Superintendent Dr. Marcy Cassidy believes that transparency is key to progress. 

"You can’t be afraid of showing your data, whether it’s good or bad," she said. "We take it to the board, and I keep bringing it to them. The needle hasn’t moved as much as I’d like yet, but we’re not going to shy away from it.”

Cassidy and her team make sure they’re looking at both wins and challenges, using data to inform their next steps rather than letting it discourage them.

"We try to find pockets of growth along with the areas where we’re struggling," she said. "At first, showing the data felt deflating. There’s so much pride here and so many amazing teachers, and I never want them to think it’s about them—it’s about what we’re doing and how we’re using the information."
One of the biggest wake-up calls for Burlingame was their postsecondary success rates.

"It was alarming," Cassidy said. "We realized we needed to take a step back and ask, ‘What do our students, and our community actually need? What do they want to do after graduation?’ It’s about finding their strengths and building around those."

Burlingame Board Member Pamela Masters admits that before the district’s shift toward data-driven decision-making, the board wasn’t fully aware of how data could inform their choices.

“I didn’t know what I didn’t know,” Masters said. “I don’t think as a board we were necessarily aware of where our data was lacking. When Dr. Cassidy came in, she really began to discuss data with us and inform us more.”

This shift in focus has changed the way the board makes decisions, including hiring new staff.

"It’s influenced how we approach staffing and new roles," Masters said. "In the last few years, we’ve hired a curriculum director and an assessment and instructional coach. Having someone break down the data for us and show where we’re actually improving—it’s promising. It reassures us that we’re putting our resources in the right places."

For teachers, the shift to a data-centric approach required some adjustments. Robin Fruits, an instructional facilitator, understands that reviewing data can be challenging.

“It is hard for teachers to ask for help and to look at data and not take it personally,” Fruits said. “Your data could be very different from one year to the next based on your students.”
To make data more accessible, Burlingame started using the FastBridge screener and made sure both staff and students understood its purpose.

"The first thing we did was present the data to staff, breaking down what each part of the screener measured and what our results meant," Fruits said. "We also shared that same presentation with our 6th-12th graders, so they understood the test they were taking and why it mattered. Then, we met with each student one-on-one so they could see their own results."

The district is now working on aligning standards with curriculum resources to ensure consistency in instruction.

"Our elementary school has adopted four new curriculum resources in the last three years," Fruits said. "That’s a lot for teachers to take on. Now, we’re focused on unpacking our standards and making sure teachers have the right resources to support them."
Elementary Principal Shelley Banzhaf has noticed a shift in mindset among teachers.

“Our staff is really focused on student improvement, so the data doesn’t feel like a personal attack,” Banzhaf said. “They want our students to succeed, and they know that we all have areas we can improve in.”

In Burlingame, they try to keep data at the center of decision-making with weekly meetings.

"Our Wednesday meetings are short, but they happen every week," Taylor Montgomery, Jr/Sr High Principal said. "A lot of schools spread out their professional development, but I think that makes it harder to keep teachers updated and on the same page."

Montgomery believes that small, intentional steps will lead to long-term success.

“I didn’t come in with any big ideas to shake things up,” he said. “It’s all about the small details, and we’re going to use those details to finally move that needle. I feel like we are just on the edge right now. We’re close, and as a leadership team, we are coming together. We’re going to end this year strong and come back next year with even more ambition.”

By embracing data, making informed decisions and maintaining a focus on continuous improvement, Burlingame USD 454 is setting an example for districts across Kansas. Their willingness to confront challenges head-on while celebrating progress is a testament to the power of data-driven leadership.

Want to see more examples of how Kansas school districts are bringing the Eight Characteristics of Effective School Boards to life? Explore other district stories in this series:

• The 8 Characteristics of Effective Boards: An Overview
• Haysville's Vision Gets Community Buy-in
• Strong Values in Silver Lake Drive Student Success
• Lawrence Prioritizes Intentional Policymaking
• Collaboration Helps Rawlins County During Challenging Times
• Focusing on People, Dodge City Aligns Goals and Resources