Keys to success
We believe that students achieve higher levels of academic success if they are meaningfully engaged and given the opportunity for choice, so student-centered and inquiry-based learning are central to our curricula.
We seek to create a community of learners that ignites academic passion in the individual as well as fosters social connections between students sharing recovery
Volunteerism - “giving back” is a core step of the 12-step program, and research has shown that it has a positive impact on a student’s personal, social and cognitive outcomes.
YOGA - Certified Yoga instructor is on campus weekly allowing students to participate in an age and ability appropriate class
Weight Training - Students go off campus weekly to do weight training at a neighborhood High School
Gardening - Students go off campus once a week to work in the Arlington Community Garden growing food for the Arlington Community Food Bank for families in need.
After School Program - Students participate in sports, group activities, and field trips in our program
Our instructional model engages students. Teachers use online curricula, small group, and one-on one instruction, along with evidenced based classroom management techniques to support students individually while others work independently. Our student enrollment is designed to be small, so there are mixed-grade levels in each classroom.
River Oak provides core academic courses and credits as required by the Florida Department of Education so that the graduating student can transition to another secondary school, a post-secondary program and/or employment. The curriculum at our school is designed specifically to meet the individual needs of our students, with a particular emphasis on issues that research indicates often arise in students with addiction and other co-occurring disorders.
Students learn in different ways and with different styles
Our staff is well-versed in serving students with diverse learning styles and providing enrichment and remediation for learning differences as necessary. They come with years of experience in teaching in school communities with diverse learners.
Our instructional model requires that teachers scaffold lessons and assignments based on grade and developmental abilities. To that end, our staff uses research-based practices proven to meet the needs of diverse populations, including:
Before-learning strategies, such as activating prior knowledge and assessment of pre-skills * Attention to sequencing of information * Assessing the need for direct instruction and need for enrichment; direct instruction of learning strategies * Use of graphic organizers and study guides.
Students enrolled at River Oak Center have already established their motivation to maintain their sobriety. In turn, ROC is committed to supporting students in through their recovery process in a variety of ways:
- Individual Counseling: Upon enrollment at ROC, each student works in collaboration with the school’s Recovery Counselor to develop his or her own individualized recovery plan. The Recovery Counselor, a licensed substance abuse mental health professional, meets regularly with the students to monitor and provide counseling regarding their recovery.
- Recovery Groups: All ROC students participate in two Recovery focused groups per week. During these groups students have the opportunity to reflect on their experiences in recovery. In addition, they receive information on various psycho-educational aspects of addiction as well as exposure to the concepts of the 12 Step Program.
- Student-Run Self-Help Meeting: Every week all ROC students participate in a student run self-help meeting. This meeting follows the AA speaker meeting format and is intended to give students additional exposure to various self-help programs and the 12-step model.
- Random Drug Testing: In order to ensure that River Oak Center remains a safe and sober environment, students are required to submit to random drug testing on a weekly basis.
- Peer Culture: River Oak Center incorporates a strong peer culture in which all students identify as having an addiction and commit to supporting their fellow students as they face the challenges associated with early recovery.