“Good morning Jefferson Elementary School, ‘nyaw zhong, ‘buenos dias.’ At Jefferson Elementary School, we will be safe, respectful and responsible. Now please stand for the Pledge of Allegiance.” In this culturally diverse school, each day starts welcoming all students with a message to do their best. As staff, doing our best is a promise we make to our students every day.
As with many other Wisconsin schools, Jefferson staff is dedicated to helping students achieve—no matter what their background. Following are some of the factors that contribute to our success.
Strong leadership is one of the cornerstones of success in an RtI system. Zach Pethan is a principal committed to high standards for teaching and learning. With a firm belief in the power of professional development, he creates opportunities for book study groups, Google and technology training, as well encouraging attendance at conferences and training.
Jefferson also has a data coach who supports and promotes best practices. In addition, of 40 Jefferson teachers, 14 have an additional ELL certification, while eight teachers have their 316 teaching license. A majority of the seven interventionists (including ELL teachers) have had reading and/or math specialist certification.
Now in our fifth year of implementing the RtI framework, we at Jefferson believe that RtI is something you DO, not something you BUY.
Maintaining and furthering tier 1 universal implementation is the primary mission of our data coach. Our selected and intensive teachers deliver research-based interventions and use well-run procedures. Working together, they assist students who are in the most need of additional skills, guidance, and help.
Solid communication and collaboration are essential to ensure all educators are clear on agreed-upon instructional practices, objectives, and expectations. This also allows us to monitor student struggles and progress.
To facilitate this communication, our tier 1 data coach meets weekly with the teachers and interventionists to discuss universal practices. In addition, each grade level meets with their interventionist each month. Our core Data Analysis Team (DAT) meets weekly to monitor progress of tier 2 and tier 3 supported students, as well as address building-wide academic issues. To keep parents informed and involved, each interventionist reaches out monthly to both the classroom teacher and parents using Google apps or old-fashioned pen and paper.
Successful implementation of an RtI system is made easier when parents and the community are involved. We have made a conscious effort to purposefully engage families with their children’s education.
Two successful events have helped us build goodwill and community: Family Literacy Event and a Math Game Day.
Our school’s Literacy Event is tied into the Sheboygan Area “Children’s Book Festival,” a week-long celebration of youth literacy, which brings together authors and their readers.
After overwhelming attendance and positive feedback for our first event, we decided to host another academic family event featuring low-cost games that enable parents to practice math with children—while having fun.
|M-T-W-Th-F 8:00 a.m. – 2:00 p.m.|
CLC ends at 5:00 p.m.
During School Year
Positive behavioral support is an approach to enhance the capacity of schools, families, and communities. PBIS improves the link between practices and the environments in which teaching and learning occurs. Attention is focused on creating and sustaining primary (school-wide), secondary (classroom), and tertiary (individual) systems of support that provide positive results (personal, academic, health, social, family, work, recreation) for all children and youth by making desired behavior more functional, and problem behaviors less effective.
As part of the state accountability system, the Department of Public Instruction (DPI) produces report cards for every district and school in Wisconsin.
Assessment is used to monitor student progress. In the classrooms, teachers provide a variety of experiences that will help students practice the skills necessary to help them learn and apply their knowledge in order to demonstrate their understanding.
There are a variety of assessments that are used in the district in order to monitor the progress of individual students, track student growth, and evaluate the success of the school and district. Some of these assessments are required by the state, others are part of district efforts to monitor and evaluate progress.
In all cases, assessment results are used by teachers, schools and the district as part of an established protocol of continuous improvement. Individual student needs are recognized and evaluated. Student growth is compared to expected growth and districtwide growth is measured to evaluate successes and plan for the future.
Title I is a federal program that provides money to school districts to help children becoming successful learners. Title I funds are given to schools that have the largest percentage of low-income students.
Download our Sheboygan Area School District Title I Brochure:
Arranging a Visit
Please call our school office at (920) 459-3620 to set up a tour. For our students' safety, visitors are required to enter through the main doors, sign in at the office, and obtain a visitor's pass. The visitor's pass should be displayed throughout your visit to make it clear that you are an authorized visitor.