Matt Jungert once felt embarrassed to admit to his church priest, Father Anthony Savas, he had not graduated high school.

“It was a sore spot, and I was ashamed I hadn’t earned it, but I learned to face it and, not let it hold me back,” he said. “It got brought up when Father Anthony asked if I would consider becoming a deacon and to become a deacon I needed to have a bachelor's degree.” 

Jungert had attended West Jordan High and later Valley High, but his time in school was marked by frequent absences.

“I was just a hard-headed teenager and hung out with some kids I shouldn't have,” he said.

After turning 18, Jungert stayed in Salt Lake City while his parents moved, working various jobs from Pizza Hut to working in warehouses living paycheck to paycheck. For the past 15 years, he has driven trucks, hauling oil to refineries, which offered more stability, but the thought of returning to school lingered.

Father Anthony’s encouragement led Jungert to pursue his GED through Entrada Adult High School. 

“I was helping him light the candles for the service that night when he asked me, ‘Is becoming a deacon something you'd want to pursue?’ I said, ‘Yes,’” Jungert said. “I remember how beautiful the candles were around the altar. That’s when I started taking a computer science class at Entrada. Soon after, Mark (Mataya, Entrada’s adult education director) called me into his office. He took the time to talk with me about my plan, and I learned that getting my GED would be a better path than trying for a diploma. So, I completed packets in math, history and social studies and took the tests.”

Six months later, at the age of 39 and 21 years after his classmates graduated, Jungert spoke at Entrada’s commencement about his journey.

“There’s an energy at Entrada; the teachers want people to succeed. One teacher, David Dau, gave me some tips for the first test. When I passed, I went back and told him; he was so excited for me. Having the support of David and Mark really helps. They love their jobs, and it shows,” Jungert said.

Now, he is pursuing a computer science degree at Western Governors University with his next step, enter the diaconate program.

Jungert is just one student who found success at Entrada. The high school’s enrollment has surged in recent years, upward of 800 students, and graduates about 180 each year, driven by high demand for both Entrada and its sister school, Diamond Ridge High. The two schools moved to the former Bell View Elementary School more than two years ago to accommodate their growing student body.

This school year, Entrada was recognized as the state’s “Best All-Around Adult Education Program” by the Utah State Board of Education. 

Mataya credits the school’s success to several factors, including the establishment of a mental health wellness program, apprenticeship partnerships and the implementation of personalized competency-based learning. This teaching strategy allows students to learn at their own pace while still participating in a traditional classroom environment.

Teachers Rachael Coleman and Lynn Gutzwiller team teach the course and emphasize students can start at their current skill level and focus on gaps in their knowledge, rather than repeating what they already know.

“Our students come from diverse backgrounds, with varying skills and knowledge, so we don’t start from scratch with every student,” Coleman explained. “We tailor our teaching to meet students where they are so it’s an efficient way to help them progress.”

Mataya says Entrada's hybrid approach, blending traditional and personalized learning, has been highly effective. 

“When you walk into their classroom, it’s activity central. Students have the freedom to focus on what they need to learn, and they understand the expectations. They know how to push themselves to reach their goals. When they see working hard allows them to finish faster and move on with life, it becomes more rewarding,” he said. “They’re in control of their learning pace, not looking for ways to avoid work, but looking for what helps them in life—whether it’s getting a job or advancing their education. There’s a real energy in the room, an authentic, hopeful kind of learning.”

Mataya said not all of Entrada’s 200 classes use the same approach, but personalized competency-based learning has shown impressive results. While about two-thirds of students are enrolled in traditional classes, the remaining students in the competency-based classes tend to achieve “probably four times as much, in terms of credit they earn.”

“Last year, five of our classes adopted this model; this year, it’s up to 15,” he said. “It’s intensive, and not every student is ready for that level of challenge, but for those who are, it makes a big difference.”

Gutzwiller said the goal is to create a hybrid class with both teacher-directed and hands-on elements.

“The course is designed to let students move from one skill to the next, and as instructors, we need to support them along the way. We work one-on-one or in small groups, meeting each student and it shifts the teacher-student relationship to more of an advocacy role,” she said. “Many of our students come in feeling beaten down. To see them believe in themselves is powerful.”

Mataya emphasized the goal is to guide students in their own learning journeys.

“We want to empower them, whether they’re in a competency-based or traditional class,” he said.

That philosophy resonates with Steve Wrigley, a former Canyons school board member who has been teaching at Entrada for three years. In his U.S. Government and Citizenship class, he encourages students to advocate for their own learning.

  “We discuss issues around a topic, and at the end of class, I ask them, ‘What did you learn, and how can you apply it to your life? What’s important to you? Give me three things in your community that need to be addressed, and how would you do it?’” he said.

While the questions may seem simple, Wrigley admits they can be tough for students.

“Sometimes, the students don’t grasp the full magnitude of these issues. I have students tell me they’ve learned they need to pay more attention to their community,” he said. “Often, they’ve felt unheard in high school, so when I invite a school administrator or even the mayor of Sandy to speak, they’re surprised. They realize they have a voice, a vote, and the ability to make a difference.”

Last spring, Sandy Mayor Monica Zoltanski visited his class, along with Canyons School District Director of High Schools Tom Sherwood. Wrigley also has hosted city councilmembers and the district’s superintendent.

“The mayor told them she was no different than they are,” Wrigley said. “She was advocating for Dimple Dell, and realized she could make a difference in government. The students were impressed she came, shook their hands and answered their questions.”

During a discussion with Sherwood on topics ranging from transportation to mental health, the students were invited to email their suggestions and concerns.

“He promised to take their feedback back to share with others,” Wrigley said. “It showed the students that their voices matter.”

His class covers diverse issues such as naturalization, voting, homelessness and the environment, but he’s aware many students don’t learn in a traditional way.

“I always ask, ‘Here’s the subject—how does it relate to you?’” Wrigley said. “Our goal is for students to believe in themselves, so they see they can succeed. Every teacher here wants these students to succeed. Our future depends on them.” λ