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RISE Program

RISE is an acronym for Rise up - I am – Strong – Enough. The mission of the RISE Program is to instill in students a positive attitude toward school that exemplifies DIGNITY, HONOR and RESPECT for self and others.

Philosophy
The RISE Program is a research-based, true alternative to traditional education programs.  SAISD purchased the RISE Program Model in 2008. The purpose of alternative education is to increase the number of students that perform at grade level.  However, the unfortunate reality is that the longer students are enrolled in most alternative programs their academic progress slows down, compared to their peers.  The RISE Program is designed to both reverse this academic trend and meet the behavioral / social needs of these students.  The RISE Program is a behavioral laboratory where students are provided the opportunity to practice discreet behavioral skills that have a direct correlation to success in the classroom and their daily lives.

Motto
The motto of the RISE Program is “Be the Shepherd”.  The reason for this is that the shepherd must serve as a role model, mentor and leader for others, even when it is difficult. Retention is greatest when the student can serve as a teacher and leader. We want to develop our students into leaders.

Foundation
The Rise Program is built on the foundation of:

  • Uncompromising attention to detail
  • TEKS correlated activities daily
  • Staff modeling
  • Faculty monitoring and self-monitoring
  • Multiple approaches to instruction
  • Continuous program improvement
  • Behavioral skill building with social skills
  • Team building activities
  • Competition each week
  • Technology integration

Theme

Students who have experienced limited success in school discuss and consider college much later in their lives than successful students.  By focusing on college themes, the RISE Program is designed to encourage life-long learning and expanded career opportunities.  Self-esteem and social skills are taught in an environment of healthy competition, with an emphasis on athletics.  Students compete in a variety of daily academic, behavioral, and athletic activities.  They learn that their performance impacts the larger group, and therefore, discover that they must work together as a team to be successful.

Disciplinary Alternative Education Programs (DAEP)

 
The District shall provide for the continuing education of a student placed in a DAEP by transferring the student to one of the District campuses designated as a DAEP campus.   

A student removed to a DAEP during the school year will have an opportunity to complete a course needed to fulfill the student’s high school graduation requirements before the beginning of the next school year. The District may provide the opportunity to complete the coursework through any method available, including a correspondence course, distance learning, or summer school. The District will not charge the student for any method of completion provided by the District.

Students and their parents are encouraged to discuss the option with the teacher or counselor to ensure the student completes all work required for the course or grade level.  The terms of a placement under this section shall prohibit the student from attending or participating in school-sponsored or school-related activities, including, but not limited to, extracurricular activities.

The District shall provide for the continuing education of a student placed in a DAEP by transferring the student to one of the District campuses designated as a DAEP campus.   A student removed to a DAEP during the school year will have an opportunity to complete a course needed to fulfill the student’s high school graduation requirements before the beginning of the next school year.

The District may provide the opportunity to complete the coursework through any method available, including a correspondence course, distance learning, or summer school. The District will not charge the student for any method of completion provided by the District.Students and their parents are encouraged to discuss the option with the teacher or counselor to ensure the student completes all work required for the course or grade level.The terms of a placement under this section shall prohibit the student from attending or participating in school-sponsored or school-related activities, including, but not limited to, extracurricular activities.

Transfer or Withdrawal from a DAEP
If a student transfers into SAISD from another school district in which the student was placed in a DAEP, SAISD shall continue the DAEP under the terms of the order provided by the sending school district.  Students who transfer out of SAISD to another public or private institution, including students who withdraw from SAISD for the purpose of home schooling, and students who do not attend the DAEP for the duration of the placement for any reason (other than reasons which constitute an "excused absence" under SAISD policy), shall be required, upon return to SAISD, to complete the number of days missed in the DAEP before being allowed to return to the regular campus.

Placement of Students with Disabilities
The placement of a student with a disability may only be made following a manifestation determination review ARD/Section 504 meeting which determines that the misconduct was not related to the student's disability. The review must be conducted no later than ten (10) school days following the incident. A student with a disability who receives special education services may not be placed in DAEPs solely for educational purposes if the student has not also committed one of the offenses warranting placement in the DAEP. [Texas Education Code Section 37.004]

A student with a disability may be removed to an interim alternative educational setting for not more than 45 school days without regard to whether the misconduct is determined to be a manifestation of the student's disability in cases where the student: carries or possesses a weapon at school, on school premises, or at a school function under the jurisdiction of the school district; knowingly possesses or uses illegal drugs, or sells or solicits the sale of a controlled substance while at school, on school premises, or at a school function under the jurisdiction of the school district; or, has inflicted serious bodily injury upon another person while at school, on school premises, or at a school function under the jurisdiction of the school district.

If the student's behavior described above is determined NOT to be a manifestation of the student's disability, the student may be placed in a disciplinary setting to the same extent as a non-disabled student.

 

Emergency Placement in an DAEP
The principal or the principal's designee may order the immediate placement of a student in the DAEP if the principal or the principal's designee reasonably believes the student's behavior is so unruly, disruptive, or abusive that it seriously interferes with a teacher's ability to communicate effectively with the students in a class, with the ability of the student's classmates to learn, or with the operation of school or a school-sponsored activity.

At the time of the emergency placement, the student shall be given oral notice of the reason for the action. Within a reasonable time after the emergency placement, the student shall be accorded the appropriate due process. Students with disabilities are subject to applicable federal and state law regarding the term of a student's emergency placement.

 

Duration of Placement in a DAEP
The duration of a student's placement in the DAEP shall be determined by the District hearing officer. The length of placement shall be expressed in a specific number of days that the student must successfully complete in the DAEP prior to returning to the home campus. That decision shall be final, unless the duration of the placement is to extend beyond the end of the next grading period. If the student's placement is to extend beyond the end of the next grading period, the student or the student's parent or guardian is entitled to participate in a proceeding before the Board of Trustees or the Board's designee. Any decision of the Board or the Board's designee is final and may not be appealed.


Before the District may place a student in a DAEP for a period that extends beyond the end of the school year, the Board or Board's designee must determine that:

 

  1. The student's presence in the regular classroom or at the student's regular campus presents a danger of physical harm to the student or to another individual; or
  2. The student has engaged in serious or persistent misbehavior that violates this SAISD Student Code of Conduct.

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