Each day began with one of the students serving as the facilitator and an AA reading, followed by a lively discussion. This set the tone for the day and fostered a supportive and engaging learning environment. 

Our students read several literary works that focus on the theme of recovery, including "Last Night I Sang to the Monster," "Clean," and "Recovery Road." We were honored to host virtual visits with two renowned authors, Amy Reed and Benjamin Alire Sáenz. 

Our students enjoyed and learned from watching films with recovery-based themes. They created connections by analyzing each movie and developing essays focused on specific films. Some of their favorite films included "Flight," "The Fighter," "The Way Back," "A Million Little Pieces," and "Get Back Up." 

Enhancing writing skills has been a large focus of the instructional time. Students have created multiple essays, personal narratives and short responses. They have used graphic organizers to develop their ideas and consistently engage in the revising and editing process including self, peer and teacher assessment with rubrics as anchors. 

Our students were engaged in twelve-step work as part of the curriculum. Big Book stories were used as a focus for reading, discussion, and writing. Students analyzed various tenets of AA, including "How It Works," the Serenity Prayer, and The Promises, to develop an enhanced understanding of self. They also created their own AA pamphlets to assist newcomers, many of which were designed specifically for young people.  

Our high school seniors participated in discussions and presentations with the Office of Vocational Rehabilitation to access valuable services and supports after graduation. In class, each student participated in career exploration, completed career assessments, and conducted research on potential careers aligned with their strengths and interests. Additionally, students participated in college tours, visiting institutions such as Penn State University Scranton and Johnson College.

Our math curriculum was customized to meet the individual needs of each student. As a class, students utilized real-life scenarios to strengthen their skills and apply their knowledge, including understanding college loans, car loans, budgeting, and comparing the long-term costs of hybrid and traditional car purchases. Another highlight was analyzing the costs of nicotine. 

Our students developed an understanding of the economic, historical, and social aspects of their hometown and the City of Scranton. They enhanced their ability to craft meaningful questions and had the opportunity to ask these questions during a special visit to City Hall with the Deputy Solicitor, Special Assistant to the Mayor, and the Economic Development Coordinator. 

Our students regularly utilized technology skills, primarily through the Google Platform, including Google Docs, Slides, Sheets, and Sites. They also explored special features and enhanced functions, such as creating graphs. 

Our students were excited to explore the science of addiction. Through active participation in this study, they gained a deeper understanding of brain chemistry, the physiological and biological aspects of addiction, the identification of risk and protective factors, and the short- and long-term effects of drug use. 

This unit included a specially written introduction and conclusion for the boys at Woodhaven on Mulberry, coinciding with the book "Who Moved My Cheese?" Our students developed a greater understanding of Change and Adaptation across all aspects, including science adaptations, sociological theories, changing constants in math, community changes, and personal growth. Their culminating essay has been revisited and serves as a literary display of their personal growth. 

Our students watched several TED Talks that allowed them to connect with the presenters and develop personal connections with the content, including their favorites: "Lessons A Drug Addict Can Teach You," "Everyday Leadership," and "The Stigma of Addiction." 

Our students read articles from magazines, online journals, and The New York Times. One example included students reading the NYT article "Can Philadelphia Fix One of the Most Drug-Plagued Neighborhoods in the Country?" and then developing suggestions for enhanced policies. 

Our students developed a deep understanding of Muhammad Ali by watching a documentary, reading an online biography, and creating a writing piece that compares Ali’s experiences to the journey of recovery. They enjoyed their trip to Fighter's Heaven and worked cooperatively to create a slideshow presentation, including quotes from Ali, artifacts with descriptions, examples of their own moral courage, photos and videos from our trip, and a personally created article about their visit. 

Our students delved into the realm of music, exploring its profound impact on personal interpretations and emotions. While they appreciated my personal favorites, they actively contributed to our study of music as a therapeutic outlet by sharing and teaching about the songs and genres that resonate deeply with them on a personal level. Through this collaborative exploration, they not only expanded their musical horizons but also gained a richer understanding of the diverse ways in which music can serve as a means of self-expression and healing. 

Our students were encouraged to display their gratitude and appreciation for others. This included creating anniversary cards and cakes for those celebrating recovery milestones and birthdays, as well as crafting cards and crafts for holidays like Mother's Day and Memorial Day. They also participated in creating a Character Presentation, which provided an opportunity for them to recognize positive character traits in themselves and others. 

Our students read short biographies of historical figures and analyzed quotes to understand their significance. They focused on individuals like Gandhi and Martin Luther King Jr., exploring their impact on history. The students then crafted an essay connecting Martin Luther King Jr.'s philosophy with the journey of recovery, exploring themes such as vision, courage, commitment, community, and hope. 

Students developed a greater sense of geography, leading to the "Mulberry Guys Go On Vacation" project. They planned dream vacations, exploring destinations, flights, accommodations, and activities within a $2000 budget. Research included local foods, passport requirements, and sober activities. Boys presented their detailed trip plans in slide presentations at Woodhaven with enthusiasm. 

Our students engaged in daily practice of math and literacy skills using an adaptive platform tailored to their academic needs. Periodic assessments were incorporated to measure progress and identify target areas.

Each student has individualized needs and varied graduation requirements. Our program was customized to accommodate these aspects, including individualized preparation for the NJGPA exam, GED test, and extended day and summer school for two students in need of enhanced academic work and credit recovery. 

Our students loved their trip to NYC.  Prior to the trip, they learned about The Statue of Liberty, Ellis Island, and Chinatown. Our day was filled with excitement as we took a Big Bus Tour of NYC, enjoyed authentic Dim Sum in Chinatown, experienced the Broadway hit, The Book of Mormon, and had dinner at a local restaurant.

In January 2024, Woodhaven Academy introduced its innovative approach to education, prioritizing a skills-based curriculum tailored to each student's unique journey. In this foundational year, our graduates demonstrated exceptional resilience and determination, embracing rigorous academics alongside personal growth and recovery principles. With tailored exam preparations and extended day options, we provided individualized support to every student. Woodhaven's first graduates emerged as confident, empowered individuals, poised to navigate life's challenges and make meaningful contributions to their communities.