In the 2020-2021 school year, Chegwin Elementary School was facing significant challenges. Even though the school was filled with dedicated teachers and staff, students were not meeting academic standards, and the report card data reflected this. Data showed that Chegwin was failing to meet expectations. There was a critical need for a systematic change.

Over the last three years, the entire Fondy district has undergone a transformative culture shift. Alex has witnessed a renewed focus on prioritizing student achievement, rigorous academics, data-driven decision-making, and high expectations for both students and staff.

One of the most significant changes has been the alignment of goals and initiatives across all Fondy schools. Teachers and staff now work off of consistent expectations, and everyone is committed to doing what’s best for students. 

“It feels more connected than it ever has,” Alex says. 

Expectations for students have also risen dramatically. Students know they are doing high-level work but also know that their teachers are there to help them succeed. 

Another key driver of success has been a focus on analyzing data. While Chegwin had good intentions in the past, their efforts lacked a strategic aim.

“Everybody was working hard, but the decisions and time that we were putting in was not strategic, so we didn’t have the outcomes that we were looking for,” Alex says. Now, Chegwin uses their data as a guide, and every conversation is about changing student outcomes.

The results of these shifts have been remarkable. In just four years, Chegwin Elementary School went from failing to meet expectations to exceeding expectations. This upward trajectory can be attributed to the school’s time and resources being put in the right places, along with the high expectations and a district-wide alignment. 

There is now a shared belief that students can achieve at high levels. “Every adult in the district right now is very committed to doing what's best for the kids,” Alex says. He knows this growth is just the beginning. Fondy has strong systems in place that are working and creating sustainable improvements.

“We've had so much success recently. We've really put a lot of resources into different places, and we can see with our data that it's paying off. We're making huge gains on student achievement, and the culture in the buildings is very high. Chegwin has one of the strongest cultures that it's had since I've been there. Everybody is excited to show up and continue to do the work.” –Alex O’Connor

Over the past four years, Amaria has observed a growing interest in extracurricular activities at Fondy, along with expanded opportunities for students. More of her peers have felt empowered to join clubs, sports, and activities that help them grow personally and academically. Through these experiences, Amaria has connected with others, gained valuable perspectives, and cultivated a sense of belonging within her school community. She senses that her classmates share the same desire to be part of something greater, just as she does. 

Moreover, Amaria has felt that her educators truly support students in their pursuits outside of the classroom. She has witnessed her teachers, coaches, and school leaders embracing a growth mindset, motivating students to push their limits and continue developing. 

For Amaria, her extracurriculars have shaped her personal growth and future aspirations. 

“The opportunities at the high school have changed who I am and who I am going to be,” Amaria says. “Being involved in so many activities has given me different skills and perspectives on life in general. A lot of the things I have learned can be applied to everyday life, like volunteering, being an athlete, and being a musician.

While Amaria enjoys all of the activities she is involved in, she especially feels a deep connection to her role in band. She is an active member of the concert band, Fondy Marching Cardinals, and the jazz band. 

This great passion for music has become a part of who she is and influenced her future.

When Amaria first joined band in high school, she felt an immediate sense of belonging. 

The experience was powerful, and her band directors have truly fueled her passion. She credits them for inspiring her to pursue a career in music education. Without this mentorship, she believes she wouldn’t be the person she is today. 

Looking to the future, Amaria dreams of becoming a band director herself. She shared that, if given the opportunity, she would love to return to Fondy and contribute to the community that helped shape her. She doesn’t only wish to teach but to inspire future generations the same way she was inspired.

Band. Athletics. Student Council. National Honor Society. Cardinal Community Member. 

Throughout her time at Fond du Lac High School, Amaria has consistently been engaged beyond the classroom. Reflecting on her journey, she recognizes how her extracurricular experiences have positively influenced her outcomes.

Amaria feels equipped with the tools she needs to succeed, and Fondy has prepared her for a bright future.

Until recently, EL and bilingual learners in the district had dedicated teachers but lacked the broader support and opportunities to truly thrive. Betty saw the need to advocate for these students, but she initially felt her voice was unheard in a system that felt largely top down. Turning her vision for these learners into reality was challenging in such an environment.

The district has undergone a significant culture shift in the last four years, fostering an environment where teachers and staff feel valued, heard, and empowered. This has led to greater collaboration and the implementation of new ideas designed to improve student outcomes, such as creating Betty’s new role. By prioritizing leadership and professional development for educators, Fondy has encouraged its valued team to enhance their skills and further impact students.

With the culture shift, Betty has gained the confidence to advocate for all scholars, especially EL and bilingual students. “In the last three years, my confidence has changed because of the changes we have made in our district,” Betty says. “I am no longer afraid to speak out for what I feel is right for multilingual students. I feel that it’s super important that I have a voice in the district, and now I feel heard.” 

Betty is trailblazing in her new role. She advocates for EL and bilingual learners, which looks like implementing new programs and best practices that expand learning opportunities for EL students and provide teachers with the tools they need to support those children. 

Betty also values the professional development opportunities that have allowed her to grow and hone her skills as both an educator and a leader. “One thing that brings me a lot of joy in being part of the Fond du Lac school district is the opportunity for professional development with my colleagues,” Betty says. “I've gone to Initiative One trainings that have been super helpful for me to grow as a person so I can grow our students.”

With her new sense of empowerment, Betty is more determined than ever to make a lasting impact. “We are a district of opportunity, giving kids opportunities,” she says. She is proud to help both students and teachers feel supported, especially with a record number of incoming EL students. Betty’s voice is now central to the district’s efforts to ensure all students, especially EL and bilingual learners, receive the resources they need to thrive and feel confident in their educational journey.

From a young age, Darwin has been passionate about understanding the world around him. The ever-spirited Darwin wants to be a scientist when he grows up. “I would like to be a scientist because there are so many things to do and learn about the world,” Darwin says. “They can make gadgets, they can discover, and they can even find fossils by being an archeologist.” 

Darwin’s excitement about science is matched only by his love of math. Even in first grade, Darwin is already building the skills to accomplish his dream.

Darwin’s learning environment helps foster his love of learning. His teacher plays an important role in encouraging his growth. Darwin feels his classroom is fun and engaging, making learning enjoyable, especially when he strengthens his math skills in the “number corner,” explores stories about Ancient Egypt, and earns Rocket Cash for respectful, responsible, and safe behavior

To fuel student’s future aspirations, his teacher has her students set goals for themselves. His current list of goals includes filling his Rocket Cash box and improving his listening skills. As he explains, “To be a scientist, I need to listen very well, so I know what is happening and what is going on.”

While Darwin is working hard to improve his listening, he knows he is gaining other important skills as well. “We get to learn questions and learn the answers so I can be smart, knowledgeable, and lots of other stuff…including clever,” he says. This blend of curiosity, self-awareness, and effort is creating a foundation for future success. 

Darwin’s love of learning is elevated by the positive environment at Riverside. He looks forward to the delicious school breakfast, gym activities, and the supportive classroom atmosphere.

Riverside, Darwin is not only developing academically but also learning the value of leadership. His teachers recognize him as a leader, and Darwin himself feels the same. “I’m a good leader because I answer questions pretty well, and I help people when they fall down. I say, ‘Are you okay?’” he explains. 

Darwin also listens to directions, pays attention, is respectful, and sets a good example for his classmates. With the strong support of teachers at Riverside, Darwin will be helping people and making a positive impact for years to come.

Darwin is an aspiring scientist and leader who has a continual desire to learn more about the world around him. He is both gaining knowledge and building important life skills. As his educational journey continues, he looks forward to learning new numbers, exploring more scientific questions, and perfecting his flip on the monkey bars. Young Darwin has a bright future, and Fondy is committed to catalyzing his growth so he can achieve his wildest dreams.

Just five years ago, many of Fondy’s schools were grappling with academic challenges, unable to consistently meet statewide standards. Students across the district were falling behind, and there was no unified vision for how to improve their outcomes. “We never had the same language throughout our entire district,” says Principal Hughes. Without this shared understanding, it was impossible to align efforts, preventing teachers and staff from working toward a collective goal of changing student outcomes.

The district has undergone significant changes designed to ensure students are at the heart of every decision made. These changes have been creating uniformity, consistent expectations, and a clear vision for educational excellence across the district.

The transformation in Fondy’s school culture has been remarkable and, according to Principal Hughes, felt district-wide. “Uniformity is now seen everywhere you go,” she says. “We can have conversations about instructional topics, and it's going to sound the same no matter what building you're in. It also provides and streamlines our instruction for our students. It allows us to provide the best education every single day. Our community support and teamwork are greater because of the systems that are in place.”

Principal Hughes proudly highlights some of the major academic improvements since the transformation, with report card scores increasing by as much as 25% to 75% across the district. The curriculum has also changed to meet the needs of students, and it is rigorous enough to help them reach their goals. This progress shows the dramatic impact of these changes.

By leveraging data, student progress can continue being evaluated to ensure these outcomes continue: “The academic data helps us see where a child is at, realign the instruction to meet them specifically where they are, and then close any gaps, as well as help them achieve above and beyond grade level,” Principal Hughes says.

“The systems are working—our report card data, our academic data, and our student success proves it. We know that what we have in place is currently what we need to sustain.” – Principal Hughes

Lanson has big dreams of becoming a veterinarian when he grows up so he can heal sick animals. For him, being a vet is about more than caring for pets; it is about supporting their owners through their pets’ journey. He is excited to build deeper connections and offer compassion to those who are going through challenging times with their animals. 

Through his time at Lakeshore, Lanson has learned valuable lessons. He feels more confident approaching challenges and finding the best solution after assessing all of his options. “I think this is what is going to make me a good vet: seeing all sides and being able to look deeper to see what is wrong,” Lanson says. 

While becoming a vet is his ultimate goal, Lanson also understands that the most important part of any career is the type of person you are. He strives to continue being someone who helps others and makes a difference wherever he goes.

 “Lakeshore is the place to go,” Lanson says with a smile. 

Lanson loves his school, and he knows being at Lakeshore has had a lasting impact on not just his academic growth but also his life outcome. His teachers have paved the way by being kind, committed to his education, and fun. 

Beyond the classroom, Lanson is involved in many extracurricular activities, including student council, band, choir, and sports—experiences that have helped him grow.

Lanson’s favorite part about being a fifth grader is stepping into the role of a leader.

He enjoys the sense of responsibility that comes with being among the eldest group of students. Being counted on and stepping up as a representative of the school are just two of the many reasons Lanson enjoys being a leader. 

At Lakeshore, students are given opportunities to hone their leadership skills daily with opportunities like the buddy system, where older students are paired with younger ones for activities like crafts and reading. Lanson’s buddy is in second grade, and Lanson is proud to know he is making a difference by setting a positive example and preparing his buddy to be a future mentor. 

Lanson believes Lakeshore has helped shape him into a strong leader. He has had the opportunity to practice leadership and has learned from countless mentors all around him. By observing other great leaders, he has felt empowered to take initiative and work alongside others to bring about change.

Thanks to Lakeshore, Lanson is well-prepared for the next chapter of his academic journey. Through his experiences, he has developed as a leader and has been supported by teachers who have inspired him to learn and become the best version of himself. 

“This school has helped me a lot and helps me become a better person,” Lanson says. “I will be pursuing my dreams because of our community that supports my schooling.” 

Looking ahead, Lanson hopes to stay in the Fond du Lac community after becoming a veterinarian, ensuring future pet owners will always be in great, compassionate hands.

Until recently, Fondy placed a strong emphasis on maintaining the comfort and satisfaction of teachers and staff, but this adult-centered approach inadvertently placed student success on the back burner. Even though the school had many dedicated educators, the district struggled with low student achievement and lacked a unified vision. Even the best teachers were limited in their ability to make a district-wide impact without clear goals and expectations.

A few years ago, Fondy shifted priorities to focus on student outcomes; setting clear, high expectations for both students and staff. This new student-centered approach involved aligning the district around shared goals and supporting teachers with additional resources in the classroom along with important trainings, such as Initiative One leadership training, to equip educators with the skills needed to make the greatest impact in students’ lives.

Kim has witnessed firsthand how these changes have positively impacted students and staff. “Over the last three years, we've seen an increase in student achievement across the district,” Kim says. “We've also taken pride in building the leadership skills of our staff, and not just following a top-down approach. We're training our staff to have important conversations and take on leadership roles.” 

Kim has also experienced the power of high expectations for learning. “The students are rising to the expectations, and you can see this with our report cards and our test scores,” Kim says. “If you have high expectations, they're going to meet you there, as long as you provide them the support and materials they need.” 

The results of these changes were affirmed for educators at Evans Elementary in 2023 when the school was named a National Blue Ribbon School by the U.S. Department of Education. This distinction honors high achieving schools that are closing the achievement gap. Kim feels this award reflects all the hard work and collaboration they have been doing for the past five years. “We are doing the right work and other people noticed at the state and federal levels,” Kim says. “It is really exciting, and we have to keep going.”

“I'm excited to keep seeing the growth and the impact that we're going to have on students because we've already seen the growth and the changes that have happened in the last several years. I'm also excited to keep growing as a leader and to see other people in the district grow as leaders and continue that growth in years to come." – Kim Trent