Monument Academy Public Charter School

Student Success

Students need to be in the classroom to learn and be successful, and Monument Academy is committed to helping all students stay in classroom and in school. We know that students must feel safe, emotionally regulated and in a stable environment in order to be ready to learn. Our schedule reflects a commitment to social emotional well-being and goal setting.   Each day, a student sets goals together with their student life family and together they eat breakfast and engage in physical exercise. Prior to the transition to the academic block, the entire staff will engage in mindfulness activities. Research has shown the benefits of mindfulness in improving focus and physical health, as well as in reducing symptoms of anxiety, PTSD, and ADHD. Students begin their academic day with explicit instruction of behavioral, social-emotional, executive functioning and life skills. Students will learn approaches to regulating their emotions and be equipped with the organizational tools to become self-directed learners.   



Our school culture is designed to have all staff and students reflect on how their emotional state impacts their responses.  For students, this happens when setting and reflecting on daily goals with their families as well as longer-term goal setting and planning that will be guided by the student’s advisor. For staff it will become a norm to discuss with one another and with school leadership their reactions and interactions with students.  Our school will provide time for reflection, both for students and staff, along with regular breaks during our instructional blocks where students and staff have time to decompress and recharge.  



Monument Academy has a Director of Well-being who oversees three social workers at each grade level. The team's responsibilities are to provide extra support to teachers and students and work with families to support student needs. All our staff - including administrators, teachers, house parents and support staff - are trained in the Positive Behavioral Interventions and Supports (PBIS) framework and Trauma Systems Therapy. We have a restorative justice approach to discipline, working closely with students to develop a school-wide culture of empathy, collaboration and meaningful reparations when students make mistakes and break rules.