Karnes alternative program reports rise in course completions, outlines plan to gain independent building number

Karnes staff presented an update to the Geary County Schools Board of Education on Jan. 13, 2025, reporting increased course completions and 19 early graduates while outlining next steps to improve attendance, reading and math outcomes.

The presentation, delivered by Karnes leadership and summarized to the board, said 19 students were identified as early graduates last year — 17 from the Karnes program and two at the JDC — and that staff logged 434 course completions and 217 credits earned in the prior year. "The biggest win we had is that first glow up there, which is 19 early grads," Karnes leadership said. The speakers described a mix of additional course-count figures during the presentation (one slide noted 237 courses completed) and did not explain the discrepancy on the record.

Karnes staff said the program serves students for a variety of reasons, including behavioral challenges, academic struggles and social-emotional needs. The program uses smaller classes, computer-based instruction combined with hands-on activities, and partnerships with Kansas Connect and Job Corps to provide alternative pathways to graduation. Leaders said they have implemented a behavior-intervention room with a level system intended to teach social-emotional skills and to create clear incentives for students to return to their home schools.

Administrators also reported the program’s student-support profile: nine high-school students on Individualized Education Programs (IEPs) and five middle-school students on IEPs; roughly 10 high-school students on Section 504 plans; and student improvement plans (SIP) for about 20 high-school students and 14 middle-school students. School leaders described basic achievement-level distributions shown in their slides: many students score at Level 1 or 2 in reading and math, with a sizeable share two or more grade levels behind in reading and math on the district’s screening measures.

Attendance and behavior trends were a focus. Presenters said attendance has declined this school year for reasons that include student transportation choices (many walk and do not come in poor weather) and family responsibilities on days other schools are closed. Behavior referrals were reported as ‘‘way down,’’ while detentions have risen — an intentional strategy, leaders said, to address lower-level issues in-classroom and keep more students in the classroom rather than resorting to in-school or out-of-school suspension.

On staffing and program capacity, the Karnes team said recruitment and retention remain major challenges for the program. Staff noted the recent hiring of a math teacher, which they said has improved students’ access to in-person academic help. The leadership outlined several next steps: pursuing a distinct building number (Karnes is currently tied to the high school and middle school schedule and data), continuing professional development tailored to Karnes students, expanding PBIS (Positive Behavioral Interventions and Supports) and building more regular parent engagement events.

Regarding the building-number request, presenters said being a separate entity would allow Karnes to adopt its own schedule and improve data-trend analysis (state assessment data and longitudinal trend comparisons are currently tied to the host schools). "When we schedule, our schedule has to follow either [the alternative school] or the high school," Karnes leadership said, noting that having their own building number would allow more scheduling flexibility and better aggregation of assessment trends.

Board members asked about student preferences for returning to home schools, transportation options and the balance of computer-based versus hands-on instruction. Karnes staff said some students prefer the alternative setting but that staff are trying to maintain weekly conversations with students about the steps needed to return to their home school. On transportation they said district busing is available for students but some choose not to ride.

Karnes leadership credited staff and district partners for recent gains and highlighted the program’s goals: increase interventions in reading and math, add targeted professional development (including components from community resources and evidence-based practices), and continue using the PBIS-level system and parent engagement events to support student success.

The presentation closed with the district noting the board would receive additional materials and that administrators will continue work on the building-number application and professional-development plans.

A copy of the Karnes presentation slides and the program’s data tables were provided to the board; administrators asked the board to consider the building-number request as staff continue to prepare required state checklists and documentation.