Successful Student Transition at Sierra School at Wylie

Understanding the Need for a Successful Student Transition

William was referred to Sierra School at Wylie due to increasingly disruptive behaviors at his district school, including irritability, reactivity, defiance, difficulty regulating his emotions, and challenges interacting with peers.

“When William joined us, he rushed through assignments and easily lost interest in classroom activities. He grew frustrated over perceived inconveniences, acted defensively, and had difficulty controlling his anger,” said Allison White, director of Sierra School at Wylie.

Building the Foundation for a Successful Student Transition

Assessments and Individualized Supports

To help William learn the skills necessary for managing his emotions, he was placed at the Sierra School for 18 weeks. Staff observations and data suggested a formal evaluation was needed to pinpoint the supports best suited for Williams’ long-term success.

In collaboration with staff from his home campus, the team completed the assessment, which identified the specific instructional and behavioral strategies that would help him thrive in a general education setting. Those supports included a consistent schedule, a structured reinforcement system, scheduled breaks, and work presented in smaller, manageable chunks.

Through the school’s CASE model – Considerate, Accountable, Safe, Engaged – he learned to make better choices and re-engage with learning.

“The structure of the CASE model worked very well for William,” said White. “He is a very visual learner and thrives when there is clear structure and a set routine. He did well with having a consistent system of support that allowed him to have ownership of his decisions and behavior.”

Motivation and Growth Through Structured Support

A key turning point occurred when William realized that making good choices and earning points allowed him to access incentives that excited him.

“Once William built a relationship with us and realized that we were here to support him, he started excelling,” said White.

Leadership as a Sign of a Successful Student Transition

A milestone of success came when William accepted a leadership role, helping new students adjust to the classroom environment and teaching them the components of the CASE approach. His ability to mentor others demonstrated the personal growth he had achieved.

“William has displayed significant improvement in his confidence and overall self-esteem,” said White. “He’s learned how to identify, initiate, and maintain appropriate peer relationships, contributing to a more positive attitude toward school.”

Supporting a Successful Student Transition Back to District School

William’s transition back to his district classroom was carefully structured over six weeks. The first week, he spent 30 minutes a day in a second-grade class with staff support. Each subsequent week, his classroom time increased. Over time, staff support decreased until the final two weeks, when he spent the entire day in class independently.

Long-Term Outcomes of a Successful Student Transition

Today, William continues to thrive. His district school teacher and his mother both report that he is excelling academically and socially. Ultimately, he has become a leader among his peers.

William’s mother, Carolyn A., credits the school for his transformation. “I was totally lost on what my son needed to help him. The program completely changed my son. I am so thankful for all of them! He is now thriving in his new school thanks to Sierra School at Wylie.”