“We see our Individual Plan of Study and our social-emotional as combined. We take what employers are saying they need from employees and are aligning our expectations with that. They're saying they need people who show up to work, who can follow directions, who can work independently, who can communicate effectively, who can cooperate with other workers, who can manage conflicts. Those are the kinds of things that we work on. We do student led conferences twice a year, where the kids report how they are doing those kinds of tasks, in setting their own goals and looking at employability skills.” - Minneola High School Counselor Jamie Blew.
As a small community facing big changes, Minneola USD 219 is working to keep up high performance. Located 20 miles south of Dodge City, Minneola has 250 students and an average high-needs student percentage of nearly 70 percent (special education students and those from low-income families). On the 2022 Kansas assessments, students scored an average of 13 points higher than projected based on demographics.
From 2017 to 2022 Minneola’s scores increased 11 percent more than expected. Its 2022 graduation rate was 100 percent, up nearly 5 percent in five years. The district’s five-year average postsecondary success rate was nearly 7 percent higher than projected.
I met with district and school leaders to discuss how Minneola was getting these results. They noted that efforts to maintain or increase performance are taking place as the student population changes. The district has seen the percentage of at-risk students increase to its highest level ever as shifts occur in area economy, housing, and employment.
Minneola leaders say the district's strengths have been its low class size and experienced, stable teaching staff. “Consistency of instructional practice in small classes allows us to really hone in on our most at-risk kids,” said K-12 Interventionist Livia Custer. We can target the small group of students who need intensive intervention or support.” Federal Title funds and at-risk funding helped add staff for early intervention.
Superintendent Lance Custer says the district has increased its professional development on social and emotional learning. “One thing I really noticed when I came here as high school principal and then superintendent is how our staff focuses on creating relationships with our students, making sure that every student has an adult they can feel comfortable having a conversation with,” he said.
Schools make use of Student Intervention Teams to monitor and address student needs, whether academic, social, or behavioral. The district designates days in the calendar for teachers to discuss students and how to best meet their needs.
The district has begun using multiple grade or age groups in the elementary school to work on character education and to foster relationships. Switching to student-led conferences has boosted parent attendance from 20 percent in high school to nearly 100 percent at both the high school and grade school. If parents don’t come to the school, educators make every effort to contact them.
Five years ago, the district started a preschool program, allowing for much higher participation rates, which leaders agree have contributed to higher success. Minneola has also been expanding and strengthening its Multi-Tiered Systems of Support (MTSS) program. It focuses on looking at how students are doing at multiple points throughout the year and setting aside time for specific responses to each student.
Concurrent college enrollment courses, opportunities for career technical education courses at Dodge City Community College, and distance learning courses support the district’s high postsecondary success rate. They have expanded programs offering industry certifications in areas such as nurse assistant, OSHA, Microsoft Office, and sports officiating.
District leaders also credit some of their success to consistently using phonics in reading instruction, which is part of the structured literacy approach the State Board of Education is now requiring all districts to use.
Like other high-success districts I have visited, leaders say there is a certain intentionality and teamwork attitude that distinguishes their schools. “It's more of a collective, supportive culture here,” said Livia Custer. “What happens in this grade level directly impacts what happens down the road at the next grade. At the high school, it's not just subject area based, it's collective based.”
Pre-K-8 Principal Donna Roetzer agreed. “I've always tried to stress that we are a family here. I think we've grown together as a staff.”
Bright Idea: Minneola provides onsite mental health services with partial funding from the county sheriff's office. “Our sheriff has always been willing to help with anything having to do with safety. It’s been a great partnership,” said Roetzer.
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