By Mark Tallman
“In the last several years, we've been challenging our staff to think about how they can move from good to great, and not accepting that ‘good enough’ will be our standard. Great is our goal for everything we do and the goal where everyone in the district owns our mission, vision, and core values. It’s what we like to refer to as “The Hays Way!” - Hays Superintendent Ron Wilson.
Hays USD 489 has the largest enrollment in northwest Kansas with around 3,100 students. It is also getting some of the highest student success results in the state when considering its size and student needs. Students from low-income families combined with those with disabilities total 57.6 percent.
On the 2022 state reading and math assessments, Hays scored almost 10 percent higher than projected. Its postsecondary success rate was nearly 12 percent above projections.
As I have traveled the state over the past year and a half visiting some of the most successful and improving schools, a common factor is that they have a deep commitment to the hard work of getting even better. “What we’ve been able to do is come together as a school community and build on the importance of building sustainable systems that will carry the district long term,” Wilson said.
Several things lined up to enable Hays’ success including increased state funding and one-time pandemic support. They are focused on using those resources effectively. “A phrase we use a lot is getting to the student’s desk,” said Wilson. “We've been intentional about trying to make sure that everything we do is impacting kids in a positive way at their desk.”
Assistant Superintendent/Director of Curriculum Shanna Dinkel agreed on that focus. “The idea of ‘here’s what, so what, now what?’ First, here is the data we need to look at. Second, what is that data telling us? Third, now that we have the information, what do we do to improve our results?”
That has led to changes in the district’s Multi-tiered System of Support process. MTSS is a common strategy in education designed to provide varying levels of interventions and support to students based on their individual needs. “Our focus is really tier one, for all students,” said Dinkel. “We're not really moving into tier two and tier three until we have done everything we can to take care of all students at tier one.” The approach requires that teaching is aligned with district and state standards and strong instructional methods.
For the youngest students, Hays has expanded its early childhood programs and services. For the oldest students, the district has increased postsecondary success by embracing individual plans of study and career planning. Students participate in work-based learning and expanded concurrent college courses. Career Technical Education pathways have also been expanded. A “Boost” program has been implemented to help keep students from falling behind.
“We've really stressed the idea that post-secondary doesn't just mean college,” said Hays High School Assistant Principal Becky Hickert.
“The definition of post-secondary success is not necessarily a four-year degree; it's the degree or the certification or the credential that you need to do the things that you want to contribute to society, and that will help you get to that next step.” As a result, more students are staying in high school, graduating, and completing postsecondary programs.
These efforts have supported measurable academic outcomes, but leaders all agree that this would not have been possible without social and emotional learning. This includes an increase in student services for mental health issues and a strong Student Intervention Team (SIT) to monitor and assist very high-need students.
Hays focuses on skills beyond academics, what the State Board of Education calls “Kansans Can” competencies. “When kids leave us, we want them to be good citizens,” said O’Loughlin Elementary School Principal Rene Burns. “Yes, they need to be able to read and write but they also must have empathy, tolerance for others, understanding of others, self-regulation, problem-solving, and critical thinking skills.”
The district stresses positive relationships. These include elementary multi-grade “houses” or “families,” pairing high school classes with younger students, expanding clubs and activities, and course options at multiple levels.
One example is having high school students go to an elementary school to welcome little kids to school when parents drop them off. “Both the big and little ones feel a part of something, something bigger than themselves,” says Hays High School Principal Shawn Henderson.
Ultimately, Hays leaders say their success has come from a willingness to embrace change, no matter how difficult. “We're addressing a different set of needs than were addressed even 10 years ago. We're preparing kids who come in with this huge array of world experience, lived experience, to be ready to go out into a world that doesn't even really exist yet,” said Hickert.
Bright Idea: Like many districts, Hays has developed opportunities for students to get real-world work experience with employers and earn high school credit, and sometimes a job offer. A capstone event allows these students to share presentations on what they learned with classmates.
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