Learning Without Limits: Students Empowered
"Every student matters, every potential realized—The SECEP Story"
Pictured: Brady, High School Re-Ed student
Southeastern Cooperative Educational Programs (SECEP) is a regional public-school initiative in Hampton Roads, Virginia, that delivers specialized instruction for students whose needs surpass the capacities of traditional classrooms. Established in 1978, SECEP operates through collaboration among several school divisions, including Chesapeake, Norfolk, Portsmouth, Virginia Beach, Suffolk, Isle of Wight, Southampton, and Franklin. This cooperative model allows districts to share expertise and resources, thereby providing students with targeted and intensive support.
Mary Akinade, a SECEP high school Re-ED math teacher, highlighted the program’s individualized structure. She explained, “The SECEP approach is individualized, meaning that teaching methods, goals, and supports are tailored to the student, rather than expecting the student to fit into a one-size-fits-all model. It is also collaborative, involving teachers, families, specialists, and students themselves in developing plans, such as the IEP.”
SECEP’s mission is to provide a safe, structured, and supportive learning environment that fosters both academic and behavioral progress. Students are placed in SECEP programs through their school division’s Individualized Education Program (IEP) process when their current school cannot meet their needs. Chesapeake SECEP Center Principal Keller noted that, although referrals are required, the program offers support to families throughout the transition. He stated, “I make sure parents understand that SECEP is not a magic ‘fix-all’ program. I let them know that their child will fail and will fail more than succeed at first.” Keller has served SECEP for over a decade in various roles, including case manager and educational specialist.
SECEP offers several specialized programs to address diverse student needs. The Autism Spectrum Program (ASP) supports students with autism and related developmental disabilities, emphasizing academic growth, communication, and behavior regulation. The Educational and Behavioral Interventions for Challenging Students (EBICS) program serves students with intellectual disabilities and significant behavioral needs by providing structured environments and implementing evidence-based strategies rooted in Applied Behavior Analysis.
Students with emotional or behavioral challenges may enroll in the Re-ED program, which combines academic instruction with counseling and self-regulation support. The REACH program delivers intensive academic and life-skills instruction for students with multiple disabilities and complex medical needs. Additionally, SECEP administers the Tidewater Regional Alternative Education Program (TRAEP), which serves middle and high school students who have been long-term suspended, expelled, or re-entered from state learning centers.
Students report that SECEP programs provide opportunities not available in traditional schools. Brady, a high school Re-ED Freedom student, stated, “Anybody I tell, if you have problems at regular school, stay in SECEP. You don’t have as many kids or bad influences on you to do bad stuff.” TRAEP student Juan (“Juju”) attributed his success on state assessments to individualized support from his English teacher. TRAEP students Demarion (“DJ”) and Noah noted that assisting new students fosters leadership skills. Many students highlighted that SECEP’s small class sizes enhance educational experience. Noah explained, “The thing that motivates me is that I can be an example to others without knowing. SECEP shows me that you can mess up and still achieve great things in life.” Teachers also recognized the advantages of smaller class sizes. Physical education teacher Eric Erb stated, “Numbers are smaller to have a one-on-one relationship to help students grow and help them along in their journey.”
A central element of SECEP’s approach is its structured Classroom Management System, which organizes behavioral expectations into three progressive stages: Responsibility, Trust, and Freedom. Students begin at the Responsibility Stage, demonstrating appropriate classroom behavior to earn basic privileges. Sustained positive performance advances students to the Trust Stage, requiring consistent conduct both inside and outside the classroom. The final Freedom Stage grants the highest level of independence, permitting students to move throughout the building with permission and participate in broader school activities. This tiered model reinforces consistent behavior and gradually increases autonomy. Nicco, an elementary school Re-ED Trust student, said, “You get a lot of privileges, and you get to walk alone and do anything. When the teachers decide that you have been good, you can get out of here.”
By pooling resources across multiple school divisions, SECEP ensures consistent service delivery and supports smoother transitions for students returning to their home schools. Academic instruction is aligned with state standards and individualized education plans. Teachers and support staff collaborate to implement evidence-based strategies that prepare students for success in home schools, vocational programs, or independent living. The program prioritizes measurable progress, enabling students to advance within a framework that values both accountability and encouragement. “Last year we reintegrated 17 kids back to their home schools. If you were to line them all up, they would look completely different. Some would look like they were absolutely ready to go back, and some you would question. At the end of the day, they worked on their personal struggles and challenges and made sufficient growth in areas they needed to” says Keller.
The Re-Education (Re-ED) model, developed by psychologist Nicholas Hobbs, serves as a foundational framework for programs supporting youth with behavioral and emotional needs. Grounded in twelve core principles, the approach prioritizes a strength-based, relationship-centered philosophy over punitive measures. Central to the model is the establishment of trust between a child and a stable, caring adult. Hobbs asserted that competence, particularly in academic tasks, should be cultivated early, and that self-control, emotional understanding, and intelligence are teachable. The model also underscores the significance of structured routines, peer groups, and daily joy within a supportive community. SECEP’s collaborative structure, individualized instruction, and strength-based philosophy collectively create pathways for growth among students with complex learning, behavioral, and developmental needs throughout Hampton Roads. By leveraging shared expertise and resources, SECEP addresses immediate academic and behavioral needs while equipping students with skills for long-term success, serving as a model for regional educational cooperation.
