Middle school can be a difficult time, as students navigate academic challenges, social pressures, and rapid personal development. For some students, these challenges manifest in disruptive behaviors in the classroom and the overall school environment. At Sage Magnet Academy, an innovative initiative called the Co-Pilot Program is steering these students toward success by creating immediate accountability opportunities with no excuses for failure. Students are provided with all of the support that they need to be successful in a well-managed classroom environment.

After reviewing student data with the teacher teams, it was determined that we were not meeting the needs of certain students on our campus. There were about 30 students who were constantly sent out of class for disciplinary reasons. These were the same students who were tardy to class, engaging in fights, and struggling with authority. With deeper analysis, the team found that there were challenges in their academics, social-emotional needs, and self-control. The Co-Pilot Program was implemented right after spring break of 2025 and was introduced as a targeted solution, designed to create visible wins and build momentum from day one. Instead of traditional, often ineffective, disciplinary models, the Co-Pilot approach focuses on proactive support and skill-building.

The Co-Pilot Program At its core, the Co-Pilot Program is a specialized initiative designed to support middle school students grappling with behavioral challenges. Students enrolled in the program are removed from their regular classroom settings and placed in an environment with limited distractions and extra support. The ultimate goal is their reintegration into the general education setting. Daily instruction is provided by a general education subject matter teacher. A subject matter teacher reports to the Co-pilot classroom each period to provide lessons. As students demonstrate growth and readiness, they transition back into their regular classes, better equipped to manage their behavior and engage in learning. This transition is carefully managed to ensure continued success, with ongoing support as needed. The program is designed for students to receive designated support for one semester. However, students can stay in the program longer if their behavior does not change for the better. Usually when students see their peers exit from the program, they are motivated to improve. Some students are able to exit the program after a couple of months. The team meets with all of the teachers and the students to come up with a successful exit plan which supports the students.

Understanding that this age group is significantly influenced by peer relationships and social development, the program is structured to motivate students to develop the skills they need to successfully transition back into the general education environment. The program’s name, “Co-Pilot,” symbolizes the abundance of support provided to help students become successful. Unlike traditional disciplinary models, the Co-Pilot classroom is not punitive. Instead, it fosters a sense of accountability, self-awareness, and growth. The goal is not to punish students for past behavior but to equip them with the tools necessary to make better choices moving forward. Students in the program must earn their way out by demonstrating consistent progress, which serves as a powerful incentive — especially for middle schoolers who are eager to rejoin their peers.

Co-Pilot’s impact on the school community The ripple effect of the Co-Pilot Program extends far beyond its dedicated classroom. It has fundamentally changed the school culture in a positive light. The most significant impact has been an increase in safety and a reduction in overall classroom disruptions across the entire school. With a specialized program addressing the needs of students who previously consumed a disproportionate amount of administrative and teacher time for behavioral issues, general education classrooms have become more conducive to learning. Teachers report being able to focus more on instruction, leading to a more positive and productive academic atmosphere for all.

Furthermore, the program has fostered a school-wide understanding that behavioral challenges are not simply “bad behavior,” but often a sign that students need specific skills and support. This shift in perspective has led to greater empathy and a more proactive approach to behavior management across all grades.

Student, teacher, and staff perspectives The true measure of the Co-Pilot Program’s success can be heard in the voices of the school community. Many students initially resisted entering the program, viewing it as a form of punishment. But, once inside, their perceptions shifted dramatically.

“I know that I need the Co-Pilot class to help me” said a seventh-grade student who spent a semester in Co-Pilot. A teacher stated, “The Co-Pilot has made a positive difference in my math class.” The campus supervisors reported that they notice a big difference during the passing period and lunch time. Another student shared, “I actually want to get out. My friends are in my old classes, and I miss them. Knowing I have to earn points for good behavior and grades makes me try harder.” The non-punitive nature and clear pathway back to general education serve as powerful motivators, fostering a sense of accountability and hope.

For students not directly involved in Co-Pilot, the program has brought a noticeable sense of relief and improved learning conditions. “It’s way less chaotic now,” observed an eighth-grader. “Before, there were always fights, or people yelling in class. Now, it’s quieter, and I can actually hear the teacher.” Another student commented, “I feel safer walking around the school. It’s good that they’re helping the kids who need it, so the rest of us can learn.” The program is largely seen as a necessary and effective intervention that benefits the entire student body by creating a more orderly and focused learning environment.

The Co-Pilot Program at Sage Magnet Academy is more than just a behavioral intervention; it’s a testament to the power of proactive, supportive strategies in transforming school culture. By creating immediate, visible changes, fostering a growth-oriented environment, and consistently working towards reintegration, the program is not only charting a new course for its participants but also setting a positive trajectory for the entire school community.