By Mark Tallman
“I was a student in this district. When I talk about high expectations, it's been here forever. I remember feeling that as a student. I also remember feeling like my teachers were invested in me as a student and wanted me to be successful. That’s what we are building on.” - Cheney Director of Teaching and Learning Paula Sears.
With about 780 students, Cheney USD 268, west of Wichita has some of the highest educational outcomes in the state. School leaders credit a community culture of high expectations.
Cheney’s population of students from low-income families plus students with disabilities is 44 percent, well below state average and other districts in their enrollment category. However, Cheney’s results are high even taking into account their demographics. On the 2022 state reading and math assessments, students scored between 8 and 15 percent higher than expected at the various levels. From 2017 to 2022, Cheney’s scores increased at a rate 7 percent higher than expected based on their population. Their postsecondary success rate of 74 percent in 2022 was 12 percent higher than expected and one of the highest levels in the state. This is a measure of students completing a postsecondary credential or remaining enrolled in college two years after graduation.
I met with some of Cheney’s leaders to learn what the district is doing to get these results. “I think a big part is that everything we do from grade school through middle school and high school is very intentional,” said Superintendent Marc Woofter. “The curriculum is in place very intentionally, at each level, to flow into the next level.”
Sears says the administration and school board have greatly benefitted the teachers by providing scheduled time together to collaborate on things. “Like making sure our curriculum maps are meeting all of our standards.” Director of Curriculum and Instruction Jill Albers said, “I think we're constantly asking ourselves; how can we be better?”
Cheney leaders say their teachers have embraced the use of data to improve. “They want to know their (test) scores. They want to know what those scores mean and where our kids are missing standards,” said Albers. “They want to ensure every student's success.” Woofter said, “They want to be able to dive into those assessments so they know what they have to teach for the rest of the year, to address any weak areas that they can strengthen.”
This focus on curriculum, data, and improvement are part of Cheney’s deliberate efforts that include additional staff to help teachers understand and use the data. “Teachers have to make it work but they have us to help facilitate conversations and really look at the overall results,” said Sears.
Like other high performing districts, Cheney has a strong kindergarten readiness program. The district has provided free preschool for four-year-olds for many years. Almost all Cheney kindergarteners have had some preschool experience, a huge head start for both behavior and academic results.
Cheney has long had a program like the state’s Multi-Tiered System of Supports (MTSS) model at the elementary level and is working to expand to the secondary grades. The concept uses data and screening to identify students who need help and are then provided the necessary support. They are participating in the State Department of Education’s Technical Assistance Support Network (TASN). “We really want it to be a true MTSS model where it's not just interventions, but where we are offering extensions to those higher performing kids,” said Albers.
School leaders say one big reason for the district’s high postsecondary success rate is a unique “5 x 5” block schedule at both middle and high school. Students take five 76-minute periods on alternate days, for a total of 10 courses per year. “One period is CAP (Career and Academic Prep),” said Albers. “During that time, we do our character education. We do our individual plans of study during that time. We also do our interventions, and there is also study time and club time.”
The schedule increased electives, added student options, and enabled smaller classes. “It has allowed us to increase our (College and Career Tech) pathway completers, but it also gives our students more exposure to different courses in subjects,” said Albers. “Going to a 5 x 5 also opens up time for students to do internships, or work-based learning.”
Cheney offers approximately 18 CTE pathways as well as postsecondary CTE programs. They provide many on-site concurrent enrollment courses for college credit. Approximately 90 percent of graduates leave with some college credit or a certificate in addition to required high school courses. “It just opens up the possibility for our students to leave high school with a vocation,” said Albers.
Supporting all of this is a culture of community support for education. “You can't leave Cheney without understanding that there is a culture of excellence,” said Woofter.
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