By Mark Tallman

School leaders in Sublette USD 374, a district of about 375 students in southwest Kansas halfway between Garden City and Liberal, say they have achieved higher-than-expected student outcomes by focusing on data, individualized student support and preparing students for postsecondary success.  

They also stress maximizing local advantages, pursuing additional funding and a strong tradition of educational leadership. 

KASB developed a system to predict student outcomes for state assessments, graduation rates and postsecondary success, based on district enrollment, as well as the percentage of students eligible for free and reduced-price meals and students with disabilities. With an average of 74.5 percent of students requiring additional learning support between 2015 and 2024, Sublette is above the state average. 

Based on the most recent data, USD 374 exceeded average expected results by 5.2 percent, ranking 18th among 132 districts with fewer than 500 students. Moreover, from 2017 to 2024, its graduation rate increased 12.6 percent, or 10.2 percent higher than expected. Between 2018 and 2022, its postsecondary effective rate increased 16.0 percent, or 18.4 percent higher than expected. (Most districts had a decline between 2018 and 2022 as college enrollment dropped during the COVID pandemic.) 

Sublette Superintendent Rex Richardson assembled a team of principals, curriculum leaders and specialists and teachers to discuss how they are achieving these successes. The first factor mentioned was using data to support individual student interventions. 

Since 2012, the district has been using the multi-tiered systems of support, or MTSS program, with rigorous fidelity to state standards. This allows teachers to continuously analyze data and adjust instruction based on student needs. 

Brooke Patterson, a Title I reading specialist and middle school/high school curriculum coordinator, explained. "We follow the (state) MTSS guidelines and screen kids three times a year. Teachers look at that data and form groups based on student needs, and then they monitor through assessments how the kids are growing. They look at the data, and they make adjustments. Although we've had a lot of turnover among staff, that system has stayed in place, and people have been very willing to look at the data and then adjust their instruction based on what the students need."  

Elementary Principal Rachel Lee agreed. “We look at data intentionally. Our PLCs (Professional Learning Communities or groups of teachers working together to improve student achievement) meet every Friday. Brooke, and teachers who taught reading like she does, help us know how to look for growth, and figure out why some kids are not making the same progress and what we can do about it. I think that's the one positive thing about a small school is that you get to know the kids and what interventions they truly need to make them successful.” 

Sublette has been using MTSS long enough that its leaders are confident that it not only supports young students but has contributed to improving graduation and postsecondary success. A second key factor is strong support for postsecondary planning and participation. 

“I think the teachers and counselor at the high school set the kids up for success and probably instill in them that going on to school past high school is important,” said Renee Phoenix, who has a lot of roles as KESA (Kansas Education Systems Accreditation) director, elementary curriculum coordinator, PreK-6 technology teacher and district media specialist. “The counselor works on getting them set up for scholarships and college visits. We're very fortunate to have three community colleges within 50 miles, so that allows our students to easily obtain the next level of education. The high school is small enough she can know what those kids need, and the career readiness test they give helps them decide what direction they want to take or not take.” 

Postsecondary success is defined as the percentage of students who graduate on time and either complete an industry-recognized credential, a technical certificate or an academic degree or are enrolled in a postsecondary program within two years of graduation. One reason for significant growth is that until recently, the district did not allow dual or concurrent enrollment allowing students to earn high school and college credit for the same course, due to concerns about rigor. Those concerns have been addressed, and a growing number of students earn credit or even credentials while still in high school. 

The district also now offers low-cost concurrent college classes ($50 for three credit hours), provides free technical college attendance through the state’s Excell in CTE Program and encourages students to explore career options through Career Technical Education pathways. “Our counselor literally tries to get every single kid somewhere for the next year -- kids that would have never thought they were going to go to college," said High School/Middle School Principal Sonya Pena. 

Sublette leaders say progress in these areas is supported by building and local advantages, pursuing additional resources and the community. 

They note the Southwest Plains Regional Service Center is located in Sublette, so educators can participate in programs without the travel time and expense others face. District staff are encouraged to take full advantage of professional development opportunities. While having three community colleges within 50 miles would still seem convenient to students in many parts of the state, it provides a lot more options for students in an area where people are used to driving longer distances. 

Sublette also works to secure additional funding. Grant funding from the Patterson Family Foundation, a Kansas City, MO-based charitable foundation supporting rural communities across Kansas and Western Missouri, provided funding for preschool. The district blended that funding with state at-risk preschool aid, and state funding through the Children’s Initiatives Fund to offer all-day preschool for four-year-olds. The district also operates a daycare program for employees’ children under the age of four. 

Patterson funding also supports a “Grow Your Own” teacher program for staff working toward education degrees. 

This district received federal funding through a 21st Century School grant for after-school programs providing extra help and enrichment. It operates a school foundation supporting technology investments. Local churches and businesses provide school supplies and student support. "We have a church that gets together, and all of the kids' school supplies for our elementary kids are paid for, so parents don't have to worry about providing that," said Elementary School Principal Rachel Lee. 

Sublette educators also praise a close-knit district where educators know students and families personally, making individualized support and interventions, and strong collaboration possible. "We know our kids and our families; we know our community, and we just work extra hard to meet all of their needs,” said counselor Michelle Avritt. 

Finally, Sublette leaders say the district has a tradition of working to improve education. “It has always been important that there's a rotation of curriculum, and so we get updated curriculum on a pretty frequent basis. I think this district's been a leader in technology and every classroom has had what they needed in the past,” said Secondary Principal Sonya Pena. 

"We're constantly trying to find the next best thing for better results,” said Superintendent Rex Richardson.