By Mark Tallman

“I've been here 29 years, and over that time we have really embraced the idea of continuous improvement. We may do pretty well on a certain test, but we keep asking how we can do better.” - Elementary Principal Terri Wiseman.

Oxford USD 358, located south of Wichita, serves about 360 students. They have seen significant improvement on state assessments and graduation rates. From 2017 to 2022, the district saw the number of students scoring at the higher levels on state reading and math tests increase by up to 6.5 percent. This increase was about 9 percent higher than expected based on district demographics. Oxford’s percentage of students from low-income families combined with students with disabilities has averaged 59.1 percent, about 10 percent fewer than other districts under 500 students. Over that same period, Oxford’s graduation rate rose 19.2 percent (96.3 percent in 2022), an increase 17.5 percent greater than expected.

I visited Oxford to learn what they are doing to get improving results. The group I met included leaders but largely consisted of teachers. They overwhelmingly agreed the success was due to administrators and a board of education that respected and valued teachers. “We have a pretty happy and stable staff,” said Elementary Teacher Julie Carey. “We have leadership who treats us like professionals.” 

“There's a real uniqueness here in how our teachers are focused in helping kids, how they both internalize that as individuals and how they work together,” said Assistant Principal Ashley Bugbee. Secondary Teacher Teresa Commerford said, “What is different here is that there is a collaboration. We collectively set those goals. We're given the tools, but then we're trusted to do what we need to do to get it done.”

Secondary Teacher Elaina Garrett explained ways the structure supports working together. “Part of the collaboration is in Friday morning meetings every week. We (teachers) are still here at eight, but kids don't come till nine. We all get to see each other, work with each other, and even after the meetings, we can grab colleagues to talk about what you're doing working in your classroom or discuss how to connect with a kid having trouble.”

Teachers praised the curriculum and high standards as well as the resources available to help students reach those standards. Teacher Marsha Yoder noted the math curriculum. “It really offers targeted instruction,” she said. “We teach that with fidelity. We also allow the kids to struggle with it, but we see a lot of gains, so we tend to call it productive struggle.” Elementary Teacher Dee Ginn stressed, “(We get these results) because we have wonderful support staff. “Our board has been highly supportive,” said Superintendent/Secondary Principal Cathi Wilson. “We have three at-risk instructional aides at the elementary school and three at the secondary building. They are invaluable.”

Like other highly successful districts I’ve seen, Oxford uses a system of tiered intervention, a variation of the state Multi-Tiered Systems of Support (MTSS) model. It’s based on regular monitoring of how students are doing and providing time for individualized help based on their needs.

Oxford also has a strong commitment to early childhood education, including a preschool that is free to district three and four-year-olds. “We really try to reach out to students before they ever get into school,” said Elementary Teacher Kim Mitchell. This includes home visits, Parents as Teachers, and Futures (an area social service agency for special needs children), a kindergarten readiness night, and a “jump start” summer program for students to experience school before it actually begins. The district also works with the local public library on a summer reading program.

Oxford educators credit part of the dramatic increase in the graduation rates to their seminar program and Individual Plans of Study (IPS). Students are assigned to a small group which meets daily with the same seminar teacher throughout all four years of high school. Assistant Principal Bugbee says they work to stay engaged with all students, even those who tend to shy away. “We’re always talking with them about their plans, finding opportunities to do an internship, even taking students to enroll in college or helping them get a driver's license so they can get to school or work.”

Oxford educators say graduation rates have been supported by the district virtual school which they believe helps students who might otherwise drop out. This could be due to a variety of reasons including health, family, or emotional issues. “They like the flexibility of the online school,” said Carey. Oxford leaders stress that the flexibility of their virtual program is matched with strong accountability.

Wilson noted the district has large number of students, graduates, and staff seeking degrees in K-12 education. They have responded by creating opportunities for students to work as classroom aides, setting up internships, and working with area colleges. “We have not had a problem filling teaching positions, whether because of our reputation or some of our home-grown students who are coming back to be teachers.”