When math proficiency and college readiness rates declined across the Burton School District, district leadership knew incremental fixes would not be enough. Superintendent David Shimer partnered with Studer Education to design and implement a strategic improvement plan focused on leadership development, instructional excellence, and systemwide alignment.

By leveraging local improvement networks and Studer Education’s transformation expertise, the district established a culture of continuous improvement. As a result, math scores now surpass the state average, and college acceptance rates increased from 45 percent in 2015 to 70 percent in 2020.

Burton School District faced persistent challenges related to low math proficiency, limited student engagement, and declining confidence among staff and families. Many students did not view college as an attainable goal, and teachers were frustrated by inconsistent instructional practices and misperceptions about the district.

At the same time, district leaders were working to align schools and staff while navigating disruptions caused by COVID and declining enrollment as families explored alternative education options. Leadership needed a clear, cohesive strategy that would support teachers, engage students, and produce measurable academic improvement.

Burton School District began its improvement journey by joining the Tulare County Central Valley Networked Improvement Community through a grant from the Bill and Melinda Gates Foundation. This collaborative network provided a structured improvement process centered on shared goals, testing change ideas, analyzing data, and learning across districts.

Superintendent Shimer recognized that lasting classroom change required committed leadership and supportive systems. The district partnered with Studer Education and engaged multiple Leader Coaches to guide implementation, provide leadership training, track progress, and align improvement efforts across schools and departments.

Teachers adopted innovative instructional strategies, including vertical learning spaces, collaborative group roles, and student-led reflection using Plan Do Study Act cycles. Students became active participants in setting goals, assessing progress, and understanding their own learning growth.

Burton School District’s success was driven by intentional leadership, systemwide alignment, and a commitment to continuous improvement. By using data, scorecards, rounding, and consistent feedback from students and staff, district leaders created clarity, accountability, and shared ownership of outcomes.

Today, Burton School District continues to build on this foundation of trust, collaboration, and instructional excellence. The district’s experience demonstrates that sustainable improvement is possible when leadership, culture, and systems are aligned around a clear purpose.