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Watertown High’s Cyclone Academy credits program shows early gains in attendance, behavior and credit recovery
Summary
School leaders said the new Cyclone Academy, a flexible late‑afternoon program for students who struggle in the traditional day, enrolled about 70 students and produced credit accrual and a sharp decline in disciplinary referrals among participating students.
Watertown High School leaders on Thursday described Cyclone Academy, a part‑time alternative schedule for students who do not fit the traditional school day, and presented data they said show early academic and behavioral gains.
Principal Leslie Atkinson and assistant principals Tanya Trudell and Amber Misercola told the Board of Education Cyclone Academy enrolled about 70 students (the presenters later said the roster changed to 71), of whom 58 were full‑time in the program for the late‑afternoon session. Staff reported that 52 students earned a total of 105 credits during the first semester through a mix of in‑person instruction and online credit‑accrual/recovery work.
Presenters emphasized the program’s smaller class sizes, shorter blocks and flexible curriculum as reasons for improved outcomes. The administration reported that disciplinary referrals for the cohort of students tracked from the prior year dropped from a combined 668 referrals to 21 referrals for the students who had been in Cyclone Academy from September through February. Presenters also showed building‑wide behavior data indicating fewer referrals across several grade bands, which they attributed partly to Cyclone Academy and partly to a broader, data‑driven PBIS (Positive Behavioral Interventions and Supports) approach.
Teachers and staff described classroom practice and student supports. Science teacher Lisa Winkler said individualized attention and community helped students who earlier struggled to succeed, credit recovery coordinator Erin Coyer detailed the Momentum platform used for online accrual and recovery work, and PE teacher Rebecca Sullivan described mobile and adaptable physical‑education lessons when traditional spaces were not available.
Student testimony came from junior Alexa Solis, who described failing most classes as a freshman, moving into GED coursework, and then finding Cyclone Academy. Solis said one‑on‑one attention, smaller classes and focused teacher support enabled her to pass living environment and global history Regents exams and to plan for a nursing career.
District staff said the program includes special‑education services, counseling, workforce connections and field trips; students remain eligible for extracurriculars that meet during the afternoon. Presenters asked the board to continue support for the program and to consider expansion and ongoing funding as part of budgeting and program planning.
Presenters credited community partners and donors: Stewart’s donated supplies for a Cyclone Academy ice‑cream social, and staff cited other local supports for field trips and student experiences.
Board members praised the program and cited student testimonials as evidence of the model’s early success. The administration said it will continue to refine Cyclone Academy, add stakeholder feedback in design and report results in future meetings.
