OUR VISION:
Tobealeaderindemocratic, place-basedandpersonalized education,facilitating inspirationalandauthentic learningexperiencesthat engagestudents,families, educators,andthecommunity.
Todemocraticallycultivatea communityofengagedlearners, serveasaresourcefor educators,andserveasa catalystforreformin educationthroughoutour regionandournation.
Although I haven't been here long, I've learned so much about writing and storytelling.
— Margo Eck, CSCS Student
MESSAGE FROM THE PRINCIPAL
"The future of education, right now, is happening at Clark Street”
— Beth Ott, CSCS Educator
As much as the 2022-23 school year was one of changes, challenges, and transitions, the 202324 school year was one of re-establishing our identity and embracing our differences in our new home. We began the year by welcoming several new staff members who hit the ground running and quickly established themselves as integral members of our school community. We now had over half of our students for whom this was the only Clark Street space they had ever known and with our rocky year of transition behind us, we set to work ensuring everyone in our community understood and embraced our unique school design.
Our theme for the school year was “Different by Design.” We reintroduced everyone in our community to the power of our interdisciplinary, place-based, competency-based design and our goal of creating the conditions for everyone in our community to become a deeply engaged learner who had the skills to access what they needed from any learning environment. Our year started with the question of “Who am I as a learner?” Where we all spent time deepening our sense of identity. In the second term, we turned to the question of “Who am I as a community member?” Because we know that all learning is social and all of us find greater success when in a community of learners who help us be and become our best versions of ourselves, taking time to really focus on honing our skills as community members is critical. In term 3, we turned to the question of “Who am I as a leader?” and encouraged every member of our community to consider how they played a leadership role within our community. Finally, we wrapped up the year doing some personal and collective future dreaming. Our students led the way as they thoughtfully planned a conversation amongst students and staff about the benefits of high quality feedback. This conversation led to valuable summer work amongst staff and the beginnings of plans by students for an in-house writer’s workshop.
As you review some of the highlights of the year, you will see so many of the wonderful things that have made Clark Street an amazing learning community for the past 12 years: A true community of learners, powerful interdisciplinary learning experiences, field experiences which often provide the spark and the relevance to inspire deep learning, results that demonstrate our successes, and a commitment to sharing what we are learning with others who are also committed to redesigning schools with learners at the center. You will also see some new faces, a focus in strengthening our support and student success with developing and executing personalized projects, and a focus on sharing our learning with students and staff in the Middleton Cross Plains Area School District.
If the innovative practices we have developed are going to have a sustainable impact on changing practices, we must be able to weather changes, challenges and transitions. In the past few years, we have had more than our fair share of these. In the 2023-24 school year, we took a big step forward in demonstrating that while the setting and the faces may change, the school, its mission, and the power of a community of engaged learners will endure!
FIELD EXPERIENCES
At CSCS, we deeply value field experiences as a vital part of our learning process. This past year, our students had the opportunity to visit over 100 locations across Wisconsin, immersing themselves in real-world environments. We especially took advantage of everything Middleton has to offer, with multiple visits to various parts of Pheasant Branch, downtown Middleton, and many other local spots. These experiences enriched our students' understanding of their community and the world around them.
EXEMPLAR INTERDISCIPLINARY, PLACE BASED SEMINARS
C sho
original business plans in the Clark Tank class. This seminar, in collaboration with the Madison College Center for Entrepreneurship, helped students develop and pitch socially-minded business ideas for the MATC 2024 High School Pitch Competition, equipping them with skills in public speaking, budgeting, graphic design, and collaboration.
Opal Kunkel’s idea for a phone app that transcribed words into a dyslexiafriendly font garnered significant attention, especially from Madison College's Technology Department, which followed up to learn more about her innovative concept.
LARK TANK
EXEMPLAR INTERDISCIPLINARY, PLACE-BASED SEMINARS
This seminar explored Khaled Hosseini’s The Kite Runner, a novel that delves into deep moral challenges and the quest for redemption through the story of two boys in war-torn Afghanistan. By examining various formats of the book and its historical context, students engaged with themes of betrayal and redemption while reflecting on their relevance to their own lives. The course also contextualized the novel within the broader historical conflicts in Afghanistan and the impact of the recent U.S. withdrawal
KITE RUNNER
COURSE STUDY
Moral and Ethical Dilemmas
Historical and Cultural Context
Formats and Analysis
EXEMPLAR INTERDISCIPLINARY, PLACE-BASED SEMINARS
Thi rallel bet ns and atomic interactions, focusing on the groundbreaking work of Marie and Pierre Curie. Students read the graphic novel Radioactive, which detailed the Curies' scientific achievements with Radium, Polonium, and Uranium. The course examined the broader implications of radioactivity in popular culture, espionage, and chemical warfare.
RADIOACTIVE
COURSE STUDY
Scientific Discoveries Graphic Novel Exploration Impact and Applications
EXEMPLAR INTERDISCIPLINARY, PLACE-BASED SEMINARS
PROJECT BLOCK
This seminar offered a structured environment for students to purs independent projects in their chosen fields of interest. Under the guidance of a teacher, students enhanced their academic skills, organized and conducted in-depth research, and developed projects to demonstrate their learning.
At Clark Street, every student was afforded the opportunity to work on their passions and interests; this space was called Project Block, Ash Rogers, CSCS Student
COURSE STUDY
Research and Inquiry
Project Management
Critical Thinking and Problem-Solving
Self-Directed Learning
EXEMPLAR INTERDISCIPLINARY, PLACE-BASED SEMINARS
PROJECT BLOCK
During Term 4, Rae and Everest embarked on a week-long road trip to the Great Lakes region to study fishing culture. They gathered information through interviews with local experts and museum visits, making the learning process both engaging and unique. This experience not only equipped them with valuable life skills and independence but also inspired future projects and career aspirations, particularly in natural resources. The trip also fostered a deeper connection to the environment and strengthened their ability to work collaboratively in real-world settings.
SUSTAINING EXCELLENCE DAYS
Sustaining Excellence Days have been pivotal in our quest for excellence, focusing on "The Power of a Restorative Community." We explored the seven core assumptions and examined individual roles within the community, addressing the question, "Who am I as a community member?" These days included structured discussions for student leaders and staff, emphasizing collaborative project block planning led by advisory team leads. A significant portion of time was dedicated to revising the feedback process based on student input, with the goal of making it more effective and responsive.
Through these initiatives, Sustaining Excellence Days have reinforced our commitment to a reflective and forward-thinking community, enhancing our ability to sustain and advance excellence in our school.
My switch to Clark Street has really helped. In just two terms, I’ve grown to a level of maturity that I personally thought I would never reach.
Lunar Wozniczka, CSCS Student
SERVE AS A RESOURCE FOR EDUCATORS AND A CATALYST FOR EDUCATIONAL REFORM
As part of our commitment to sharing knowledge and building bridges with MHS, in 2023-24, our staff and students focused on deepening local connections.
Some highlights include:
CSCS hosted high school instructional coaches and middle school administrators for half-day visits to observe our model in action, and engage directly with our students and staff.
The instructional coaches facilitated a collaborative classroom visit with CSCS and MHS staff, an opportunity to observe classrooms at both schools and discuss instructional design and delivery.
Students from the "Teaching in a Pluralistic Society" class at MHS hosted Jill for a roundtable discussion on education reform, and visited CSCS for a meaningful conversation between MHS and CSCS students.
Two of our students represented CSCS at the MHS student senate.
Several of our students joined MHS students in circle keeper training and a respect roundtable discussion, further fostering collaboration between our
SERVE AS A RESOURCE FOR EDUCATORS AND A CATALYST FOR EDUCATIONAL REFORM
Jill presented with Mastery Transcript CEO, Mike Flanagan, on the power of the Mastery Transcript to support powerful learning experiences through the use of a competency based transcript.
Human Restoration Conference to Restore Humanity: A group of students, parents, and alumni joined Jill in hosting a virtual school tour and Q&A session for this conference.
Clark Street Community School continues to be featured in the Canopy project, a nationwide initiative showcasing innovative learning environments. The Canopy project, backed by education leaders, school designers, and researchers, highlights educational approaches with a focus on equity and student-centered practices.
SERVE AS A RESOURCE FOR EDUCATORS AND A CATALYST FOR EDUCATIONAL REFORM
Jill was selected to serve on the EdResearch for Action advisory board. This joint initiative of the Annenberg Institute at Brown University and Research for America brings together education leaders, policymakers and researchers to partner on effective, evidence-based strategies for improving schools.
The National Association of Supervision and Curriculum Development featured Clark Street Community School in their spotlight on schools Providing Excellent and Inclusive Services for all students. Dr. Julie Mead, Professor Emeritus of the School of Educational Leadership and Policy Analysis at the University of Wisconsin Madison, hosted the conversation.
It's not just about learning facts and theories; it's about igniting passions, encouraging personal growth, and building resilience in young minds.
Heather Messer, Teacher
QUANTITATIVE OUTCOMES
“During the past semester, I've learned about the rewards and unexpected adventures of choosing growth over the safety of the familiar.”
— Karma Williams, CSCS Student
CSCS students continue to outpace the state average on ACT, and our literacy practices continue to help students develop as strong readers, writers, and communicators.
MY SCHOOL STORY
At Clark Street Community School, we believe school is much more than just buildings and classrooms—it's a vibrant community where each student's story contributes to our unique identity. Nationally recognized for our commitment to revolutionizing education, we're at the forefront of innovative learning, offering personalized plans that empower students to take charge of their education. Our interdisciplinary seminars, supported by community partners, extend learning beyond the classroom, preparing students for real-world success. At Clark Street, we're not just different by design; we're shaping the future of learning together.
After coming to Clark Street, I've learned the importance of not judging before trying. Before going to Clark Street, I refused to try anything new.
Lee Beier, CSCS
Student
GRADUATION GRADUATION
Featured Graduation Highlights
NINA
BAILEY
Graduated a term early and currently attending William Woods University with a 75% tuition merit scholarship
Attending Columbia College Chicago, where Bailey will major in fine arts and minor in education. Bailey is doing so with a Dean's Scholarship, the Faculty Recognition Award, the Columbia Scholar Award, and the Miss Wisconsin Youth Entertainer Award..
CLARK STREET ALUM CLARK STREET ALUM
JACEY GURTNER (’22)
Jacey graduated from Madison College's Culinary School in May, 2024. While there, he completed an internship in Epic's Culinary Department. He is now employed full time at Epic.
CSCS helped me identify and develop my strengths and interests and put me on a path to very quickly be working in a career I love.
ELEANOR KOENIG (‘16)
Eleanor earned her BA in Anthropology from Beloit College and is now the manager of publisher relations at Macklin Educational Resources.
STEPS IN OUR JOURNEY
Use our newly developed staff reference book to ensure consistency in instructional design and delivery which is engaging, affirming, meaningful, and rigorous for all.
Work with MHS and district to develop opportunities for Middleton High School students to take CSCS seminars for credit.
Continue to support the work of the Friends of CSCS to deepen the community understanding of the work we are doing.
Collectively work to prepare for and carry out a transition in leadership which creates even greater excitement and clarity around our vision for the future.
Use the lessons we have learned through implementing highly successful literacy practices to improve our learner outcomes on standardized math assessments, while also highlighting the strengths our students have developed as mathematical thinkers and problem solvers.
