LMA October 2026 Newsletter

"Autumn shows us how beautiful it is to let things go."

- Unknown

Dear Lamberts Mill Academy Families,

As the crisp autumn air settled over our campus this October, Lamberts Mill Academy came alive with energy, learning, and celebration. Across classrooms, trail paths, and local community spaces, our students embarked on a month filled with meaningful academic experiences and transformative social-emotional growth. At LMA, our mission is to weave structured therapeutic support into every aspect of the school day, and this past month offered a vibrant picture of what happens when students feel supported, engaged, and inspired.

Learning Beyond the Classroom Walls

This fall, learning frequently took our students beyond traditional school walls to explore real-world environments. Surrounded by the vibrant foliage of the Watchung Reservation, students stepped onto the hiking trails to practice mindfulness, build physical wellness, and strengthen connections with one another.

In mid-October, our high schoolers visited Union College of New Jersey (UCNJ) for an educational tour. Walking through campus, students caught a inspiring glimpse into post-secondary life, exploring potential educational pathways and visualizing their own transition plans beyond high school.

Meanwhile, functional academics came to life right in our local neighborhood during a visit to the ShopRite of Clark. Putting math lessons into practice, students worked collaboratively to audit inventory for our School Store, craft shopping lists, and compare prices to find the "best buy" for our community.

Nurturing Wellness and Community on Campus

Back on campus, therapeutic growth remained central to daily life. Through dynamic clinical therapy groups, students engaged in regular peer-to-peer interactions designed to build active communication skills, emotional regulation, empathy, and conflict resolution within a safe space.

Adding to our campus experience this fall has been the active use of our new outdoor learning space. Teachers and clinicians regularly move lessons, therapeutic check-ins, and mindfulness practices outdoors. Embracing the fresh air and natural surrounding has brought a fresh energy to campus, visibly boosting student focus, morale, and well-being. Lastly, LMA students continue to get experience working with Pet Therapy and different dogs from Creature Comfort Pet Therapy that come out to visit our students on a regular basis.

Building Real-World Independence Through WBL

For our Post-Graduate (PG) students, October marked exciting progress in our Work-Based Learning (WBL) program. Partnering with valued local businesses, our PG students are stepping into the community to develop essential career-readiness skills and independence:

• Chili’s: Practicing hospitality etiquette, customer service, and culinary prep work.

• Walgreens Pharmacy: Gaining hands-on practice with retail operations, inventory management, and store organization.

• Sweet n' Fancy Bakery: Learning detail-oriented food preparation, packaging, and commercial baking operations.

• Barnes & Noble: Mastering book categorization, facility maintenance, and customer assistance.

Celebrating Character, Respect, and Creativity

Earlier in the month, our school united to celebrate the Week of Respect. Inspiring guest speakers visited LMA to talk with students about character, conflict resolution, and the power of standing up against bullying. Paired with creative, daily spirit dress-up days, the week brought out a rich sense of unity and kindness across all grade levels.

To cap off an incredible month, our school community came together for our annual Halloween celebration. Filled with festive costumes and shared laughter, the highlight of the event was our annual Scary Story Contest. To thunderous applause, the winning student author took the floor to read their creative literary masterpiece aloud to peers and staff.

Looking Ahead

Reflecting on October reminds us of the power of partnership. To our parents, case managers, and community stakeholders—thank you for your continuous trust and support. Together, we continue to foster a therapeutic environment where every student has the space to grow, learn, and thrive.

Warm regards,

Mr. Reed Leibfried
Principal

Mr. John Lopreiato
Supervisor of Instruction

Lamberts Mill Academy Administrative Team

For all the parents/guardians who have already completed their child's form, Thank you!

For all other parents/guardians you can access the Genesis Platform Parent Packet at the following website:

www.ucesc.org

In the top right hand corner of the website you will see a “For Parents,” tab. Please select this tab.

From there please select the "Parent Portal Link" in which you can access all parental forms. You will have to input your email address and create a password.

If you experience any technical issues accessing the parent portal, or forms please contact support staff at the following link:

contact_us@ucesc.org

We sincerely appreciate your effort in completing these forms!

November 4th - Holiday Express Party

November 5th & 6th - School Closed for Teacher Convention

November 10th - Strong-R Presentation

November 11th - Marking Period 1 Ends

November 12th - Marking Period 2 Begins

November 18th - Creature Comfort Pet Therapy

November 25th - Early Dismissal

November 26th - School Closed for Thanksgiving Break

We are excited to welcome Mr. Shandroff as the English Language Arts Teacher at LMA!

What inspired you to pursue a career as an English Language Arts Teacher?

My path to becoming an English teacher was a little unconventional. I spent about seven years working as a substitute teacher before deciding to take the alternate-route path and become a certified teacher. When it came time to choose a subject, English Language Arts felt natural—as a poet, MC, lyricist and wordsmith, I've always had a love for language, reading, writing and creative expression. Becoming an ELA teacher gave me the opportunity to bring those passions into the classroom and share them with my students.

Can you share a recent light bulb moment or favorite small victory you experienced with a student?

Some of my favorite small victories come through the relationships I've built with students. I've had students tell me they didn't usually enjoy English but that my class helped them connect with it differently, and seeing students who may have struggled in school begin to engage with the material, open up creatively and gain confidence is incredibly rewarding. Whether it's watching them get invested in a book, use our vocabulary in a funny way, share their writing or simply become more confident participating, those moments remind me that sometimes the biggest victories start small.

How do you like to unwind and practice self-care after a busy day of sessions?

One of my favorite ways to unwind is taking my dog, Storm, for a walk by the lake and spending some time outside in nature. It gives me a chance to decompress, reflect and process the day. Other days, I might head to the gym for a workout and some time in the sauna, catch a movie or show, watch a game, or just enjoy a good meal.

What is a hobby, talent, or fun fact about you that most people on the team don't know yet?

Outside of the classroom, I'm a Hip-Hop MC, spoken-word poet and songwriter. I've had the opportunity to perform my original work on stages including the Apollo and was selected through Next Level USA to represent the U.S. in Poland as a Hip-Hop cultural ambassador. More recently, I taught songwriting and other creative projects in China this past summer. The arts have been a major part of my life and have taken me places I never imagined they would.

If you could instantly travel anywhere in the world for a weekend getaway, where would you go?

I'd probably go back to Iceland. I've been fortunate to travel to some incredible places, but there's something unforgettable about Iceland's landscapes and natural beauty. For a quick weekend getaway, I'd love another chance to explore, unwind and take it all in.

During the Week of Respect, Lamberts Mill Academy welcomed Sarika Agarwal, a doctor of clinical psychology, for a presentation on self-worth. On October 7th, she openly shared her experiences with depression, anxiety, bullying, and self-harm with students and staff.

Sakira shared anecdotes from her upbringing when she felt an intense need for others’ approval. She was cyberbullied on websites like ASKfm, where users can send anonymous, public messages, and received cruel messages criticizing her appearance and personality.

“If so many people are saying these things about me, it has to be true, doesn’t it?” Sakira said, recalling her thinking at the time.

Her declining mental health led to a diagnosis of anxiety and depression, and eventually to hospitalization. Looking for a fresh start, she saw college as the first step in the right direction and was accepted into NYU. Even then, the cyberbullying persisted, but she had a realization.

“If storms continue to hit your house, you cannot do anything about the storm, but you can change your foundation,” Sakira said.

This was her turning point. She started therapy, formed genuine friendships with people who shared her interests, and began using art as a creative outlet. Today, she finds purpose in sharing her story with students who may feel the way she once did.

When asked what she would tell her younger self, Sakira answered, “The pain you’re feeling is no match for the joy that’s coming.”

Students responded warmly and found her experiences relatable.

“What stood out to me was the self-hatred and inadequacy part because that’s something I’m currently dealing with right now. It’s giving me a different perspective on it,” said one student, Sam.'

Another student, Cici, related to Sakira’s use of art as a creative outlet. “Sometimes, people judge me for staying in my room and drawing, but it’s just me putting myself first,” Cici said.

The presentation was part of the Week of Respect, an annual tradition for schools to promote bullying prevention, inclusion, and kindness.

Students write positive messages and drawings in chalk on the walk way into LMA. Students enjoyed the time outside and making the school a more beautiful, positive place to be.

LMA celebrated the Week of Respect with the annual students vs staff volleyball game!

The Division of Vocational Rehabilitation Services (DVRS) hosted an engaging presentation for LMA students, focusing on life after graduation. The session provided students invaluable insights into personal post-secondary transition planning, highlighting how DVRS supports their journey toward gainful, fulfilling employment. DVRS provides career counseling and job placement assistance to funding for vocational training and assistive technology. By bridging the gap between high school and the workforce, DVRS empowers our students to confidently explore diverse career pathways, advocate for their workplace needs, and build a strong foundation for long-term independence. If your student is interested DVRS, please reach out to Ms. Floroff, LMA Guidance Counselor.

Music students participated in an in-class Music Escape room. Students solved musical puzzles as teams to reinforce music theory skills learned this year. Activities included reading rhythms, identifying note and rest values, as well as unlocking clues to perform a melody on desk bells.

The Mill is celebrating Halloween with a Scary Story Contest and Halloween Party on the 30th! Students and staff will dress in costumes, share scary stories, and enjoy Halloween treats. Students also volunteered at Crossroads School, a UCESC school for elementary students with ASD, and participated in their Trunk or Treat! Check out the LMA Instagram page @ucesc_lma for photos of our Halloween celebrations!

October has been an action-packed month in the English Language Arts classroom. Students have been participating in a scary story contest to celebrate the spooky season of Halloween while encouraging creativity, imagination, and the application of literary techniques and vocabulary learned throughout the beginning of the school year. Students in ELA have also been reading novels such as Hatchet by Gary Paulsen, The Crossover by Kwame Alexander, The Outsiders by S.E. Hinton, and Fahrenheit 451 by Ray Bradbury. Students are continuing to strengthen their skills through vocabulary, creative writing, and reading comprehension.

It has been a busy and engaging few weeks across all of our Social Studies classes!

Middle School Social Studies students recently wrapped up an exciting mini-unit exploring Early Humans. Students examined the core differences between Paleolithic (Old Stone Age) hunter-gatherer societies and Neolithic (New Stone Age) farming communities.

World History students started their unit on Ancient Civilizations, starting in the Cradle of Civilization, Mesopotamia. Students examined how the geography of the Tigris and Euphrates rivers supported early agriculture and city-states. To bring history to life, students stepped into the shoes of ancient scribes. Using clay tablets and styluses, students practiced carving cuneiform, gaining a hands-on understanding of how ancient peoples recorded trade, law, and culture.

US History I students have been examining daily life in Colonial America. Students compared and contrasted life across three distinct geographic zones, New England Colonies, Middle Colonies, and Southern Colonies. Students then analyzed primary documents, maps, and artifacts to evaluate how geography, climate, and economics shaped distinct regional cultures and societal norms.

In US History II, students jumped into late 19th- and early 20th-century American history with an in-depth look at the Gilded Age and the Progressive Era. The class focused heavily on the Industrial Revolution, analyzing both its immense economic growth and its social costs, including rapid urbanization, labor rights struggles, and political corruption. Students investigated how reformers, journalists, and policymakers during the Progressive Era fought to address these challenges, laying the groundwork for worker protections, consumer safety laws, and political reforms that shaped the modern nation.

Students are practicing using Math for real life experiences everyday life.. Students in Prealgebra/Middle school are practicing converting decimals, fractions and percents. Consumer Math has been introduced to budgeting by practicing paying bills with checking accounts and or debit cards. Students in Algebra classes are practicing one step and two step equations. Students in Geometry are learning about measuring triangles and will be using other shapes of Measurement to create a haunted house.

The UCESC theme for the month of October is Respect. Here are 5 ways you can practice respect in your daily life:

During the month of October, group therapy sessions focused on promoting respect, personal responsibility, and consequential thinking. Students engaged in discussions and activities designed to help them understand how their words, actions, and decisions can impact themselves and others. Emphasis was placed on demonstrating respect for peers, staff, and the school environment while recognizing the importance of empathy, accountability, and positive communication.

Students explored the connection between choices and consequences, learning to pause and consider potential outcomes before reacting to challenging situations. Through role-playing, group discussions, and real-life scenarios, students practiced problem-solving, managing impulsive behaviors, and identifying alternative responses to conflict. Groups also highlighted the importance of accepting responsibility for mistakes, learning from experiences, and making constructive choices moving forward.

Throughout the month, students were encouraged to develop greater self-awareness, strengthen interpersonal skills, and recognize the value of treating others with kindness and consideration. Group therapy continued to provide a safe, supportive, and nonjudgmental environment where students could reflect on their behaviors, learn from one another, and build the skills necessary to make respectful, thoughtful, and responsible decisions both in school and in their daily lives

In busy schools or homes, our attention naturally gets pulled toward problems. We respond when a student or child refuses, becomes disruptive, leaves the area, argues, struggles to regulate, or does not follow a direction. Meanwhile, appropriate behavior can become almost invisible.

One of the simplest, and most powerful, behavioral strategies available to educators is:

Notice the behavior you want to see more often.

From a behavioral perspective, reinforcement is what happens when a consequence increases the likelihood that a behavior will occur again. Reinforcement is not simply “praise” or “giving rewards.” It is about identifying what is meaningful to the individual and intentionally connecting that consequence to a behavior we want to strengthen.

In one setting, a student appropriately raises their hand and waits for assistance instead of calling out. Rather than only correcting calling out, the teacher immediately acknowledges the appropriate behavior: “You raised your hand and waited. Nice job waiting.”

The student receives attention for the behavior we want to increase.

At another program, a student independently begins an assignment without repeated adult prompting. A staff member might provide specific feedback: “You got started independently, that's exactly what you're working on.” The reinforcement is connected directly to the skill being developed.\

In another school building, students may earn points for behaviors such as following directions, remaining engaged, making an effort, and appropriately participating. The important behavioral component is not simply receiving points. It is creating a clear connection between a student's behavior and a meaningful outcome.

For a student participating in work readiness or community-based instruction, reinforcement might look very different. Successfully completing a job task could lead to a preferred activity, increased responsibility, positive feedback from a supervisor, or greater independence. These outcomes can help strengthen the behaviors necessary for employment.

The same principle can even apply at the district level.

Staff are more likely to continue effective practices when they receive meaningful feedback, recognition, coaching, and evidence that their efforts are making a difference.

Reinforcement should also be specific.

Compare: “Good job." with: “You followed the direction the first time and got started right away. Great job.”

The second statement tells the student exactly what they did that earned positive attention. This matters because students cannot consistently demonstrate behaviors they do not know are important.

Reinforcement should also be individualized.

What is reinforcing for one student may be completely irrelevant to another. A sticker, verbal praise, computer time, music, social interaction, a preferred activity, a break, increased responsibility, or simply experiencing success may all be powerful for different learners.

And reinforcement is not “bribery.”

Bribery generally involves attempting to influence behavior through an immediate offer, often in response to inappropriate behavior. Reinforcement is the deliberate arrangement of consequences to strengthen appropriate skills and behaviors.

As we move through the school year, let's become behavior detectives for success.

• Look for the student who waited.
• The student who asked for help.
• The student who attempted something difficult.
• The student who returned from a break.
• The student who transitioned independently.
• The student who used a replacement behavior.
• The student who made a mistake and tried again.

Catch them doing it right.

Because sometimes the behavior we want to see more often is already happening. We just need to make sure we notice it.

Try This This Month

For one week, challenge yourself to provide several specific positive acknowledgments throughout the day.

Don't just say:

“Good job.”

Name the behavior.

“You asked for help instead of leaving. That was a great way to let me know you needed support.”

The goal isn't simply more praise.

The goal is more of the behaviors worth praising.

With Appreciation,

The UCESC Behavior Department,

Stacey Kodack, MS, BCBA,

Supervisor of Instruction, Behavioral Health

Contact Us! WORKSHOPS@UCESC.ORG

https://ucnj.org/dhs/home-delivered-meals/

https://www.nj.gov/dcf/about/divisions/dcsc/CSOC.brochure.pdf

https://naminj.org/

https://988lifeline.org/

https://nj4s.nj.gov/s/

Contact Information:

Phone: (908)-233-7581

Address: 1571 Lamberts Mill Road, Westfield, NJ, 07090

Website: https://ucesc.org/schools/lamberts_mill_academy

Instagram: https://www.instagram.com/ucesc_lma/?hl=en

Lamberts Mill Academy is a school within the Union County Educational Services Commission. We are an out of district public school for students with psychiatric disabilities. We continue to partner with RWJ Trinitas Regional Medical Center to provide clinical services for our students. Our school community prides itself on our relationships with all stakeholders: students, staff, parents, families and community partnerships. Being a public school, we adhere to all NJDOE assessment and curriculum mandates. Our professional learning community strives to increase student achievement and improve classroom instruction to provide students with the most effective educational, social and emotional learning environment possible.