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©2016 Montford Hall. All rights reserved.

Montford Hall is a 501c3 nonprofit organization.

ACADEMICS

For many of our students, academics have always been a struggle because of a learning profile that traditional school systems can’t accommodate. For others, academic difficulties are a byproduct of substance abuse.

 

In either case, by the time they arrive at Montford Hall, our students have developed all sorts of negative associations with school, and all sorts of limiting views about themselves as students.

 

Montford Hall’s academic program is designed to support, engage, challenge, and inspire all students—helping them discover their talents, connect to course content, and understand themselves as learners, all while earning credits toward high school graduation.

"Because there's a strong correlation between substance abuse and academic disability, school is an integral aspect of the MH experience."

 

Jackie Williams, Ed.D.,

Academic Director 

ASSESSMENT AND PLANNING

Comprehensive assessments not only tell us how a student is performing, but also help us—and him—understand where his gifts lie, how he learns best, and what sparks his interest and imagination. With that information, and his input, we develop the academic component of his Integrated Recovery Plan. By inviting him to participate in establishing targets and timelines, and to reflect on his progress on an ongoing basis, we help him take ownership of his studies in a way that he likely has never done before. 

SELF-AWARENESS

During their time at Montford Hall, students also develop important “how-to-learn” skills; when they leave, they have a clear understanding of their own learning needs and assets, as well as the confidence to advocate for themselves in future educational settings. 

OUR TEACHERS

Montford Hall’s licensed teachers work with students one-on-one and in groups, tailoring their instruction and requirements to meet individual needs. We maintain a 1:7 teacher-to-student ratio in the classroom, occasionally supplementing with additional support for students who are significantly behind in their studies.

ACADEMICS

For many of our students, academics have always been a struggle because of a learning profile that traditional school systems can’t accommodate. For others, academic difficulties are a byproduct of substance abuse. In either case, by the time they arrive at Montford Hall, our students have developed all sorts of negative associations with school, and all sorts of limiting beliefs about themselves as students, both of which have been reinforced by their ongoing substance abuse in an unfortunate self-perpetuating cycle.

 

The academic program at Montford Hall is therefore a critical component of the overall recovery experience. Our school is designed to support, engage, challenge, and inspire all students—helping them discover their talents, connect with course content, and understand themselves as learners, all while earning fully transferrable credits toward high school graduation.

We create an individualized academic plan for each student, so he can fill in gaps and earn the credits he needs toward a high school diploma.

ASSESSMENT AND PLANNING

Comprehensive assessments not only tell us how a student is performing, but also help us—and him—understand where his gifts lie, how he learns best, and what sparks his interest and imagination. With that information, and his input, we develop the academic component of his Integrated Recovery Plan. By inviting him to participate in establishing targets and timelines, and to reflect on his progress on an ongoing basis, we help him take ownership of his studies in a way that he likely has never done before. 

OUR TEACHERS

Montford Hall teachers work with students one-on-one and in groups, tailoring their instruction and requirements to meet individual needs. We maintain a 1:7 teacher-to-student ratio in the classroom, occasionally supplementing with additional support for students who are significantly behind in their studies.

OUR CURRICULUM

School goes year-round and consists of five nine-week "quarters," with three week-long breaks. Our core classes incorporate hands-on learning, problem solving, and student-designed research projects that pave the way for students to think critically, make broader connections, and apply their knowledge in personally meaningful ways. Classrooms are infused with humor, innovation, movement, and music—all in a climate that encourages intellectual risk-taking.

SUPPORT FOR ALL KINDS OF LEARNERS

Our students have different modality strengths as learners (visual, auditory, tactile,

kinesthetic); they have different environmental needs for learning (for example, low light

vs. bright light); and they have different types of intelligence (spatial intelligence,

logical-mathematical intelligence, musical intelligence, and more). To accommodate

these varied profiles, we offer different options for them to gather information (video,

audio, hands-on investigation); process information (small group discussion,

student-created graphic organizers and models, art endeavors); and apply their own ideas to projects that demonstrate their learning.

SELF-AWARENESS

During their time at Montford Hall, students also develop important “how-to-learn” skills; when they leave, they have a clear understanding of their own learning needs and assets, as well as the confidence to advocate for themselves in future educational settings.