Noam, a thirteen year old boy in the eighth grade, began the school year in a special education classroom, called the Learning Center. Noam was often absent from school. Noam’s parents were called to the school many times due to his improper behavior. The program coordinator and staff assessed his needs and placed him in the ENP Vocational program. The staff established a comprehensive study plan for Noam that included personal discussions with the coordinator, and daily tracking of his performance in the program.

The coordinator monitored Noam’s attendance in the Learning Center on a daily basis, and would often even remain there to assist him with the material studied in class, so they would slowly build a trusting relationship. The coordinator engaged in weekly phone calls with Noam, in order to evaluate Noam’s performance during the past week in order to set realistic and achievable study objectives for the upcoming week. As a result, Noam began attending classes almost regularly. After three months, Noam was able to leave the Learning Center and participate in regular classroom studies.