Schools were made for children and learning.
This simple premise underlies what we believe should be true about any good school program. It is our contention, therefore, that all students must experience success in school, be it academic, vocational, athletic, or artistic success. Whether or not the individual becomes a good math student or a poor math student, a good athlete or a poor athlete is, in all probability, less dependent upon the student’s academic and physical characteristics than upon the student’s social/emotional skills (Cartledge and Milburn, 1978; Stephens, 1978; Hops and Cobb, 1973; Borich, 1971.)
Unfortunately, many youth have not acquired the social behaviors necessary to effectively and appropriately interact with peers and adults in school settings. As a result, they do not achieve academic success. These students are the same youth who have lacked other success experiences as well and have been identified by school personnel as discipline problems, at-risk, behaviorally impaired, or emotionally disturbed. Their problems are compounded by the fact that the very social behaviors in which they are deficit are the same behaviors employers have identified as vital to success in the world of work (Gresham, 1981.) There is hope. Researchers have found social skills training to be effective in developing job related skills in learning disabled and behavior disordered adolescents (Montague, 1988.)
Developing a systematic means to routinely teach socialization to school-aged children poses quite a challenge. However shifting the emphasis of instruction from a solely academic curriculum to a combination of academic and social behaviors does not entail lengthening the school day, eliminating required course work, or extending graduation requirements. Rather it requires the dedication of school personnel in addressing social behavior as an on-going part of the school curriculum in all classrooms, corridors, playground and office areas each and every day. Such dedication and vigilance in addressing social behavior obviously requires that teachers and administrators be provided with sound theoretical principles and practical approaches to guide their teaching efforts.
Education should not and cannot be for the select few who come from environments which help them become not only academically inclined, but also socially acceptable to peers and adults. Schools have group life, a vast range of possible activities, many caring adults, and a mandate to use these resources for the welfare of all children, including the troubled or troublesome child. Our goal has been and continues to be, to develop an effective school program which promotes success through the teaching of social schools and serves as a model for others to use, benefiting youth nationwide. The program is The Boys Town Education Model ®.
- Special education, separate facility
- Program for students with an emotional disability
- Self-contained multiage classrooms
- Multisensory approach for reading and math
- On-site special education
- Individual and cooperative instruction
- Social skills training
- Adherence to Arizona Academic Standards
- Multisensory reading and math
- Emphasis on technology training - grades K-12
- Teacher trained in the Wilson Reading program
- Work continuously on educational and behavioral goals and objectives
- Implement performance-based assessments
- Teach social skills through the The Boys Town Education Model ®
- Teach reading and math through a multi sensory approach
We have had many Roadrunner students go on to successfully complete college, trade schools, and nursing schools. They go on to be very productive citizens. The following three students have stood out in their achievements. For privacy purposes we have omitted their names.
One young man, only a few years ago, was the second best punter in the nation. He attended Utah State University.
Another young man became an Indy 500 race winner. He came in first within the last 10 years…
A third young man entered the Army and after a very thorough background check, he received the highest security clearance one can achieve with our government. He was stationed in Hawaii, decoding messages from foreign countries. This young man attended Roadrunner for almost his entire school career.
Roadrunner School offers each student an opportunity to have their picture taken by a professional photographer. Photo packages will be made available to each family before photo day. The photos will be taken in the fall. Notification of the exact date will be sent home in advance. These pictures may also be used in the development of our Roadrunner Yearbook in the Spring.