Southeast School
6 S 331 Cornwall Road
Naperville, IL 60540
Tel: (630) 548-7150 Fax: (630) 778-0503
Principal: Laura Lopez (630) 548-7107 email: llopez@sased.org
Assistant Principal: Andrew Shelby (630) 548-7110 email: ashelby@sased.org
Pathways Program
The Pathways program is a separate public day school designed to support students identified with significant and complex social, emotional, and behavioral support needs that impact their ability to access and participate in the general education setting successfully. The Pathways program implements a continuum of evidence-based instructional and behavioral practices through a highly structured learning environment to support students experiencing emotional and behavioral difficulties, which may include depression, anxiety, social skills deficits, impulsivity, histories marked by trauma or loss, chronic school failure, and learning difficulties.
The Pathways program design includes a high staff-to-student ratio, allowing for a more individualized and intensified academic and social-emotional setting. Classrooms typically have 8-10 students with a team structure of a special education teacher, teaching assistant, and intervention specialists (social workers and school psychologists). In addition to the support of the classroom team, related services are interwoven with the instructional program to support communication, self-regulation, self-management, and sensory needs.
The Pathways program implements evidence-based instructional and behavioral practices in a highly structured learning environment through one-to-one, small-group, and whole-group instruction. Classrooms are designed to provide predictable and meaningful routines that assist students in mastering academics, developing social skills, and increasing self-awareness, self-control, and self-esteem. Using a trauma-informed approach within a Multi-Tiered System of Support (MTSS), staff implement an instructional framework that aims to increase social, emotional, and academic success for all students by:
Utilizing evidence-based, respectful, non-punitive, prevention-oriented behavior practices
Focusing on skill teaching, intervention, and re-teaching as necessary
Ongoing assessment of student progress and revising interventions and approaches as appropriate
Using principles of restorative justice to manage conflicts and redirect negative behavior
Providing students authentic opportunities to process content and take ownership of their learning
The Pathways program is not just about immediate support but also about long-term success. It aims to equip students with the academic and social skills necessary to thrive in their home district's educational environments and to prepare them for successful careers or college.
SASED Lisle South
5205 Kingston Avenue
Lisle, IL 60532
Tel: (224) 651-6523
Administrator: Kati Curby (331) 771-1792 email: kcurby@sased.org
Supportive Medical Needs Program
The Supportive Medical Needs Program provides comprehensive and integrated support for students with significant medical and educational support needs across all ages, from early childhood through high school. This program fosters holistic development and academic success by delivering tailored services that address each student's unique requirements. The program aims to maximize students' potential and enhance their quality of life by offering a multidisciplinary approach and a range of specialized services.
The Supportive Medical Needs Program represents a significant milestone in meeting the educational and therapeutic needs of students with significant medical and educational support needs. Through a comprehensive and integrated approach, tailored services, adapted curriculum, alternative communication strategies, and collaboration among multidisciplinary professionals, the program is poised to impact the lives of students and their families profoundly. By providing holistic support that addresses the medical, developmental, and educational aspects of each student's needs, the SASED Supportive Medical Needs Program aims to empower students to reach their full potential and lead fulfilling lives.
Comprehensive and Integrated Approach:
The SASED Supportive Medical Needs Program adopts a comprehensive and integrated approach to education and therapy. We recognize that students with significant medical support needs require specialized care encompassing medical and educational domains, so our program is designed to provide seamless coordination between medical and educational services. Integrating therapy and education within a supportive environment ensures that students receive the holistic support they need to thrive academically, socially, and physically.
Adapted Curriculum for Diverse Learners:
The SASED Supportive Medical Needs Program's curriculum is carefully adapted to accommodate diverse learning needs. We recognize that students with significant medical support needs may require modifications and accommodations to access the curriculum effectively. Therefore, our curriculum is designed to be flexible and adaptable, ensuring accessibility and engagement for all students. Through personalized instruction and differentiated materials, we strive to facilitate meaningful learning experiences that align with individual abilities and goals.
Alternative Communication Strategies:
Communication is fundamental to educational attainment and social interaction. The SASED
Supportive Medical Needs Program recognizes this and employs various alternative communication strategies to help students with communication challenges. Augmentative and alternative communication (AAC) tools, sign language, and assistive technology are integrated into daily instruction to support expressive and receptive communication skills. By providing alternative communication methods, we empower students to communicate their needs, thoughts, and ideas effectively, enhancing their overall educational experience and social interactions.
Integrated Services:
The SASED Supportive Medical Needs Program offers integrated services from a multidisciplinary team of professionals, including occupational therapists, physical therapists, speech-language therapists, school nurses, special education teachers, and educational support staff. Collaboration among these experts ensures a holistic approach to addressing students' medical, developmental, and educational needs. By working together as a cohesive team, we can provide comprehensive support that addresses the complex needs of students with significant medical and educational support needs from early childhood through high school, thereby promoting their overall well-being and academic success.
SASED Transition Center
2900 Ogden Avenue
Lisle, IL 60532
Administrator: Kati Curby (331) 771-1792 email: kcurby@sased.org
Transition Program
This program is an outcome-based program that teaches real life skills in age appropriate, natural environments. All students who are post high school but younger than 23 years old (or the day before the student turns 23 or the end of the school year) with an Individualized Education Program (IEP), are entitled to transition services. The Transition Program will serve any member district student in addition to the students from SASED/DuPage West Cook programs. SASED’s philosophy is to provide an environment which encourages self-growth for the students as they work toward their personal goals. Goals are developed collaboratively between student, family, and transition staff using a person-centered approach. The goal of the program is for students to be prepared/linked to the services they need upon their exit from school-based services whether it is employment, day programs, college, volunteering or adult living. The linkage is individual and personal to each student.
Administrator: Tara Corral (630) 955-8074 email: tcorral@sased.org
Deaf and Hard of Hearing Program
This program serves students with identified hearing losses from the 92 member school districts of DuPage/West Cook area. Using a Total Communication philosophy, traditional and modified academic content is taught with an emphasis on language development. A wide variety of communication methods are utilized. Oral communication or speech, written communication and manual communication through the use of conceptually accurate signed English, are all used to assist students as they fill in the language/vocabulary gaps caused by the hearing loss.
Host District/Classroom Locations:
Administrator: Kati Curby (331) 771-1792 email: kcurby@sased.org
Teacher: Jason Munchoff (630) 933-1600 email: jmunchoff@sased.org
Located within Central DuPage Hospital, 25 North Winfield Road, Winfield, IL 60190
Project SEARCH Program
This program is an international initiative that provides structured learning and internships for students with disabilities in their last year of high school or when finishing their Transition program. The one-year internship takes place at Central DuPage Hospital in Winfield, where total immersion in the workplace facilitates the teaching and learning process, as well as the acquisition of employability and marketable work skills. The students work with a team that includes their family, a special education teacher and Rehabilitation Services Administration to create employment goals and support the student during this important transition from school to work. Project SEARCH’s primary objective is to secure competitive employment for people with disabilities.
Administrators: (630) 955-8037 email:
(630) 955-8103 email:
Structured Learning Environment Program
The Structured Learning Environment (SLE) program provides educational services for students with significant and complex support needs who require a smaller, structured classroom environment. The SLE program classrooms are integrated into our member district’s general education school buildings to foster and support age-appropriate, peer-oriented social connections.
Students in the SLE program are taught and supported within a transdisciplinary service model. The teacher, speech-language pathologist, occupational and physical therapists, intervention specialists (social workers and school psychologists), BCBA, and teaching assistants all work in tandem to maximize each student’s learning across all areas of development. The team plans and implements services to support the student’s daily educational program and achievement of individualized goals.
The SLE program implements evidence-based instructional and behavioral practices through one-to-one and small-group instruction in a highly structured learning environment. Classrooms are designed to provide predictable and meaningful routines through structured schedules and clear routines, adding activities to increase engagement and independence and organizing classroom spaces to reduce anxiety and increase appropriate behavior.
Differentiated Supports:
Central to the SLE Program's philosophy is differentiated support based on the intensity of need. Our program recognizes that students may require varying levels of support in communication, social development, and academic and functional learning. Therefore, we offer a continuum of services tailored to meet each student's unique needs. Whether through small-group instruction, individualized coaching, or assistive technology, we strive to provide students with the tools and resources they need to succeed.
Transdisciplinary Service Model:
The SLE Program adopts a transdisciplinary service model, where professionals from diverse disciplines collaborate closely to support students' holistic development. Our team consists of teachers, speech-language pathologists, occupational and physical therapists, intervention specialists (social workers and school psychologists), and teaching assistants, all working in tandem to maximize each student's learning across all areas of development. Through regular communication, joint planning, and shared decision-making, our team ensures that students receive comprehensive and coordinated services to support their daily educational program and achieve individualized goals.
Structured Teaching Model:
The SLE Program utilizes a structured teaching model based on the TEACCH model from the University of North Carolina at Chapel Hill (UNC). This approach emphasizes using visual supports, structured routines, and clear expectations to promote organization, independence, and engagement among students with autism and related disorders. A consistent and predictable learning environment empowers students to succeed academically and function effectively in various settings.
Individualized Outcome-Based Programming:
The design of the SLE program is centered around individualized outcome-based programming built on a core curriculum for skill acquisition instruction. This individualized approach ensures that each student's educational program is tailored to their strengths, needs, and goals. By focusing on outcomes and progress monitoring, the SLE program can effectively track student growth and adjust interventions to support continued success.
Integration with Same-Age Peers:
Students within the SLE program are provided opportunities to learn and socialize with their same-age peers through academic or non-academic classes or peer programs facilitated by the program or school. This integration promotes social inclusion, peer modeling, and opportunities for reciprocal relationships. By fostering interactions with same-age peers, the SLE program promotes the development of social skills and facilitates the generalization of academic and social skills into naturalistic settings.
Community-Based Instruction:
The SLE program incorporates a community-based instructional component that facilitates generalizing academic and social skills into natural community environments. Students can apply their skills in real-world settings through community outings, field trips, and vocational experiences. This hands-on approach reinforces academic concepts and promotes independence, self-regulation, and functional skills essential for post-secondary success.
Host District/Classroom Locations:
Administrators: Amy Gebre (630) 955-8075 email: agebre@sased.org
Visually Impaired Program
This program serves students who are blind/visually impaired from the 92 member school districts of DuPage/West Cook area. A full continuum of programming is available from Early Childhood through Transition for those students who are determined to need intensive and/or specialized instruction due to their visual impairment.
Host District/Classroom Locations:
The Audiology Department is open to SASED and DuPage/West Cook members. These services include:
Audiology
Hearing and Vision Screenings
Ear Mold Services
SASED provides and/or coordinates administrative duties for member districts including: provision of the State Approved Director of Special Education, computerized IEP services and supports, ISTAR state reporting services, extraordinary claims and cost sheets, coordination of Medicaid direct and administrative outreach service, compliance monitoring, coordination of Parents’ Advisory/Parent Liaison Groups, interpreting services, and the Operating Cooperative for DuPage West Cook area.
Itinerant Services
SASED Administrative Center
2900 Ogden Avenue
Lisle, IL 60532
Administrators: Deaf and Hard of Hearing - Tara Corral (630) 955-8074 email: tcorral@sased.org
Visually Impaired - Amy Gebre (630) 955-8075 email: agebre@sased.org
Itinerant services are available to all SASED member districts. Itinerant teachers are on hand to provide services to students with hearing and vision, and orientation and mobility impairments.
OT-PT Services
SASED Administrative Center
2900 Ogden Avenue
Lisle, IL 60532
OT-PT Coordinator: Sherilyn Genin (630) 955-8150 email: sgenin@sased.org
OT-PT services are provided to students as described in the Individuals with Disabilities Education Act (IDEA). As related services, OT and PT provide specialized interventions to support students’ independence and participation in their educational program. The role of occupational and physical therapy in the schools is fourfold: 1) To provide an accurate assessment of student needs in the learning environment, 2) To support teaching staff by providing information on how to interact safely, comfortably and effectively with students, 3) To help adapt programming and the school environment to meet individual student needs and 4) To provide therapeutic intervention as needed to allow the student to benefit from his/her individualized education program within the least restrictive environment.
SI/IS/PD/AT Team
SASED Administrative Center
2900 Ogden Avenue
Lisle, IL 60532
Administrator: Claire Smith (630) 955-8130 email: cksmith@sased.org
This team is a diverse group of coaches with various specialized backgrounds to train staff in: applied behavioral analysis, positive behavior supports, and multi-tiered systems of support for general and special education. They have broad training, experience and skills that apply to a wide range of ages, disabilities and learning styles. They work across both SASED and member district classrooms in programs from Early Childhood through Transition. The SIISPDAT Team provides direct services to assist individual students who are having serious difficulty succeeding in any educational setting. The members of the team are skilled collaborators and use the research proven tool of Functional Assessment to recommend and design proactive behavioral intervention strategies and differentiation of instruction. They are expert trainers and conduct workshops/in-service presentations throughout the school year. The Assistive Technology Team is a component of the SIISTPD Team and provides information/training to IEP teams in SASED programs and in its member districts to effectively consider and/or implement Assistive Technology for students with disabilities to increase their independence, participation, and productivity in order to function successfully within their educational environment.
The following related services may be provided to students based on their IEP goals and services:
School Psychologists
The school psychologist is a support person for students and staff. The services provided include: evaluation of and recommendations regarding learning or behavioral difficulties of students to determine whether they might benefit from a special program or service; counseling of students; staff and parent conferences and consultations; referrals outside of school; and annual review of the placement of students in special programs or services.
Social Workers/Counselors
School Social Workers are a vital part of the educational team, working together with educational administrators, teachers, counselors, psychologists, nurses, speech and language pathologists and other staff. Their unique graduate level training in social work enables them to understand and interpret the student's response to school, home, and community environments. School social workers identify social and developmental factors that influence a student's opportunity to benefit from the general instructional program within the school. Their basic objective is to assist students in realizing their learning potential when stress or other social/emotional factors are interfering. Social workers assess school-related problems and their possible causes. Based on this assessment, recommendations are made which may include: programming modifications, referrals to appropriate community resources, and/or school social work services. School social workers also provide crisis intervention as-needed, and engage in effective problem solving with students when appropriate
Speech-Language Therapists
Speech-Language Pathologists are professionals educated in the study of human communication development. Through evaluation of the speech, language, cognitive-communication, and swallowing skills of students, the speech-language pathologist determines what communication or associated problems exist and the best way to treat them. Speech-Language Pathologists collaborate with members of the mulit-disciplinary team to support increased communicative competencies of students in school, home, and community settings.
Sign Language Interpreters
A school sign language interpreter facilitates communication between deaf or hard-of-hearing students and their peers, teachers, and staff. They interpret spoken language into sign language and vice versa, ensuring that students can fully participate in classroom activities and social interactions. Their role is crucial for fostering an inclusive learning environment, providing not just translation but also cultural and contextual understanding. Interpreters may work in various educational settings, from classrooms to school events, adapting their skills to meet the diverse needs of students.
Occupational Therapists
A school occupational therapist (OT) helps students develop the skills needed for daily activities, focusing on enhancing their ability to participate in school and social environments. They assess students' physical, sensory, and cognitive needs and create individualized intervention plans to support their learning and development. OTs may work on fine motor skills, sensory processing, and self-regulation strategies, using engaging activities to promote independence and improve overall functioning. By collaborating with teachers, parents, and other professionals, they ensure that students receive the support they need to succeed in the classroom and beyond.
Physical Therapists
Physical therapists are trained to assess the motor development of children. They have the expertise to determine the appropriate treatment for physical limitations or functional impairments. They may choose exercise, improvement of underlying sensory processing problems, use of therapeutic modalities or development of compensatory strategies. Their goals may include improving a child's functional skills and preventing or limiting the effects of a disability in a variety of developmental areas. Physical Therapists collaborate with members of the muti-disciplinary team to support increased movement competencies of students in school, home, and community settings.
School Nurses
School nurses strengthen and facilitate the educational process by improving and protecting the health status of children and by identification and assistance in the removal of health-related barriers to learning. The major focus of school health services is the prevention of illness and disability, and the early detection and correction of health problems. The school nurse is especially prepared and uniquely qualified in preventive health, health assessment, specifical medical needs, and referral procedures.
Itinerant Vision and Hearing Services
Certified vision and hearing teachers provide necessary accommodations for students to access their educational environment and materials. Services may include individual instruction in the use of specialized equipment to compensate for hearing or vision loss, integrated instruction in the classroom, and consultation with appropriate staff.
Orientation and Mobility Services
School orientation and mobility (O&M) specialists teach students with visual impairments how to navigate their environments safely and independently. They provide instruction in travel techniques, such as using a cane, understanding spatial orientation, and using landmarks for navigation. O&M specialists assess each student’s unique needs and develop personalized training plans to enhance their mobility skills, fostering confidence and independence. They often collaborate with teachers, parents, and other professionals to create a supportive learning environment and ensure that students can participate fully in school and community activities.
Assistive Technology Consultation
Assistive technology specialists in schools help students with disabilities access and use technology to support their learning. They assess students’ individual needs and recommend tools, software, and devices that enhance communication, mobility, and academic performance. These specialists provide training to students, teachers, and parents on how to effectively use assistive technologies, ensuring that students can participate fully in classroom activities. By integrating technology into educational practices, they promote independence and empower students to achieve their goals.
School Improvement, Instructional Support, and Professional Development Team (SIIS)
SIIS provides support to educators, students, and families across member districts and SASED programs. Primary responsibilities include supporting problem-solving teams through staff development and providing recommendations to support the academic, social, emotional, sensory, and behavioral needs of classroom and individual student referrals. SIIS provides consultative support and direct service support, as needed (e.g., FBAs/BIPs, data collection, report writing, coaching, etc.). SIIS also offers member districts a wide range of professional development opportunities. Popular topics include Essentials for Supporting Students with Autism Spectrum Disorder, PBIS, CHAMPS, and Understanding and Managing Student Behavior.
PLACEMENT AND ENROLLMENT PROCESS
Placement in a SASED program is determined by the student's IEP team. A SASED representative, if invited, will make every effort to attend the Individualized Education Program (IEP) conference at the student’s home school.
Students and parents are required to complete the SASED Program Enrollment Packet before the student’s first day of attendance. The enrollment packet includes emergency information and permission forms. The enrollment packet is given to parents prior to initial placement and is sent home to returning students each year in August. Students are required to register each year at their home school. When registering at their home school, students may receive a student ID and other important district information.
HOME AND HOSPITAL INSTRUCTION
A student who is absent from school, or whose physician, physician assistant or licensed advance practice registered nurse anticipates his or her absence from school, because of a medical condition, may be eligible for instruction in the student’s home or hospital.
Appropriate educational services from qualified staff will begin no later than five school days after receiving a written statement from a physician, physician assistant, or licensed advanced practice registered nurse. Instructional and/or related services for a student receiving special education services will be determined by the student’s IEP Team and described in the IEP.
For information on home or hospital instruction, contact your Program Administrator. Contact information is located within the specific program area.
EXTENDED SCHOOL YEAR
SASED offers an extended school program for students whose IEP team determines that a lapse in their education will cause excessive regression in learning and will require extensive recoupment time. These recommendations are determined at the students’ IEP conference. Based on determinations made at a student's IEP, ESY programming may be provided by SASED for students enrolled in SASED or DuPage/West Cook programs. Additionally, SASED may accept students from member districts eligible for ESY.
CURRICULUM AND GRADES
The curriculum of SASED programs is aligned with state standards and is designed to meet district requirements for advancement and graduation. Students participate in core classes including Language Arts, Reading, Math, Science, Social Studies, Health and Physical Education. Students also have the opportunity to participate in various electives or exploratory/encore classes. Teaching methods and materials are selected to meet the various achievement levels and learning styles of students. The curriculum is also reinforced and supplemented using technology, field trips, and service-learning projects.
Refer to SASED Board Policy 6:60 - Curriculum Content for more information on curriculum content.
GRADING AND PROMOTION Policy 6:280
Certificate of High School Completion (HS)
A student with a disability who has an Individualized Education Program prescribing special education, transition planning, transition services, or related services beyond the student’s 4 years of high school, qualifies for a certificate of completion after the student has completed 4 years of high school. The student is encouraged to participate in the graduation ceremony of his or her high school graduation class.
HOMEWORK Policy 6:290
Homework is assigned to further a student's educational development and is an application or adaptation of a classroom experience. Students will be allowed to make up homework for absences and/or suspensions based on the agreed upon timeline by student and teacher.
EXEMPTION FROM PHYSICAL EDUCATION REQUIREMENTS Policy 7:260
STANDARDIZED TESTS
Participation in State Achievement Testing, such as Illinois Assessment of Readiness (IAR) or Illinois Alternate Assessment/Dynamic Learning Maps (DLM), is determined at each student’s IEP meeting. Accommodations needed for testing are also discussed at the meeting.
Students and parents/guardians should be aware that the State and SASED require students to take certain standardized tests, including the following:
Illinois Assessment of Readiness (IAR)
This reading and math assessment is given to most 3rd through 8th grade students
Spring (March/April)
Dynamic Learning Maps (DLM)
This alternate reading and math assessment is given to a small number of 3rd through 11th grade students with disabilities in cases where the IAR, ISA, PSAT, and/or SAT is not appropriate to assess the student’s learning. Specific criteria are defined and considered as an IEP decision
Spring (March/May)
Illinois Science Assessment
This science assessment is given to students in grades 5, 8, and 11
Spring (March/April)
ACCESS
This assessment is given to all identified English Learners each year until they reach a certain level of English proficiency
January/ February
Early Childhood Outcomes (ECO)
This assessment is given to all preschool students with disabilities as an annual progress rating in play skills, pre-academic skills, and daily living skills
May
Kindergarten Individual Development Survey (KIDS)
This assessment measures school readiness in language, literacy, self-regulation, math, and social/emotional development. All kindergarten students are observed in the first 40 days of school
first 40 days
PSAT & SAT and/or ACT
The PSAT and SAT measures the reading, writing, and math skills that students are learning in high school. It lets students show that they have the knowledge they need to succeed in college and career. The PSAT is given in 9th and 10th grade, and the SAT is given in 11th grade.
April
In addition, students in SASED programs may participate in local assessments one to three times a year. These program specific assessments in language arts, math, social/emotional learning and/or functional/daily living skills are used for several purposes including:
providing peer comparison data for student’s Present Levels of Performance in IEPs
providing data points for consideration of student growth or needs
assisting with program improvement and goal development
Parents/Guardians are encouraged to cooperate in preparing students for the standardized testing. Parents/Guardians can assist their students achieve their best performance by doing the following:
Encourage students to work hard and study throughout the year.
Ensure students get a good night’s sleep the night before exams.
Ensure students eat well the morning of the exam, particularly ensuring they eat sufficient protein.
Remind students and emphasize the importance of good performance on standardized testing.
Ensure students are on time and prepared for tests, with appropriate materials.
Teach students the importance of honesty and ethics during the performance of these and other tests.
Encourage students to relax on testing day.
ENGLISH LEARNERS
SASED offers opportunities for resident English Learners to achieve at high levels in academic subjects and to meet the same challenging State standards that all children are expected to meet.
Parents/guardians of English Learners are encouraged to: (1) be involved in the education of their children; (2) be active participants in assisting their children to attain English proficiency, achieve at high levels within a well-rounded education, and meet the challenging State academic standards expected of all students; and (3) participate and serve on SASED’s Transitional Bilingual Education Programs Parent Advisory Committee.
For questions related to this program or to express input in the school’s English Learners program, contact your child’s program administrator.
Students will not be required to take or participate in any class or course in comprehensive sex education if his or her parent or guardian submits a written objection. The parent or guardian’s decision will not be the reason for any student discipline, including suspension or expulsion. Nothing in this Section prohibits instruction in sanitation, hygiene or traditional courses in biology. Parents who wish to request an examination of instructional materials and/or request a class attendance waiver should go to the SASED website (www.SASED.org) and download the Notice to Parents/Guardians of Students Enrolled in Family Life and Sex Education Classes (Form 6:60E) from the SASED Board Policy manual. They should then submit the completed form to the Program Administrator.
INDIVIDUALIZED EDUCATION PROGRAM
An Individualized Education Program (IEP) meeting is scheduled with parent/guardian and school staff annually. A Functional Behavioral Assessment (FBA) and Behavior Intervention Plan (BIP) will be developed if appropriate. This plan is included in the student’s IEP. Parents/guardians or staff can also request an IEP meeting at any time to discuss progress on goals or any changes to the IEP.
WRITTEN MATERIALS FOR ELIGIBILITY/IEP MEETINGS
Beginning July 1, 2021, no later than 3 school days before an eligibility and/or IEP meeting (or as soon as possible if an IEP meeting is scheduled within 3 school days with the written consent of the parent/guardian), copies of “all written material that will be considered by the IEP team at the meeting” must be provided to parents/guardians. 105 ILCS 5-14/8.02f(b)
Post Secondary SUPPORT
Students may participate in classes that focus on vocational skill building adn post secondary goals. Students 16 years and older are encouraged to look for part-time employment in their community. Students may also receive assistance in locating a job or internship at a local work site. Staff will work closely with the student (14 years and older) and the student’s parent/guardian to develop a Transition Plan which is part of the student’s IEP. The plan is monitored by the student’s case manager. Post-secondary planning activities may include:
Career interest surveys
Agency connections
Post high school goal setting
Visits to Community/Local/Technical Colleges
Assistance with completing college applications
Connecting students to adult service organizations
Resume writing
A student with a disability who has an Individualized Education Program prescribing special education, transition planning, transition services, or related services beyond the student’s 4 years of high school, qualifies for a certificate of completion after the student has completed 4 years of high school. The student is encouraged to participate in the graduation ceremony of his or her high school graduation class.
Students who have completed all graduation requirements of their home district are encouraged to participate in commencement exercises. Students who elect to participate in commencement exercises will be required to adhere to all rules and regulations. SASED reserves the right to remove the privilege of a student’s participation in a commencement exercise for gross misconduct.
EMERGENCY CONTACT INFORMATION
It is important that the parent/guardian complete the emergency contact information form included in the SASED Program Enrollment Packet. Parents are to notify the school of any changes in address, phone number, e-mail address or emergency numbers that occur during the year.
RELATED SERVICE LOGS
For a child with an individualized education program (IEP), SASED service providers must create related service logs that record the type of related services administered under the child's IEP and the minutes of each type of related service that has been administered. The Program Administrator will provide a child’s parent/guardian with a copy of the related service log upon request.
Procedures and Standards Relating to Generative AI
Generative AI is a type of artificial intelligence that can create new content, such as text, images, or music. Unlike traditional software that follows strict rules, generative AI learns from data and can adapt, making it a powerful tool for personalized learning.
We’re excited to integrate some generative AI tools into our teaching practices and into our classrooms, but we’re doing it thoughtfully and responsibly. Our approach aligns with the L.E.A.P. framework, which stands for Learner-Centered, Ethical Adoption, Adaptive Personalization, and Performance Reflection.
1. Learner-Centered
Our primary aim is to enrich the learning experience for students. Generative AI tools help educators to brainstorm and tailor educational content to student needs and interests.
2. Ethical Adoption
We're committed to being ethical in our use of AI. This means prioritizing equity, inclusivity, and the safety and privacy of all students. Rest assured, if we use AI tools, they undergo rigorous vetting to ensure they meet these standards.
3. Adaptive Personalization
Generative AI allows us to customize lesson plans and educational materials. This helps our teachers be more efficient and our students to have a more engaging, personalized learning experience.
4. Performance Reflection
We believe in the power of data to inform and improve our teaching methods. Generative AI tools can provide us with insights into student learning trends, helping us adapt our strategies for better outcomes.
Transparency and Accountability
We understand that the use of AI in education can raise questions and concerns, so we're committed to being transparent about how and why we're using AI. We'll regularly update the community on our AI initiatives and invite feedback to ensure we're meeting the ethical and educational standards we all expect.
Your Role
Parents, students, and community members are key partners in this journey. We encourage you to ask questions, offer insights, and be active participants in shaping how AI is used in our district.
As we move forward with certain opportunities for students to use generative AI tools, prior parental consent will be pursued as well as reasons for AI use.
Academic Integrity, Honesty, and Acceptable Use Rules for Generative AI:
What is AI-generated plagiarism?
AI-generated plagiarism is when you use an AI tool like ChatGPT to write something for you, and then submit it as your own work without saying where it came from. This includes copying and pasting text from the AI, or modifying text from the AI without citing it or sharing with others that you used it.
The use of generative AI as a substitute for original student work will be considered plagiarism and subject to consequences outlined under academic dishonesty. Teachers may, at their discretion, assign students to use these tools for certain purposes.
Can I use AI to help me?
Yes, you can use AI tools to help you come up with ideas or plan out your work. But the final work you submit needs to be written in your own words. Think of the AI as giving you suggestions, not doing the work for you.
Giving credit to AI
If you do use something from an AI tool in your work, you need to say where it came from, just like you would with information from a website or book. Make sure to mention the name of the AI tool.
What if I break the rules?
If we find you submitted work created by AI without citing it, there will be consequences like failing grades or other instructive and/or disciplinary consequences.
The key points are:
Don't submit AI-generated work as your own without citing it
Use AI for help/ideas but do your own work
Always cite AI sources
There are instructive and/or disciplinary consequences for violations of these rules.
How to Use AI Tools the Right Way
AI tools can help you learn! Here are good ways to use them:
Come up with ideas for projects
Plan out essays or papers
Fix grammar and spelling
Translate languages
Summarize difficult texts
Write code
But don't let AI do the work for you. You need to use your own words, thoughts and effort. Also, only use AI tools when the teacher says it's ok. If you want to use it to help you with class work, writing, or studying, ask your teacher first.
Here are things you should NOT do:
Turn in assignments an AI fully wrote for you
Copy other people's work using AI
Create harmful, fake, or mean content with AI
Use AI in illegal or unethical ways
Put personal information into AI tools
Use AI for assistance without sharing that you used it
Be careful what information you put into AI tools. Do not share private information like:
Your name, address, phone number
Financial information
Medical information
School records and grades
When in doubt, do not put personal information into AI!
Use AI Respectfully
Don't create anything with AI that is:
Violent
Hateful
Biased against groups
False information
Damaging to someone's reputation
Check Your Work
AI tools are still learning. Review information provided by AI before using it. Edit and fix mistakes.
Cite your sources.
If you use AI as a source, cite it like you would a website or book.
Individuals with disabilities will be provided with an opportunity to participate in all school-sponsored services, programs, or activities. Individuals with disabilities should notify the superintendent or building principal if they have a disability that will require special assistance or services and, if so, what services are required. This notification should occur as far in advance as possible of the school-sponsored function, program, or meeting.
Students who are in good standing with their home or serving school are encouraged to participate in sports, clubs, and other activities at their home school. Students and parents should refer to their home or serving school calendar to stay informed about special events. If a student is participating in an after-school activity at his or her home or serving school, transportation will be arranged to take the student to the home or serving school after dismissal at the end of the school day. It is the student’s/family’s responsibility to arrange transportation home following extracurricular activities. In order to participate in extra-curricular or off-campus activities, students must have a signed permission slip as well as meet behavioral and academic criteria. Parents and students should also closely review their home district's policies regarding the Code of Conduct and Extracurricular Activities.
CO-CURRICULAR ACTIVITIES
Academic Criteria for Participation:
For students in kindergarten through 8th grade, selection of members or participants is at the discretion of the teachers, sponsors, or coaches, provided that the selection criteria conform to SASED’s policies.
Students must satisfy all academic standards and must comply with the activity’s rules and the student conduct code. For high school students, selection of members or participants is at the discretion of the teachers, sponsors, or coaches, provided that the selection criteria conform to SASED’s policies.
Participation in co-curricular activities is dependent upon course selection and successful progress in those courses. Students must satisfy all academic standards and must comply with the activity’s rules and the student conduct code.