By Mark Tallman
“The board really sees the value in the IPS (Individual Plan of Study) activities and making education more relevant, working to educate better individuals. They've been pretty adamant about making sure we keep band, the arts, and life skills. The board really sees the value of a well-rounded education.” - Haviland Superintendent Mike McDermeit.
Haviland USD 474 is one of the smallest districts in the state with just 119 students and only grades kindergarten through eighth. Their reading and math results are among the highest in Kansas. In testing for postsecondary success preparation, the district had the highest levels of any system in the state, public or private in 2022.
Haviland’s results are over 30 percent higher than expected based on its percentage of high need students (72.3 percent from low-income families and special education). These results reflect scores that continue to improve. From 2017 to 2022 the district saw double digit increases that were the third highest in the state compared to projected increases.
Haviland also outperforms all other public and private systems that don’t have high schools or test beyond grade eight. The district has an arrangement for Haviland students to attend Kiowa County USD 422 for high school.
I visited Haviland to find out how they are getting not only high, but improving results. Leaders believe one reason for success is a commitment to building strong relationships tied to social and emotional learning. They also point to a strong academic focus supported by solid instruction, expanding preschool, and individual plans of study.
Principal Tayla Ellis said that relationships with students and families have been critical to academic success. Although Haviland school leaders say small class sizes and a small, close-knit community are advantages, the district ranks above average in the percentage of high-need students. There is a community tradition of many families fostering children.
“Our teachers do an extraordinary job of building a relationship with the students first, because they're not going to learn or feel comfortable in their environment until that relationship is established,” said Ellis. “We use the Second Step program for our social emotional curriculum. Teachers integrate that into their classrooms and some of those skills are used, for example, to help them de-escalate and work through some of the traumas that they bring to the table. That’s a big portion of our results academically.” They have reduced the percentage of students considered high risk on social and emotional measures from 16 percent to 10 percent.
One of Haviland’s goals was to have each student report at least three positive relationships with staff in the building. Ellis said not only was that goal met, “Over 90% of our kids identified at least 11 positive connections between staff in the building.”
Like most other high success systems I have visited, Haviland groups students into multi-grade families meeting together at least once a month. “We have the older kids come down and pick up the little kids and go to a set room for different activities on relationship building,” said Ellis. “Each family group came up with a name and flag. It’s another way to build more relationships, beyond your own grade and teacher.” Ellis says those efforts quickly help new students feel more comfortable.
Haviland reports that social and emotional learning is critical to academic success. They also credit other factors including a relatively stable teaching staff with a consistent curriculum, aligned with the state standards that state tests are based upon.
“We've had the same K-5 reading and math curriculum for a while,” said Ellis. “Our teachers are teaching the standards. They know what is expected.” At the same time, the district recently revised its 6-8 grade curriculum.
The district has also focused on a Multi-Tiered Systems of Support (MTSS) program for K-2 students, which breaks students into four groups daily, based on individual needs. Students are given support in areas where they may be struggling or provided with enrichment or acceleration.
The district has emphasized training in structured literacy to promote reading skills. Leaders also point to the preschool program, in just its third year, which is operated in coordination with a community day program. It allows a higher percentage of students to have one or two years of preschool before kindergarten.
Finally, Haviland has been introducing elements of the State Board of Education’s Individual Plan of Study goal, including career exploration in eighth grade. Superintendent McDermeit said the community and the local school board has been supportive of education beyond academics alone.
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