By Mark Tallman

“We talk about culture, we embrace it, and we want to prove it. We have a few non-negotiables that we hold dear to our heart, and most important is that every decision we make is based upon what's best for students. Our teachers embrace that, even when it means some difficult choices.” -  Little River High School Principal Randy Hendrickson

With just under 300 students split among a high school in Little River and lower grades in Windom, USD 444 can boast of high academic achievement. On the 2022 state reading and math assessments, their students scored far above the state average.

This central Kansas district has a relatively low percentage of students from low-income families and students with disabilities, two groups that typically have lower academic performance. However, when compared to predicted results for districts with similar demographics, their students still score about 15 percentage points higher than expected.

Moreover, the district’s test results have been rising. Between 2017 and 2022 scores increased nearly 22 points higher than expected, the highest in their enrollment category. The district also increased its graduation rate during that period by 12.7 percent, nearly 11 percent higher than predicted.

I visited with leaders from the district to learn how they are getting such positive results. They point to a series of new programs and strategies they believe are making an impact. Most important, they said, was the culture, values, and attitudes of their educators and community.

As a foundation, the district offers free preschool to all district residents. “That means most of our kids are ready for kindergarten,” said Superintendent Brett Garrison. The district receives some at-risk preschool funding, but a large portion of the cost is covered by the district.

Three years ago, Little River-Windom began using IXL Learning, a digital education platform that provides supplemental instruction. Hendrickson says it allows students to work online, at home, at their own pace, and to access tutorial information while also allowing teachers to monitor progress. “If we’re going to meet individual student needs, we have to provide differentiated instruction, and this program helps the teachers do that,” he said.

The district has also been implementing Multi-Tiered Systems of Support (MTSS), another strategy to meet individual student needs by supporting students at three levels. This includes regular classroom instruction, additional assistance with specific skills for a smaller number, and more intensive services like special education. Like other highly successful districts I have visited, Little River-Windom leaders stressed the importance of using multiple data points to monitor students and respond quickly to specific needs.

The district is committed to the structured literacy reading concept promoted by the Kansas State Board of Education. Garrison says nearly 100 percent of designated teachers will complete the LETRS training program based on the science of reading.

Little River-Windom leaders also cited the implementation of a mental health intervention team program, supported by state funding. “That’s huge,” said Hendrickson. “It’s a great resource for our students, for families, and for our teachers. I don't expect you as a teacher to be an expert on mental health. When there are some social emotional, some mental health issues that need to be addressed, we now have another tool to do that.”

The district offers nine career technical education pathways in its small 1A high school with just 25 students in its typical graduating class. The district offers introductory CTE classes in seventh and eighth grades, which allows students more time to take advanced CTE courses. About 80 percent of students taking CTE courses become “completers” meaning they earned a defined number of qualifying credits and an industry-recognized certification or a passing score on an end-of-pathway assessment.

Through a partnership with Hutchinson Community College, students can take college courses at the high school, with approximately 50 percent of students earning some postsecondary credit before graduation. In addition, about 50 percent have a work-based learning internship when they graduate. The district has increased the number of students earning industry-recognized credentials in high school to 90 percent.

But for all those efforts, leaders say the biggest reasons for success are more intangible. “We have great community support,” said Hendrickson. “Over 86 percent of our kids participate in some form of extracurricular activities. Part of our culture is we want you to be part of something that's bigger than yourself. Because it really does come down to relationships.” Garrison also praised the board and community for its support including passing a bond issue to update the high school. “We couldn’t be doing what we are doing without a board that gives us the resources, listens to the community, and supports the staff so we have continuity in our people and programs.”