One of our primary goals is to provide our students with access to a positive learning environment in which they can learn, grow, and achieve. That is why we take acts of misconduct seriously and will review/investigate any incidents at the school or district level. It is also why we will adhere to and enforce policies and guidelines governing student safety and behavior.
All SASED programs are expected to create positive learning environments where all students can experience academic, behavioral, and social-emotional growth.
Behavior Expectations
Students must be provided with clear and consistent expectations for their behavior. The behavior expectations of each program reflect three to five behavioral expectations. The following is an example of how these expectations are clearly defined for students.
Treat others the way you wish to be treated.
Take care of private and public property.
Solve problems peacefully.
Respect the right of others to be different from you and think differently than you.
Take ownership for your actions.
Be on time and ready to learn.
Follow classroom and school rules.
Behave in ways that make school a positive place.
Report bullying, harassment, or unsafe incidents.
Teaching Behavior
SASED programs intentionally teach students what is expected of them. This requires teaching behavior throughout the year using evidence-based practices and materials.
Celebrating Positive Behavior
When students meet the behavior expectations set for them, staff acknowledge their efforts and let them know why they are being acknowledged. Recognition of students' achievement is important in the area of behavioral growth, just as it is in the area of academic growth.
Responding to Behavior
When students do not meet the behavior expectations, staff respond using a response strategy to stop the behavior from occurring by allowing the student to regain self-control. Staff also provide a resolution/disciplinary response, typically viewed as consequences, that supports a student in repairing harm resulting from their behavior and any necessary actions to maintain the safety of the school community. Sometimes a student may make a mistake, and a response strategy and resolution/disciplinary response is all that is needed to support the student in repairing any harm that was caused.
When students demonstrate a pattern of behavior or more significant behaviors, it may be necessary to examine the function(s) of the behavior and provide the student with an intervention designed to address the underlying cause of the behavior, including unmet needs, lagging skills, instructional strategies, and/or the environment.
Use of Data
SASED programs systematically collect data about student behavior and use it to guide teaching and support at the individual, classroom, and program levels. This data is examined regularly to ensure that behavior practices are being implemented to lead to positive and equitable outcomes for all students.
Behavioral Interventions
Behavioral interventions shall be used with students with disabilities to promote and strengthen desirable behaviors and reduce identified inappropriate behaviors. The School Board will establish and maintain a committee to develop, implement, and monitor procedures on the use of behavioral interventions for children with disabilities.
Discipline of Students with Disabilities
SASED shall comply with the Individuals with Disabilities Education Improvement Act of 2004 and the Illinois State Board of Education’s Special Education rules when disciplining special education students. No special education student shall be expelled if the student’s particular act of gross disobedience or misconduct is a manifestation of his or her disability.
Protections for Students with Disabilities
Nothing in SASED's Student Behavior Expectations replaces or substitutes any student rights guaranteed by the Individuals with Disabilities Act (IDEA) or state law. Students with disabilities are entitled to the rights and protections afforded to them by state and federal law.
The rights and protections guaranteed to students with disabilities can be found in Board Policy 7:230 - Misconduct by Students with Disabilities.
Additional information regarding your rights is available on the ISBE website: ISBE Special Education - Information for Parents/Guardians in a document entitled "Parent's Guide - Educational Rights and Responsibilities: Understanding Special Education in Illinois.
Manifestation Determination Review (MDR)
Every student, whether or not the student has an IEP, may be suspended for student conduct violations. When a student with a disability faces a suspension that could result in removal from the educational setting for more than 10 school days in a school year, he or she is eligible for education services during the additional days of suspension. Additionally, when a student with a disability faces a removal that exceeds 10 school days during the school year, the district must conduct a Manifestation Determination Review (MDR) with members of the IEP team and the parent.
An MDR is conducted to decide if the student's disability was the primary cause of the incident. The two possible outcomes of an MDR are the following:
The student's disability IS the primary cause of the incident. In this case, the district may NOT discipline the student (i.e., impose a suspension or expulsion on the student per procedures required for all students in the district).
The student's disability IS NOT the primary cause of the incident. In this case, the student may be suspended or, in the case of expellable conduct, be recommended for an expulsion hearing before the appropriate school district authorities.
When an MDR team looks at the issue of whether the student's disability was the principal cause of the conduct, the team must look at a range of information, including:
The student's IEP and placement
All relevant information in the student's file
Further observations of the student
Any further relevant information supplied by the parents
The team members will use the information to answer two required questions:
Was the conduct caused by, or did it have a direct and substantial relationship to, the student's disability?
Was the conduct the direct result of the school district's failure to implement the IEP?
If the answer to either question is "yes," then the team must find that the student's disability caused the conduct and may not recommend the student for further discipline, such as a suspension beyond 10 days in a school year or an expulsion.
Isolated Time Out, Time Out, and Physical Restraint
Isolated time out, time out, and physical restraint shall only be used if the student’s behavior presents an imminent danger of serious physical harm to the student or others, and other less restrictive and intrusive measures were tried and proven ineffective in stopping it. The school may not use isolated time out, time out, or physical restraint as discipline or punishment, convenience for staff, retaliation, as a substitute for appropriate educational or behavioral support, a routine safety matter, or to prevent property damage in the absence of imminent danger of serious physical harm to the student or others. The use of prone restraint is prohibited.
The goals and objectives of Policy 7:190 (Student Behavior) are to provide effective discipline practices that: (1) ensure the safety and dignity of students and staff; (2) maintain a positive, weapons-free, and drug-free learning environment; (3) keep school property and the property of others secure; (4) address the causes of a student’s misbehavior and provide opportunities for all individuals involved in an incident to participate in its resolution; and (5) teach students positive behavioral skills to become independent, self-disciplined citizens in the school community and society.
Prohibited Student Conduct
SASED’s administration is authorized to discipline students in collaboration with the administration of the student’s resident school district for gross disobedience or misconduct, including but not limited to:
Using, possessing, distributing, purchasing, selling, or offering for sale tobacco or nicotine materials, including electronic cigarettes, e-cigarettes, vapes, vape pens or other vaping related products.
Using, possessing, distributing, purchasing, or selling alcoholic beverages. Students who are under the influence of an alcoholic beverage are not permitted to attend school or school functions and are treated as though they had alcohol in their possession.
Using, possessing, distributing, purchasing, selling, or offering for sale:
Any illegal drug, controlled substance, or cannabis (including marijuana, hashish, and medical cannabis unless the student is authorized to be administered a medical cannabis infused product under Ashley’s Law).
Any anabolic steroid unless it is being administered in accordance with a physician’s or licensed practitioner’s prescription.
Any performance-enhancing substance on the Illinois High School Association’s most current banned substance list unless administered in accordance with a physician’s or licensed practitioner’s prescription.
Any prescription drug when not prescribed for the student by a physician or licensed practitioner, or when used in a manner inconsistent with the prescription or prescribing physician’s or licensed practitioner’s instructions. The use or possession of medical cannabis, even by a student for whom medical cannabis has been prescribed, is prohibited unless the student is authorized to be administered a medical cannabis infused product under Ashley’s Law.
Any inhalant, regardless of whether it contains an illegal drug or controlled substance: (1) that a student believes is, or represents to be capable of, causing intoxication, hallucination, excitement, or dulling of the brain or nervous system; or (2) about which the student engaged in behavior that would lead a reasonable person to believe that the student intended the inhalant to cause intoxication, hallucination, excitement, or dulling of the brain or nervous system. The prohibition in this section does not apply to a student’s use of asthma or other legally prescribed inhalant medications.
“Look-alike” or counterfeit drugs, including a substance that is not prohibited by this policy, but one: (1) that a student believes to be, or represents to be, an illegal drug, controlled substance, or other substance that is prohibited by this policy; or (2) about which a student engaged in behavior that would lead a reasonable person to believe that the student expressly or impliedly represented to be an illegal drug, controlled substance or other substance that is prohibited by this policy.
Drug paraphernalia, including devices that are or can be used to: (1) ingest, inhale, or inject cannabis or controlled substances into the body; and (2) grow, process, store, or conceal cannabis or controlled substances.
Any substance inhaled, injected, smoked, consumed, or otherwise ingested or absorbed with the intention of causing a physiological or psychological change in the body, including without limitation, pure caffeine in a tablet or powdered form.
Students who are under the influence of any prohibited substance are not permitted to attend school or school functions and are treated as though they have the prohibited substance, as applicable, in their possession.
Using, possessing, controlling, or transferring a “weapon” or violating the procedures listed below under the Weapons Prohibition section of this handbook procedure.
Using or possessing an electronic paging device.
Using a cellular telephone, smartphone, video recording device, personal digital assistant (PDA), or similar electronic device in any manner that disrupts the educational environment or violates the rights of others, including using the device to take photographs in locker rooms or bathrooms, cheat, or otherwise violate student conduct rules. Prohibited conduct specifically includes, without limitation, creating and sending, sharing, viewing, receiving, or possessing an indecent visual depiction of oneself or another person through the use of a computer, electronic communication device or cellular telephone, commonly known as “sexting.” Unless otherwise banned under this policy or by the building principal, all cellular phones, smartphones and other electronic devices must be kept powered-off and out-of-sight during the regular school day unless: (a) the supervising teacher grants permission; (b) use of the device is provided in a student’s individualized education program (IEP); (c) it is used during the student’s lunch period; or (d) it is needed in an emergency that threatens the safety of students, staff, or other individuals.
Using or possessing a laser pointer unless under a staff member’s direct supervision and in the context of instruction.
Disobeying rules of student conduct or directives from staff members or school officials. Examples of disobeying staff directives include refusing a staff member’s request to stop, present school identification or submit to a search.
Engaging in academic dishonesty, including cheating, intentionally plagiarizing, wrongfully giving or receiving help during an academic examination, altering report cards and wrongfully obtaining test copies or scores.
Engaging in bullying, hazing or any kind of aggressive behavior that does physical or psychological harm to a staff person or another student or encouraging other students to engage in such behavior. Prohibited conduct specifically includes, without limitation, any use of violence, intimidation, force, noise, coercion, threats, stalking, harassment, sexual harassment, public humiliation, theft or destruction of property, retaliation, hazing, bullying, bullying using a school computer or a school computer network or other comparable conduct.
Engaging in any sexual activity, including without limitation, offensive touching, sexual harassment, indecent exposure (including mooning) and sexual assault.
Engaging in teen dating violence.
Causing or attempting to cause damage to, stealing, or attempting to steal, school property or another person’s personal property.
Entering school property or a school facility without proper authorization.
In the absence of a reasonable belief that an emergency exists, calling emergency responders (calling 9-1-1); signaling or setting off alarms or signals indicating the presence of an emergency; or indicating the presence of a bomb or explosive device on school grounds, school bus or at any school activity.
Being absent without a recognized excuse.
Being involved with any public-school fraternity, sorority, or secret society.
Being involved in a gang or engaging in gang-like activities, including displaying gang symbols or paraphernalia.
Violating any criminal law, including but not limited to, assault, battery, arson, theft, gambling, eavesdropping, vandalism, and hazing.
Engaging in any activity, on or off campus, that interferes with, disrupts, or adversely affects the school environment, school operations, or an educational function, including but not limited to, conduct that may reasonably be considered to: (a) be a threat or an attempted intimidation of a staff member; or (b) endanger the health or safety of students, staff, or school property.
Making an explicit threat on an Internet website against a school employee, a student, or any school-related personnel if the Internet website through which the threat was made is a site that was accessible within the school at the time the threat was made or was available to third parties who worked or studied within the school grounds at the time the threat was made, and the threat could be reasonably interpreted as threatening to the safety and security of the threatened individual because of his or her duties or employment status or status as a student inside the school.
Operating an unarmed aircraft system (AUS) or drone for any purpose on school grounds or at any school event unless granted permission by the building principal.
For purposes of these rules, the term “possession” includes having control, custody, or care, currently or in the past, of an object or substance, including situations in which the item is: (1) on the student’s person; (2) contained in another item belonging to, or under the control of, the student, such as in the student’s clothing, backpack, or automobile; (3) in a school’s student locker, desk, or other school property; (4) at any location on school property or at a school-sponsored event; or (e) in the case of drugs and alcohol, substances ingested by the person.
Efforts, including the use of positive interventions and supports shall be made to deter students, while at school or a school-related event, from engaging in aggressive behavior that may reasonably produce physical or psychological harm to someone else.
No disciplinary action shall be taken against any student that is based totally or in part on the refusal of the student’s parent/guardian to administer or consent to the administration of psychotropic or psychostimulant medication to the student.
When and Where Conduct Rules Apply
The grounds for disciplinary action also apply whenever the student’s conduct is reasonably related to school or school activities, including but not limited to:
On, or within sight of, school grounds before, during, or after school hours or at any time.
Off school grounds at a school-sponsored activity or event, or any activity or event that bears a reasonable relationship to school.
Traveling to or from school or a school activity, function, or event.
Anywhere, if the conduct interferes with, disrupts, or adversely affects the school environment, school operations, or an educational function, including but not limited to, conduct that may reasonably be considered to: (a) be a threat or an attempted intimidation of a staff member; or (b) endanger the health or safety of students, staff, or school property; or
During periods of remote learning.
Disciplinary Measures
School officials shall limit the number and duration of expulsions and out-of-school suspensions to the greatest extent practicable, and, where practicable and reasonable, shall consider forms of non-exclusionary discipline before using out-of-school suspensions or expulsions. School personnel shall not advise or encourage students to drop out of school voluntarily due to behavioral or academic difficulties. Potential disciplinary measures include, without limitation, any of the following measures:
Notifying parents/guardians.
Disciplinary conference.
Withholding of privileges.
Temporary removal from the classroom.
Return of property or restitution for lost, stolen or damaged property.
In-school suspension.
After-school study or Saturday study provided the student’s parent/guardian has been notified. (If transportation arrangements cannot be made in advance, an alternative disciplinary measure will be assigned to the student.)
Community service.
Seizure of contraband; confiscation and temporary retention of the personal property that was used to violate school rules.
Suspension of bus riding privileges.
Suspension from school and all school activities for up to 10 days. A suspended student is prohibited from being on school grounds.
Expulsion from school and all school activities for a definite time period not to exceed 2 calendar years. An expelled student is prohibited from being on school grounds.
Transfer to an alternative program if the student is expelled or otherwise qualifies for transfer under State law.
Notifying juvenile authorities or other law enforcement whenever the conduct involves criminal activity, such as, illegal drugs (controlled substances), “look-alikes,” alcohol or weapons or in other circumstances as authorized by the reciprocal reporting agreement between the Cooperative and local law enforcement agencies.
The above list of disciplinary measures is a range of options that will not always be applicable in every case. In some circumstances, it may not be possible to avoid suspending or expelling a student because behavioral interventions, other than a suspension or expulsion, will not be appropriate and available, and the only reasonable and practical way to resolve the threat and/or address the disruption is a suspension or expulsion.
Corporal Punishment
Corporal punishment is illegal and will not be used. Corporal punishment is defined as slapping, paddling, or prolonged maintenance of students in physically painful positions, or intentional infliction of bodily harm. Corporal punishment does not include reasonable force as needed to maintain safety for students, staff, or other persons, or for the purpose of self-defense or defense of property.
Weapons Prohibition
A student who is determined to have brought one of the following objects to school, any school-sponsored activity or event, or any activity or event that bears a reasonable relationship to school, shall be expelled for a period of not less than one year, but not more than 2 calendar years:
A firearm, meaning any gun, rifle, shotgun, weapon as defined by Section 921 of Title 18 of the Unites States Code, firearm as defined in Section 1.1 of the Firearm Owners Identification Card Act, or firearm as defined in Section 24-1 of the Criminal Code of 1961. The expulsion period may be modified by the superintendent, and the superintendent’s determination may be modified by the board on a case-by-case basis.
A knife, brass knuckles, or other knuckle weapon regardless of its composition, a billy club, or any other object if used or attempted to be used to cause bodily harm, including “look alikes” of any firearm as defined above.
The expulsion requirement may be modified by the superintendent, and the superintendent’s determination may be modified by the board on a case-by-case basis.
Gang & Gang Activity Prohibited
“Gang” is defined as any group, club, or organization of two or more persons whose purposes include the commission of illegal acts. No student on or about school property or at any school activity or whenever the student’s conduct is reasonably related to a school activity, shall:
Wear, possess, use, distribute, display, or sell any clothing, jewelry, paraphernalia, or other items which reasonably could be regarded as gang symbols; commit any act or omission, or use either verbal or non‐verbal gestures, or handshakes showing membership or affiliation in a gang.
Use any speech or commit any act or omission in furtherance of the interest of any gang or gang activity, including, but not limited to, soliciting others for membership in any gangs.
Request any person to pay protection or otherwise intimidate, harass, or threaten any person.
Commit any other illegal act or other violation of SASED policies.
Incite other students to act with physical violence upon any other person.
Re-Engagement of Returning Students
The Program Administrator or designee shall meet with a student returning to school from an
out-of-school suspension, expulsion, or alternative school setting. The goal of this meeting shall be to support the student’s ability to be successful in school following a period of exclusion and shall include an opportunity for students who have been suspended to complete or make-up missed work for equivalent academic credit.
Required Notices
A school staff member shall immediately notify the Building Principal and Program Administrator in the event that he or she: (1) observes any person in possession of a firearm on or around school grounds; however, such action may be delayed if immediate notice would endanger students under his or her supervision, (2) observes or has reason to suspect that any person on school grounds is or was involved in a drug-related incident, or (3) observes a battery committed against any staff member. Upon receiving such a report, the Building Principal, Program Administrator, or designee shall immediately notify the local law enforcement agency, Ill. Dept. of State Police (ISP), and any involved student's parent/guardian. School grounds includes modes of transportation to school activities and any public way within 1000 feet of the school, as well as school property itself.
Delegation of Authority
Each teacher, and any other school personnel when students are under his or her charge, is authorized to impose any disciplinary measure, other than suspension, expulsion, corporal punishment, or in-school suspension, that is appropriate and in accordance with the policies and rules on student discipline.
Teachers, other certificated [licensed] educational employees, and other persons providing a related service for or with respect to a student, may use reasonable force as needed to maintain safety for other students, school personnel, or other persons, or for the purpose of self-defense or defense of property. Teachers may temporarily remove students from a classroom for disruptive behavior.
The Executive Director, Assistant Director, or Program Administrator in collaboration with administration from the student’s resident school district is authorized to impose the same disciplinary measures as teachers and may suspend students guilty of gross disobedience or misconduct from school (including all school functions) and from riding the school bus, up to 10 consecutive school days, provided the appropriate procedures are followed.
Soliciting, encouraging, aiding, or engaging in hazing, no matter when or where it occurs, is prohibited. Hazing means any intentional, knowing, or reckless act directed to or required of a student for the purpose of being initiated into, affiliating with, holding office in, or maintaining membership in any group, organization, club, or athletic team whose members are or include other students.
Students engaging in hazing will be subject to disciplinary actions as determined in coordination with the administration of the student’s resident school district.
Special education transportation is determined at the student’s IEP meeting and coordinated by the resident district . Students are scheduled to be picked up and dropped off at the approved site. Parents must, at the beginning of the school year, contact the school in order for that pick up and drop off address to be changed to a different location. Students are not permitted to ride a bus other than the bus to which they are assigned.
While students are on the bus, they are under the supervision of the bus driver. In most cases, bus discipline problems can be handled by the bus driver. In the case of a written disciplinary referral, student bus problems will be investigated and handled by the Program Administrator.
Parents will be informed of all inappropriate student behavior on a bus. Parents are encouraged to discuss bus safety and appropriate behavior with their children before the beginning of the school year and regularly during the year.
In the interest of the student’s safety and in compliance with State law, students are expected to observe the following rules:
Be aware of moving traffic and pay attention to your surroundings.
Dress properly for the weather. Make sure all drawstrings, ties, straps, etc. on all clothing, backpacks, and other items, are shortened or removed to lessen the likelihood of them getting caught in bus doors, railings or aisles.
Arrive on time at the bus stop and stay away from the street while waiting for the bus.
Stay away from the bus until it stops completely, and the driver signals you to board. Enter in single file without pushing. Always use the handrail.
Take a seat right away and remain seated facing forward. Keep your hands, arms, and head inside the bus.
Talk quietly on the bus. No shouting or creating loud noises that may distract the driver. Tablets, iPods®, smart phones, and other electronic devices must be silenced on the bus unless a student uses headphones.
Help keep the bus neat and clean. Keep belongings out of the aisle and away from emergency exits. Eating and drinking are not allowed on the bus.
Always listen to the driver’s instructions. Be courteous to the driver and other students. Sit with your hands to yourself and avoid making noises that would distract the driver or bother other passengers.
Wait until the bus pulls to a complete stop before standing up. Use the handrail when exiting the bus.
Stay out of the danger zone next to the bus where the driver may have difficulty seeing you. Take at least five giant steps (10 feet) away from the bus and out of the danger zone, until you can see the driver and the driver sees you. Never crawl under a bus.
If you must cross the street after you get off the bus, wait for the driver’s signal and then cross in front of the bus. Cross the street only after checking both ways for traffic, even after the driver’s signal.
Never run back to the bus, even if you dropped or forgot something.
Students are expected to follow all school rules while on the bus. Students may be suspended from riding the school bus for up to 10 consecutive school days for violating school rules or for engaging in other gross disobedience or misconduct. The school board may suspend the student from riding the school bus for a period in excess of 10 days for safety reasons. The Cooperative’s regular suspension procedures shall be used to suspend a student’s privilege to ride a school bus.
A student who is suspended from riding the school bus and who does not have alternative transportation to school shall be allowed the opportunity to make up all missed work for equivalent academic credit. It is the responsibility of the student’s parent or guardian to notify the school that the student does not have alternative transportation to school.
Video and audio cameras may be active on buses to record student conduct and may be used for the purposes of investigation into misconduct or accidents on the bus.
For questions regarding school transportation issues, contact the student's resident district.
Additional Resources follow:
National Highway Traffic Safety Administration - School Bus Safety
U.S. Department of Transportation - School Bus Safety Material
National Safety Council - Transportation Safety Tips
IL State Police - School Bus Safety
IL State Board of Education - School Bus Safety What Parents Should Know
Il State Board of Education - Instructions to School Bus Riders
Bullying, intimidation, and harassment diminish a student’s ability to learn and a school’s ability to educate. Preventing students from engaging in these disruptive behaviors and providing all students equal access to a safe, non-hostile learning environment are important district and school goals.
Bullying on the basis of actual or perceived race, color, national origin, military status, unfavorable discharge from military service, sex, sexual orientation, gender orientation, gender-related identity or expression, ancestry, age, religion, physical or mental disability, order of protection status, status of homelessness, or actual marital status, parental status, including pregnancy, association with a person or group with one or more of the aforementioned actual or perceived characteristics, or any other distinguishing characteristic is prohibited in each of the following situations:
During any school-sponsored education program or activity.
While in school, on school property, on school buses or other school vehicles, at designated school bus stops waiting for the school bus, or at school-sponsored or school-sanctioned events or activities.
Through the transmission of information from a school computer, a school computer network, or other similar electronic school equipment.
Through the transmission of information from a computer that is accessed at a non-school-related location, activity, function, or program or from the use of technology or an electronic device that is not owned, leased, or used by the school district or school if the bullying causes a substantial disruption to the educational process or orderly operation of a school.
Bullying includes cyber-bullying and means any severe or pervasive physical or verbal act or conduct, including communications made in writing or electronically, directed toward a student or students that has or can be reasonably predicted to have the effect of one or more of the following:
Placing the student or students in reasonable fear of harm to the student’s or students’ person or property.
Causing a substantially detrimental effect on the student’s or students’ physical or mental health.
Substantially interfering with the student’s or students’ academic performance.
Substantially interfering with the student’s or students’ ability to participate in or benefit from the services, activities, or privileges provided by a school.
Cyber-bullying means bullying through the use of technology or any electronic communication, including without limitation any transfer of signs, signals, writing, images, sounds, data, or intelligence of any nature transmitted in whole or in part by a wire, radio, electromagnetic system, photo-electronic system, or photo-optical system, including without limitation electronic mail, Internet communications, instant messages, or facsimile communications. Cyberbullying includes the creation of a webpage or weblog in which the creator assumes the identity of another person or the knowing impersonation of another person as the author of posted content or messages if the creation or impersonation creates any of the effects enumerated in the definition of bullying. Cyberbullying also includes the distribution by electronic means of a communication to more than one person or the posting of material on an electronic medium that may be accessed by one or more persons if the distribution or posting creates any of the effects enumerated in the definition of bullying.
Bullying may take various forms, including without limitation one or more of the following: harassment, threats, intimidation, stalking, physical violence, sexual harassment, sexual violence, theft, public humiliation, destruction of property, or retaliation for asserting or alleging an act of bullying. This list is meant to be illustrative and non-exhaustive.
Students are encouraged to immediately report bullying. A report may be made orally or in writing to the building principal, nondiscrimination coordinator, district complaint manager or any staff member with whom the student is comfortable speaking. All school staff members are available for help with bullying or to make a report about bullying. Anyone, including staff members and parents/guardians, who has information about actual or threatened bullying is encouraged to report it to the district complaint manager or any staff member. Anonymous reports are also accepted by phone call or in writing.
Non-Discrimination Coordinator:
Dr. Julia Wheaton
Assistant Director of Human Resources
2900 Ogden Avenue
Lisle, IL 60532
630-955-8107
jwheaton@sased.org
Complaint Managers:
Dan Lawler
Technology Coordinator
2900 Ogden Avenue
Lisle, IL 60532
630-955-8105
dlawler@sased.org
Dr. Elizabeth Vander Woude
Assistant Director of Programs and Services
2900 Ogden Avenue
Lisle, IL 60532
630-955-8102
evanderwoude@sased.org
Reprisal or retaliation against any person who reports an act of bullying is prohibited. A student’s act of reprisal or retaliation will be treated as bullying for purposes of determining any consequences or other appropriate remedial actions.
A student will not be punished for reporting bullying or supplying information, even if the school’s investigation concludes that no bullying occurred. However, knowingly making a false accusation or providing knowingly false information will be treated as bullying for purposes of determining any consequences or other appropriate remedial actions.
Students and parents/guardians are also encouraged to read the following school district policies: 7:20, Harassment of Students Prohibited and 7:180, Prevention of and Response to Bullying, Intimidation and Harassment, which can be located on SASED’s website at www.sased.org.
Youth suicide impacts the safety of the school environment. It also affects the school community, diminishing the ability of surviving students to learn and the school’s ability to educate. Suicide and depression awareness and prevention are important goals of SASED.
SASED maintains student and parent resources on suicide and depression awareness and prevention. Much of this information, including a copy of the policy 7:290, Suicide and Depression Awareness and Prevention, is posted on the SASED website at www.sased.org. Information can also be obtained from the school office.
Support is available at:
988 Suicide and Crisis Lifeline: Call or Text 988
The 988 Suicide and Crisis Lifeline is a national network of local crisis centers that provides free and confidential emotional support to people in suicidal crisis or emotional distress 24 hours a day, 7 days a week.
DuPage County Crisis Line: Call 630-627-1700
Countywide phone line for DuPage residents staffed by local counselors available to respond and provide support for those experiencing a mental health crisis.
Crisis Text Line: Text REACH to 741741
Crisis Text Line is available for any crisis, 24/7. A live, trained Crisis Counselor receives the text and responds from a secure online platform. The volunteer Crisis Counselor will help you move from a hot moment to a cool moment.
The Trevor Project: Call 866-488-7386 or Text START to 678678
Phone and text line available for LGBTQ youth to speak confidentially with trained counselors. Service is available 24/7 and is free of cost.
Additional resources are available at: https://www.dupagehealth.org/703/Mental-Health-Resources
The Illinois School Board of Education has developed a Bill of Rights regarding physical restraint, time out, and isolated time out. SASED is dedicated to ensuring a safe, healthy, and supportive learning environment for all students. SASED grounds itself in its Mission and Vision which states “SASED is committed to being the innovative leader that inspires, creates, and implements best practices in education for all” and “to maximize student outcomes.” Students in SASED programs have complex and multi-faceted needs, at times resulting in an imminent threat to themselves, students or others. As such, the Bill of Rights is being included in this document, as well as SASED’s RTO Reduction Plan and SASED’s procedures for responding to RTO’s.
The ISBE Bill of Rights states:
“This Bill of Rights provides parents and guardians with an overview of the requirements and rights related to the use of physical restraint, time out, and isolated time out (RTO). RTO should be used as a last resort and only when the threat of imminent danger of serious physical harm exists. The information presented in this guide is not meant to be exhaustive and does not include a complete explanation of all the laws. However, at a minimum, parents and guardians should be aware of their rights when RTO is utilized to ensure the safety and well-being of their child.
Chemical Restraint: Using medication to control a student’s behavior or to restrict a student’s movement.*
Imminent Danger: A situation in which a student presents a danger to the safety and well-being of himself, herself, or another person and is likely to cause immediate physical harm.
Isolated Time Out: Involuntary confinement of a student alone in a time out room or other enclosure outside of the classroom without a supervising adult in the time out room or enclosure.
Mechanical Restraint: Using a device or equipment that limits or prevents a student’s movement.*
Physical Restraint: Holding or restricting a student’s movement.
Prone Restraint: A physical restraint in which a student is held face down and physical pressure is applied to the body to prevent movement.*
Time Out: Involuntary monitored separation of a student from classmates with a trained adult in the room for part of the school day or for a brief time in a non-locked setting.
*Not permitted to be used in Illinois public and nonpublic schools.
RTO Standards
Your child’s behavior may cause serious physical harm to self or others.
The school tried to calm your child down with other techniques before using RTO.
Your child has no known health reasons that RTO should not be used.
Your child calms down and there is no longer a risk of serious physical harm to self or others.
Your child calms down and there is no longer a risk of serious physical harm to self or others.
Your child says that he/she/they is unable to breathe.
Staff recognize that your child is having a difficult time breathing.
Your child has health concerns and using RTO could harm your child.
Your child did not follow directions.
Your child was verbally disrespectful or rude.
Your child was cursing.
Your child tried to damage property.
The school staff wants to punish your child.
The room must meet all safety requirements of the law. The door shall not be locked, and the doorway may not be blocked with furniture or other objects.
During a timeout, an adult must remain in the room with the student.
A student may only be placed in isolated time out when the supervising adult would be in danger of serious physical harm from the student. An adult will remain outside of the room.
While in time out or isolated time out, a student must be allowed to go to the bathroom or take regularly scheduled medicine.
If a time out or isolated time out occurs during lunch or a regularly scheduled snack time, food or drink must be offered to the student.
Clothing items shall remain in place. Items may only be removed if there is a risk of self-injury or injury to others.
Staff must never leave a student alone. They must continually check on the student to make sure the student has calmed down and can return to class.
Notification: The school should attempt to notify you on the same day of the RTO event.
Written Explanation: Within one day (unless the next day is a weekend or holiday), you should receive a written explanation of the event.
Right to Meet: Within two days (unless the next day is a weekend or holiday), you should be notified of the right to schedule a meeting. The meeting should be held two days after your request is made. You may meet in person, via telephone, or virtually.
Meeting: During the meeting, everyone should talk about what happened and what could have been done differently. You may ask questions, make suggestions, and share what works best for your child. The goal is to prevent future RTO events.
Meeting Notes: You must be provided a copy of the meeting notes.
If you feel your child’s rights have been violated during a RTO event, you may file a RTO state complaint. A complaint must be filed within one year of the RTO incident. There is no cost to file a complaint, and you do not need an attorney. To file a complaint or to request assistance, you may contact the Illinois State Board of Education at 217-785-5585 or by emailing restrainttimeout@isbe.net.”
You can find a copy of the Bill of Rights here.
You can find a Frequently Asked Questions document here.
SASED RTO Reduction Plan
SASED currently has an RTO Reduction Plan on file with ISBE. You can find SASED’s RTO Reduction Plan here.
After a physical restraint incident has ended, the person who filled out the behavior log, hands it to the staff member who initiated (lead) the restraint.
The staff member who initiated (lead) the physical restraint, completes the ISBE Physical Restraint and Time Out Form, which documents what happened before the restraint and why the team went hands on. This form must be completed in its entirety.
The staff member who initiated (lead) the physical restraint and completed the form, emails administration as soon as possible, notifying them that there was an incident that involved a physical restraint.
The staff member who initiated(lead) the physical restraint and completed the ISBE documentation form will scan the behavior log to the student’s case manager. Then he/she will give the hard copy of the paperwork to the student’s case manager for the case manager to enter into Embrace BIR (Both the top and the bottom portion of the BIR needs to be entered). If the case manager is not in school, give the hard copy of the paperwork to the BMS/SW. If both are absent provide the paperwork to the administrator and inform them the case manager and BMS/SW are absent.
Student’s Case manager contacts home the same day and reports the restraint.
Student’s case manager emails administration letting them know the BIR is ready for review. Administrator will schedule a debrief meeting. This meeting should include all members involved with the restraint (listed on the paperwork), administrator, the student’s BMS/SW and Case Manager. Debriefing must happen within 48 hours of the restraint.
Administrator emails the paperwork (form and Parent Bill of Rights) to the student's guardians (form, restraint log, ISBE complaint form, and procedural safeguards). The following are CC’d on the email to the family: Physicalmanagement@SASED.org, District representative, Assistant Director of Programs, BMS/SW, and program assistant.
Program Assistant places a printed copy in the student's temporary file.
For Pathways only: Administration schedules an Intervention Review meeting if a student has had 3 RTOs in a month.