By Mark Tallman
"Research shows when your community is rallying for kids, the kids respond to that." - Caldwell Superintendent Traci Becker.
Caldwell celebrates its history as the first Kansas “cow town” on the Chisholm Trail for cattle driven from Texas to Kansas railroads in the decades after the Civil War. Today, Caldwell USD 360, located south of Wichita, also celebrates educational success. School and committee leaders say much of that success can be credited to community pride and support.
On state reading and math tests from 2017 to 2022, Caldwell increased the percentage of students scoring at higher levels by 15.6 percent. This performance was almost 20 percent greater than expected based on demographics. The district’s enrollment is about 250 with students from low-income families combined with students with disabilities at 73.6 percent, slightly higher than similar districts. Caldwell’s average postsecondary success rate from 2015 to 2020 was 66 percent, 16.3 percent higher than predicted.
I went to Caldwell to learn how the district is getting better than expected results. My meeting included not only current district leaders and staff but also community leaders and retired educators. They all agreed on the sources of student success. These included a community culture that supports student learning as well as some unique aspects of the district. They pointed to strategies in the State Board of Education’s “Kansans Can” agenda as specific steps any district can take to improve student success.
Caldwell leaders said the community shows strong support for its schools including a recent school facilities bond, involvement in various school activities, volunteering time and skills, and parents communicating closely with teachers and administration. They talk about high and consistent expectations for students across all grade levels.
They stressed educational traditions including a strong alumni association that started in 1933. Their highly attended annual homecoming events occur during school so students can interact with alumni. Alumni participate in homecoming events and help fund activities and scholarships. They present certificates of lifetime alumni association membership to each graduating senior.
Joel Hudson, a Caldwell graduate who went on to became a successful educator in another district said, “I think it's high expectations. I think it's always been that way here, whether it's our facilities, or athletics, or academics, or community involvement. I think there's just an expectation that you're going to do the right thing.”
Caldwell leaders acknowledged their advantages of size and location. As a small school district, it is easier to know each student and provide individual attention. At the same time, they note the district is close to Wichita where they can access services that might not be available in more rural areas.
This proximity also helps attract and retain employees which leads to an experienced teaching staff and stable administration. This consistency allows the district to maintain strong programs and give new programs time to work.
Caldwell leaders also cite specific programs and strategies they believe have contributed to success including participation in the State Board of Education’s school redesign project beginning in 2018. Using district and at-risk funding they offer free preschool to every child in the district. They embraced the Multi-Tiered Systems of Support (MTSS) model. They have committed to the structured literacy approach to reading with all elementary teachers getting LETRS training. The district provides the professional development needed and the time to use data on student needs and improve instruction.
To address student mental and physical health issues, the district has added a K-12 counselor, maintains a full-time school nurse, and partners with a local mental health provider to have a therapist provide on-site services.
The district has supported postsecondary success through a range of career and technical education (CTE) pathways and concurrent enrollment partnerships with Cowley Community College. There is a required senior project for graduation that blends a student’s Individual Plan for Study (IPS) with community engagement. “(The senior project) has developed from a community service-based idea to community service combined with their IPS,” said Secondary Principal Stacy Boone. “They start on that project as a freshman and start accumulating community service hours. They're also doing job shadows, career exploration activities, college visits, and other things throughout high school. Then as a senior, they wrap it all up and present in front of members of our community.”
Caldwell leaders stressed that none of these efforts would be successful without committed teachers and a supportive school board that reflects the community. They say they are validated by the response of their graduates.
"We have to feel good about when people come back, we hear about the positive things they're doing,” said long-time school board member Gage Overall. “They are grateful and want to pass the system on. So, we must be doing something right."
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