Accreditation

Sorenson’s Ranch School is an RTC, and an Accredited High School located in Central Utah. We serve young people who struggle emotionally, socially, and academically and their families. Sorenson’s Ranch School will soon complete the cycle of Accreditation. This means that later this year we will come to the end of our current Accreditation Certification. This will be renewed for another 6 years. We are proudly Accredited by Cognia Inc. In order to continue our certification for another cycle, we are required to submit an extensive report, detailing the policies and procedures of our school. We must explain how the data and daily operations show that we meet Cognia’s rigorous standards. Cognia has 30 standards of compliance that are presented in four categories. The categories or “Key Characteristics are; 1) Culture of Learning, 2) Leadership for Learning, 3) Engagement of Learning, and 4) Growth in Learning. In order to demonstrate compliance to these standards we have to gather data from our various stakeholders including; Students, Teachers/staff, and Parents/Caregivers. This data must then be analyzed so that necessary changes can be identified and implemented. There is a quote from Cognia that explains how they look at data. “Perception is Reality” This is the reason that we gather data. We want to see the experience of living and going to school at Sorenson’s Ranch School through the eyes of our stakeholders. The data gives us our reality as reported by all those who participate in it. After we gather data, we analyze it in different contexts to see if current procedures are working and acceptable as “Best Practices” or if we need to make changes in policy or procedure to make the experience here more fulfilling and effective for our students. Our goal is to achieve congruence in the elements of the program, which will help our students to make consistent simultaneous progress in Academic, Therapeutic, and other goals which are identified by the treatment team. As a school and as a program, we know that we have much to offer the students that we serve. There are many things that make us unique in this industry. One of the things that allows us to be successful is that we are looking for and willing to make changes when they need to be made. The staff of Sorenson’s Ranch School work hard to fulfill points that are in our Mission and Belief statements. We have been working with students who struggle for many years, and we are good at what we do. Having said that, we are also always looking for ways to create a better experience for our students and their families. The Accreditation process gives us the opportunity to critically look at any gaps between where we are now and where we desire to be as a school and a program. Looking at the data and reviewing our current procedures helps us to move forward with an attitude of continuous improvement.

The Importance of Residential Treatment and Trauma-Informed Care for Adolescents

In today's fast-paced and complex world, adolescents face a multitude of challenges that can significantly impact their mental health and well-being. Issues such as grief, PTSD, family conflicts, and depression are increasingly common, yet they are often misunderstood or overlooked. Residential treatment centers (RTCs) that employ trauma-informed care are crucial in addressing these problems and fostering healing and growth in young people. Residential treatment provides a structured, supportive environment where adolescents can receive intensive therapeutic support away from the stressors of daily life. These centers offer a safe space for youth to work through their issues with the guidance of trained professionals. The residential setting is particularly beneficial because it allows for continuous monitoring and support, ensuring that each adolescent receives the care they need around the clock. Trauma-informed care is an approach that recognizes the widespread impact of trauma and understands potential paths for recovery. It emphasizes physical, psychological, and emotional safety for both providers and survivors, and creates opportunities for survivors to rebuild a sense of control and empowerment. This approach is essential in residential treatment for several reasons: 1. Recognizing the Impact of Trauma: Trauma-informed care starts with the understanding that trauma affects everyone differently. This understanding shapes every aspect of the care provided, from the initial assessment to the ongoing therapeutic interventions. By recognizing the diverse impacts of trauma, RTCs can tailor their approaches to meet the unique needs of each adolescent. 2. Creating a Safe Environment: Safety is a fundamental aspect of trauma-informed care. RTCs strive to create an environment where adolescents feel physically and emotionally secure. This sense of safety is crucial for young people who have experienced trauma, as it helps them begin to trust again and opens the door to healing. 3. Empowering Adolescents: Empowerment is another key principle of trauma-informed care. Adolescents are encouraged to take an active role in their treatment, making decisions about their care and setting goals for their recovery. This empowerment fosters a sense of agency and helps rebuild self-esteem, which can be severely diminished by traumatic experiences. Residential treatment centers utilize a variety of therapeutic modalities to address specific issues such as grief, PTSD, family conflicts, and depression. Here are some of the most effective approaches: 1. Grief Counseling: Grief can be a profound and isolating experience, particularly for adolescents. Grief counseling provides a space for young people to express their emotions, process their loss, and develop healthy coping mechanisms. Through individual and group sessions, adolescents learn to navigate their grief in a supportive environment. 2. Trauma-Focused Cognitive Behavioral Therapy (TF-CBT): TF-CBT is an evidence-based treatment specifically designed to help individuals who have experienced trauma. This approach combines cognitive behavioral techniques with trauma-sensitive principles to help adolescents process their traumatic experiences and develop healthy coping strategies. 3. Family Therapy: Family conflicts can exacerbate other mental health issues, making it crucial to address these dynamics in treatment. Family therapy involves working with the entire family unit to improve communication, resolve conflicts, and build healthier relationships. This approach helps create a supportive home environment for the adolescent’s ongoing recovery. 4. Mindfulness and Stress-Reduction Techniques:Techniques such as mindfulness, yoga, and meditation are increasingly incorporated into residential treatment programs. These practices help adolescents manage stress, reduce anxiety, and develop a greater awareness of their thoughts and emotions. 5. Dialectical Behavior Therapy (DBT): DBT is particularly effective for adolescents struggling with intense emotions and self-destructive behaviors. This therapy focuses on building skills in four key areas: mindfulness, distress tolerance, emotion regulation, and interpersonal effectiveness. DBT helps adolescents develop healthier ways to cope with their emotions and interactions. A holistic approach in residential treatment centers integrates various therapeutic modalities to address the multifaceted needs of adolescents. This comprehensive care model ensures that each young person receives individualized support that encompasses their mental, emotional, and physical well-being. By addressing all aspects of their health, RTCs can foster more profound and lasting recovery. Residential treatment centers that employ trauma-informed care play a crucial role in addressing the complex mental health needs of adolescents. By creating a safe, supportive environment and utilizing targeted therapeutic modalities, these centers help young people heal from trauma, manage their emotions, and build healthier relationships. As we continue to understand the profound impact of trauma on mental health, the importance of these treatment approaches becomes increasingly clear. Investing in residential treatment and trauma-informed care is not just about treating symptoms; it's about giving adolescents the tools and support they need to thrive.

Sorenson’s Ranch School

Here at SRS we are here to help students with all sorts of problems. We have experienced and educated therapists. Our therapists have one on one sessions help students with whatever issues are present. Also, students participate in group therapy in which a group of kids with the same problems sit together with the group therapists and have a session about overcoming anger, depression, and adoption issues. Students also learn life skills, along with values and integrity. Our group therapists usually have the students watch a movie about someone who went through similar things they are going through or how they overcame problems. SRS only accepts students between the ages of 12 and 17 years old. There is a boy’s side of the campus and a girl’s side of the campus. When possible, we try to let the boys and girls here interact with one another but only under supervision. We put kids of the same age into the same cabins and also put kids who need staff monitoring into a cabin called MPR. For school we have a 5-day school week all year long. During school we have the boys and girls separated and put into different classes and different lunch times. The boys and girls get to have co-ed breakfast and passing periods to talk for a bit. If a student is really behind in invited school, we can put them on ACP. After applying to go into the ACP program, students are able to work on any class and have extra time. They may go as fast as they want to in those stay afterschool during incomplete time. This allows students to catch up or get ahead. ACP is usually for students who are in 7 to 12 grade who are very behind and need to graduate quickly. There are seven periods at school. Here we have a level system. There are four levels of behavior and each level allows you to do different things and have more pr. 1. Level one is the level for kids who don’t follow guidelines, don’t get along with staff and peers, argue, etc. They work on project that give them the chance to improve their levels and behavior skills. They may do service projects also. Point wise for level ones are below 1000 points or in the negatives. 2. Level 2’s are kids who just got off level one or are new here will be. Being a level 2 means the kids are doing good, trying to do their 2’s will be able to watch documentaries only, ride horses, and won’t have to work all day. Point wise for level 2’s are anything below 4000 points and above 1000 points. 3. Level 3’s are kids who follow rules, do their work, do their program, are respectful to staff, and want to do better. They get to watch movies, go to the pool, go on campouts, workout in the weight room, ride horses, and can make money (5$ an hour). Point wise for level threes are anything above 4000 points or below 9000 points. 4. Level 4’s are kids who follow directions, rules, expectations, get along with others, are respectful to staff, focus on their program, focus on school, and do more than they should when helping out staff when cleaning an activity or whatever activity they are on. They get to watch movies, go on campouts, go to the pool, work out in weight room, ride horses, and can work at the Red Clover Café (7.25 $ an hour). Point wise for level fours are anything above 9000 points and below 9500 points. Some of the activities are crafts, softball or soccer, water activities, watch movies or documentaries, cook lunch or dinner. We sometimes go to the gym and play basketball or work out in the weight room, ride horses, go on campouts or horse campouts, go to the pool, movies, go off campus and go fishing or just to hangout. Sometimes we have are co-ed activities. On holidays like Christmas, we have co-ed activities and we get the kids some gifts and give them the gifts sent from their parents. On birthdays students get to have their own cake. They get their gifts no matter what level they are. During Halloween students sometimes go trick-or-treating or have a Halloween party. Students can have visits with their family which can be on-campus visits, off-campus visits (in town), and home visits for 1 week or 2 weeks. Students are allowed to order stuff from Amazon if they have earned the money. They can buy: • Legos • Clothing • Shoes

Students need Financial Literacy skills

Recently in a discussion with a student about his future beyond high school, he commented about the Personal Finances/ Financial Literacy class. The student indicated of all the classes he had taken at Sorenson’s Ranch School, he believed Financial Literacy was the most beneficial. Research has indicated that students who have access to quality financial education will have better financial outcomes as an adult. Students learn how to spend and save wisely, showing them a way to living with less debt and a higher quality of life. Our Financial Literacy class at Sorenson’s Ranch School can help our students understand the concepts of how they can reach their individual goals. Students learn about making career decisions, money management, and financial security. Students also learn about credit, resource management, risk management and insurance. When students move forward in life, they may reflect on how the Financial Literacy concepts can help them understand compound interest, the cost of borrowing money and the way to grow savings or investments. It may help them identify and then reach financial goals. I believe Financial Literacy has been taken for granted in the past, but now more states are starting to see the importance of financial skills and are passing legislation that requires students to have Financial Literacy as part of graduation requirements. Financial Literacy only makes sense since money affects every aspect of an individual’s life. If we don’t teach our students about money and the economy, how can we expect them to manage their own money as they become adults? In my opinion, it is dangerous to our youth to take the next steps in life without understanding the function of money and how to manage credit and risk. At Sorenson’s Ranch School we have a class that helps our students understand these concepts so much better. It helps them transition into independent living which is coming quickly in their future.

Gamification to Increase Student Motivation

I love games, perhaps maybe even a little too much. Not only did competition take place every day with my siblings growing up, but some of my best memories of games include those that took place during school. I will never forget winning one event in particular—the Utah Bee. It was an exciting competition throughout fourth grade between different classes in my area. It tested our knowledge of everything about Utah. So I guess when I started teaching English and Spanish at Sorenson’s Ranch School, I naturally looked to see ways I could add healthy competition into the activities. I have tried many different things in hopes of improving engagement. It can be hard to find the perfect activity that matches the content with something that interests the learner. In addition, some students may feel left out or bored if they do not know a lot about a specific topic. Admittedly, for various reasons, I have not done as well as I had hoped in creating a classroom that regularly uses student gameplay. In any regard, I believe that when I can effectively weave components of games into learning, students increase their participation, motivation, and social skills. a One aspect of class where I have tried to include games is during our daily starter. In English, our “Gotcha Grammar” accompanies a challenge to see who can be the first to complete the corrections needed. It adds a bit of excitement, and it helps kids into their seats to do schoolwork at the beginning of class. It also helps captivate students who maybe would not usually do the starter or be a disruption. Ultimately, I found these little grammar games are most effective when there is something to win. A small treat has done wonders in helping students give their absolute best effort. It naturally creates an environment where students look to work together to find an answer. Another occasion I have tried to add movement and fun activities is near the end of class. Researchers analyzing the average teenager's attention span, do not appear to be unanimous in their research. But, I believe that if a student can achieve roughly thirty-five minutes of studying, they deserve to have some fun. I have tried to include fun activities that have a Language Arts twist. One game is where we take a ball and play hot potato, but in this version, each student has to come up with a part of speech and not repeat what has already been said. If we are playing with verbs, one student may catch the ball and yell "to run," and the next student may catch the ball and yell "to fly" until a new verb is not thought of or repeats itself. In that case, the student leaves the game. Most students like playing these games at the end of the class, as it is a relief from studying and other stressors. It also creates a sense of community among the students and builds relationships. Teaching Spanish at Sorenson’s Ranch School has also brought many opportunities to engage students in fun activities. One lesson which I thought did well to motivate students was “Simon Says” or “Simon dice”. In this classic game, students follow the orders but with the newly learned Spanish vocabulary. Again, it has some goal resulting in a prize, like the last one standing gets a sucker. A game like this is great because it is familiar to everyone and can bridge the gap between languages. It also requires a lot of physical movement, which works as a great brain break and engages the kinesthetic learners in the room. Overall, gamification is a tool that creates a vibrant class culture and suits my teaching style. Classroom instruction should include a variety of methods to engage all types of learners. One of my challenges now is to find ways to motivate those students who perhaps are not as excited about competing over school topics. The question is if I am doing everything possible to get as many students participating and motivated as possible. It is a never-ending quest, but the more I connect school topics with the love of the game, the more motivation learners can find to succeed.

March Happenings

The middle school is starting new classes for the second half of the school year here at Sorenson’s Ranch. We finished Modern History and are moving into Geography. We also finished Our Nation/Utah History and are moving into the Careers class. We are continuing with PE and Math that are full year classes. Geography is the first and second class of the day. The students are curious about what to expect from the class. We did a pretest to see how familiar the students are with Geography. Some of the students know a lot about it and some need to learn more. We will be discussing the different areas of Geography here at Sorenson’s Ranch throughout the next 6 months. The students will be designing maps to show countries, cities, topographical and political maps. The other new class that we are starting at Sorenson’s Ranch is Careers. The students will learn all of the different aspects of finding a career. We started the class with an interest survey to help them decide what career they will do well in. Students will learn about what the job entails, salary, availability by area, and other details about different careers that may be of interest to them. They will learn how to present themselves during the interviewing process. During Math class we have been working on several different concepts. Some of the students have been learning about graphing, others have been working with solving inequalities. We will also incorporate worksheets that are based around St. Patrick’s Day. At Sorenson’s Ranch there are different ways that Math can be approached. Each student has individual ways of learning and the concepts are adapted to real world situations when possible in order to make them more understandable. Here at Sorenson’s Ranch we use a lot of adaptive learning approaches in order to help each student become successful. Peer tutoring, one on one tutoring, group learning among other approaches are being used on a daily basis.

Social skills training, in a therapeutic boarding school.

Sorensons ranch has recently undergone a change in the program that encourages positive reinforcement, teaches social skills, and gives responsibility to students to acknowledge how to improve behavior. Where points were mostly used as a negative consequence to correct behavior, the emphasis on the new program is recognizing positive behavior and awarding points accordingly, when negative behaviors must be addressed, students are given the option of recognizing how they could improve and minimizing point loss. This makes every staff and teacher a partner of the therapist, and encourages all interaction to tie back to the therapy. Positive reinforcement increases an individual’s tendency to adopt a new practice over time. This conditioning method has gained popularity over other operant conditionings, because it creates a positive learning environment preferred by therapists, staff, and teachers in the classroom. Students are also encouraged to do behavioral role play, which involves practicing new skills during therapy in simulated situations. Social skills training is not a specific curriculum, but rather a collection of practices that use a behavioral approach for teaching age-appropriate social skills and competencies, including communication, problem solving, decision making, self-management, and peer relations. As staff and students readjust to a different way of helping clients the effectiveness of the program will continue to improve.

Introduction to Business and Financial Literacy

Often Sorenson’s Ranch School (SRS) students complain that business and financial literacy classes are hard and not required in their home state, but taking the classes in high school can give students a competitive advantage in the college admission process. If college is not in the student’s futures, at least business and financial literacy classes give them an understanding of the function of commerce in society and a basis for becoming better employees and citizens of their communities. In Addition to expanding students’ knowledge about business, entrepreneurship, and personal finance, these classes teach students many crucial life skills, including leadership and time management. Using this foundation to build on, SRS students begin to understand how personal financial responsibility will touch all aspects of their lives. Business classes introduce students to what it takes to make it in the business world. We are introducing information students can use to help them decide what they are going to do with their future. With changing regulations in society, children today are not given the opportunity to work and learn with hands on experience as did past generations. Today’s children have been immersed in technology and crave interaction in a different manner than past generations. As our society and business adapts to an ever-changing world, these students will become the new business leaders. Business and finance classes at SRS give students those first steps, and insights about what to do next in life. If students decide continuing education is not for them, SRS can still give them the basics necessary for everyday life, no matter what path they choose to take. High schoolers’ hardly know what direction to go, or what skills to build on when they are getting ready to go to college. If we start teaching them skills in high school, they will have a better understanding of the path they can take for the future. By teaching SRS students solid life skills, we are helping all of our futures.

Sorenson’s Ranch Student Motivation

At Sorenson’s Ranch, teachers try to keep students active and engaged. Active students learn more and do better in the classroom. We recognize the importance of motivation, and we work hard to celebrate student progress. ​Teachers choose assignments that allow students to use their creativity. When possible, we allow students to pick their own genre—such as reports, poems, creative writing stories, or plays—when assigning a topic. Students are able to choose their own theme when creating computer programs. Many CTE classes allow students to create their own topics for projects. We want them to take pride in their work and this helps them buy-in to assignments stay more motivated. Teachers pride themselves on being open-minded rather than judgmental. We try to make it clear that we are here to help students succeed, respecting student efforts. Teachers try to share an observation or ask questions without criticizing. Teachers provide feedback geared toward student success. Student are more engaged and learn better when they exercise choice, feel important, receive accurate and timely feedback, and know that they can be successful. Feedback, not pressures of low grades, leads to better performance. After relearning material, students have the opportunity to redo assignments to get to mastery level. This creates a feeling of success which helps with motivation. Students come to us with different abilities. Teachers create lessons for everyone—taking into consideration the different ability levels. Teachers try to provide feedback to students promptly, frequently, and efficiently. Accommodations, like more time or reduced workload are implemented for students where needed. Students need to see a direct connection between their effort, a response from their teacher, and work completion. We work with students individually to get students to graduation or to grade completion.

Safety is an essential part of learning.

Students need to feel safe in their environment in order to learn. If a person is worried about getting beat up - physically or verbally, that person cannot open his or her mind to effectively put things into long term memory. Effective teaching requires that teachers create an atmosphere in the classroom where students are free to ask questions without fear of being made fun of or being made to feel stupid. The tapestry of life is woven from discovery and memory. From the moment of birth, we are exposed to a continuous flow of sensory experience — sight, sound, smell, taste and touch. Our remarkable brain takes the images and sounds, the feelings, scents, and tastes of each moment and creates an internal representation of the external world. In the beginning of life, all is new: each experience is a first. Each image, melody, scent, and caress bathes the newborn's brain in data as it attempts to organize and make sense of this world. Over time, we create memories, and we learn. Learning is fun when it is curiosity driven. In the words of one of my former students whom I refer to as “the great philosopher Ned”, “Math only sucks until you get it.” The difference between a student “getting it” or just trying to survive by memorizing enough information to pass the test is whether the learning is curiosity based or fear based. It comes back to safety in the classroom. The fear response is essential to the health of the human brain and body. Under threat of any kind — hunger, thirst, pain, shame, confusion, or too much input coming in too fast — we respond in ways to keep ourselves safe. When the fear response is triggered, our minds will focus only on the information that is, at that moment, important for survival. Fear kills curiosity and inhibits exploration. Hear at SRS, most of my students come into my classes with math anxiety: a fear of math (and the experience of learning math in a group) which requires that they never ask a question which could expose them to an uncomfortable social experience, and a fear that I will find out just how much they don’t know. To combat this self-imposed barrier to effective learning, I tell them about what I call the “basic agreement.” This agreement stipulates that I will do my best to teach them from where they are at any given moment. As a result, they don’t need to pretend to know things they don’t know, and if they ask a question, I will do my best to answer it in a way they can understand without editorializing about when they should have learned it and how many times it has been explained before. Their responsibility is that they will do their best to learn. This means asking questions to help me learn how they learn. Once I know how they learn, I can teach in a way that allows them to understand and remember. All of us can vividly recall a situation (perhaps many) when a teacher reviled a student with words like, “How many times to I have to tell you?” or “You should have learned this in 1st grade.” The anxiety is present in students of all subjects, not just math, and teachers play the dominant role in creating physically and emotionally safe places for students to learn. I find that after the initial “I hate you” phase, students who receive consequences for aggressive behavior toward peers quickly become champions of protecting other students from aggression. Here are some key behaviors I try to use in creating a safe classroom here at SRS: • Maintain a clean, organized classroom. All people feel safer and more comfortable in a clean organized classroom • Be the same teacher yesterday, today, and tomorrow. Follow through on promises. Be consistent in discipline • Be kind, and let students know you care. I chose this profession to make a difference, and I want my students to know that I care about the long term effects of my teaching. I want to my students see higher goals for themselves and help them believe in their abilities by helping them master challenging tasks. • Protect students from misbehavior. Always follow through on discipline for students that threaten others. Demonstrate that you care enough about not to allow bullying, triggering, coercion, or intimidation. These behaviors can help students overcome learning anxieties in any classroom environment, but they work particularly well among our population at SRS

Mastery Learning at Sorenson’s Ranch School

Sorenson’s Ranch School uses mastery learning which enables students to move forward at their own pace as they master knowledge, skills, and concepts. Effective implementation completely changes how students learn, how teachers teach, and how schools work. Mastery learning transforms how Sorenson’s Ranch School develops curricula and how learning is measured, as well as how teachers are trained. Mastery learning as a concept and even as an instructional practice is not new. It has been around since the 1960s. We use it to better enable our students to be successful on an individual basis. It allows us to individualize classwork for each individual student. Our classes are student paced, teacher guided which has worked very well for us at Sorenson’s Ranch School. Mastery learning entails the concept that all teachers can teach and all students can learn. At our school we believe using this concept, all students can be taught to learn excellently. Each student controls the delivery and flow of their classes and learn independently adapting the curriculum to fit their needs. We believe in a personalized method of instruction to meet all student’s needs. Typically, most students are more successful with this learning model. Students learn at a faster rate and learn more. At SRS, we believe this model is perfect for our students. Students who have not done well with the traditional lecture classroom, often thrive in mastery learning. The motivation for mastery learning comes from trying to reduce achievement gaps for students in average school classrooms. As students may be out for group therapy or discipline, they can successfully come back into the classroom, pick up where they left off, and continue progressing. The mastery learning method divides subject matter into units that have preset objectives or unit expectations. Students, alone or in groups, work through each unit in an organized fashion. Students must demonstrate mastery on unit exams, typically 80%, before moving on to new material. Students who do not achieve mastery receive remediation through tutoring, peer monitoring, small group discussions Additional time for learning is prescribed for those requiring remediation. Students continue the cycle of studying and testing until mastery is met. This gives students the opportunity to be successful. Pier tutoring is an important part of this model of learning. When students help other students, it solidifies the learning for the tutor and teaches the one being tutored. We believe students will feel successful, move quickly, and complete their education. We strongly believe that all students should get the high school diploma. We are committed to push students to achieve this goal. For students who struggle, we adapt curriculum to fit their needs yet still getting credit for them and having them learn. We enjoy working with students and seeing success in all students. We are happy to report that we have a high graduation rate. We are very successful in placing students after completing their education. Teachers, therapists, and case managers use this learning model to get results getting the student to graduate.

Growth and Change

“A bend in the road is not the end of the road… Unless you fail to make the turn.” This is a quote in the lobby of the school at Sorenson’s Ranch School. The only true “constant” in life is change. Sometimes we willingly choose to change our circumstances, such as when we search out new job opportunities or love interests or go on diets for better health. Sometimes change is thrust upon us because of things beyond our control: natural disasters, accidents, loss of employment, sickness, disease, death, or even through consequences of our actions or the actions of others. Despite the means by which change finds its way into our lives, we have control of our mindset. As our circumstances and opportunities change, whether by our own decisions or by factors beyond our control, it is ultimately an individual choice as to how we will respond to these changes. Most people fear change whether or not the change will bring positive rewards. People are creatures of habit, and it is easy to get “stuck in the bend” rather than moving forward to greater things at the end of the road. This is due to our mindset during these times of change. Even if we are willingly making a change, if our mindset is not 100 percent focused on the end result being positive, we often get de-railed and wonder why we made the decision to make a change in the first place. However, the opposite is also true. If someone is positive and optimistic during times of duress and unanticipated change, things most often turn out for the better. Everything in life starts with mindset (i.e., how people they think about themselves and the world around them, and how they adapt to the constant changes going on in life). Positive mindset is the foundation of success and happiness. Research shows that successful people have a “growth” mindset. This means that they believe that every day can be better than the day before. They know that even little changes can add up to make big changes over time. That realize that if they do make a mistake, it’s okay. They know that direction is more important than speed. It’s natural and healthy to experience a wide range of thoughts and feelings, including less pleasant ones like disappointment, sadness, or guilt. There are no wrong thoughts-some thoughts just don’t serve people as well as others. A person’s brain is a very powerful tool. The human brain has the amazing ability to change and adapt by forming and eliminating connections between cells (neurons). The more a person practices using positive self-talk and having a “growth mindset”, the better he/she will get at it. At Sorenson’s Ranch, students are given the opportunity to embrace every day with a positive, growth mindset. No matter how bad yesterday was, today is a new day. As is common in everyday life, students sometimes get stuck in the bend of the road and fail to make the turn for a while. They fail to recognize the greater adventure that awaits them on a more positive road ahead.. However, with time to practice and support from staff, most successfully navigate the changes that come while attending the ranch Change is the most common, yet most overlooked force in this world. Though it is feared by many, it brings with it great opportunity. No matter the changes that arise in our lives, with a little perspective and a growth mindset every change brought into our lives can ultimately empower, inspire, and direct us on a path that will lead to individual success. Do not fear those bends in your road. They are NOT the end of the road, but an opportunity to learn more, see more, and do more along the journey.

Academics at Sorenson’s Ranch

Sorenson’s Ranch School is a fully accredited high school found in a pristine valley in the Fishlake National Forest. Students can complete their high school graduation requirements and receive a high school diploma. Sorenson’s Ranch School prepares students to go directly into the workforce, go on to college, or finish a vocational training. Sorenson’s Ranch School accommodates students who struggle, average students, or accelerated students. Sorenson’s has recently added new CTE classes including Business Management, Sports & Entertainment Marketing, Photography and Customer Service. Other elective classes include Child Development, Adults Roles and Responsibilities, and Keyboarding for middle school students. Students can actually be prepared for entrance into the workforce or for entrance into college. Some online college courses may be available for students. Students are given chances for career exploration in the CTE courses. . We can help students form realistic and reachable career, personal, and educational goals. This does not imply that the goals are not challenging. The most motivating goals are those that are within our reach if we use some effort. Only someone who knows a student well and cares about his or her well-being will be able to help that student form reachable goals. Students do not attain reachable goals on their own. Like any of us, students are more likely to move ahead when they know that there is a path to get there. We here at Sorenson’s Ranch School help with the path Sorenson’s supports an independent study format. Students are able to finish their high school courses independently and at their own pace. Students may work at a slower pace if they are IEP students or move at a faster pace. We provide teens with a lot of guidance in a more restrictive environment to help them successfully navigate the adolescent years. We provide surroundings that abolish many of the distractions and triggers that accompany a public school education. We have a low student to teacher ratio and students are able to know what is expected of them. They are better able to predict their own consequences if they break the rules. In addition, the more one-on-one time your teen gets with trusted and experienced instructors and counselors, the more likely he is to get his individual needs met and become a disciplined and mature individual. One of the limitations of our educational structure is that relationships with teachers, especially in secondary school, may be caring, but they are not easy to sustain. Yet at-risk youth need relationships that are both caring and stable. They need to build a sense of trust and have the time to communicate the difficulty, obstructions, and positive aspects of their lives in and out of school. ​All Utah High School graduation requirements are met here at Sorenson’s and students graduate with a regular high school diploma. Sorenson’s Ranch School is a mastery school. Students are required to reach mastery or 80 percent before passing classes. Teachers work with students on an individual and personal basis. Sorenson’s Ranch has small class sizes with low teacher to student ratio. Students are expected to be respectful to teachers and staff at all times. They are taught discipline and respect to teachers, staff, and fellow students. Students are required to listen and follow instructions. Students will learn behavior management in the classroom. Principal, teachers and school staff develop a personal education plan for each student. Students are monitored closely by teachers and are able to learn at their own pace in a safe, secure environment. Credits are made up if students are behind in credits for graduation. At Sorenson’s Ranch we recognize the difficulty of trying a new path and both prepare students for obstacles and support them when they run into problems. This can be highly challenging, as some of the students' flawed actions may violate school rules or perhaps even legal boundaries. We handle such cases individually and with sensitive judgment. We incorporate engaging settings in the school that permit students to experience a sense of belonging and pride.

Incorporating Multiple Senses to Increase Learner Retention

Have you ever read a book or article and after finishing, can’t remember exactly what you read? Sometimes you might even catch yourself drifting while reading and then go back and reread a paragraph or two. Or while watching a movie, we might drift off and miss something important that was said or done, and we’ll rewind it to see what we missed. I’m sure most of us have done so at one point or another. The point is, if we’re not actively engaged in what we are reading, hearing, or seeing, most media goes in one ear (or eye) and out the other. According to William Glasser, students retain or remember only: 10% of what they read, 20% of what they hear, 30% of what they see, 50% of what they see and hear, 70% of what they discuss with others, 80% of what they experience by doing, and 90% of what they teach to others. Combine this with the idea of multiple learning styles (eg. Audio. Visual, Tactile, and Reading/Writing) and it might seem like a daunting task for teachers to find that perfect circumstance in order to increase student chances for learning and, ultimately, their retention. This is especially true in today’s multimedia-saturated society where it is difficult for educators to compete for our students’ attention. As teachers, we need to have a myriad of teaching strategies in our bag of tricks. An additional hurdle that teachers face at Sorenson’s Ranch School is the fact that students have to do at least part of their work independently. A teacher could also have several students working on different subjects in the same class. Additionally, students in the same class may be separated by their skill-levels/ abilities, and the majority of SRS students have an IEP (Individual Education Plan). Meeting all of our students’ educational needs here at SRS can be difficult. However, one strategy that can be incorporated in the classroom to address these difficulties is the use of videos. I have supplemented my World History classes and Geography classes with a variety of films. There are several excellent documentaries available on-line. Yes, I do get some moans and groans from students when I say the word “documentary”, but for the most part, once they start watching, most students are fully engaged: making comments, asking questions, and participating in classroom discussions. It is rare to get through an entire film without pausing to engage in such discussions. We also watch “made-for-Hollywood” movies. It’s always a good idea to preview the films for historical accuracy, appropriateness, and I also jot down notes of important information or vocabulary that may need clarification. Having a worksheet to go with the video greatly increases student involvement. I have occasionally found some suitable worksheets on-line or created my own. After watching certain movies, some students have wanted to research the topic further and have created posters, slide presentations, and/or a written report which was then presented to the rest of the class. By incorporating worksheets and class discussions with watching films, teachers can reach the audio learners, visual learners, and read/write learners. We are also increasing the percentage points of retention on Glasser’s chart. When students choose to do projects, which are then presented (taught) to the class, retention increases immensely. Active engagement in learning is critical to students’ success. Using the visual arts medium is one method to accomplish this outcome.

Math Instruction is Multi-dimensional

When you program a computer, you tell it exactly what to do. If it is programmed correctly, it follows the instructions perfectly and gets answers quickly and accurately. When it is done, it has no idea what it did, why it did it, or what the answers mean. Students are not computers; therefore, they should not be programed. They should be taught. Teaching involves more than the memorization of facts and formulas. True teaching requires that students understand the reasons for the process, what the answers mean, why they’re important, and what they enable the students to do. Getting the right answer is the beginning, not the end. ​Learning is an exercise in individuality. Students learn at different speeds and have different levels of comprehension. The student who learns the fastest is not always the student who learns the best. A good teacher realizes the importance of individualizing instruction and the value of reaching out to the student who puts forth his/her best effort but doesn’t pick up a concept as fast as some of the others, while continuing to challenging those who master concepts quickly. Finding out where a student is on the ladder of knowledge and giving assignments that take him/her forward from there should be a priority. The green zone can be used to define learning that is challenging but doable. The black zone can be defined as containing concepts which are already mastered. Working in the black zone is usually not a good use of time. The red zone defines that work which is beyond the student’s ability. Working in the red zone feels like banging your head against the wall. Consistent focused effort in the green zone is how we learn and progress best. In the long run, a student who has to work harder to learn a concept will come out ahead of someone who learns quickly and forgets quickly. ​A comfortable and enjoyable atmosphere in the classroom is important to effective learning. The students will reflect the attitude of the teacher. If the teacher enjoys the subject and feels that it is important, then the students are more likely to enjoy the subject and feel that it is important. Students should be encouraged to ask pertinent questions and be complimented for doing so. Students’ questions are not an interruption of a teacher’s presentation, but an essential part of the two-way communication that must take place as students learn. If a student asks a question that has already been answered, and the teacher takes the time to go over the answer again, positively and patiently, it sends the message that student understanding is important, and that even intelligent people don’t always pick up on everything the first time. See it, hear it, write it down, and then ask questions until you understand. The best way for students to assimilate knowledge is through a variety of mental stimuli. Seeing, hearing and writing are all different paths to the brain. In the math department at Sorenson’s Ranch School, we use a variety of mediums on math instruction in an effort to engage multiple learning pathways. Students who are taught using all three paths will experience better comprehension and retention than those taught through only one.

Following academic plans

My name is Tina Somers, Special Ed. Director/teacher here at Sorenson’s Ranch School. In the course of our jobs at the ranch, we strive to do our very best to help every child reach his/her maximum learning potential. We serve all types of students with all types of learning issues including 504 plans, IEP’s, and emotional disturbances. We have our share of over-achievers as well. We, as school staff, work together to insure that each student is receiving the appropriate interventions and proper modifications so that we can optimize his/her learning experience. If your student comes to the ranch with an Individualized Educational Plan (IEP), we follow each goal and modification as outlined in the document you signed at your local school. We work with your home school district when it is time for renewal of the IEP or if/when additional testing must be done. We offer a one-on-one tutor, modified curriculum, and a quiet place to work where your student can concentrate and get extra help. We also provide an Academic Completion Program (ACP) which allows students age 17+ to have extra time to complete their work. We discuss the students’ learning issues in a weekly staff meeting in order keep everyone current on student needs and progress. We have had many successes with the students in the academic portion of the ranch program, and have graduated hundreds of students over the years with an accredited high school diploma. Our goal is to be sure we help every child in the best way possible and to try everything we have to help them achieve their academic goals. Feel free to contact us if you have any questions or concerns.

Technology and one-on-one teaching in the small classroom

At Sorenson’s Ranch School, I have come to the realization that one-on-one teaching, combined with technology in the classroom, enhances the learning process immensely. One of my responsibilities here at the school is teaching Spanish. I use a special Spanish compact disc that helps with speaking and pronouncing words correctly. Students are able to hear Spanish being spoken by a native speaker as they also follow along in a booklet. After using this CD and booklet, I then work with the student one-on-one, hearing him/her speak and correcting anything that is mispronounced. This really gives me an advantage in reaching and teaching each student. It also greatly enhances the students’ mastery of the skills necessary to properly speak Spanish. One on one teaching helps me really understand the needs of each student. Because of the nature of our facility, our clientele face different issues and individual struggles in understanding concepts. One-on-one instruction allows me to modify in accordance with their learning challenges. This pays off in increased comprehension and higher test scores. I love the feeling of watching the eyes of a student light up after he/she has mastered a new concept! My students frequently mention how much they enjoy the small class sizes here at SRS. They say that they often felt lost in the crowd in previous schools when attending classes with thirty or more students per class. It has been a true privilege to continue to try to change student lives here at Sorenson’s Ranch School. By continuing to refine our use of technology, take advantage of our small class sizes, and use one-on-one teaching whenever possible, I believe we are on the correct path to changing student lives. Trying to make a difference in a the life of a child is why I keep teaching.

Recreational Education

At Sorenson’s Ranch School we understand that all learning does not take place in the classroom. We approach education with a more holistic perspective. We strive to expose our students to a wide variety of activities that they may or may not have participated in before. Some examples are: camping, fishing, cooking, hiking/exploring, horseback riding, ranch work and participation in organized sports leagues. Our staff routinely take groups of our students, who qualify by meeting behavior goals, off campus to participate in these activities. We see these activities as being beneficial for our students in a variety of ways. Just taken at face value, exposing our students to new activities, broadens their minds and thought processes in positive ways. When students become better acquainted with the world around them, they see and tend to think of all things differently. Many students find activities that specifically and even intimately appeal to them. Participation in these activities serves as a motivator to improve some of the behavior problems they may have exhibited in the past. These activities are natural and healing. Typical young people of similar ages participate in many of these activities outside of this concentrated setting. Outdoor activities are often lower stress in nature and allow our students to think and feel positively. Replacing old habits and thought processes with new activities has proven to be effective in helping our students “heal” from past experiences that have been less than appropriate or successful. Hands on learning opportunities seem to be the most successful for our students. Learning by doing allows our students to learn through all of the senses, which helps them to assimilate or “digest” the information and then remember the things they learn. Students are able to learn where they can see, hear, feel, smell, and in some cases taste, things in their immediate environment. Learning by doing also allows our students to create some positive memories with peers they can relate to, and to learn that there are positive things you can do with “leisure” time. It should be noted that at Sorenson’s Ranch School classroom education is important to us. We have a fully accredited high school on site, and our campus is conducive to learning. Our educational faculty occasionally add field trips to the classroom experience to better help our students understand what they learn. Our mission, through a variety of means, is to help our students understand where they are with regard to grade level expectations and to experience academic success, in many cases for the first time in their lives. Ross Franks

Commissioners Art Fair

In the month of April, Sevier County, which includes Salina, Richfield, and Monroe, as well as other small towns in the surrounding area, held an art contest for the Commissioners’ Art Fair at Snow College, Richfield Campus. I asked the students at Sorenson’s Ranch if they would like to participate, and there ended up being 35 participants from our school alone. In the whole county, there were over 350 participants. Four students from the ranch were chosen winners out of twenty-four overall winners. YAY!!!! Each student who won was given his/her own printed poster and a prize of $5.00 each. Donny Somers and I took fourteen boys and girls to the college to see the Art Fair. There were many different types of art, and the students got to vote on their favorite piece. The art work was produced by persons ranging in age from age three to age eighty. There were oil paintings, pastels, photography, pencil, watercolor, crayon, sculpture and anything else you can imagine. There are four art classes offered at Sorenson’s Ranch School: Art 1, Art 2, and Art 3 for the High school students; and a middle school art class. The kids in high school get a lot more in-depth and use all kinds of different mediums. The middle school students stick to basic skills to prepare them for high school. It is really important to encourage art in the students. Art fosters imagination, thought, and new skills. Some of the students think they don’t have talent, but when they find the right medium, they do amazing work. Next year we will again enter their art pieces in the Commissioners’ Art Fair to and see if they can win some more ribbons. After the fair, we took the kids to Ideal Dairy in Richfield, and they got to order slush with soft vanilla ice cream on top. They said they had never tried it before...only in Utah. Tina Somers Director of Special Education

Class Objectives

As faculty members at Sorenson’s Ranch School we are working on revising the written objectives for each course we offer. We start by reviewing the state core standards for each content area and then add what we think is appropriate for our typical students. We know that we work with a unique group of students, and our goal is to provide the best educational experience possible for each one. Our class objectives will be based on state requirements and our experience with students of the past, as well as best practices for students who have or probably should have an IEP for some accommodations in their education. Our class objectives will help us consistently cover important information on each topic, and be flexible enough to meet the needs of our diverse students. We use a variety of instructional strategies and assessments allowing our students to demonstrate proficiency in different ways. One method we use for assessment is portfolios, which allows students to collect samples of proficient work under the direction of their teacher. Class objectives are important because they drive all of the components of the educational process. We teach our students the things we want them to know, we assess what they are learning through both formative and summative strategies, and we evaluate ourselves all based on our objectives. We use the information we gather to plan, modify, and assess future instruction. Deciding what we want our students to remember from all of the information covered helps us to organize our efforts, and it helps our students with retention of the information. Most of our students struggle with retention of information. By organizing and constantly assessing, we are able to help our students with these types of issues. We realize that having objectives is not a guarantee of performance or learning, but as I mentioned before, it serves to organize the process. There are a lot of things covered in every class at Sorenson’s Ranch School, enough to overwhelm the average student. Taking the time to create and organize what we want our students to learn during the time that we get to work with them helps us to better serve their needs.