Lake Denoon administrators highlight high achievement and launch executive-functioning work
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Summary
At the Dec. 8 Muskego-Norway School Board meeting, Lake Denoon staff presented school progress, noting a state ranking of 16th out of 345 schools and announcing a new executive-functioning committee to improve student independence and working memory across grades.
Lake Denoon administrators told the Muskego-Norway School District board on Dec. 8 that the school’s students and staff continue to post strong academic results and that leaders are starting a formal effort to build executive-functioning skills districtwide.
"Our Timberwolves are a big part of what makes our school special," said the Lake Denoon administrator, noting the school offers 24 sports and clubs and that parent fundraising has supported improvements such as new library furniture and plans for an outdoor classroom. The presentation emphasized both extracurricular engagement and teacher-led professional learning communities (PLCs) as drivers of student progress.
Administrators cited the state report card, saying Lake Denoon ranks 16th in Wisconsin out of 345 public schools and that math achievement is strong. They also said the share of students meeting or exceeding expectations on the Forward Exam has increased 18 percentage points over four years. The administrator described teacher teams’ use of PLC data cycles to analyze both achievement and growth, and to tailor instruction by identifying groups such as students with high achievement but low growth and those with high growth who are not yet proficient.
On interventions and next steps, the administrator said teams examine current students and prior-year outcomes to determine targeted strategies. "If I look back with my PLC and our students grew at an accelerated rate, the strategies we used last year had an impact," the administrator said.
The presentation closed with an announcement of a new executive-functioning committee that will develop a multi-year approach to improve working memory, independence and students’ ability to engage in self-directed work. The administrator said the district will look for early entry points and aim to create continuity across grade bands so students encounter familiar routines as they move from fifth through eighth grade.
Board members asked about collaboration with nearby schools and which executive-functioning areas would be prioritized. The administrator said collaboration occurs both through structured professional development and informal teacher-to-teacher visits, and singled out "independence" as an early focus for the committee. No formal action or policy change was recorded; the presentation was informational and the board did not vote on the initiative during the meeting.
The board will receive any future proposals or formal recommendations about executive-functioning work as they are developed; the superintendent introduced the presenting team and thanked staff for the update.