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CASE staff and students say Cyclone Academy helped boost attendance and class performance
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Summary
At a Watertown City School District board meeting, CASE Middle School staff and students described how the Cyclone Academy program (2:30–5:30 p.m.) expanded to eighth grade, partnered with Cornell Cooperative Extension, and produced measurable gains in attendance and student grades.
CASE Middle School staff and students told the Watertown City School District Board of Education that the school’s Cyclone Academy program has expanded to eighth graders and produced measurable improvements in attendance and academic performance.
Melanie Berry, CASE assistant principal, introduced the program and described new staffing and extracurricular supports that accompany it, including additional hall monitors and expanded elective sections. "We have a great crew of new hires at CASE this year," Berry said, citing additions in special education, art and math that help deliver targeted supports.
Carla Van Wurmer, a CASE school counselor involved in Cyclone Academy, described the program’s schedule and partners. She said Cyclone Academy runs five days a week from 2:30 p.m. to 5:30 p.m., with classes in math, English, science, social studies and physical education, and partnerships with Cornell Cooperative Extension and workplace partners for social-emotional and job-readiness supports. "We are always looking for ways to expand opportunities for our students," Van Wurmer said.
Program staff presented outcome data for students enrolled in Cyclone Academy. The board was told of one student who began the program in January and showed grade improvements in five of seven classes; the presentation noted increases of 24 points in ELA and 21 points in math for that student, and an overall quarter-average increase the staff reported as 13 points since enrollment.
Student testimony reinforced the staff presentation. "I came because I wasn't getting help in school," student speaker Leila Flores said. Leila described having dyslexia and a past stroke and said the program’s tutoring and one-on-one attention helped her re-engage: "She reads everything and she's calm and cool and collected with me… I like the program because of that."
Staff also cited broader behavioral and attendance gains. The CASE team reported a 37% reduction in fighting and a 63% reduction in superintendent hearings since strengthening PBIS tiered supports and hallway supervision; overall school attendance was reported above 90%, with a stated goal of reaching 95%.
The presentation also highlighted curricular moves to expand access to credit-bearing work for eighth graders (for example, adding algebra and studio art sections that carry high-school credit) and a new shorter tenth period called WIN ("What I Need") to deliver interventions or enrichment during the school day.
Board members praised the students and staff. The presentation closed with a brief Q&A and expressions of appreciation for the student speakers and community partners.
The board offered no formal action on the program at the meeting; staff said they will continue to monitor outcomes and refine supports going forward.
