The new Webster Elementary School library and computer lab offers students a great space for learning. Above: Students enjoy reading time with Instructional Paraprofessional, Susan Reierson (sitting) and Media Clerical Technician, Joanne Schmidt (kneeling).

October 2014 

In This Issue

Here's a brief snapshot of our scores: 

• Our district improved by 4.6 points this year, with an overall score of 73.0.
• Lebanon Elementary School score, 80.8 shows that it exceeded expectations for the second year in a row.
• Schurz Elementary School scored 73.5, up 8.9 points, putting that school in the "exceeds expectations" range for the very first time.

All other district schools report card scores improved as well, increasing between 1.6 and 4.2 points. 

To help teachers maximize productivity, team leaders recently visited Adlai Stevenson High School, Lincolnshire, Ill., to observe their processes. Adlai Stevenson High School is a national leader in Professional Learning Communities (PLCs).

WHS students have adapted well to the new Wednesday morning schedule. Many students are taking advantage of this time to work in the Media Center, while others gather in the commons to eat breakfast or socialize before classes. 

"We are excited to continue this important work and thank the school community for the support," Mantei said.

The sixth to eighth grade math program is being refocused on the fundamentals, including implementing fluency skill sets four times weekly. Fluency areas focus on basic operations and multi-step equations to ensure students are more than ready for the skills needed in algebra and beyond. 

"We are integrating a new curriculum called, 'Big Ideas Math' in grades seven and eight, and using the most updated version of everyday math in sixth grade," said Daniela Stuckey, RMS principal. "Our sixth to eighth grade math curriculum now is more focused on applying knowledge in interactive ways, rather than 'sitting and getting information' through direct instruction."

What can parents expect to see if they walk into one of the increased math sections? Students are engaged in SMART board lessons on an interactive white board, concept-related games, like fluency bingo, peer group investigations and video lessons. 

"I encourage you to stop by and see what 21st century-math application looks like," Stuckey said. "It's nothing like the classroom of the past."

Kristine Leonard

Sandra Olaguez

The District's newly adopted Talent Development Plan recognizes the need for specific instruction to meet the needs of all learners within a regular classroom. Specifically, the needs of students with unique gifts and talents must be addressed for optimal development. The District plan calls for a support system that is more inclusive and flexible than traditional gifted education programs. We are committed to providing individualized learning experiences for your child.

"I started a blog to communicate information and opportunities that are available to the gifted and talented students in our area," Kennon said. "I hope you'll subscribe and contact me with questions." Check out Kathy's blog. 

If you have any questions, contact Kathy Kennon at kennonk@watertown.k12.wi.us or (920) 262-1480, ext. 5224.  

Schurz Elementary School students are proud of their anti-bullying bracelets.

 

Watertown Unified School District has a longstanding commitment to ensuring that all students feel welcome and safe in their schools. Bullying has come to the forefront in recent years as an important issue that schools need to address. The Wisconsin Department of Public Instruction instituted Bullying Awareness Day, traditionally held in September, to bring attention to the harmful effects of bullying in the school setting. 

  

Many ongoing programs are occurring throughout the district related to the anti-bullying message. Elementary students receive guidance lessons in their classrooms specifically related to respecting others and being a good friend, as well as participating in Bully Awareness Day activities. At Schurz Elementary School, students received a bracelet and watched a video related to bullying prevention. Webster Elementary School teachers led classroom discussions, and students had the opportunity to take the "anti-bully pledge." At Lincoln and Lebanon elementary schools, students learned how anti-bullying relates to being safe, responsible and respectful, and some students with great anti-bullying behavior will receive special recognition. Douglas Elementary School students recognized Bully Awareness Day in September and will continue to highlight healthy, respectful choices throughout October. 

 

Riverside Middle School addressed bullying with special announcements, and this topic will continue to be addressed during Flexible Instruction Time (FIT) in October. At Watertown High School, 36 "Watertown ambassadors" were trained last year, and this year up to 40 new ambassadors will be trained in November. These student leaders learn specific actions to employ when they see bullying within their friendship groups. Challenge Day, another program at WHS, leads to increased understanding of individual differences and builds empathy to improve overall school climate.   

 

In all buildings, students are encouraged to report any incidence of bullying. Bullying is a serious issue that can result in emotional problems like anxiety and depression, as well as behavioral and academic difficulties. Students need to receive a strong message that bullying is not a normal rite of passage and will not be tolerated. Please remember to talk to your children about bullying and encourage them to take a stand against bullying in their school. If you are concerned that your son or daughter is struggling with this issue, please alert student services or a school administrator.  

 

Fourth-grade teacher Melissa Prochaska works with a small group of students.

Last year, Schurz Elementary School began implementing daily intervention blocks to help students with skills like reading, spelling or math. Due to overwhelming success, intervention blocks are growing and developing at many of our schools this year.

 

During intervention blocks, students are assigned to work in small groups with a trained adult on skills they need to improve or enhance. Subjects include reading fluency and comprehension, spelling, math facts, word recognition and project learning. Although intervention sessions are scheduled daily for 30 minutes and last about eight weeks, students often show progress much sooner, and move on to another skill.  

 

Using classroom assessments, standardized tests and teacher observation, teachers and specialists determine each student's intervention group. Teachers meet weekly by grade level in their Professional Learning Communities to discuss student placement, which interventions are working well and which may need changes. Through this collaborative process, students are given the best possible instruction to improve their progress in reading and math.