improvedPresently is doing well and Presently is doing well and ““on the road to graduation in 2009on the road to graduation in 2009””

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Lakewood End of Year Report Lakewood End of Year Report 20072007

Total of 250 graduates Total of 250 graduates 46 of 48 special education seniors graduated46 of 48 special education seniors graduated

-- 6 students graduated from the ACE program6 students graduated from the ACE program-- 5 students graduated from the STRIVE program5 students graduated from the STRIVE program-- 3 students enrolled in out3 students enrolled in out--of district programs of district programs

graduatedgraduated-- 1 student from the Autistic program graduated1 student from the Autistic program graduated-- 1 student from the Multiply Disabled programs 1 student from the Multiply Disabled programs

graduatedgraduated-- 8 In8 In--Class Support students graduatedClass Support students graduated-- 22 Resource Room students graduated22 Resource Room students graduated

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28 of the 46 Special Education 28 of the 46 Special Education GraduatesGraduates

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 ““solidsolid””employment opportunities employment opportunities

AAs of June 2007s of June 2007

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Lakewood School District Lakewood School District Michael I.Inzelbuch Esq., Board of AttorneyMichael I.Inzelbuch Esq., Board of Attorney

Yvette Cucuro, Special Education SupervisorYvette Cucuro, Special Education Supervisorycucuro@piners.orgycucuro@piners.org

732732--905905--35413541