The S.A.I.L. Program Students Achieving Independent Learningsailprogramsantarosacountyfl.weebly.com › uploads › 1 › ...At the end of each day, the teacher and the student reflect

The S.A.I.L. Program

Students Achieving Independent Learning

NAVIGATORS STUDENT HANDBOOK

2018- 2019

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Santa Rosa County School District

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S.A.I.L. PROGRAM 2018-2019 Calendar

School Begins- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -August 13, 2018 Labor Day Holiday- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -- - - - - - - - - - -September 3, 2018 Early Release for Students - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -September 12, 2018 Planning Day (NO SCHOOL) for students - - - - - - - - - - - - - - - - - - - - - - - - - - - -October 15, 2018 Early Release for Students- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -October 31, 2018 Report Cards go home - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - October 26, 2018 Veterans Day Holiday - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -November 12, 2018 Fall Break /Thanksgiving Day Holiday- - - - - - - - - - - - - - - - - - - - - - - --- - -November 19-23, 2018 Early Release for Students - - - - - - - - - - - - - - - - -- - - - - - - - - - - - - - - -December 18,19,20 2018 Christmas Holiday - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -December 21,2018 – January 4, 2019 Planning Day (NO SCHOOL) for students - - - - - - - - - - - - - - - - - - - - - - - - - - - - -January 7, 2019 Report Cards go home - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - January 18, 2019 Martin L. King Holiday- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -January 21, 2019 Early Release for Students - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -February 13, 2019 Presidents Day Holiday- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - February 18, 2019 Spring Break- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - ---March 18-26, 2019 Planning Day (NO SCHOOL) for students - - - - - - - - - - - - - - - - - - - - - - - - - - - - - March 25, 2019 Good Friday Holiday- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - --April 19, 2019 Report Cards go home- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - ----- - -April 5, 2019 Memorial Day Holiday- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - May 27, 2019 Early Release for Students - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -- - - -- - -May 29 - 31, 2019 Last Day of School (early release)- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - May 31, 2019

The S.A.I.L. Program Student Handbook

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TABLE OF CONTENTS

S.A.I.L. Program Calendar……………..………………………………….……..1

Staff …………………………………………………………………................... 3

S.A.I.L. Mission Statement…………...…………………………………………. 4

Program Description ……………………………………………………………. 5

Student Behavior Plan ……..………………………………………………...... 6

Expectations Chart …………………………………………………………….. 7

Level System …………………………..………………………………………... 8

Application to SAIL Forward ………………………….…………................... 9

Daily Point Sheet …………………………………………………………….... 10

Daily Behavior Log ……………………………………………………........... 11

Positive Behavior Support Plan …………………………………....................12

Intervention ………………………………………………………..………... 13-15

Program Guidelines ……………………………………………….……… 20-23

Behavior Guidelines ……..………………………………………….............. 24

Behavior Intervention Process ……………………………………............... 25

Classroom Daily Schedule…………………………………………............... 26

Monthly Target Behaviors ……………………………...…………………….. 27


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Staff

Teachers: Mrs. Belinda Gieger-Britt Ms. Laura Douberly Mrs. Emily Johnson Ms. Destiny White

Mrs. Phyllis Hassell Mrs. Windy Dudley

Behavior Paras: Mr. Roderick C. Tomlin Mr. Henry Merrill

Secretary: Mrs. Starlinn Phillips Program Facilitator:

Mrs. Maria Jacobs

Administrator: Mr. Dustin Coleman

Visitors please report to the front office at:

Berryhill Administrative Complex 6751 Berryhill Street

Milton, FL 32570 850-983-5150


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Santa Rosa County School District Mission Statement:

Our “High Five” EQuIPS Us for Excellence,

We believe in and are committed to:

High – Expectations (E) High – Quality (Qu) High – Integrity (I)

High – Performance (P) High – Standards (S)

For all!

S.A.I.L. Mission Statement:

It is the mission of the S.A.I.L. program to teach the tools necessary

for students to achieve independent learning.

S.A.I.L. Vision:

S.A.I.L. students will become dynamic, respectful, responsible

citizens within the community. They will become life-long learners who can independently make positive choices. They will interact

respectfully with others by taking ownership of their actions, display compassion and are patient, trustworthy people. They will

understand what it takes to be self-determined and will strive to be leaders.


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Program Description

The S.A.I.L. Program is designed to offer educational services to students who have demonstrated

inappropriate behavioral patterns in traditional school settings. The program serves students with

varying exceptionalities and diverse post-school goals. The S.A.I.L. Program offers an alternative

environment to the traditional school campus, utilizing diverse instructional methods and materials.

Academic and behavioral programs are designed to fit the individual needs of each student focusing

on reading, language arts, mathematics, science, history and social skills.

The instructional schedule at The S.A.I.L. Program is extremely structured and rigorous. The

personnel involved with the students are sincerely committed to help students transition back to

their home schools or to new settings that will better serve their individual needs. The final goal for

all students of The S.A.I.L. Program is transition, thus our eyes are always on the prize, and

everything done in the classroom supports successful transition into the home school, the

community, or the world of work.

Criteria to Enter the S.A.I.L. Program

Students on Special Diploma Students on Standard Diploma

- Manifestation with Zero Tolerance Offense

- Manifestation with Zero Tolerance Offense

for EBD or ESE Students with Diagnosed and

Documented Metal Health Disorders

- Outstanding Felony Charges

- District Administration Placement

- Any ESE Student with Chronic Behaviors that have Little Progress in School Setting Where the

Zone School has Documented the Following Interventions:

- Documentation of Problem Solving - Behavioral Tracking - Establish Fidelity - Formal Behavior Assessment Completed Prior to Arrival w/ BCBA - Positive Behavior Intervention Plan

Criteria to Exit the S.A.I.L. Program

- Bi-Weekly SAIL Staff meeting to discuss the progression of the Student

- All FINAL Decisions and placement will be based on Disciplinary Hearing Decisions and/or the IEP Team Decision


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Student Behavior Plan In order to teach age appropriate social and classroom behaviors as well as maintain a positive learning environment, an intensive and individualized behavior management program is absolutely necessary. Proactive behavioral interventions are stressed at The S.A.I.L Program with a focus on the construction of a positive and safe learning environment, which is motivating for students as well as staff members.

Students are assessed at thirty-minute intervals throughout their program day using four (4) behavioral expectations:

1.Staying Focused 2.Actively Participating 3.Interacting Respectfully 4.Listening and Following Directions

These four (4) behavioral expectations were chosen based on the fact that they are relatively encompassing. In other words, many behaviors fall within the aforementioned expectations. The Expectations Chart (Appendix ONE) provides clear examples and non-examples of behaviors that exhibit these expectations. There are twelve (12) intervals during the school day at The S.A.I.L. Program. Students are assessed during each of these intervals. There are 5 points possible for each of these time blocks. Every thirty-minutes students self-monitor and record the points they earned on their Daily Point Sheets (Appendix TWO), while teachers monitor and record these points on the Daily Behavior Log (Appendix THREE). All students will also have an “Independent Target Behavior” (ITB) that is specific to their needs. If students meet their ITB for the day then they receive 10 Gotcha tickets. Please refer to the Daily Point Sheet for point criteria.

At the end of each day, the teacher and the student reflect on the student’s behavior and make a goal for the following day. Then the teacher and the student calculate and graph the percentage of points earned for that day.

On Thursday afternoon, the percentage of points earned for the week are averaged. If the average percent is within the required range for the next level up and the student has 100% attendance with exception of court or doctor appointments documentation from these offices, students can apply to Sail Forward on the level system. Students can then fill out an Application to SAIL Forward (Appendix FOUR). Students will present their application on Friday morning at the weekly Navigation Meeting. Teachers and peers will vote on the application. 2 student votes and 2 teacher votes are required for the student to Sail Forward (move up) on the level system. (Number of student votes may vary based on enrollment.)

Once on a level within the Level System (Appendix FIVE) a student must maintain a daily percentage that is within the required range to stay on that level. If the daily percentage is lower than the required range, the student will be placed on the level that corresponds with that range. (Middle School utilizes weekly averages.) If that level is Able or Compliant, the student will remain on that level unless they drop within a lower range within the level system. If the student is dropped to Neutral the student must earn an 80% in behavior and an 80% in academics to move to Able the next day. If the student meets the requirements to Sail Forward, they can apply at the next Navigation Meeting.


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APPENDIX ONE Expectation Chart

Expectations Positive Examples Negative Examples

Stay Focused

Working on Academic Assignments Working on Computer Assignments in a Timely Manner Sitting at Desk During Academic and Behavioral Program

“Daydreaming”/ Doodling Talking During Instruction Sleeping Repeated Pencil Sharpening Playing Games / Listening to Music during Computer Based Academic Instruction

Actively Participate

Participating in Class Discussions Participating in Group Activities Answering When Called Upon Volunteering Academic Answers Asking Academic Questions Academic Peer Tutoring Prepared for Academic Instruction

Repeated Bathroom Use Sleeping Talking During Instruction Tapping Pencils Just Sitting There Defiant Communication (e.g. “you cannot make me do this, I’m not doing that, this is stupid, I’ll do this later”

Interact Respectfully

Raising Hand to Speak Get Permission from Staff to Get Out of Seat

Keeping Hands and Feet to Yourself Maintain Personal Space Zone (e.g. two feet) Polite Responses to Questions (e.g. “yes, ma’am”, “no, sir” Providing Verbal Support to Other Students (e.g. “good try, Johnny”) Saying “Thank You and Please”

Profanity / Yelling / “Shut Up” Racial/Violent/Gender Bias/Sexual Connotations Horseplay (e.g. tripping other students, ‘slap boxing’) Invading Personal Space Throwing Objects Threats / Intimidation / Fighting (indirect/direct threats e.g. “I’m gonna shank you., I’ll get you after school.” “Hey hit that teacher for me.”) Negative Peer Interaction (e. g. “why is she here, what are you looking at, you’re not sitting here?”

Listen and

Follow Directions

Following SAIL Handbook Guidelines (e.g. Follow Dress Code) Automatically Comply with Teacher Directions Complete Academic Assignments Follow Classroom Procedures (e. g. Sit and Wait for Name to be Called at Lunch)

Taking More Than 5 Seconds to Start an Assignment Talking / Calling Out During Instruction Getting up out of seat without permission Ignoring Teacher Requests (e. g. not getting on/ off computer, getting out/ putting away materials) Refusing to go to the, “Refocus”or “Re-Set” When Requested by a Staff Member


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Level System

LEVEL % Privilege

90%

- 1

00%

• Computer Utilization with Staff Approval for Educational Usage W/ staff approval

• Receive a Free Soda at Lunch • Use of SAIL Gaming Device

• Utilize designated music apps on tablet to Listen to Music w/Head Phones During Independent Work Time

• Ability to Lead Navigation Meetings

• Ability to be a Part of Work Program after 4 weeks

• Ability to participate in empathy training program

• Ability to Eat Lunch with Peers in Room of Choice

• Ability to eat breakfast/lunch outdoors

• Receive cup of coffee upon school arrival • Compliant and Able Privileges • Coffee is available for Compliant and Independent students when they

arrive, first thing in the morning, and once more during breakfast.

80%

- 8

9.9

%

• Computer Utilization with Staff Approval for Educational Usage

• Ability to Eat Lunch with Peers in Assigned Room

• Ability to eat breakfast/lunch outdoors

• Ability to Participate in Group PE

• Ability to Listen to Teacher Approved Music w/Head Phones During Independent Work Time

• Ability to Participate in Gotcha Reward System

• Ability to Spend 60 Gotcha Bucks/Tickets to Purchase one soda during lunch ONLY

• Ability to Spend 40 Gotcha Bucks/Tickets to Purchase coffee in the morning only.

• Ability to Spend 20 Gotcha Bucks/Tickets to utilize computer for 15 min. time block for recreational usage w/ Staff Approval.

• Ability to have SAIL MP3 Player to Listen to Music w/Head Phones During Independent Work Time (Radio)

• Able Privileges

• Ability to participate in empathy training program

70%

- 7

9.9

%

• Computer Utilization for Instructional Use

• Ability to Eat Lunch with Peers in Assigned Seat

• Ability to Participate in Recreational Activities with Staff

• Ability to Participate in the Wave Reward System

• Ability to Participate in Regular Academic and Behavioral Programming

• Ability to participate in Auction

• Ability to have MP3 Player with staff designated Music w/ headphones during independent work time.

Belo

w 6

9%

• Ability to Continue Individualized Academic Instruction and Reflect on SAIL Expectations

Ind

ep

en

dent

Com

plia

nt

Able

N

eutr

al


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APPLICATION TO SAIL FORWARD

NAME: _____________________________ WEEKLY %: ________ DATE: _________

CURRENT LEVEL APPLIED LEVEL

COMPLIANT INDEPENDENT

ABLE COMPLIANT

STUDENT:

I should SAIL forward to the next level because

_______________________________________________________________________________________________________

_______________________________________________________________________________________________________

__________________________________________________________________________________

PEER:

This Navigator should SAIL forward to the next level because

_______________________________________________________________________________________________________

_______________________________________________________________________________________________________

__________________________________________________________________________________

TEACHER:

_______________________________________________________________________________________________________

_______________________________________________________________________________________________________

__________________________________________________________________________________

___________________________ ___________________________ _________________________ STUDENT SIGNATURE PEER SIGNATURE TEACHER SIGNATURE

2 Peer Votes YES NO

2 Teacher Votes YES NO

SAIL Forward YES NO

Level Earned ABLE COMPLIANT INDEPENDENT


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DAILY POSITIVE BEHAVIOR TRACKING POINT SHEET Student Name: Date: __________________

5 = Proactively Displaying Independent Target Behaviors

4 = 0 Redirection with Compliance 3 = 1 Redirections with Compliance 2= 2 Redirections with Compliance 1= 3 or More Redirections with Compliance 0= Removed from Setting for Non-Compliance or Profanity

S – Staying Focused

A - Actively Participating

I - Interacting Respectfully

L - Listen and Follow Directions

Date: 8:30 – 9:30

S: 5 4 3 2 1 0 A : 5 4 3 2 1 0 I : 5 4 3 2 1 0 L : 5 4 3 2 1 0

12:01 – 12:30

S: 5 4 3 2 1 0 A : 5 4 3 2 1 0 I : 5 4 3 2 1 0 L : 5 4 3 2 1 0

9:31 – 10:00

S: 5 4 3 2 1 0 A : 5 4 3 2 1 0 I : 5 4 3 2 1 0 L : 5 4 3 2 1 0

12:31 – 1:00

S: 5 4 3 2 1 0 A : 5 4 3 2 1 0 I : 5 4 3 2 1 0 L : 5 4 3 2 1 0

10:01 –10:30

S: 5 4 3 2 1 0 A : 5 4 3 2 1 0 I : 5 4 3 2 1 0 L : 5 4 3 2 1 0

1:01 – 1:30 S: 5 4 3 2 1 0 A : 5 4 3 2 1 0 I : 5 4 3 2 1 0 L : 5 4 3 2 1 0

10:31 -11:00

S: 5 4 3 2 1 0 A : 5 4 3 2 1 0 I : 5 4 3 2 1 0 L : 5 4 3 2 1 0

1:31 – 2:00 S: 5 4 3 2 1 0 A : 5 4 3 2 1 0 I : 5 4 3 2 1 0 L : 5 4 3 2 1 0

11:01 –11:30

S: 5 4 3 2 1 0 A : 5 4 3 2 1 0 I : 5 4 3 2 1 0 L : 5 4 3 2 1 0

2:01 – 2:30 S: 5 4 3 2 1 0 A : 5 4 3 2 1 0 I : 5 4 3 2 1 0 L : 5 4 3 2 1 0

11:31 – 12:00 S: 5 4 3 2 1 0 A : 5 4 3 2 1 0 I : 5 4 3 2 1 0 L : 5 4 3 2 1 0

2:31 – 3:00 S: 5 4 3 2 1 0 A : 5 4 3 2 1 0 I : 5 4 3 2 1 0 L : 5 4 3 2 1 0

Daily Reflection: Today I ….

Goal for Next Day: Tomorrow I will…

Individual Goal:

Teacher Comment:

Completed Daily Reflection = +3 Points or Refused to Complete = -3 pts. Bring Back Point Sheet = 5 Gotcha tickets

Percentage % Level: (teacher completes) Teacher Signature: ______________________ Parent Signature: ________________


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The SAIL Program’s commitment to meeting the individual needs of our students while still maintaining a clear behavior management system requires a variety of interventions other than the level system. Please reference the Behavior Intervention Process (Appendix SIX).

Positive Behavior Support Plan

The SAIL Program is one of many Santa Rosa Public Schools to incorporate the Positive Behavior Support school-wide program. In order to help students identify positive and appropriate social and classroom behavior, the staff at The S.A.I.L. Program will, throughout the day, use a variety of positive reinforcements.

Individual: “Gotcha” Bucks/Tickets

When a student exhibits a positive behavior, the staff member will identify the behavior to the student and award 1 “Gotcha” Buck/Ticket. If the student exhibits a Monthly Target Behavior, (Appendix Seven) the student will receive 5 “Gotcha” Bucks/Tickets. If the student brings back the Daily Point Sheet with a guardian signature, the student will receive 5 “Gotcha” Bucks/tickets. The “Gotcha” Bucks/tickets are used as a token economy and will be incorporated into classroom procedures (e. g. going to the bathroom during instructional times, sharpening a pencil). All students will also have an “Independent Target Behavior” (ITB) that is specific to their needs. If students meet their ITB for the day then they receive 10 Gotcha tickets. If a student does not come to school with a phone or turns in their

phone to teacher upon arrival to school they will receive 5 “Gotcha” Bucks/tickets.

Group: Wave Reward

Students daily percentages will be averaged together to achieve a group percentage to meet a goal. In order to qualify for the Wave Reward the student must have an 85% attendance rate. (Doctors or Court Documentation required.) When the goal is reached, students who are on the Compliant, Independent and Able level will receive the group contingency Wave Reward (e. g. game day, movie, skating rink). Unless they exhibit defiance or aggression within 3 days of the event. The Wave Reward program will start over once the reward has been received by the students.

Navigators Auction An Auction will be held every quarter for the students. The student will be able to utilize their “Gotcha” Bucks/tickets to buy items at the quarterly Navigators Auction. Students on Independent, Compliant, and Able are allowed to participate in the auction. If behaviors occur during auction students will be removed from setting to another classroom to work on course work and no longer allowed to participate in auction.

All-Star Navigator Once a month teachers will choose a student who has independently exhibited the monthly Target Behavior. This student’s picture will be placed on the All-Star Navigator board and will be the center of the All-Star Navigator celebration. This student will also receive a fast food meal not to exceed $10.00 total.


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Interventions Refocus Area/ Self-Advocating Plan

The Refocus Area is a place where students can go to Self-Advocate. Based on level system students may either use their tablet or MP3 player to de-stress. They will be given 1 extra point for 1 time block in each expectation section but the overall time blocks will not be calculated in their daily percentage. Students will be allotted 15-20 minutes in the am and 15-20 minutes in the pm unless their Positive Behavior Intervention Plan (PBIP) indicates otherwise. Since students will be given 2 self-advocating time blocks for the day, students who earn zeros before self-advocating will lose one self-advocating time block for each block of zeros earned. Once the student has used or lost both self-advocating time blocks, the student will earn 0’s.

The overall goal is to encourage the student to self-advocate BEFORE earning 0’s on their point sheet. This shows that the student is independent enough to know when they need to step away and take a break without dropping in points.

Reset

Unless their Positive Behavior Intervention Plan (PBIP) indicates otherwise students will have a 30 minute Teacher Directed Self-Advocating time block in the Reflection Area before non-compliance occurs and they have to go neutral. During the 30 minute time period, students will use Zones of Regulation to monitor their behavior (15 minutes) and complete a task assignment (15 minutes). After 15 minutes, the staff will engage with the student to assess what zone the student is in. The following zones will be used in assessing the student’s behavior. Red symbolizes "I am angry" and "do not engage." Yellow symbolizes "I am still upset, but I am ready to talk." Blue symbolizes "I am ready to complete my compliance task." Green symbolizes "I have completed my compliance task and am ready to return to class." If the student does not complete the task assignment by the end 30 minutes, they will be instructed to go to neutral and will earn 0’s for 30 minute time block and need to complete assignment given by adult. If this becomes a persistent need an alternative intervention will be put in place. This does count as one the student’s self-advocating time blocks.

Neutral

Neutral days are when students are removed from the classroom setting. Students will serve days assigned for ISS and then 1 day of Neutral. Students who earn 69% or less on Point Sheet will serve ½ day in Neutral Room. Students who are sent to the neutral room/reflection room will have to complete a 30 min time block of compliance before returning back into the classroom. Students in Neutral must earn an 80% in work completion and an 80% in behavior to move out of the neutral/reflection room the following day. Additionally, Neutral is a place where students serve ISS days. Students must fill out a Reflection Form and Ripple Effects activity to return to the classroom in all situations.

Zones of Regulation

Zones of Regulation is a visual sensory tool designed to help students recognize and express their feelings in the moment. By placing and changing a card or visual que, students are able to share with those around them how they are currently feeling which allows staff to provide appropriate guidance. In turn, the student gains assistance in making the right choices to get back on track. There are four zones, with corresponding colors, and each zone has a specific set of emotions that are matched to it. Red symbolizes “I am angry” and “do not engage.” Yellow symbolizes “I am still upset, but I am ready to talk.” Blue symbolizes “I am ready to complete my compliance task.” Green symbolizes “I have completed my compliance task and am ready to return to class.” For each zone, there are also different techniques or coping skills utilized to best help each student.


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Ripple Effects Ripple Effects is a web based interactive learning program designed to provide evidence-based, real life scenarios that students can observe and immerse themselves in. Students are able to view and answer questions on each scenario allowing them to gain insight on the right choices, wrong choices and alternative options available to them.

Empathy Training

By explicitly teaching students to be more conscious of other people's feelings we can create a more accepting and respectful school community. When we put ourselves in another person's shoes we are often more sensitive to what that person is experiencing and are less likely to tease or bully them. Students are given the opportunity to serve within the school district to gain skills needed to empathize with others. This training will take place on Friday's in the morning. All students on Compliant or Independent are eligible to attend, unless in neutral or not in compliance within an hour prior to leaving campus. Students are expected to act appropriately in a respectful manner. Failure to comply while off campus will result in disciplinary action.

Work Program Students who are in 9th-12th grade may participate in the Work Program. Once a student has reached the Independent Level and maintained that level for 4 weeks then they may apply to participate in the work force program at a local business. Students must maintain the Compliant Level or higher to stay on the job. Students are given 1 warning to drop to the Able Level before they are exited from the program and have to work their way back up through the process. If the student drops to Neutral, they will no longer be able to participate in the Work Program unless they go back to the Independent Level and stay on the Independent Level for 4 weeks.

Physical Education

The SAIL Program utilizes Pensacola State College and 1 coach for PE. Selective students on the Independent & Compliant Level will go to Pensacola State College to participate in PE. Students on the ABLE level will not be allowed to go to PE until they reach compliant level. Neutral students will not go to the community center for PE while they are on the Neutral Level. Students that earn more than 2 time block of zeros from 8:30 am to 1:30 pm or students who are removed from the classroom setting after 1:00 pm will not go to PE at Pensacola State College facility. They will stay with the Reflection teacher.

School Breakfast and Lunch

Breakfast and lunch meals may be paid by the day, the week or by the month. This can be done on-line or at the school. School personnel will not pay for students’ meals and students are not allowed to charge breakfast or lunch orders. Any unpaid balances will result in the student’s record being tagged. Students that arrive after 9:15 will not be able to order breakfast and those who arrive after 11:30 will not be able to order lunch. Please make provisions for your child’s breakfast/lunch if they will be arriving late to school. Any student in Neutral during meal choice time will receive a cold lunch with white milk.

NOTE: Because sodas and fast food lunches are incorporated into our Level System, students may not bring sodas to school—NOT EVEN FROM FAST FOOD RESTAURANTS and the bringing of outside fast food will not be allowed.


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READY TO GOBACK TO CLASS? YES OR NO

Reset Form

NAME: ____________________ DATE: ________ TIME IN: _________ TIME OUT: ___________

1. What is the problem? ________________________________________________________________

2. What do you currently need? I need ____________________________________________________

3. What do I need to be doing? I need to be ________________________________________________

4. What are my options? ________________________________________________________________

___________________________________________________________________________________


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I AM ANGRY.

Do not engage!

I am still upset but

ready to talk.

I am ready to complete my compliance

task.

I have

completed my

compliance task and

ready to go back to class.


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Name:____________________________ Date: ____________ 1. What was your behavior? (Example: I refused to do my work) I was______________________________________________________________________________

__________________________________________________________________________________

2. What did you want? (Example: I wanted to sleep) I wanted__________________________________________________________________________

_________________________________________________________________________________

3. What were you supposed to be doing during this time? I was supposed to be (Example: I was supposed to be participating in group discussion.) __________________________________________________________________________________

__________________________________________________________________________________

4. What problem(s) did your behavior(s) cause for your classmates, your teacher, other staff member or you? My behavior caused a problem for my classmates because (Example: They got off task).

__________________________________________________________________________________

__________________________________________________________________________________

My behavior caused a problem for my teacher or another staff member because (Example: She has to

stop teaching and redirect me.)

__________________________________________________________________________________

__________________________________________________________________________________

My behavior caused a problem for me because (Ex: I earned 0’s and I will not meet my 80% goal.)

__________________________________________________________________________________

5. How do you plan to change your behavior in the future? I will______________________________________________________________________________

6. I am ready to return to my seat and follow the Behavioral Expectations: Check One YES NO

REFLECTION FORM

Time In:

Time Out:


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Name: ________________________ Date: _______________

Ripples Reflection Form Topic Assigned:_______________________________________________________ Case Study – Answer questions from this section in complete sentences. ________________________________________________________________________________________________________________________________________________________________________________________________________________________ Info – Answer questions from this section in complete sentences. ________________________________________________________________________________________________________________________________________________________________________________________________________________________ How to – Answer questions from this section in complete sentences. ________________________________________________________________________________________________________________________________________________________________________________________________________________________ True Story – Answer questions from this section in complete sentences. ________________________________________________________________________________________________________________________________________________________________________________________________________________________ Model – Describe the situation that is being modeled in complete sentences. ________________________________________________________________________________________________________________________________________________________________________________________________________________________

Brain – Answer question(s) from each part in complete sentences. Experience - ________________________________________________________________________________________________________________________________________________________________________________________________________________________ Feelings - ________________________________________________________________________________________________________________________________________________________________________________________________________________________ Options - ________________________________________________________________________________________________________________________________________________________________________________________________________________________ Goals - ________________________________________________________________________________________________________________________________________________________________________________________________________________________


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People who can help - ________________________________________________________________________________________________________________________________________________________________________________________________________________________ Apply It – Answer question(s) from each part in complete sentences. Family and Friends - ________________________________________________________________________________________________________________________________________________________________________________________________________________________ Media - ________________________________________________________________________________________________________________________________________________________________________________________________________________________ Sports - ________________________________________________________________________________________________________________________________________________________________________________________________________________________ Role Play - ________________________________________________________________________________________________________________________________________________________________________________________________________________________ Got it 1 – Write all questions AND your answers to the quiz. _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


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Program Guidelines

Attendance All students are expected to attend school on a regular basis. A note is required within three days from the caregivers in order for the absence to be considered excused. More detail may be found in the school district’s Student Code of Conduct. Book Bags / Purses The SAIL Program provides all necessary school supplies to students including, but not limited to pens, pencils, paper, notebooks, scissors, binders, folders, etc. Students may not bring school supplies of any kind to school. School supplies brought to school will be confiscated and parents will be requested to pick them up. School supplies left after the last day of school will be discarded. Book bags are not allowed and should not be brought to school. Book bags brought to school will be confiscated and parents will be requested to pick them up. Book bags and their contents left after the last day of school will be discarded. Students who attend their zone school ½ day should check in bags when they arrive on campus and need to be turned into the Neutral Classroom. Female students may bring a purse to school with only feminine items; students are not allowed to bring any additional personal items in the purse. The purse is to be immediately turned into the homeroom teacher upon arrival. Purse dimensions should not exceed 10” wide by 10” tall. Purses exceeding these dimensions will be confiscated and parents will be requested to pick them up. Purses and their contents left after the last day of school will be discarded. Students may bring PE clothes (including shoes) to school in a plastic grocery store bag and turned in upon arrival. PE clothes should be brought in on Monday and taken home on Friday. Any clothes items left after the last day of school will be discarded. Note: all items are subject to search based on reasonable suspension. Change of Address and Phone Number It is very important for parents to notify the school if there is an address change or change in telephone number. These changes can be made by calling the front office at 850-983-5150. Checking Out/Permission to Leave Campus ALL parents/guardians must go through the front office for student check-ins and student check-outs. Students will NOT be allowed to check out for the purpose of missing assemblies, pep rallies, or other scheduled school functions, unless such check outs are determined to be an emergency by the office. Students who leave campus without checking out in the attendance office will be considered truant. An approved adult’s signature is required on the check-out form located in the Attendance office. Students may NOT check out in order to run errands, eat off campus, etc. Any time missed from class will be treated as unexcused unless a doctor’s note is provided. Students checking out for an appointment are required to produce verification, such as a note from a doctor or dentist, upon their return from the appointment. Students 18 or older require parental permission or administrative approval to leave campus.


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Transportation and Bus Protocol Students are required to follow the Santa Rosa Country Student of Conduct rules when riding the bus. The bus is an extension of the school; therefore, any bus incidents will be handled according to the school’s discipline guidelines. Students are to ride their own bus or means of transportation home that the school has deemed. Students will not be allowed to go home with other students in any instance. Students who are not riding the bus home need to provide prior written consent from parent or guardian along with administrative approval.

Communication Overview (Daily Point Sheets and Phone Calls) Caregivers will be contacted by The S.A.I.L. Program staff in the event of an illness, injury, or serious behavior incident. Students are not allowed to call home for any reason other than illness, injury, or extreme circumstances with staff approval. All phone calls will be supervised. Caregivers will receive Daily Point Sheets home, which indicate the behavioral percentage earned that school day along with any anecdotal observations (appropriate or inappropriate). It is expected that the Daily Point Sheet is signed and returned to class the next attended school day. Defiance of Authority Behavior of a nature which makes it impossible for the teacher to continue instruction will not be tolerated. The refusal or failure to carry out lawful or reasonable instructions of authorized school personnel or failure to comply with state law, school board policy, local school rules, behavior contracts, or classroom rules, shall result in immediate disciplinary action being taken, up to and including suspension from school. Students who receive excessive disciplinary notices may be ruled as behaving insubordinately. These students may face severe disciplinary actions, including suspension or referral to law enforcement. Disruptions at School Sponsored Activity Disruptions that occur repeatedly will be considered as insubordinate behavior and could result in removal from school through suspension or referral to law enforcement. Electronic Devices

Administration will not follow-up on electronic devices stolen during school hours. All other

electronic devices need to be turned into the teacher at the beginning of the school day and

will be returned at dismissal. Students will receive 5 Gotchas independently when they turn

in their device in the morning or if they do not bring a device to school. If the student openly

refuses to give up the device they will be placed on Neutral and receive zeros until they turn

the device in. If the student refuses to turn in cell phone parents will be requested to pick-up

their student’s cell phone

If the student has told staff members that they do not have any electronic devices on them

and they are later found to have one in their possession and still refuse to give it up, then

they will go to Neutral for the rest of that day and the next day and lose 5 Gotchas. If the

student is found with an electronic device and willingly gives up the device, they will receive

a level drop for dishonesty.


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Students are NOT allowed to keep any personal electronic device on them. Entry Level All students will come into the SAIL Program on the Able Level. They must finish the week they come into the program on the Able Level and then they may apply to move up the following week. Grooming and Dress of Students Appropriate student grooming and dress are primarily the responsibility of the student and parent. Students are expected to give proper attention to personal cleanliness and neatness prior to coming to school. Students whose personal attire or grooming distracts other students or teachers from school work, or whose attire could be hazardous to themselves or others in the course of activities shall be required to make necessary changes. The Administration will make the final determination concerning whether a student’s appearance distracts or disrupts the learning environment of the school. The time missed from school will be UNEXCUSED. Suspension should not be considered as an automatic solution to dress code violations, but may be used if the student exhibits a persistent pattern of dress code violations or if the student refuses to make necessary changes of their attire. The principal, or the principal’s designee, will determine whether a student’s attire or personal grooming violates the dress code guidelines. Items Relating to Student Dress 1. Due to a number of fights and classroom disturbances involving hats and bandannas, hats, bandannas, scarves, skull caps, headbands, stocking hats or any type of head gear are to be turned into neutral upon arrival on campus. Repeated offenses will result in referrals. Fish hooks (of any kind) are not permitted on campus. 2. Students may not wear any garment or tattoos which features obscene or offensive language or drug, tobacco or alcoholic beverage advertisement. No deathlike or satanic-like insignia clothing, or racially offensive symbols, or confederate flags, nor anti-flag or anarchy symbols will be allowed on clothing. 3. Students may not wear tank tops, spaghetti straps, halter tops, crop tops, muscle shirts, sleepwear, pajamas or undershirts as outer garments. A sleeveless single garment (blouse/shirt) must have a minimum of 3 inch width on the shoulders. Boys t-shirts are to have sleeves. Clothes MUST be changed if student is found to be in violation of the dress code. Simply putting a jacket on will not correct the dress code violation. 4. Students may not wear clothing that reveals undergarments or the midriff, nor blouses or shirts which are low-cut or see-through without proper covering (including pants). Any shirts that are see through must have a solid fabric cami worn underneath. For all students-pants should be worn on the waist and secured with suspenders or belt. 5. Shorts, Skirts, Dresses, and Skorts may be worn but must extend to 3 inches above the knee. If tights and/or leggings are worn, a skirt, dress, skort or shorts must be worn over tights/leggings, and the skirt, dress, skort or shorts must meet the length requirements (which are 3 inches above the knee). 6. Shoes must be worn at all times. Bedroom slippers should not be worn to school. 7. Arm bands, wristbands, belts, neckwear or other items with heavy metal projections and chains, including wallet chains, are prohibited. 8. Students may not wear sunglasses inside the building without prior approval of the principal or the principal’s designee. *No cosmetic eye contacts and/or nonprescription glasses will be allowed. 9. Trench coats, dusters and combat boots are not allowed to be worn. 10. Students may not wear other clothes such as jeans with holes in them or excessively revealing clothes considered offensive by teachers or administrators. 11. Students may not wear any color, clothing, insignia, emblem, jewelry, or other object in such a manner as to indicate membership or association with any secret organization. Students may not wear any garments that portray association to any group which may be offensive. 12. Pants should be worn at the natural waistline. No undergarments should be exposed even if covered by a shirt. Students should wear overalls with both straps on the shoulders.


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13. Face painting is not allowed. No lip, nose or eyebrow piercings are to be worn during school. Only natural hair colors are allowed. Hair colors such as pink, purple, blue, green, yellow, etc., are not allowed. Hair should be of a natural design. Body piercing and hairdos that, in the opinion of the Administration, are distracting and affects the learning environment of the school will not be tolerated. 14. Students may not display tattoos that show obscene or offensive language, drugs, tobacco, alcohol or advertisements for such products. 15. Students required to wear a GPS (ankle monitor) must keep it covered at all times.

Chains

Although it is recognized that chains (large necklaces with medallions) are worn as dress attire, unfortunately, these have been used as weapons and present a possible hazard to the welfare and safety of the student body. These chains should not be brought to school. Chains will be confiscated and held, and repeated instances of possession of these items will result in disciplinary action.

Homework Homework will be given as per teacher discretion and is no more than 5% of the overall classroom grade. Medication No student is allowed to have medication, prescription or non-prescription, (with the exception of an Epi-pen, insulin pens, or an Asthma inhaler – a proper medication form must be completed), in his/her possession on school premises, on a school bus or at a school function. All medication must be brought in its original container to the school by the parent/guardian/authorized adult, and given to school personnel in the office. (Medication will not be accepted from a student). The school personnel and the adult will count and verify quantity of the medication. A county medication form, which may be obtained from the school office, must be completed and accompany the medicine. Florida Statutes do not permit the school to furnish medicine, including aspirin, to students. Only mid-day doses of medication will be administered. First morning doses should be taken at home. Parents/guardians are encouraged to request prescriptions for medications which do not need to be given during school hours. Checking out to go home and take medication should be limited to emergency situations only.


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BEHAVIOR GUIDELINES

Listed below are some examples of behaviors but they are not limited to these.

BEHAVIORS CONSEQUENCE

DISHONESTY

LEVEL DROP

NOTE PASSING

LEVEL DROP

TRADING/BORROWING ITEMS - This includes swapping/trading clothes

LEVEL DROP

STEALING

NEUTRAL

NOT TURN IN ELECTRONIC DEVICE

NEUTRAL

THREATS AND PROFANITY DIRECTED TOWARDS STAFF - This includes if you write it down on Refocus/Reflection form.

1 DAY ISS AND 1 DAY NEUTRAL

INTIMIDATION TOWARD STAFF OR OTHERS IN THE CLASSROOM

SUSPENSION

Reminder: The Santa Rosa County Student Code of Conduct has all discipline and consequences outlined. SAIL will adhere to those policies and procedures.


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Behavior Intervention Process


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Classroom Daily Schedule

9:15-10:06

Period 1

10:07-10:17

Breakfast

10:18-11:09

Period 2

11:10-12:01

Period 3

12:02-12:53

Period 4

12:54-1:19

Lunch

1:20-2:11

Period 5

2:18-3:09

6th Period (PE/HOPE/Elective)

2:12-2:17 Transportation 2:18-3:09 PE/HOPE

3:10-3:15 Transportation

3:15 Dismissal


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MONTHLY TARGET BEHAVIORS

(1-Aug) Respectful

(2-Sept) Ownership of Behavior

(3-Oct) Responsible

(4-Nov) Positive

(5-Dec) Compassionate

(6-Jan) Tolerance

(7-Feb) Trustworthy

(8-Mar) Helpful

(9-Apr) Self-Motivation

(10-May) Leadership


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TITLE I

SECTION


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S.A.I.L Program Parent Compact

The S.A.I.L. Program

Parent-School Compact for Title I

District and school based Title I Parent Involvement Programs in Santa Rosa County will strive to BUILD RELATIONSHIPS to create family engagement for every child, every family, every teacher, every day

This compact outlines how parents, school staff, and students will share the responsibility for improved student academic achievement. By doing so, the school and parents will build and develop a partnership that will help our students achieve the

state’s high standards for the school year.

S.A.I.L

Program

School

Responsibilities

Parent

Responsibilities

Student Responsibilities

P

Provide high quality content and instruction in a supportive, safe, and effective learning environment.

Provide core courses based on State Standards.

Provide assurances that my child attends school regularly, on time and prepared to learn.

Be Prepared to come to school daily ready to learn.

Complete academic expectations daily

Follow all behavior expectations daily.

R

Report student progress through email, phone calls, progress reports, and report cards

Review any daily school work or behavior checklists daily with my child.

Respect myself, my parents, teachers and staff through my actions and words daily.

I

Integrate research based instructional/behavioral strategies to support student achievement.

Invite you to our school for parent meetings, beginning of the year meet the teacher, extra-curricular events as they occur, and IEP meetings

Review all school notifications.

Increase my knowledge by working hard and setting goals (in school and out of school).

Invest in myself and my future by being an active learner.

D

Develop positive relationships through parent conferences, e-mails, and phone calls, one on one conferencing with students

Demonstrate your belief in your child education by communicating openly with the school and staff

Be dependable!

Show determination for learning.

Dedicate yourself to accept responsibility for your own actions.

E

Engage students in quality learning opportunities that will make content learned reliable in real world experiences.

Encourage my child to perform well on their academic and behavioral goals daily.

Expect to learn!

Show enthusiasm towards school, learning and your future.

Please visit the district website for additional information about curriculum and instruction, test dates, Title I resources and other important information

2016-2017 Important Dates

Progress Reports: September 16, November 18, February 10, April 28

Report Cards: October 28, January 20, April 7, June 2

The S.A.I.L. Program Parent Compact, participating children, and the parents of the students participating in

activities, services, and programs funded by Title I, Part A of the Elementary and Secondary Education Act

(ESEA)), agree that this compact outlines how the parents, the entire school staff, and the students will share the responsibility for improved student academic achievement and the means by which the school and parents will

build and develop a partnership that will help children achieve the State’s high standards. This school-parent compact is in effect during school year 2016-2017


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REQUIRED SCHOOL-PARENT COMPACT PROVISIONS

ADDITIONAL RESPONSIBILITIES: The S.A.I.L. Program will:

1. Involve parents in the planning, review, and improvement of the school’s parental involvement policy, in an organized, ongoing, and timely way.

2. Involve parents in the joint development of any schoolwide program plan, in an organized, ongoing, and timely way. 3. SAIL hold an annual meeting to inform parents of the school’s participation in Title I, and to explain the Title I requirements, and the right of parents to be involved in Title I, Part A programs. We will work closely with parents that are unable to attend this meeting to make sure any questions or sharing of information can take place to assist parents in understanding the services and support offered through the Title 1 program. The school will invite to this meeting all parents and will encourage them to attend.

4. Provide information to parents of participating students in an understandable and uniform format, including alternative formats upon the request of parents with disabilities, and, to the extent practicable, in a language that parents can understand. 5. Provide to parents of participating students information in a timely manner about Title I programs that includes a description and explanation of the school’s curriculum, the forms of academic assessment used to measure academic and behavioral progress, and the proficiency levels students are expected to meet. 6. On the request of parents, provide opportunities for regular meetings for parents to formulate suggestions, and to participate, as appropriate, in decisions about the education of their children. The school will respond to any such suggestions as soon as practicably possible. 7. Provide to each parent an individual student report about the performance of their child on the State assessment in at least math, language arts and reading. 8. Provide each parent timely notice when their child has been assigned or has been taught for four (4) or more consecutive weeks by a teacher who is not highly qualified within the meaning of the term in section 200.56 of the Title I Final Regulations (67 Fed. Reg. 71710, December 2, 2002).


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Other School Responsibilities:

To help build and develop a partnership with parents to help their children achieve the State’s high

academic standards, The S.A.I.L. Program will:

1. Recommend to the local educational agency (LEA), the names of parents of participating students of Title I programs who are interested in serving on the State’s Committee of Practitioners.

2. Notify parents of the school’s participation in Head Start, Even Start, Healthy Start, and the Adult Learning Center, and other Family Literacy Programs operating within the school, the district and the contact information.

3. Work with the LEA in addressing problems, if any, in implementing parental involvement activities in section 1118 of Title I.

Date of conference/sharing of information: ______________________

School: SAIL Program

Personnel ______________________________________________

Parent(s) _______________________________________________

Student ________________________________________________

(PLEASE NOTE THAT SIGNATURES ARE NOT REQUIRED)


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By signing my name below, I certify that I have read the above information. My signature also certifies my understanding of, and agreement with the above S.A.I.L. policies and rules outlined in the 2017-18 S.A.I.L. Handbook.

_______________________________________ ____________________ Student Signature Date

_______________________________________ ____________________ Parent (or Guardian Signature Date

Documents

The S.A.I.L. Program Students Achieving Independent Learningsailprogramsantarosacountyfl.weebly.com › uploads › 1 › ...At the end of each day, the teacher and the student reflect