The document provides information about SAIL (Success Acquired in Learning), a program at Chapin High School that supports at-risk students. It details the history and goals of SAIL, how students are identified, program components like the freshman academy and evening acceleration school, community partnerships, and graduation outcomes. SAIL uses research-based strategies to motivate and mentor at-risk students to ensure they complete high school requirements and build career skills.

1. We aRe Chapin!
SAILSuccess Acquired in Learning
A thousand passions. One heartbeat.
“We prepare our students to be college and career ready no
matter what challenges they face.”

2. 2
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

4. 4
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?

8. 8
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...

10. 10
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...

11. 11
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:

13. 13
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 ExtensionTest %
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