District Administrator Gary Hansen
I write this article just after returning from Portland, Oregon, where I spent a week with my daughter and her family. When I first arrived there, my 9-month old granddaughter was able to get up on all fours and began rocking back and forth, as if she was ready to take off crawling, but unable yet to move from that same spot. Human development is something incredible! Only one week later, not only was she crawling, but she moved with purpose, speed, and determination. Adalinn is currently in the process of pulling herself up alongside a chair leg, not yet standing, but that will come soon enough as well.
On the flight home from Portland to Wisconsin, I found myself marveling at Adalinn’s progress during the week. Day by day we saw continual progress. What she had accomplished in a week’s time is truly incredible. My thoughts of Adalinn’s accomplishment then changed to those of wonder for what the students in Rosendale-Brandon might have accomplished during this same week’s time. What concepts and skills had they acquired during the week in preparation for their futures? Checking into what took place during this past week, I found this sampling quite impressive, and hopefully you do as well.
In 4K, Mrs. Kinyon’s students studied the letter C. They are writing it on whiteboards, tracing it using Bingo Dobbers and using Wikki Sticks. They are also tracing their names.
Mrs. Challoner’s and Mrs. Steenberg’s kindergarten classes are reading "A Splendid Friend.” They are predicting what will happen next based on what they just read, as well as discussing what is real and what is not real.
First graders are learning how to write math equations for their addition stories in Mr. Water’s and Mrs. Hartgerink’s classes.
Mrs. Eeg’s and Mrs. Moore’s second grade classes are learning to determine the author's purpose for writing a story, and in math they are grouping by tens.
Third graders in Mr. Bartelme’s class are learning how to multiply and divide to solve word problems, and how to use multiplication to find area, while in Mr. Zupke’s class students are dividing by 9.
Ms. Serwas’s and Ms. Torgersen 4th grade classes focused on who ancestors are and what kinds of things are passed on through generations. Students presented heritage projects that included details representing their own heritage.
Mrs. Buteyn's 5th grade students are practicing writing a persuasive paragraph to support their opinions, and Mr. Engel’s students are estimating sums and differences of fractions and mixed numbers.
Sixth graders are investigating the relationships between plants, soil and nutrients in Mr. Madigan’s science class.
Seventh grade students in Mrs. Eithun’s and Ms. Marquardt’s classes are practicing what they need to do in order to write an objective summary.
Eighth graders in Mrs. Backhaus’ science class learned how to mix different temperatures and volumes of water in order to analyze the heat transfer; Mr Winske’s class is graphing linear equations, and Mrs. Baalke's class is learning how to gather credible information from print and digital sources and properly quote, paraphrase, and cite the information.
At the high school level, Mr. Blashe has the band practicing for the Homecoming Parade and perfecting their halftime show for Friday’s football game.
Mrs. Sattler’s Wildlife Management and Outdoor Recreation students were identifying the purposes of laws associated with natural resource systems, and identifying and evaluating issues involving mitigation of natural resources.
Mrs. Johnson’s Pre-Calculus class worked with subsets of real numbers to be able to identify and evaluate functions and state their domains.
Chemistry students were working on transforming a statement of equality into a conversion factor, and evaluating the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible. Mr. Demski also has them corroborating or challenging conclusions with other sources of information.
Seniors in Mrs. Olejniczak’s English class were reading Beowulf to understand elements of a dramatic reading and apply knowledge of characterization to past and present heroes.
Cirrus students are working on a variety of projects including the U.S. Constitution, The Hispanic Culture, and Shinto.
And in US History, Mr. Zar has students learning about how the United States changed from the end of World War I to the eve of the Great Depression. Students analyzed in detail a series of events described in a text and determined whether earlier events caused later ones or simply preceded them.