Norris School District

Mukwonago, WI

Equipping youth with hope and a path forward

Norris School District was established in 1927 to serve boys in long-term residential care on a farm west of Milwaukee. On that same rich plot of land, Norris Academy continues to offer refuge and possibilities to its learners, 33 percent of whom have been adjudicated, placed by the state in the neighboring residential treatment center or pushed out of conventional schools due to special needs or behavior issues. Seventy percent of Norris learners qualify for free or reduced lunch, and 75 percent have IEPs. In 2015 the district was transformed to a learner-centered model, and it has since added Norris Academy Virtual School, enabling no-cost, state-wide access to its personalized, strengths-based program.

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See for yourself

What it looks and feels like

Set on a tranquil 900-acre campus, Norris Academy welcomes all learners, particularly those who are deemed “at-risk” and have lost hope in education. Rather than conforming to their surroundings, learners discover a nurturing experience tailored to them. The initial 30–60 days focus on orientation and self-exploration that feed into their unique profile and learning plan. For instance, one learner found purpose in breaking the cycle of trauma and being a positive role model for his children. As optimism takes root, learners identify their interests and career aspirations, and Norris connects them to relevant people, pathways, and resources. Eager to become an astrophysicist, one learner, who’d previously been unengaged in school, dove readily into quantum mechanics through teleconferences with NASA astrophysicists. As Norris staff respond to each young person uniquely, they seed trusting relationships and equip learners to both dream of and attain their aspirations.

We’ve had learners of all ages, from 3rd-graders to high school seniors, working together to launch bottle rockets, create resin jewelry, explore digital traditional instruments, and challenge each other in chess tournaments—wherever their interests lie, they can explore.”
ROBERT KUPRENAS, LEARNING DESIGN ARCHITECT

THE IMPACT

100%

of learners report an increased hope and vision for the future after the first 90 days of enrollment

45%

of learners demonstrated more than one year’s growth in reading after the first 90 days of enrollment

54%

of learners demonstrated more than one year’s growth in math after the first 90 days of enrollment

MODEL HIGHLIGHTS

Prioritizing self-knowledge and agency

Each learner’s first 30–60 days is dedicated to self-exploration through the lenses of Academics, Employability, Citizenship, Wellness, and the development of their multifaceted profile and unique learning plan. Some learners remain at Norris for only a few months, and staff ensure they are empowered to advocate for their goals and needs wherever they may be.

Structured, comprehensive support

Norris’s trauma-sensitive practices are designed to offer support and build agency toward healing and thriving. Therapy is readily available, and some staff are dedicated advocates who champion individuals’ needs. Various practices promote an empathic culture and self-regulatory skills, including identifying zones of readiness, participating in personal skills groups, explicit wellness goals and plans, and coaching through barriers.

Reimagined adult roles

Staff roles are primarily organized by the type of support they offer learners. Learning specialists, for example, guide learners through the cyclical process of developing and monitoring their learning plans. Staff also develop their own profiles and learning plans for professional growth and contribute to the continuous iteration of the Norris model.