Southeast Overview
SASED operates Southeast Alternative School as an alternative behavior disorder program for all SASED member districts. While this program is primarily designed for middle school and senior high school students, programming is also offered for the intermediate and primary age student. The programs follow two main delivery system models: (1) Directive Program for behavior disorder and (2) Supportive Program for severe emotional/behavior disorder.
Technical assistance is also provided in group development and problem solving skills. Each of these program models is described briefly on this website.
All referrals from SASED member and non-member districts are made directly to the SASED Program Administrator. Out-of-SASED students are accepted if they meet eligibility criteria, if there are no member district students waiting for placement, and if their enrollment will not adversely affect the present functioning of the program.
All referrals must include a current and complete comprehensive case study evaluation and a current Individualized Education Program (IEP). Other information may be required prior to making a placement decision.
The Directive and Supportive programs are designed for students whose behavior prohibits them from functioning appropriately in their home school, even with special education programming in either a resource or self-contained instructional class. There are two levels of programming in the Directive program; middle school and high school, and four levels of programming in the Supportive program; primary, intermediate, middle school, and high school.
PHILOSOPHY
Southeast School is an alternative to regular education necessitated by the student's proven inability to function in a regular school setting, even with special education instruction and/or related services.
As an alternative educational placement center, the staff is committed educationally and therapeutically to assist its students in obtaining the highest level of academic success possible.
Students attend an "off-campus" attendance center because they have demonstrated they cannot function in a large, unstructured attendance center. Quick and dramatic gains are not expected due to the long-standing nature of the students' difficulties as well as their intensity and frequency.
GENERAL GOAL STATEMENT
The goal for students enrolled in Southeast School is to return to their home school as soon as appropriately possible. This is accomplished through the student’s developing “insight” into his/her behaviors and specifically developing an understanding of the consequences of his/her misbehavior. Students also develop the ability to foresee consequences for their behaviors and hence make more appropriate choices.
It is recognized that some students will not be able to function in any other type of educational environment and that they will complete their formal schooling in the alternative setting. It is further recognized that not all students will progress in our alternative environment and may need a more restrictive environment.
AGE RANGE
Primary, intermediate, middle school, and high school students (age 6 through 21).
CHARACTERISTICS OF STUDENTS
Directive Students
- Poor motivation; non-completion of academic work; failing classes.
- Difficulty in following school rules and regulations.
- Poor interpersonal relationships with authority figures.
- Difficulty in assuming responsibility for their behavior.
- Inappropriate responses to stress and anger.
- Poor self-concepts and difficulties in introspection.
- Lack or absence of trust in others.
- Poor social skills.
- Inability to delay gratification.
- Average/above average intelligence.
- Academic skills below expected grade level.
- Depression and anticipation of failure.
- Substance abuse.
Supportive Students
- Identified as eligible for special education services based upon a behavioral disorders/severely emotionally disturbed criteria.
- Identified as having low self-esteem and high academic failure. Often the academic failure is due to intense emotion interfering with the student's ability to function in a regular education environment.
- Often have difficulty with confrontation from authority figures or peers and are unable to handle stressful, anxiety-provoking situations.
- Slow to warm to others, have poor ability to adapt to change and have inadequate problem-solving interaction.
- Generally emotionally fragile and often have had some psychiatric involvement.
- Needs to improve self-esteem and develop appropriate social interactions across all environments.
- Often need an empathetic and supportive relationship with a caring adult.
- Need to identify personal strengths and focus on positive and reinforcing successes.
Overall, the Southeast Supportive Program is designed to serve students who exhibit a range of behaviors including, but not limited to, severe social isolation, depression, passive-aggressive behaviors, resistance, poor problem solving, self-victimization, low self-esteem, academic failure, unrealistic thoughts, poor reality testing and immature peer relationships.
Truancy, erratic attendance, and substance abuse are often associated with these students. However, lack of school attendance, or chronic drug use, per se is not a legitimate basis for referral to the program.
The above behaviors should be demonstrated over a period of time and be frequent and intense in nature. Serious, blatant or physically aggressive acts of a one-time nature should not be the basis for a referral. Other less restrictive means of resolving the problems should have been attempted before a referral is made.
SCHOOL DAY
The school day consists of seven, 40-minute academic periods plus lunch and home room, totaling 6 hours and 15 minutes. Student classes begin at 8:15 a.m. and are dismissed at 2:30 p.m. There are 42-45 days per quarter and 88 days per semester
There is a maximum of thirteen students per classroom.
SCHOOL HOURS
8:15 a.m. to 2:30 p.m. for students who make their day. Students who earn a late bus will be in school until 3:15 p.m. or as late as 7:00 p.m. if necessary.
For additional information about SASED Southeast Alternative School please contact
Karen Rebhan-Csuk
Program Administrator
Phone: 630-778-4510
Email: krebhancsuk@sased.org
6S 331 Cornwall Rd.
Naperville, IL 60540
