November 17, 2014 the first two cases were dismissed with prejudice — meaning they cannot be brought again and that the third case was dismissed on September 16, 2014 again not being able to be brought again. The Bend Bulletin reported that "[b]ecause of confidentiality requirements, Ruckwardt said she could not disclose whether the plaintiffs received compensation." Program The roots of the therapeutic curriculum originated at CEDU and incorporate elements of the therapeutic community or milieu therapy model. The history of CEDU is largely the history of the development of parent-choice, private-pay residential programs. A significant number of the schools in the Emotional Growth/Therapeutic schools industry were developed or strongly influenced by people who were originally inspired by their CEDU experience. The principles on which the MBA program was founded include Soul Searching and Emotional Growth. In 1995 MBA Executive Director Tim Brace was interviewed about various aspects of the school. The article described the program as follows: Unlike public schools, the students day didn't begin with academics. Instead they met with the faculty and discussed the goals for the day. Then classes ran from 9:00 to 2:40 where students studied regular academic curricula. Afternoons alternated between extracurricular activities like sports or the arts and communications skills workshops. These workshops were described as a type of group therapy. According to Brace, students would "yell, scream, cry and laugh." The workshops were a difficult series of soul-searching and emotional growth activities called "Lifesteps." At the time there were nine Lifesteps which were described collectively as "a journey toward emotional growth and emotional health." The idea was to help students come to grip with their past and to address their future. Brace described the process as an opportunity for the students to, "Discover who they really are in a safe, non-judgmental and yet stimulating and educational environment. All young people are good at heart," he added, "and these are kids that need another chance, and we help them realize that inside they are really incredible, beautiful human beings." Lifesteps were described as learning about truth and honesty and progressing toward discovering "real" friends, goals and dreams and finally with contributing to society. Each step was designed to foster responsibility and a sense of community. The program incorporated outdoor activities and traveling outside the country. Students near to completing the Lifesteps program earned privileges. The school had strict rules, no smoking, drinking, violence