Case Middle School students describe drama club, new extracurriculars as discipline, attendance improve

Case Middle School Principal Catherine Cook and staff reported at the Watertown City School District board meeting on April 14 that the school has expanded academic-intervention services, added extracurricular options and seen steady declines in disciplinary referrals.

Cook told the board the school was able to add an additional team last year that “was really instrumental in getting our AIS services able to meet students' needs.” She said that new hires have allowed the school to “pretty much triple the amount of AIS services that we're offering during the school day for students in both reading and math.”

The updates were presented to the board as the school's student-voice segment began. Music teacher Katie Taylor and middle-school students described a new drama club that aims to build confidence and communication through improvisation, monologues and scenes. Student leaders said the club plans to perform Everything You Always Wanted to Know About Your Teacher... But Were Too Scared to Ask on June 5; club organizers said licensing was paid using a $400 combined donation from SADD and student council and that $24.95 remained in the club account.

Cook and staff also noted non-theater extracurricular growth: bowling moved from club to varsity sport, esports and other clubs were added, and a drama club and other student-led activities increased participation. Counselor Kevin Durr was cited as running both bowling and esports offerings.

Assistant principal Melanie Berry and other staff credited a team approach — including the school safety officer, guidance counselors and the social worker — with reductions in office referrals. Berry said discipline incidents peaked in October and have declined each month since. The school also reported an attendance rate near 90.36 percent after focused interventions such as attendance challenges, town-hall reminders of expectations and targeted family outreach.

Cook and staff described other supports: expanded AIS sections for additional subjects, a revamped sensory room assembled from equipment in district storage, a pilot with additional teacher-aide support for the district’s 12:1 programs, and town-hall practices that reinforce PBIS (Positive Behavioral Interventions and Supports) expectations.

School leaders described planning and curriculum changes for next school year, including possible high-school credit–bearing options for eighth graders (Studio Art 1, additional sections of Algebra 1 and Design, Drawing and Production) and two models for a Cyclone Academy Junior program, one that would run roughly 2:30–5:30 p.m. and another that would offer credit-bearing classes for an hour after school.

Students, staff and presenters emphasized belonging and skill development as outcomes: student speakers said the drama club improved public speaking and social skills; staff said the additional academic and behavioral supports aimed to help students stay academically on track and ready for high school.

The board acknowledged the presentation and presented certificates to student participants before the meeting moved to other business.