by Mark Tallman

Herington Elementary School in USD 487 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.

Over the past five years nearly 50 percent of Herington Elementary 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 Herington Elementary students scoring at the lower levels on state reading and math tests was only about half the state average. The percentage of Herington Elementary students from low-income families (78.2) is 25 percent higher than the state average. The percentage of students with disabilities (26.7) is 10 percent above the state average. Both these student groups typically score much lower than students overall.

I met with Herington district and elementary school leaders, teachers, and community members to ask how they think they are getting these results.

Meeting Student Needs

“One of the things that I think has helped us find such success is we have a very robust and strong MTSS structure here at the elementary,” said Superintendent Donalyn Biehler. “It's been implemented and refined over the past 12 plus years. Those refinements have led to more success for our students over time and helped us become more effective with our intervention processes.”

MTSS (Multi-Tier System of Supports) is used to monitor student progress and target individual help through differentiating instruction. Students are grouped 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. 

Herington leaders offered some reasons why their MTSS program was getting such strong results. They stressed a commitment to intervention time, data-driven decision-making, and collaboration among staff. “We have structured our master schedule to prioritize intervention time, ensuring it is just as important as core classroom instruction,” said Biehler. “We also have very clear protocols,” explained Director of Student Learning Melissa Brunner. She says that in addition to having time in the schedule for students, the staff meet regularly to monitor progress to see what works and what doesn’t. “We shift those interventions if necessary, and so we try to be as responsive as possible.”

Giving individualized help to both struggling and higher performing students helps move all of them up on assessments. “We also utilize that time to really try to enrich and challenge our students that are on grade level or don’t really show we need to intervene,” said Herington Elementary Principal Nick Morgan. “That's really helped pull some of those higher scores, too.”

School leaders also stressed the need for non-academic support, especially as the district’s low-income population has increased. “We really focus on consistency, common language, and accountability when it comes to behavior expectations,” said Morgan. We integrate these expectations into our weekly social-emotional learning lessons. We also have a positive behavior point system and a school store where students can use their points to purchase rewards and incentives.”

Supporting Teachers

Herington leaders praised the work of their teachers in student success and stressed the importance of giving teachers the tools they need. “Professional development is very important to us,” said Morgan. “We're really committing to the LETRS (Language Essentials for Teachers of Reading and Spelling) training, and KESA (Kansas Education Systems Accreditation) work has been a great platform for us to demonstrate some school improvement initiatives. 

I spoke with eight teachers from kindergarten through grade four and special education. They stressed that the school created a positive environment for teachers. Several had received support from district programs, including Para Pathways to earn a teacher license while working in the district. They also praised the high school’s Teaching Pathway program that allows high school students to work in the elementary school.

Teachers stressed that the school has a “family feel” where teachers feel they can go to anyone with questions or for help when discussing student data. Teachers feel empowered to share their ideas and learn from veteran teachers. They say administrators listen and provide guidance so teachers feel comfortable reaching out for help.

They say the school emphasizes the importance of building strong relationships with students, especially those who have experienced trauma. "The most important thing is to build relationships with students,” said Kindergarten Teacher Megan Deutschendorf. “If you can connect with them, you can teach them anything. But if you can't connect, you'll struggle no matter how strong your content knowledge is." 

Community Partnerships

School leaders also credited a positive relationship with the Herington community, including a welcoming environment, strong fundraising, and partnership with local mental health resources. The district supports the community through a preschool available to all residents. 

Herington Hearts is a community-based initiative that focuses on educating families living in poverty and providing support in areas like budgeting, finance management, and addressing other challenges. The program meets weekly in the school building, providing a meal for the families and childcare for the children while the parents attend the educational sessions. “It has helped open doors for families who may have previously felt intimidated by the school environment,” said Biehler. “It's been an important way for us to engage with and support our families who are facing poverty in a non-judgmental, community-oriented way.”

Community members and parents also said school leaders were open about what they are doing. “I think our board, our administrators, people on PTO and site Council, are all open to talk to folks,” said school volunteer, librarian, and news reporter Susan Mueller. “When people asked what’s going on or what's this new thing they're doing, the information is forthcoming,” she said. “Communication is key.”