Sacaton Elementary School District #18 is committed to providing safe, structured, and supportive learning environments that promote student growth, accountability, and academic success. Beginning with the 2026–2027 school year, SESD #18 will implement an Alternative Learning Classroom designed specifically for middle school students in grades 6–8 who require additional behavioral and academic support.
The Alternative Learning Classroom has been established to provide students with a restorative educational environment focused on rebuilding academic skills, improving behavior, increasing school attendance, and preparing students for a successful transition back into the traditional classroom setting.
Individualized Academic Support
The Alternative Learning Classroom will be led by a certified Alternative Learning Teacher, who will serve as the teacher of record and provide instruction through Edmentum, a comprehensive online curriculum that adapts to each student's instructional level and learning needs. Additional diagnostic and adaptive educational programs will be utilized to identify learning gaps, accelerate academic growth, and support individualized instruction.
The classroom will also be supported by an Educational Support Specialist, who will work alongside students to strengthen behavioral, social, emotional, and academic skills necessary for success in the school environment.
Each student will receive an Individual Learning Plan (ILP) that outlines personalized academic, behavioral, and attendance goals. Student progress will be monitored regularly, and parents and guardians will receive ongoing communication regarding their child's progress and development.
Student Placement
Students enrolling in Sacaton Elementary School District #18 from another school who are returning from Long-Term Suspension or who were assigned Long-Term Suspension at their previous school may be placed in the Alternative Learning Classroom for a minimum of one full academic quarter as they transition into our educational environment.
Current SESD #18 students may also be assigned to the Alternative Learning Classroom when significant behavioral or attendance concerns indicate that a more structured educational setting is appropriate. Placement decisions are made on an individual basis and are intended to provide students with the support necessary to improve and succeed.
Examples of behaviors or circumstances that may result in consideration for placement include:
Fighting
Repeated defiance or insubordination
Major classroom disruptions
Possession or use of drugs or alcohol on campus
Chronic attendance concerns
Other significant safety or behavioral concerns
When appropriate, the District will utilize its Behavior Threat Assessment process as part of the decision-making process for student placement.
Program Expectations
Students assigned to the Alternative Learning Classroom will remain in the program for a minimum of one complete grading quarter. During this time, school staff and administration will closely monitor student attendance, behavior, academic performance, and overall progress toward meeting established goals.
To maintain the structure and integrity of the program, students assigned to the Alternative Learning Classroom will remain separate from the general student population during the instructional day. Students will ride district transportation to and from school with other students but will participate in instruction, lunch, and daily activities within the Alternative Learning Classroom until they have successfully met the criteria for returning to the traditional school environment.
At the conclusion of each grading period, students will be formally reviewed to determine whether they have demonstrated sufficient academic, behavioral, and attendance progress to transition back into the regular classroom setting. A formal recommendation from school staff, including approval by the acting administrator, is required before a student returns to the traditional educational environment. If adequate progress has not been demonstrated, the student will remain in the Alternative Learning Classroom until the established goals have been achieved.
Students who continue to demonstrate serious behavioral concerns while enrolled in the Alternative Learning Classroom may be subject to additional disciplinary actions, including recommendations for Long-Term Suspension or evaluation for additional educational or behavioral support services.
A Restorative Approach
The purpose of the Alternative Learning Classroom is not punitive—it is restorative. The program is designed to provide students with the structure, guidance, and individualized support necessary to become successful learners and productive members of the school community.
Through participation in the program, students will have opportunities to:
Develop appropriate school behaviors
Improve academic achievement
Increase attendance and engagement
Build responsibility and accountability
Strengthen coping, decision-making, and problem-solving skills
Successfully reintegrate into the traditional classroom environment
Sacaton Elementary School District #18 believes that every student deserves the opportunity to learn, grow, and succeed. Through structure, accountability, individualized instruction, and restorative practices, the Alternative Learning Classroom will provide students with the tools they need to move forward positively and productively.
As a district, we remain committed to meeting students where they are, supporting their growth, and providing pathways that lead to long-term success.
Be Brave! Be Kind! Be Present!
