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At Winton Preparatory Academy, our philosophy and approach to education is to provide an academic experience that exceeds all other school offerings. Winton currently utilizes curriculum that is rich in the current common core, and Ohio State standards, and higher expectations for all students. Our teachers are extensively trained in their curriculum areas, 21st-century instructional strategies, as well as revised state and common core standards. Winton staff not only partake in district professional development, but also national and school level trainings as they pertain to our program and student need.

Winton Preparatory Academy is known for its focus on Project Based Learning (PBL). This instructional strategy is critical in a child's educational experience as we teach all students how to problem solve and develop critical thinking skills, as well as developing technology skills. The focus of the PBL instructional strategy allows each child an individual learning experience that is tailored to their individual learning needs.

Winton Preparatory Academy utilizes interdisciplinary learning that strengthens each student's learning style. Students and parents have also witnessed the benefits of hands-on learning through individual and group projects, and know the value of engaging, challenging projects and interdisciplinary activities that enrich classroom instruction and curriculum. Our leaders and teachers have many years of experience in public, private and charter school environments.

Learn more about the background and overview of Project Based Learning.

View an example of Project Based Learning.


Character Education

What is School-wide Positive Behavior Support?
Positive Behavior Support (PBS) is a school-wide discipline plan that strengthens, monitors, and records, student behavior. Our overarching PBS goals are to increase the number of successful students by reducing the number of students receiving discipline referrals. Students need to be able to DEMONSTRATE the correct behavior. This is best accomplished through modeling and repeated practice.

•    Is a collaborative assessment-based process to developing effective interventions for problem behavior
•    Designed to build effective environments in which positive behavior is more effective than problem behavior.
•    Emphasizes the use of preventative, teaching, and reinforcement based strategies to achieve meaningful and durable behavior and lifestyle outcomes.

What does C.H.A.M.P.s. look like in our school? 
•    Uses schoolwide expectations and rules in specific settings to teach students appropriate behavior.
•    Reward system (Wildcat Bucks) to encourage and model appropriate behavior, and effective consequences to discourage inappropriate behavior.
•    Wildcat assemblies to reward appropriate behavior and learning gains. 
•    Big events to reward students with no referrals and events that students have saved their Wildcat Bucks to attend.
•    Use data from referrals and minor infractions to target problem behavior.

Levels of C.H.A.M.P.s. are: 
•    School-Wide procedures and processes intended for all students, staff, in specific settings across campus.
•    Classroom processes and procedures that reflect school-wide expectations for student behavior coupled with pre-planned strategies applied within classrooms.

Parent Tips
Here are some ideas of things you can do at home with your child:
• Talk to your child about their day and behavior in the classroom (see teacher's color chart).
• Reward your student for excellent behavior is the classroom.
• Keep communication between you and the teacher active throughout the school year.