By Mark Tallman

Garfield Elementary School in Augusta USD 402 is one of four Kansas elementary schools named a 2024 National Blue Ribbon school. They are among the 356 schools across the country recognized by the U.S. Department of Education for their performance on state assessments or nationally normed tests.

About 55 percent of Garfield students scored in the two highest levels on state assessments, noted as Effective and Excellent in preparation for postsecondary success. The statewide percentage is about 33 percent. The percentage of Garfield students scoring at the lower levels on state reading and math tests was less than half the state average. The percentages of Garfield students with disabilities or from low-income families are close to the state averages.

I visited Garfield Elementary to talk about how they are getting these high results. Like the other high achieving districts I have visited, Augusta stressed the importance of a dedicated staff and a culture of collaboration. At no place was that idea better demonstrated than at Garfield Elementary. I met with Principal Trever Lockamy, who began his education career as a student teacher in that very building, where his mentor teacher still works. Lockamy returned as both a teacher and now principal for ten years. Superintendent Matt Ward, talked about a “special aura” at the school, where all educators strongly support each other and deliver consistently superior results. The 19 teachers I met with were eager to talk about the recognition because of justifiable pride they take in their results. Here are some of the most important things I heard.

Administrative Support

Teachers praised a supportive administration for fostering a trusting and collaborative environment. “We're encouraged without any fear of failure. We can do things that serve our students the best,” said Third Grade Teacher Merek Holtzinger. Fifth Grade Teacher Charlotte Owens praised Lockamy’s frequent classroom visits and positive interactions with students. “I have never had a principal who so frequently walks into my classroom and observes what we're doing and interacts with the students.”

Professional Development and Growth

Several teachers stressed how the school encourages continuous professional growth through education and training opportunities. There has been a long-standing emphasis on the importance of having a master's degree, resulting in a staff with deep experience and high credentials. 

The group also cited a high level of professional teacher union membership and its role in maintaining high standards and professional development. They noted they are treated as professionals with high autonomy because they demonstrate high student results and hold themselves and their peers to high standards.

Reading Program

With almost 60 percent of Garfield students scoring in top two levels on the state reading test, teachers credit the Accelerated Reader (AR) program, an educational tool designed to encourage and monitor students' independent reading practice. Teachers say the program supports skills, goal-setting, and responsibility. “There's enough of us here that are trained and share it with others, and as a group, hold each other kind of accountable,” said Fourth Grade Teacher Jennifer Cody. “It's individualized, and you have to keep it individualized to have individual accountability.” 

Curriculum and Best Practices

The group highlighted the involvement of teachers in curriculum adoption committees and the importance of best practices in teaching. This includes using the same vocabulary and curriculum across all grade levels for consistency. They also stressed the benefits of having reading and math specialists and the efficient use of paraprofessionals.

Like other high success districts, Garfield uses MTSS (Multi-tier System of Supports) to monitor student progress and target individual help through differentiating instruction. MTSS generally groups students into three tiers, one based on general instruction, a second for students needing some specialized help, and a third for students with the highest needs, like special education. Teachers at Garfield say MTSS is working well in their school because of well-planned scheduling that doesn’t cause students to miss important subject matter when they are receiving extra support from specialists outside the classroom. 

Social-Emotional Learning and Family Involvement

Teachers also stressed the importance of social-emotional learning in the school’s academic success. They benefit from having a social worker, a counselor, and other support staff to address those social-emotional needs. They say growing numbers of students come to school dealing with issues that are detrimental to learning.

“It's important to take care of students and ensure that they are feeling safe, they feel loved, they're welcome, that they get food if they need it,” said Social Worker Julie Jones. The group discussed the benefits of having a welcoming and supportive environment for students and families, the importance of involving families in school activities and building positive relationships with parents.

Garfield uses a house system where students, teachers, and staff across all grade levels are grouped into several houses, each with its own name, colors, and symbols. The goal is to foster a sense of community, teamwork, and friendly competition among students within a larger school.

Overall, Garfield leaders and educators stressed that programs are important to success, but programs are only as effective as the people behind them.