We aRe Chapin!

SAIL Success Acquired in Learning

A thousand passions. One heartbeat.

“We prepare our students to be college and career ready no matter what challenges they face.”

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What is SAIL? The History of SAIL

SAIL began as a very small program in 2006. Dr. Akil Ross, assistant

principal at the time, started a book club that met in the media center

after school. The goal of this club was to increase the reading compre-

hension of at-risk students. This book club gave him a vision. That

vision was to incorporate a school-wide program for these stu-

dents. During the spring and summer of 2007, he worked with Mr.

Ryan Cole, a former physical education and leadership teacher at

CHS, and a committee of other successful teachers to develop a more

intense program. This program was implemented during the 2007-

2008 school year. Our current SAIL Coordinator is Mr. Scott

Stogner. Since 2006, SAIL has developed into a school wide program

for at-risk students that includes a school-within-a-school for Fresh-

men students.

Goal of SAIL

To use research-based strategies from the High Schools That Work At-Risk Intervention Plan to

motivate and mentor the at-risk student and ensure that these students are given the opportunity

to complete the requirements for the state high school diploma and to build skills that prepare

them to enter the job market successfully.

Identifying a SAIL Student

SAIL students are identified by the following:

Teacher referral to Triage Team

Student success in core classes

Standardized test scores

Academic confidence and at risk to drop out prior to graduation

Dr. Akil Ross, Principal

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Role of SAIL Director:

Mentor - each student and meet with them regularly about their personal goals

Identify - Middle School and High School students that are at risk to not finish school

Partner - with teachers, parents, and community members to help students succeed

Connect - with parents and provide student updates

Collaborate - with colleges and technical schools to arrange College Tours, Job Shad-owing, Career Planning Workshops (Charting a Course for Success)

Guide - educational goal setting for college, technical school and careers ~ Midlands Technical College Partnership

~ South Carolina Occupational Information System (SCOIS)

Encourage - participation in extracurricular activities and extending learning opportunities outside of the traditional classroom.

Who is Involved: SAIL Director Middle School Guidance Director Middle School Administration Middle School Teachers High School Triage Team

Key Components to identify: Attendance, Age, GPA, Discipline, Standardized Test Scores

SAIL Leadership:

Mr. Scott Stogner, SAIL Director

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SAIL Leadership:

The Triage Team:

The SAIL Triage Team is a group of motivated academic leaders dedicated to enriching the lives of their students. The team includes high school and middle school administrators, counselors, and teachers. School psychologists, special education leaders, and school social workers also join the team to guide the progress of each student.

Scott Stogner, SAIL Coordinator

Richard Hiller, Assistant Principal of Student Services

Melissa Magee, Assistant Principal of School Operations

Annette Moore, Guidance Director (front row center), and the Chapin High School Guidance Department

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SAIL Leadership:

Meet Our SAIL Teachers:

Our SAIL program is like an extended family for our students. We provide them with the positive, individual attention and care they need in order to be successful. Our students take skills learned in our classes and apply them to other aspects of their daily lives. Our students know that they are more than just a student when they enter our classrooms and they love it!

- Ms. Aherial Polite

SAIL allows core area teachers the ability to work together as a team in order to effectively transition students who have historically underperformed in school into the Chapin High School community. Stu-dents who have teachers who are able to communicate and build curriculum together with a singular focus on helping those students overcome obstacles in order to ensure their success stand a better chance of not only staying in school and graduating, but becoming an active participant in their own high school expe-rience.

- Ms. Dawn Weathersbee

SAIL is “Success Acquired in Learning” which means to me “Success Acquired in LOVE“, unconditional love! You have to love the subject, love the struggles of learning, and love the whole child. You must have strength to endure the hard times and instill in the stu-dents perseverance to overcome the struggles of learning and life to achieve. Once they see suc-cess and how you celebrate their successes they will feel good and will want to succeed and do even better. Ultimately this love forms a bond between these students and their teacher where school is not the enemy but the advocate, all because this teacher was willing to do anything to help them achieve success in learning.

- Ms. Amy Taylor

S.A.I.L. English provides students with an environment that provides additional support in critical areas such as reading comprehension and vocabulary expansion. Many of my students would traditional-ly fall right between the cracks of the support structures offered to other students and if we didn’t offer a program such as S.A.I.L., they would be at risk for dropping out. I believe it is my job to be sure that Chapin High School is a place where they know that they are heard, that they are important, and that they are expected to meet the standards of excellence we uphold here. I truly honor these kids as many of them have been through things I have never faced myself, and my goal is for each of them to see the amaz-ing value they offer each time we meet together.

- Ms. Stephanie Corley Huckabee

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INDICATORS LEVEL 1

Motivated (Low) LEVEL 2 Vulnerable (Moderate)

LEVEL 3 Critical (High)

Attendance 0-5 days absent 6-14 days absent 15+ days absent

Age >.5 years above appropriate

age .5 to 1.5 years above appro-

priate age > 1.5 years above appro-

priate age

Grades/GPA GPA > 2.3 or passing both

ELA and Math 2.3> GPA > 1.5 or passing

one of ELA or Math GPA < 1.5 or failing both

ELA and Math

Lunch None (full-pay) Reduced Free

Suspensions (ISS) 1-2 days 3-9 days 10+ days (more than one

suspension)

Suspensions (OSS) 0 days 1-9 days (1 Suspension) 10+ days (more than one

suspension)

PASS/ HSAP ELA

PASS Exemplary HSAP Level 3 or 4

PASS Met HSAP Level 2

PASS Not Met HSAP Level 1

PASS/ HSAP Math

PASS Exemplary HSAP Level 3 or 4

PASS Met HSAP Level 2

PASS Not Met HSAP Level 1

MAP Reading 25-100th Percentile 11-24th Percentile 0-10th Percentile

MAP Math 25-100th Percentile 11-24th Percentile 0-10th Percentile

Office Referrals 0-2 3-5 6 or more

English Proficiency

8 or 9 ESL score 4-7 ESL Score A,B,C,D,1,2 or 3 ESL

Score

Dominie AGL: At Grade Level NAI: Needs Additional In-

tervention NSI: Needs Substantial

Intervention

The At Risk Identification System

The At Risk Identification system provides a model to indicate student placement based on thirteen specific

indicators. The focus of this system is to pair students with a mentor that is able to assist them in achieving

their personal and academic goals.

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Expectations for 9th Grade Students: • Complete four advanced core classes

• Declare a goal beyond high school that students can visualize and commit to achieve

• Establish a connection with an adult who will assist and support them throughout high school

• Develop effective study, relationship, and time management skills

• Develop an understanding that through smart effort, they can improve their

achievement.

9th Grade Highlights:

Overall Beliefs:

Failure does not motivate at-risk students. If a student fails the ninth grade, his or her chances of finishing high school are nominal. Passing students who do not meet standards does little to help them.

Important Elements:

• Extensive direct academic assistance for qual-ified students

• Rigorous instruction with higher-order think-

ing skills encouraged and valued (Advanced Classes)

• Differentiated instruction

• Character and social education

• Encouragement to join extracurricular activi-

ties and intramurals

• Technology based one-to-one instruction

•Small learning communities with highly quali-fied educators

• Low student-to-teacher ratios

• Strong leadership

• Common time to plan interdisciplinary activi-

ties, projects, and themes

How has SAIL helped you succeed?

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The Freshman Academic Extension

The Freshman Academic Extension provides: • differentiated instruction and technology infused learning to engage each and every learning style.

• high energy, relevant curriculum to actively challenge students to engage a higher order of thinking.

clearly defined standards for quality work and adequate support for students to achieve the set standards.

• an understanding of the relevance of curricular content and skills to enhance the students’ future.

• a team approach to learning and relationship building.

• common planning for SAIL core teachers to participate together in a Professional Learning Community and to

create common rubrics and set expectations for the growth of SAIL students.

• high expectations and targeted interventions to guide student through its’ rigorous curriculum.

SAIL strives to use a one-on-one model and intervention strategies to develop a rigorous, engaging, and relevant curriculum.

High Schools that Work Practices that Drive SAIL : • Setting high expectations

• Increasing access to rigorous academic studies

• Having a structure/schedule for teachers to work together

• Giving students choices

• Having each student actively engaged

• Involving students and parents in guidance and advisement system

• Providing a structured system of extra help

• Using student assessment and program evaluation data for continuous improvement

Setting High Standards with SAIL: Each SAIL Classroom is infused technology, this includes, a mounted Smartboard, a networked laptop for the teacher, a set of 24 Active Expressions, a document camera, a mobile lab unit, and Apex seats. By the completion of the Ninth Grade Extension students will: • have completed four advanced core classes.

• declare realistic, personal goals for their success beyond high school and commit to their achieve

• establish a connection with an adult mentor who will assist and support them throughout their high school career

• develop effective study, relationship, and time management skills

• develop an understanding that with effort and practical guidance they can improve their achievement.

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Important Elements: • Extensive direct academic assistance for qualified students • Rigorous instruction with higher-order thinking skills encouraged and valued (Advanced Classes) • Differentiated instruction • Character and social education • Encouragement to join extracurricular activities and intramurals • Technology based one-to-one instruction • Small Learning Communities with Highly Qualified Educators Low student-to-teacher ratio Study hall run by SAIL Director to monitor students Evening Acceleration School (E.A.S.)

Expectations for 10th Grade Students:

Complete English Two , Biology, and Geometry Advanced Core Classes

Declare a goal beyond high school that he or she can visualize and commit to achieve

Establish a connection with an adult who will assist and support them throughout high school

Develop effective study, relationship, and time management skills

Develop an understanding that through smart effort, they can improve their achievement.

10th Grade Highlights:

Because of SAIL...

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Expectations for 11th 12th Grade Students:

• Graduate on time

• Declare a goal beyond high school that he or she can visualize and commit to achieve

• Establish a connection with an adult who will assist and support them throughout high school

• Develop effective study, relationship, and time management skills

• Develop an understanding that through smart effort, they can improve their achievement.

Important Elements: • Extensive monitoring by S.A.I.L. Director • College and career visits • Character and social education Evening Acceleration School (E.A.S.) • Encouragement to join extracurricular activities and intramurals

11th and 12th Grade Highlights:

Because of SAIL...

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BMW Field Career Exploration Tour

This trip consisted of Chapin High School SAIL students who have an interest in automotive colli-sion technology, automotive service and mainte-nance technology, or transportation, distribution, and logistics. During this guided plant tour, the students experienced BMW's only American fac-tory, a marvel of the blending of modern engi-neering and design aesthetics. They saw how the ultimate driving machine is built. Lastly, they ex-perienced three hot laps on the test track since the ultimate test for any vehicle is how it per-forms on the road. The testing track included a ¼-mile straight away where drivers reach 105 mph in an effort to gauge wind and road noise as well as suspension squeaks and rattles.

The College Experience

Chapin High School SAIL students visit various schools every year on “The College Experience” field trip. The students receive all-access tours of the facilities of schools across the state. The SAIL program is determined to make meaning-ful relationships with each member and encour-age academic excellence in all students to navi-gate them toward success.

During the 11th and 12th grade SAIL students have the opportunity to visit college campuses and to tour busi-ness facilities. This allows students the opportunity to gain real world experiences that will further impact their

education and career goals past high school

11th and 12th Grade College and Career Visits:

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To provide an opportunity, after school, for students to have the resources they need to be college and career ready.

Important Elements:

Practice and reinforce skills

Provide one-on-one and small group tutoring by certified teacher

Provide mentors for students

Feed students meal

Provide transportation home

Provide Peer Tutors

Who is Involved?

Identified Students

SAIL Director

2 Full Time Teachers

Peer Tutors

Chapin’s Women’s Club

E.A.S. Facts

E.A.S. at Chapin High

School serves a total of 70

students and is staffed by 2 full time teachers.

Food and transportation home is provided for all participants

E.A.S. has a valuable community partnership with Chapin Women’s

Club

Peer tutors and additional technology was available to assist students

with their individual needs

E.A.S. provided comprehensive three week session to assist students with learning the skill necessary to be suc-

cessful on the South Carolina High School Exit Exam

Evening Acceleration School:

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The goal for Chapin Women’s Club’s partnership with SAIL is to help the children improve their grades and test scores while at the same time providing them with positive role models through the

Club’s mentoring.

Chapin Women’s Club Practice and reinforce skills Chapin Women’s Club is providing volunteers to mentor students and to deliver

after-school snacks to hungry teens.

One day each week, Chapin Women’s Club provides food at the SAIL Evening Acceleration School while the

children study and complete homework assignments. One day each week, the volunteers themselves provide

the food.

Mentoring during Evening Acceleration School takes place on Tuesdays and Thursdays from 4-5:30 at Chapin

High School involving over 30 current students.

Around twenty members from the Chapin Women’s Club are involved in the SAIL partnership.

A local church provides the funding for Chapin Women’s Club to implement this partnership.

Cecilia Calcaterra, the 2014 Chapin Women’s Club member of

the year stated, “The kids have been wonderful to work with

and the SAIL Director reports that interim grades have im-

proved.”

Community Partnership:

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Graduation report on SAIL Class of 2014

This is the second SAIL FA class to go 4 years through the program. In the spring of 2010 Chapin’s SAIL Direc-

tor worked with the middle school using data and recommendations to identify 28 students that were at risk to not

graduate. The 28 started 9th grade in 2010-2011. Of the 28 placed in the 9th Grade Sail Academy in 2010-2011, 8

transferred to other schools and did not stay at Chapin for 4 years, attended Chapin for 4 years, of that 20, 18 will

graduate on time.

DATA:

90% Graduation Rate

100% HSAP Passage

Alg 1 EOC Passage Rate: 93% Alg 1 EOC Average score: 84%

Eng 1 EOC Passage Rate: 71%

Eng 1 EOC Average Score: 73%

Biology EOC Passage Rate: 78% Biology EOC Average Score: 77%

US History EOC Passage Rate: 35%

US History EOC Average Score: 69%

Test %

Alg EOC Avg: 81.23

Alg EOC Pass Rate: 76.92

English 1 Avg: 72.94

English 1 Pass Rate: 68.75

2013-14 Freshman Academic Extension Test %

Alg EOC Avg: 82.13

Alg EOC Pass Rate: 91.13

Biology Avg: 74.35

Biology Pass Rate: 56.52

English 1 Avg: 74.43

English 1 Pass Rate: 82.6

HSAP Passage Rate: 82.6

2012-13 Freshman Academic Extension

SAIL Success