Mission & Purpose
The Magnolia Disciplinary Alternative Program will build a foundation which will enable our students to become responsible and productive citizens in our society. We hope to achieve this by improving academic abilities, social skills, and self-esteem through daily classroom support and appropriate interaction with others.
● To increase student performance in academic and interpersonal skills.
● To motivate students to realize their full potential by identifying and helping to remove the barriers that prohibit a productive school experience.
● To become partners with parents and community members in the education of our students.
● Students will remain in school and graduate under their high school graduation plan.
● Students will demonstrate academic proficiency by receiving credit in their core classes.
● Students will take responsibility for their behavior and make healthy choices.
● Students will have a positive self-image and a determined attitude toward learning.
● Parents will work as partners in the education of their students.
The Disciplinary Alternative Education Program (DAEP) is the Discipline Campus for MISD students. Students who violate the district's Student Code of Conduct are subject to referral and placement. Students may be placed in the program for a short term or long term, based on the Student Code of Conduct. Assignment to DAEP is considered a serious consequence. Students are closely supervised, and strict discipline and appropriate behavior are enforced. The DAEP seeks to provide students with an environment that promotes positive decision making, self-discipline, positive social skills, and improved academic performance. Students who exhibit serious and/or persistent misconduct or commit major infractions of the Student Code of Conduct while at DAEP are subject to having their placement extended or being expelled to the Montgomery County Juvenile Justice Alternative Education Program (JJAEP).
● Support for the student's academic and personal success
● Services for students with disabilities
● State-mandated assessments
● Small student to teacher ratio
● Discipline instruction
● Behavior management to foster positive social skills
● High School and Junior High School level core curriculum
● STAAR remediation
● Communication between home campuses and DAEP teachers
● Transition meetings for students before returning to their home campuses