About

                                                                                                                                    Mission Statement

Juvenile Continuing Education Program will provide a safe and caring environment where students with educational and social exceptionalities can develop the best skills and characters necessary to rejoin their communities with success.

 

                                                                                                                                     Daily Vision

Students participating in the program, follow the programs expectations including:

J- Just Accept responsibility for your actions
C- Communicate your needs positively
E- Engage in giving respect with honesty
P- Prepare for learning everyday

 

                                                                                                                                  Program Overview:

    Juvenile Continuing Education Program (JCEP) is designed as an alternative to the regular educational program for school aged students. The primary goal is to provide an education for students for whom removal from the home school is deemed the least restrictive environment. It also provides social skills instruction designed to correct the behaviors that resulted in the student’s removal. The students remain in the program for 12 weeks, or longer or as per the student’s IEP, if they have not exhibited progress on the behavior management system. The focal point of the program is the academic component with a social skills curriculum that is integrated into a behavioral management system. These elements are carried out in a highly structured classroom situation with teachers, social workers, interventionists, school resource officers, and teacher aids. 

    Academic instruction will be primarily individualized with academic lessons planned by the home school teacher(s). Students will have access to the general curriculum in JCEP. The JCEP teachers may utilize varied material when it appears that a student is not working on grade level, as part of the remediation process. The JCEP teachers may also supplement academic work as needed. The teachers assure that 504 modifications are utilized as per accommodation plans sent by the home school. Likewise, the special education teacher assures that the IEP is addressed and that progress reports are sent home as required. The special education aide assists those students who require extra attention as assigned by the teacher. The social worker will address basic social skills in a planned curriculum in daily group sessions. An instructional format with opportunity for role playing, modeling, homework, and intensive feedback will be utilized. Skills usage will be reinforced throughout the day by all personnel. 

     A class-wide behavior plan which includes behaviors, privileges, and consequences is clearly stated, posted, and implemented. In addition, each student will have targeted behavior skills improvement objectives. Progress toward the accomplishment of these objectives will be clearly documented by the JCEP teachers. Students will be referred to SMPSBHC for counseling needs. JCEP is also designed as an alternative to the regular education program for students aged 6 to 11. It is a short-term cognitive behavior management program for those students with behavior problems who are unable to benefit from an instructional social skills program on their home school campus. The students remain in the program for 12 weeks or longer or as per the student’s IEP, if they have not exhibited progress on the behavior management system. School personnel need to be aware of ways of accessing support for all students with behavioral problems on their campus. When a student with a behavior problem is identified, the first step is always building level classroom intervention. Teachers use their own classroom management plan following school procedure in terms of parent-teacher conferences, referral to principal, etc. Students who are identified as 1508 need a thorough IEP review, which includes conducting a functional behavioral assessment and implementing an individualized behavior management plan. Students who are not identified as 1508 will be referred to the school’s SBLC for review of possible interventions, which may include prompt referral for support services from school social workers, school psychologists, counselors, or School-Based Health Center personnel. Referral to outside agencies as needed may be considered. 

    As good practice, developing rapport with parents in meeting the social and academic needs of the students is key. If the documented “best efforts” of the IEP or SBLC team for identified disabled students do not bring about improvement in a student’s behavior problem, the committee may determine that placement in JCEP would be the least restrictive environment for the student. This would be done only after a 6 weeks implementation period of the behavior plan proposed by same committee. A meeting of the IEP or School Building Level Committees is to be conducted and a determination may be made at that time for placement in JCEP, with the Superintendent’s approval. Once determination is made that JCEP is a viable alternative, the JCEP Coordinator or the Supervisor of Child Welfare and Attendance is contacted for 504 students and the Supervisor of Special Education and the Supervisor of Child Welfare and Attendance is contacted for identified 1508 students. Notification of pending Placement is faxed to the JCEP Administrator, who schedules the intake. Students who commit an offense or pattern of serious offenses serious enough to warrant expulsion from school become immediately eligible for entry into JCEP. In such an instance, the student may be sent to JCEP in lieu of an expulsion. 

   The classroom program includes academics and a social skills curriculum, all integrated into a comprehensive behavior management system. These elements are carried out in a classroom environment that academically simulates the environment from the home school, but in the realm of a highly structured situation in which expectations are clear and targeted behaviors are addressed. Academic instruction will be primarily individualized with academic lessons planned by the home school teacher(s). Students will have access to the general curriculum. The teachers may utilize varied materials when it appears that a student is not working on grade level, as part of the remediation process. The teachers may also supplement academic work as needed. The teachers assure that 504 modifications are utilized as per accommodation plans sent by the home school. Likewise, the special education teacher assures that the IEP is addressed and that progress reports are sent home as required. The social worker will address basic social skills in a planned curriculum in daily group sessions. 

   An instructional format with opportunity for role playing, modeling, homework, and intensive feedback will be utilized. Skills usage will be reinforced throughout the day by all personnel. A class-wide behavior plan which includes behaviors, privileges, and consequences is clearly stated, posted, and implemented. In addition, each student will have targeted behavior skills improvement objectives. Progress toward the accomplishment of these objectives will be clearly documented by the teachers. Students will be referred to SMPSBHC for counseling needs. The JCEP program is housed in the St. Martinville area and transportation is provided to the site. Furthermore, no student assigned to any alternative disciplinary setting, such as JCEP, shall be permitted to participate in extracurricular activities that are school sponsored.