January 2013

January 31, 2013 - 7:00 P.M

LENAPE REGIONAL HIGH SCHOOL DISTRICT
TRANSITION TO HIGH SCHOOL TIMELINE
December
January
The Director of Special Services receives student lists from the sending Districts.
Classified 8 th
graders and their parents are invited to a group informational meeting held in the evening at Seneca. There is a presentation to review high school programming, special education services and graduation requirements.
March/April Individual Transition/Annual Review meetings are held for each classified 8 th grade student in their respective middle school. A draft of the 9 th
grade IEP is developed, and course selections are reviewed.
July 1 st Students officially become the responsibility of the Lenape Regional High School
District. Cumulative student records are transferred from the sending schools.
July/August Following State reporting of NJ ASK 8, the high school test coordinator is required to add Algebra Support Lab to student schedules if the minimum basic proficiency
(score: 200) has not been met on the Math section. Parents will receive a letter in
August with schedule adjustments that differ from the courses determined at the transition meeting.
The finalized 9 th
grade IEP is mailed home with a letter introducing the case manager, as well as information about the Freshman Festive/Picnic. Freshman
Orientation and tours are available throughout the summer.
SPECIAL EDUCATION PROGRAMS
Seneca High School addresses the needs of all classified students through various support programs and services as determined by New Jersey State law. When a student is considered eligible for special education, a program is designed to address these areas of need. The student’s placement in his or her program is based on his or her performance in the various subject areas, as well as standardized test scores, observations, and parent, student, and teacher input.
SUPPORTED STUDY CLASSES
Individual Studies:
These courses are designed to empower students with study skills and success strategies for use within all of their other high school classes, as well as the post-secondary setting. Instructional topics include organization, listening, note-taking, vocabulary, studying, test-taking, conducting research, and decisionmaking. Activities related to transition, self-advocacy, exploring learning preferences and personality characteristics, becoming aware of personal strengths and needs, and developing short- and long-term goals are also included. The Individual Studies teacher will monitor student progress in other classes and will communicate with parents regarding academic progress and/or difficulties. Related curriculum provides each student with an opportunity to earn five credits.
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Support classes:
These courses assist the student in developing transition and self-advocacy skills through several activities related to improving study skills, organization and time-management; exploring learning preferences and personality characteristics; becoming aware of personal strengths and needs; and developing short- and long-term goals. The support teacher will monitor student progress in other classes and will communicate with parents regarding academic progress and/or difficulties. This teacher will also provide assistance with other class assignments. Students do not earn credit for this class.
In-Class Support Program:
In-class support is offered in some subjects required for graduation. A regular education teacher and a special education teacher work together in these mainstream classes.
Resource Room/Pull-Out Replacement Program:
When a student requires placement in a departmentalized resource center/replacement instruction class, he or she can receive required core courses that he or she needs to take in order to graduate. Pull-out replacement occurs in English, Math, Health, Science and History. These classes are taught by special education teachers and include only special education students.
Program for Students with Multiple Disabilities:
This program consists of all the core academic subjects individualized for each student, and courses in
Vocational Exploration and Pre-Vocational Skills. Occupational Therapy and Physical Therapy,
Individual and Group Speech/Language Therapy, Group Counseling/Social Skills, and Adaptive Physical
Education are also provided as specified in the student’s IEP. Additional support is provided by teaching assistants. Mainstreaming is considered on an individual basis.
Program for Students with Behavioral and Emotional Issues:
This self-contained placement is for those students who require a more concentrated program encompassing behavioral management, as well as individualized instruction. Mainstreaming is considered on an individual basis. Additional support is provided by a teaching assistant. Group counseling is also incorporated into the program.
Sequoia Alternative Program:
Sequoia Alternative High School program is available for those students requiring a highly structured environment involving intense academic remediation and instruction, interactive discipline and counseling, and varied opportunities for social and emotional development. A case manager from the
Child Study Team and/or mentor will continue to work with the student, parent(s), and teachers.
Out-of-District Placements:
Out-of-district placements are for those students who need more intensive services than the high schools can provide. When necessary, students are placed in public or private education settings.

Summer Enrichment ESY Program
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This program is designed to enhance individual functioning in reading, writing, math, social studies and science. The purpose is to foster academic self-confidence and/or enrich the skills of students frustrated with low achievement. The program is for classified students recommended by the IEP team.
Social/Recreation Program
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During the school year there is an after school program held at Shawnee
High School twice a week. All classified students are eligible to attend this program. A variety of activities are provided to enhance social and vocational development. Transportation is provided from the students' school to the program and home.
Counseling Groups
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School counselors also have groups dealing with issues such as grieving, family problems, substance abuse and sexual trauma.
Intervention and Referral Services (I&RS)
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It is a team of professionals designed to assist students who are experiencing learning, behavior or health difficulties and to assist staff who have difficulties in addressing these particular needs. The team of professionals can include but is not limited to General
Education Teachers, Special Education Teachers, CST Representative, and the School Nurse. Teachers and Staff are able to make referrals to the I&RS team any time throughout the school year.
Adapted Physical Education
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There are specially developed Physical Education programs for students who have difficulty with the regular curriculum.
Speech/Language Therapy
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Students who have been identified as needing this service will meet with the speech-language specialist as prescribed by their IEP.
Occupational or Physical Therapy
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Students who have been identified as needing this service will meet with the occupational or physical therapist as prescribed by their IEP.
Child Study Team
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Each student is assigned an in-house Child Study Team case manager. The case manager is a parent contact person, as well as a day-to-day resource for students and teachers.
POSES - Parents of Special Education Students
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Provides guest speakers and information on relevant educational topics. Information regarding POSES can be found on the District website www.lrhsd.org
under the Special Services tab.
POSES – Parent Advisory Group (aka POSES PAG) – Meetings are held quarterly at Seneca High
School. This group provides parents, guardians and caregivers the opportunity to share input regarding special education programs and services as well as facilitate communication among the District’s stakeholders. Please contact Jennifer Vasconcelos, School Social Worker 609-268-4600, Ext. 6684, for more information.
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LEVELS OF INSTRUCTION
Honors Instruction designed to provide the highly-motivated and self-disciplined student with an opportunity to pursue subjects in an intensely challenging academic environment.
Admission is based on teacher recommendation and students are required to have a final year-end grade of A in predictor courses.
Accelerated Instruction designed to provide students with a rigorous college prep program presented at a rapid pace. A high degree of independent academic competency is required.
College Prep Instruction designed to provide students with a moderately-paced college prep program. A reasonable degree of independent academic competency is required.
Basic Instruction reinforces and builds upon basic skills. A moderate degree of independent academic competency will be fostered.
Pull-Out Replacement Instruction that is designed to meet the individual needs of classified students as identified through specialized IEP goals and objectives. Instruction may not cover the full range of NJ Core Curriculum Content Standards and may warrant appropriate exemptions.
Increasing academic competency and independence is a primary objective.
Adapted Instruction Determined by the IEP team, this is highly specialized instruction that requires significant curricular adaptations to the scope, assessments, and/or grading for the course, and is further reflected on the transcript.
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GRADUATION REQUIREMENTS
Most educationally classified students at Seneca High School are expected to meet the following curriculum requirements:
4 years of English
3 years of Math
3 years of Science
2 years of US History
1 year of World Cultures
1 year of Visual/Practical/Performing Arts
2 years of World Language
4 years of Health/Physical Education
1 year Career, Family, Consumer Science or Vocational Technical Education
1 year Financial Literacy
In order to qualify for a state-endorsed diploma, a student must have completed the selected program of study appropriate to his/her needs and abilities and must have earned a minimum of 130 credits, which include the required subjects listed in the chart above, unless the student’s IEP states otherwise. Students must successfully pass and/or complete the New Jersey High School proficiency assessment in grade 11.
Unless the student’s IEP states otherwise, each student will be held responsible for the District’s
Attendance Policy, Credit Hour Requirement, and Discipline Policy
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CURRICULUM

PULL-OUT REPLACEMENT COURSE OFFERINGS:
English 1, 2, 3, 4
Math 1, 2, 3, 4
Health 1, 2, 3, 4
Earth Science
Biology
U.S. History I
U.S. History II
World Cultures
Individual Studies I
Individual Studies II
Individual Studies III
Individual Studies I - (Study Skills)
1.
Organization Skills
2.
Textbook Reference Skills
3.
Listening and Following Directions
4.
Note-taking
5.
Outlining/Mapping
6.
Social and Behavioral Development
7.
Test-taking
8.
Vocabulary Development
Individual Studies II - (Career Exploration)
1.
Personal Goal-setting - Advocacy Skills and Self-Awareness
2.
Career Exploration
3.
Documents for Employment
4.
Essential Communication Skills
5.
Independent Living
6.
Social and Interpersonal Skills
Individual Studies III (Advanced) - (11th-12th grade only)
1.
Personal Learning Style
2.
Self-Advocacy
3.
Setting Goals/Time Management
4.
Textbook-Highlighting
5.
Test-taking
6.
Planning for post high school years.
7.
Interpersonal Communication
8.
Writing Skill
Support 9/10
1.
Non-curricular based support (no credit)
Support 11/12
1.
Non-curricular based support (no credit)
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OPTION TWO PROGRAM
The Lenape Regional High School District will provide a superior education by utilizing multiple and diverse paths to success for all children. Students will be able to explore educational experiences that are meaningful and relevant, and that provide opportunities to explore and achieve at high levels.
N.J.A.C.6A:8-5.1(a)1ii, commonly known as "Option Two", permits district boards of education to establish curricular activities or programs aimed at achieving the New Jersey Core Curriculum Content
Standards for promotion and graduation purposes. Option Two serves as an alternative to traditional high school courses.
Option Two programs will allow students to obtain credit for learning experiences outside of the traditional classroom environment. These experiences provide real-world connections not available in the school setting.
Students may be permitted an early release from the school day in order to participate in some of the approved Option Two programs.
The following programs are available to the students of the Lenape Regional High School District as alternative means in obtaining the necessary credit for graduation:
1.
College Courses
2.
Internet Courses
3.
Work/Internship
4.
Community Service
5.
Proof of Proficiency
6.
Summer School for Original Credit
7.
Tutoring for Original Credit
8.
Credit for courses completed prior to grade nine
9.
Independent study
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ROLE OF THE CASE MANAGER
The Child Study Team Case Manager:
1.
Participates in the transition of 8 th
grade students into high school.
2.
Serves as a liaison between the student, family, and school staff to implement the goals of the IEP.
3.
Works cooperatively with all members of the school staff to implement the goals of the IEP.
4.
Monitors interim reports, report cards, discipline records, and standardized test scores to ensure appropriate program placement.
5.
Coordinates the reevaluation process and development of the IEP.
6.
Works cooperatively with student, family, guidance and other professionals to plan post-secondary education/career training.
SUPPORT SERVICES THROUGH COUNSELING CENTER
The following services can assist students with their transition from middle school to high school. These support services may be available to students throughout their years at Seneca High School:
After-school help sessions with curriculum area teacher
Contact with the guidance counselor
Contact with substance abuse counselor
Support groups which may be available:
Adolescent issues
Anger management
Children of divorce
Children of substance abusers
Death and grieving
Family issues
Female issues
Recovery group
Self-esteem
Social skills
Mediation/conflict resolution
Parent education presentations
Parents of Special Education Students (POSES)
Peer tutoring
Special Education counseling group (referrals through the CST)
Weekly progress reports
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TELEPHONE DIRECTORY
(Telephone numbers that may be of assistance)
Deborah Ciapanna 609-268-2000, ext. 5519
Director of Special Services
SENECA HIGH SCHOOL ADMINISTRATION
110 CARRANZA ROAD
TABERNACLE, NJ 08088
(609) 268-4600
Mr. Jeffrey Spector
Principal ext. 6690
Mrs. Patricia LaBouff ext. 6680
Assistant Principal
Supervisor - Student Personnel Services,
Mr. John Bowden
Mr. David Maier
Assistant Principal
Assistant Principal
Supervisor - Math, Science ext. 6670
Supervisor - English, World Languages,
Music, Media Center ext. 6640
Humanities, Art, Family and Consumer
Science
Mr. Bradley Bauer ext. 6630
Assistant Principal/Athletic Director
Supervisor - Athletics and Activities,
Physical Education and Health, Student
Health Office
Mr. William Cornell
Assistant Principal ext. 6650
Supervisor - Business, Special Education,
Technology
Mrs. Susan Ficco
School Psychologist
SENECA CHILD STUDY TEAM ext. 6688
Mrs. Celeste Wilden ext. 6689
Learning Disabilities Teacher Consultant
Mrs. Jennifer Vasconcelos
Mrs. Pat Ellis
Secretary ext. 6684
School Social Worker, Seneca CST Chair ext. 6682
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