Connection's Day School | Program Descriptions

CONNECTION’S DAY SCHOOL STUDENT & PARENT HANDBOOK
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DIAGNOSTIC PROGRAM & INTERIM ALTERNATIVE EDUCATION SETTING (IAES)
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The SEDOL Diagnostic/IAES programs are both housed within Connection’s Day School (CDS). Despite this physical proximity, these programs are separate from CDS. CDS is a private therapeutic day school, providing academic, therapeutic, and family support for special education students within the Lake and Cook County areas.

Both the Diagnostic and IAES programs are a unique combination of academic and therapeutic services presented in a highly individualized manner so that the needs of each student can be met most effectively. Students enrolled in both of these programs intermingle in classrooms with a minimum of ten students and at least two teaching staff to ensure the maximum amount of one-on-one support.

DIAGNOSTIC PROGRAM
The SEDOL Diagnostic Program at Connection’s Day School (CDS) is an alternative educational setting designed to provide individualized programming within the framework of an academic and therapeutic environment. When a student’s current placement is seemingly not meeting his or her emotional, behavioral, or psychiatric needs, the school district and parents may be in agreement that an alternative placement is necessary for a temporary time period to further assess the student’s educational needs. The student can be a regular education student needing an alternative placement while undergoing an Initial Case Study Evaluation or it can be a Special Education Student needing an alternative placement while undergoing a reevaluation. In either case, the student would receive these evaluations along with the individual, group, and family counseling traditionally offered at CDS. The Diagnostic program is available for up to 60 school days. At the end of this programming, a staffing is held to review all of the diagnostic data and observations. Special education eligibility will be discussed; if a student is found eligible for special education services, an individualized education plan (IEP) will be created, or the existing IEP will be modified as needed. Placement options will also be discussed. If the student is not found eligible for special education services, a plan for the student’s transition back into mainstream classes will be formulated.

INTERIM ALTERNATIVE EDUCATIONAL SETTING (IAES)
SEDOL has also contracted with Connection’s Day School (CDS) to provide a placement option for students who require an interim alternative educational setting (IAES). An IAES is required whenever a student has been involved in a behavioral infraction, leading to his/her expulsion from the home school district. Continuation of services is mandated at the time of an expulsion. The IAES program at Connection’s Day School will 1) enable the student to continue participating in his/her general academic curriculum; 2) enable the student to continue receiving services and modifications listed in his/her IEP; and 3) include services and modifications designed to address the behavior that led to the disciplinary action. This placement will include Case Study Reevaluation components, updated behavioral, therapeutic, and academic observations, and intensive therapeutic interventions for the student and his/her family. This IAES program is a 45 school day program. At the end of those 45 days, a staffing will be held to discuss the reevaluation, update the IEP, plan for the student’s transition back to their prior educational placement, and/or discuss other appropriate placement options.

PROGRAM PHILOSOPHY
The staff within the Diagnostic and IAES programs believes that all students can learn and be successful. Through the development of supportive and nurturing relationships, our staff enables students to make academic progress and learn the skills necessary to succeed. A primary goal is to allow students to understand their own behavior - how it affects their interpersonal relationships, and opportunities for success. Students are encouraged to learn new, more appropriate ways of interacting in order to get their needs met. With guidance from faculty, students focus on and evaluate their behaviors as being supportive, or non-supportive, or their desired outcomes. Problems that may arise during classroom activities are seen as opportunities for growth and learning. Our staff utilizes a cognitive/behavioral and narrative problem solving approach to help students identify the challenge and practice more successful behavioral alternatives. While students may experience the logical consequences to problematic behavior, the approach is always positive and non-punitive. We do not encourage the use of isolation, physical restraint or other aversive interventions unless needed to ensure the safety of the student and school milieu. Instead, we utilize effective social skill building and creative behavior modification techniques designed to help each student develop strategies to improve his/her educational performance.

The behavior management policies of the Diagnostic and IAES programs are highly individualized, using both anticipated and actual behavior problems as positive teaching opportunities. A consistent cognitive restructuring is used to help the student learn the skills and behaviors necessary to succeed in the school environment. When problematic behaviors arise during the school day, our staff will work with the student in identifying alternative ways in which the situation could have been handled. At times, students may persist in disruptive and/or disturbing behaviors. When this occurs, staff will make every effort to remove the immediate stressor from the situation. If a student is deemed to be a possible threat to his/her owns safety, or the safety of others, therapeutic holding and restraint may be necessary to ensure the safety of all involved. Our staff is fully trained in the Crisis Prevention Institute guidelines of such intervention.

SERVICES OFFERED
Academics
Students enrolled in the SEDOL contractual programs experience highly individualized instructional support. Our teaching staff works closely with the home school districts to ensure that students continue earning appropriate academic credit. Each district is asked to provide a current course listing, which is facilitated within the Diagnostic or IAES programs in one of two ways: 1) Home districts may provide their own textbooks and curriculum for students to use; 2) Districts may request that their student follow the curriculum all ready in place within the framework of Connection’s Day School. With either option, the primary objective is to help students earn the maximum amount of credit possible, bringing them closer to the ultimate goal of high school graduation.

Individual Therapy
Therapeutic services are an integral part of your student’s stay in the Diagnostic or IAES program at CDS. Each student is assigned to an individual therapist, who will meet with him/her at least twice per week. These sessions will focus on a wide variety of issues, including the presenting issue/concern, increasing levels of self-awareness, problem solving, communication, and relationship skills. The individual therapist will also complete a Social-Developmental History with each student and his/her family, as part of the Case Study Evaluation/Reevaluation.

Group Therapy
Group therapy is provided on a daily basis in the Diagnostic and IAES programs. These sessions are designed to address specific topics such as anger management, relationship issues, relaxation skills, interpersonal communication, as well as specialty groups for Art and Music Therapy. In addition, all students undergo an initial substance use screening to determine the degree of their exposure and/or involvement with drugs or alcohol. Substance abuse education groups are also available to any students identified with this challenge.

Family Therapy
Family work is seen as an essential component in your child’s placement in the Diagnostic/IEAS programs. The individual therapist assigned to your child will expect to meet with you at least once per month. Primary goals include completion of the Social/Developmental History, improving communication and listening skills between family members, identifying mutual goals and accompanying plan for success, and any other specific concerns you feel would be helpful to address in family sessions. In addition, a monthly Parent Support Group is offered to all families, within the Diagnostic/IAES programs and Connection’s Day School. This can serve as a valuable outlet, allowing you to talk with other parents/guardians struggling with similar challenges and receive support and guidance from Connection’s Day School’s therapeutic staff.

Chemical Dependency Services
All students enrolled in the Diagnostic/IAES programs will undergo a substance abuse screening with a certified Drug and Alcohol counselor to determine if substance use or abuse is a concern. Students who are identified as having a history of substance use or exposure to a drug using peer culture undergo a comprehensive diagnostic substance abuse assessment. In addition to these assessments, the following substance abuse-related services are also available: individual therapy sessions; bi-weekly drug & alcohol education group therapy; sobriety group; family issues group; and referral to outside agencies. If a parent/guardian has any questions or concerns regarding this portion of the evaluation process, please contact Dr. Ruth Tompkins, Program Coordinator, at 847.680.8349 ext. 307

Food Policy
Lunch is provided for all students on a daily basis, free of charge. Students are not allowed to bring any of their own food/beverage items to school for consumption.

BEHAVIORAL GUIDELINES AND EXPECTATIONS
Our school community is based upon mutual respect, cooperation, and generosity. Positive behaviors such as politeness, thoughtful listening, participating in the classroom or group, ignoring negative influences from peers, and remaining on task will be rewarded with incentives that are meaningful to each individual student.

Inappropriate, negative, or otherwise disruptive behaviors will be addressed as immediately as possible and will bear “natural consequences”, individually tailored for each student, according to his/her specific needs and learning style.

Dress Code
Students are expected to dress in ways that bring pride to themselves and the school community. Articles of clothing displaying alcohol or drug related advertising; obscene or suggestive slogans; signs/colors/manner of wearing clothing that could be gang-related; hats; hooded sweatshirts, and any clothing deemed to be disruptive to the educational process are all prohibited. Students will be asked to turn clothing inside out, change, or remove certain items. Hooded sweatshirts, jackets/coats, and hats are not allowed inside the classroom. In addition:

Alcohol or Drug Possession and/or Use
Students are expected to be free from the effects of illicit drugs or alcohol use while in attendance in the Diagnostic and IAES programs. If it is suspected that a student is under the influence, or is suspected of possessing an illegal substance, the following options are available to our staff:

Removal of the student from the classroom.
Having the school nurse assess vital signs to further determine level of intoxication.
Notification of parents to pick the student up from school
Notification of police if illegal substance is found.
Notification to home school district, with request for “re-entry” meeting to discuss possible consequences and needed interventions.
Referral to substance abuse program for assessment/evaluation.

Contraband
In order to promote a safe school environment, students are searched on a daily basis upon their arrival. The following constitutes a list of items/possessions which students are not allowed to bring into school:

Weapons of any kind, or any instrument that could be construed as a weapon.
Cell phones
Cigarettes, lighters, and/or matches. Smoking is prohibited on school grounds, including while a student is on his/her transportation to and from school.
Pagers
Sack lunches or other food/beverage items. Hot lunch is provided by the school free of charge on a daily basis.
Students are allowed to bring a maximum of $10 to school. Any amount over $10 will be held by the front desk and returned at the end of the school day on the first offense. A subsequent incident will require a parent to come pick the money up from school.
Prescription Medications – prescription medication that needs to be taken at school must be accompanied by the appropriate consent form provided. This requires both parental and physician signatures.
Over-the-Counter-Medication - the provided form must also accompany any pain relievers, allergy medications, cold medications, etc., in order to be brought to school. Students are not allowed to carry these medications loose in their pockets, purses, etc. If any medications are found without the appropriate consent forms, disciplinary actions may occur.

Excused Absences: A parent or legal guardian must call the school office, explaining the illness or other reasons for absence, by 9:00am. Students are not allowed to call themselves in.

Unexcused Absences: Any day a student is not in attendance and the above has not been adhered to. The home school district will be notified, and school officials will initiate contacts with truancy personnel if the absences become excessive.

Transportation
All students are provided door-to-door transportation by their home school districts. All Diagnostic and IAES program policies and behavioral expectations are in full effect while your child is on this transportation. Our school staff works closely with the transportation companies, and has daily communication with the drivers to ensure that students are behaving appropriately and are adhering to all mandatory safety guidelines. Students must wear their seat belts at all times while on the bus or cab.

DIAGNOSTIC STAFFING PURPOSE/PROCEDURES
At the end of a student’s time within the Diagnostic/IAES programs, a multidisciplinary staffing is held to discuss the case study evaluation components, academic and therapeutic progress, and any other areas relevant to a student’s needs. Participants at this meeting typically include the following:

The meeting is generally divided into three sections: discussion of case study evaluation information; discussion regarding special education eligibility and creation/revision of IEP if necessary, and placement options.

WHAT IS A CASE STUDY EVALUATION/REEVALUATION?
A case study evaluation is a series of in-depth multidisciplinary diagnostic procedures conducted within an established time frame and designed to provide information about your child and the nature of the problems that may affect his/her educational development. These components may include the following:

Psychological testing, including analysis of intelligence, achievement, social/emotional status, and personality functioning;
Classroom observations and teacher’s report on academic progress
Social/Developmental History
Therapeutic Summary
Psychiatric Evaluation (if deemed necessary)
Substance use screening and/or evaluation
Vision/Hearing screening and other reviews of relevant health history
Assessment of communication status and motor abilities if needed

The nature and intensity of each component to be included will vary depending on the needs of your child and the type of existing information available. Upon completion of your child’s case study evaluation/reevaluation, a staffing will be scheduled with you, the home district, staff from the Diagnostic/IAES programs, and any other relevant professionals to discuss the findings and determine eligibility for special education and related services.

HOW DOES A CHILD BECOME ELIGIBLE FOR SPECIAL EDUCATION?
There are several official categories under which a child may be found eligible for special education and related services support. These include physical conditions, emotional or behavioral problems, or learning disabilities. Some of the more common eligibility categories, and accompanying qualifications, are listed below. (Please note this is not an exhaustive list).

Emotional Disability (ED)
A diagnosis of Emotional Disability means that the child exhibits one or more of the following characteristics to a marked degree and over an extended period of time:

There should be evidence that the child’s behavior is not the result of a temporary reaction to home, school, or community situations.

Other Health Impaired (OHI)
Your child may be found eligible under this category if there is a medically diagnosed physical or physiological condition, including but not limited to, a seizure disorder, asthma, attention deficit/hyperactivity disorder, or diabetes, which may create challenges to educational success. It must be determined that the disability interferes with your child’s ability to function at school using the traditional instructional materials and techniques.

A child with a diagnosis of ADD or ADHD is not automatically eligible for special education services. If your child diagnosed with ADD or ADHD meets the requirement(s) under OHI or one of the other disability categories, he/she may be eligible for special education and related services. A special conference would be necessary to determine your child’s specific disability. Students with ADD or ADHD who do not meet the eligibility criteria of any of the specified disabilities may be entitled to the services and legal protections described in Section 504 of the Rehabilitation Act of 1973. Section 504 was the first federal Civil Rights Law to protect the rights of people with disabilities. It prohibits discrimination in:

Section 504 requires an evaluation to determine whether or not your child meets the eligibility criteria. If found eligible, the school district is required to provide an appropriate education. This may mean modifying the regular education program and providing any necessary supportive services (e.g., reducing the amount of required work, completing fewer assignments in a shorter period of time, providing more visual instruction, and/or developing behavioral interventions).

Specific Learning Disability (SLD)
A child with a learning disability may have a disorder in one or more of the processes needed to receive, understand, or express information. As a result, the child may have difficulty in one or more of the following:

Children with learning disabilities show a significant difference between their measured abilities and achievement. The learning disability, then, is not primarily due to a physical, mental, or emotional disability, nor to environmental, cultural, or economic factors.

WHAT IS AN IEP?
The individualized education program (IEP) is a written document describing how special education and related services will be provided for eligible students. The IEP describes your child and what the school will do to give your child the extra support and attention needed. Since parents are part of the team that helps to write IEPs for their children, it is important that you know what they consist of.

Present level of educational performance
Annual Goals
Progress toward annual goals and how parent(s) will be informed of progress
Specific special education, related services, supplementary aids and services, and a statement of program modifications or supports for school personnel
Beginning date, amount, frequency, location and anticipated duration of services and modifications
Extent of participation in regular education programs
Language(s) or mode(s) of communication
Participation in assessments
Placement
Extended school year services

HOW IS AN IEP DEVELOPED?
The IEP is created at an IEP meeting, or “staffing”. Participants at this meeting typically include:

Parents/guardians
The student
Regular education teacher or special education teacher, depending on the student’s background
A representative of the local school district
An individual who can interpret the results of any psychological testing/evaluation if needed
A representative of any other agency that may be responsible for providing supportive services
Any other professionals invited at your discretion
Representatives from possible placement options

During the staffing, the team discusses the student’s current levels of academic and behavioral performance. Specific strengths and challenge areas are identified. If your child is over the age of 14, a transition plan is discussed, exploring goals for after high school graduation. Primary therapeutic and academic goals are written, to serve as a framework for guiding instructional and support services through the next year. These goals are monitored and evaluated at predetermined intervals to ensure that progress towards these goals is achieved. Related service areas that will help support achievement of yearly goals, such as individual, group, and family therapy, psychiatric consultation, and vocational assessments are identified. Specific accommodations or modifications in presentation of academic tasks are outlined, to ensure that your child receives an equal opportunity to complete all necessary requirements. Finally, the team discusses what would be the most appropriate and least restrictive environment in which these services and goals can be facilitated.

PLACEMENT OPTIONS
Your child must be provided an education in the least restrictive environment (LRE). This means that to the greatest degree appropriate, any student with a disability aged 3 through 21, in public or private institutions or other care facilities, is educated with children who are not disabled. Any separation of a student from the regular education environment (e.g., special classes, separate schooling) should take place only if the student’s IEP team determines that the nature and/or severity of the student’s disability is such that education in a regular classroom setting, even with the use of supplemental aids and services, cannot be achieved satisfactorily. Federal regulations require that the IEP team’s first placement consideration should be a regular education setting with accommodations or modifications. However, this may not always be the most appropriate setting for your child.

Educational placement decisions are based on your child’s needs and may include the following locations. (Please note this is not an exhaustive list).

Regular Education – your child receives specially designed instruction with supplementary aids and services in the general education classroom.
Regular Education with Social Work Support – your child receives additional support from a social worker/counselor within the school setting for therapy sessions.
Resource Room (Special Class) – your child receives specially designed instruction through a special education class, while staying included in regular classes as much as possible.
Self-Contained Room (Special Class) – your child receives specially designed instruction in a special education class, while remaining in those parts of regular education classes, with support, where appropriate.
Alternative Educational Setting – your child receives specially designed instruction in a special school. These can be either public or private therapeutic day schools.
Residential Programs – your child receives specially designed instruction in a special school and lives on the grounds of that same school.

ACADEMIC PROGRAM INFORMATION AND EXPECTATIONS
The Mission of Connection’s Day School is to integrate school, family and community in order to provide the highest quality academic and therapeutic programs.

These programs are designed to enable students to become successful learners through a sense of belonging, mastery, generosity and independence.

DAILY SCHEDULE
Students arrive to school between 8:40 a.m. and 9:00 a.m. During the regular school year, departure is at 3:00 p.m. daily with the exception of Thursday when students are dismissed at 2:00 p.m. During the summer term should hours are Tuesday, Wednesday and Thursday from 9:00 a.m. – 3:00 p.m.

MATERIALS
Connection’s Day School will supply all curriculum materials necessary to complete daily academic assignments. Students are expected to be respectful of materials and will be expected to reimburse Connection’s day School if materials are damaged, destroyed, or lost. Students are expected to supply their own personal school materials (paper, folders, pens/pencils, etc.)

HOMEWORK
Students may be given homework when determined appropriate by the teacher and therapist. At that time, homework will be assigned at least one night per week at the teacher’s discretion. Homework will be assigned regularly for students preparing to transition or who are transitioning to their home school. Homework that is not turned in on time or is incomplete will impact students’ course grades.

QUIZZES & TESTS
Students may be given quizzes and/or tests when determined appropriate by the teacher. In addition to other forms of assessment, at least one quiz or test will be given in a t least one subject area per marking period. The number of quizzes and/or tests given will be increased at the teacher’s discretion. The content, length, and format of quizzes and tests will be determined on an individual basis. Study time may be provided during the school day.

CREDIT
Credit is awarded to secondary students. Student graduation requirements (including courses and credits) are determined by the student’s home district. Credit is awarded for successful completion of course requirements on the following basis: .25 per quarter (.50 per semester) for all courses and physical education.

GRADES
Student work is evaluated by the following system:
            A = 90 – 100%                                   F = 59 and below
            B = 80 - 89%                                       I = Incomplete
            C = 70 – 79%
            D = 60 – 69%

INCOMPLETE
A student who receives an Incomplete in one or more subject areas will be allowed 10 days to make up missing assignments. Make-up work will be provided to the student and parent. Students will need to complete all make-up work at home as assigned homework (in addition to any regularly scheduled homework). If students have available time during the school day, they may have an opportunity to work on make-up work. Ten percentage points will be deducted from each make-up assignment. An Incomplete NOT made up by the deadline will be posted on the student’s report card/transcript as an F.

REPORT CARDS
Report cards are issued at the end of each 10 week quarterly grading period. Parent-Teacher conferences are held at the end of 1st and 3rd quarters. Report cards will be mailed home at the end of 2nd, 4th and summer quarters, and when parents are unable to attend Parent-Teacher conferences.

TRANSCRIPTS
Transcripts are sent to each student’s home district at the end of first semester (January), second semester (May), and summer (July). Graduating 8th and 12th grade students will receive their diplomas from their home school district.

PHYSICAL EDUCATION
Physical Education is required for all students. Students are encouraged to actively participate unless medically excused. In such a case, students may earn physical education credit through classroom – based program participation. Students are also encouraged to supply appropriate gym attire (clothes and shoes), although only gym shoes are required.

SPEECH/LANGUAGE AND OCCUPATIONAL THERAPY
Speech/Language and Occupational Therapy is available to students with documented articulation and/or receptive/expressive and motor skill deficits. Speech/Language and Occupational Therapy will be provided in accordance with the student’s IEP.

THERAPEUTIC PROGRAM INFORMATION
The Clinical Staff/Therapists at Connection’s Day School (CDS) are here to provide individual, group and family therapy for each of our students.

Therapists also serve as the Primary Contact Person for outside service providers within the community such as: Therapists, Psychiatrists, DCFS Caseworkers, Probation Officers, SASS Workers, etc.

Dr. Kristen Pollina is the Clinical Director of CDS, and Dr. Ruth Tompkins is the SEDOL Diagnostic/IAES Program Coordinator. Both Dr. Pollina and Dr. Tompkins are Licensed Clinical Psychologists. The rest of the Clinical Staff is comprised of Licensed Master’s-Level Therapists and Graduate Students in Clinical Psychology who are at various points in their training for their Master’s or Doctoral Degrees.

These Therapists are available throughout the day for Individual Therapeutic Sessions. When a Therapist comes to take a student for a session, s/he will always ask the Staff Member who is with the Student, if it is an appropriate time to take that child – if it is not, the Staff Members will let the Therapist know what time would be better.

If a Staff Member feels a Student needs to be seen, or if a Student is asking to be seen, the Staff Member will call the Student’s Therapist and the Therapist will get to that Student as soon as s/he can. If a Staff Member determines that it is an emergency, and the Student needs to be seen immediately, s/he will call either Dr. Pollina (319) or Dr. Tompkins (307) for assistance.

If a Student shares information about the following three issues, Staff Members must share this information with her/his Therapist Immediately:

In addition, if a Student reports any distressing and/or concerning event to a Staff Member this information will be passed along to the Student’s Therapist as soon as possible.

Therapists facilitate Group Therapy within the Students' homerooms every day.
11:15 - 12:15 for Badgers, Eagles, Cougars & Bears
12:20 - 1:20 for Hawks, Wolverines, Buffaloes & Falcons

Specialty Groups are also offered during these times. These groups include: Art Therapy, Music Appreciation, Personal Management, Drug and Alcohol Education, Substance Abuse Group, Family (Substance Abuse) Issues Group, and Girls’ Group.

Dr. Michael Greenbaum is a Child and Adolescent Psychiatrist from Counseling Connection (the Parent Company of CDS) who serves as the CDS Medical Director. All Therapists consult (in-person) with Dr. Greenbaum on a monthly basis. However, if a Therapist has any immediate medical concerns they are welcome to contact Dr. Greenbaum anytime.

All Therapists offer monthly Family Therapy for the Parents/Guardians of each of our Students. In addition, Dr. Pollina and Dr. Tompkins host a Monthly Parents’ Support Group Meeting, where guest speakers and educational programs are utilized to explore a variety of topics relevant to Parents.

BEHAVIORAL INTERVENTION SERVICES (BIS) PROGRAM INFORMATION
OUR MISSION
To establish and maintain an atmosphere of mutual respect and excitement about learning for all children, especially those with emotional and behavioral disorders. These are students that often lack the basic academic, behavioral, and social/emotional skills needed to be successful within, and outside, of school.

PROGRAM GOALS/RESPONSBILITIES

Providing education for all school Staff Members regarding a school wide, behavioral management system which focuses on prevention of problematic behaviors, and early interventions, in order to ensure a positive learning environment.
Ensuring building wide compliance with the school discipline code, rules boundaries and limitations.
Working with students who are referred to the Behavioral Intervention Services Office in quick, clear and appropriately manner.
Coordinating follow-up communications (processing) with the referring staff member and/or parent.
Entering and reviewing information into the school’s data base for teachers, administration, and therapists to review.
Providing professional support to all staff members around issues of school climate and management.
Maintaining a collaborative environment, with the guidance and administration team, to focus on the most successful ways serve our students and support our staff.
Participating in school events both athletic and educational.
Presenting at Parents’ Support Group events to educate Parents/Guardians on behavioral interventions, behavioral contracts, and maintaining a structured, nurturing environment in the home.
Completing any additional responsibilities as assigned by the administrative team.

CAAEL PROGRAM INFORMATION
A POSITIVE ALTERNATIVE FOR HIGH-RISK YOUTH
Research shows that students who participate in athletic or activity programs achieve higher grade point averages, miss fewer days of school, and are more self-confident. Through wonderful organizations such as the IHSA, hundreds of thousands of Illinois students represent their schools in athletic and activity programs ranging from basketball to debate.

THE PROBLEM: LIMITED ACCESS FOR HIGH-RISK YOUTH
Each year, thousands of Illinois’ high-risk students, those excluded from the educational mainstream due to severe behavioral and emotional problems, are unable to participate in these positive, life-enhancing experiences.

THE SOLUTION: THE CAAEL NETWORK
The Chicago Area Alternative Education League, a not-for-profit organization, provides a full spectrum of interscholastic academic and athletic programs for troubled youth attending Illinois’ Alternative Schools. CAAEL coordinates over 500 highly motivating academic and athletic activities for high-risk youth who attend 50+ alternative schools in the greater Chicagoland area. CAAEL student athletes attend school at a 90%+ rate.

CAAEL CO-ED ATHLETIC LEAGUE/EVENTS
Football, Soccer, Volleyball, Basketball, Softball, Bowling, Cross Country, Spelling Bee, Chess, & Academic Bowl

SPORTSMANSHIP
All CAAEL activities are designed to place major emphasis on sportsmanship. At the completion of every contest, each team selects two individuals from the opposing team to receive sportsmanship ribbons in recognition of outstanding leadership and positive attitude. Team plaques and sportsmanship T-shirts are also awarded for every division in each sport.