2009-10 Yearbook - School Management Services

after-school enrichment program with on-site private music and voice
lessons and group classes in art, dance, wellness, and forensics; and an
after-school sports program in soccer and basketball.
Est. 2002
Ronn Johnson
1350 West North Avenue
Milwaukee, WI 53205
(414) 374-9420
rjohnson.ns@ymcamke.org
Grade Levels: K4-08
184. YMCA Young Leaders Academy
The north side YMCA Young Leaders Academy is located at 1350 West
North Avenue (corner of North and Teutonia Avenues) in the heart of
Milwaukee’s central city. The school serves 450 children in grades K4-8.
It offers wrap around services such as before- and after-school programs,
youth sports, and youth development programs in the adjacent YMCA.
The mission of the YMCA Young Leaders Academy is to open the
portals of opportunity for children and adults in the Milwaukee
community through excellence in public education. The school’s
educational vision is to provide a curriculum that integrates leadership
development with traditional academics to prepare students to be wellinformed,
participating members of society.
The academy’s educational goal is to prepare students to be creative,
intuitive, and analytical thinkers. The school empowers students to learn
by fostering their development as independent thinkers. Proven methods
are used to increase student performance including small class sizes, a
longer school day and year, use of technology, a rigorous morning
curriculum devoted to the basics, and keeping teachers with the same
students for two or three years.
UW-Parkside
Paul Haubrich
286 Talent Hall, 900 Wood Road
(262) 595-2491
www.uwp.edu
Kenosha, WI 53140
Est. 2002
Robert Morelan
1220 Mound Avenue
Racine, WI 53404
(262) 598-0026
ED@21stprepschool.org
Grade Levels: K4-08
185. 21st Century Preparatory School
The 21st Century Preparatory School focuses on educating Racine’s
diverse children for access to the full array of life choices, including
college and careers, by (1) recognizing and using each child’s unique
abilities and talents for academic development and individual growth,
(2) employing a well-structured, rigorous, and comprehensive curriculum
for grades K4-8 incorporating both Core Knowledge and Direct
Instruction reform models, and (3) requiring the mutual accountability of
staff, students, family, and community as key partners in the school’s
overall governance and day-to-day operations.
The classroom structures' communities of learners and teacher looping
to promote prolonged relations between teachers, students, and parents
are used to enhance and extend the effectiveness of the Preparatory
School's primary focus on Core Knowledge and Direct Instruction
models. Both, when fully implemented, have proven effectiveness with a
wide range of students, including low-income, gifted, learning-disabled,
and wealthy children enrolled in urban, suburban, and rural schools.
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