Success Stories
Cameron
Cameron is an 8th grade student who started at our Vallejo Campus in July of
2006. At the time, he had a negative view of the Vallejo School, and was
angry that he had to attend a non-public school. He had come from a program
with a similar model, which resulted in his loss of privileges and ultimate
discharge from the program. Cameron’s mother has noted that “the previous
program did not provide the supports that Cameron needed, and the Vallejo
School has gone the extra mile to help Cameron be successful.”
Cameron had many challenges with peers and complying with basic school rules
such as asking permission to take a break, completing work, accepting no for
an answer, and accepting criticism. Cameron would scream and destroy
property weekly when he was angry with staff or peers. He would also leave the
classroom when he was told no. Vallejo’s teaching and administrative staff
asked Cameron daily what his goals were and what he needed to do to get
there. His primary goal was to “get out of this school,” and return to
public school.
In February 2007, the Vallejo School transitioned to the Girls and Boys Town
Education Model which utilizes a strategic approach to classroom management
that fosters respectful and caring staff/student interactions by
fundamentally changing the way schools address discipline and deal with
student behavior. The model is divided into four main components; Social
Skills Curriculum, Teaching Interventions, Motivation Systems, and
Administrative Intervention. Each Component serves to help students change
their past inappropriate behaviors and maintain or increase appropriate
behaviors.
Cameron started his quest of meeting Merit Level, which is the final level
in our school wide behavior program. The Merit Level reflects increased
fading of extrinsic motivation and moves the student toward transition to
public school. Merit students enjoy the benefits of increased privileges and
independence in school, thereby preparing them for the responsibilities
associated with public school attendance.
Cameron indicates he has been shown what he can do and now he understands
that staff at the UHS Vallejo School and his family expect more of him. He
now knows if he tries he can transition back to public school and control
his anger. His mother noted that “Cameron expects more because the
Vallejo School expects more of him.”