Trego's Mountain Ear

"Serving North Lincoln County"

Tag: Education

  • Our School District is 80% Unified

     This article is excerpted from a report I made to Trego’s school board several years ago.  I don’t have an answer to what went on when Eureka Elementary and Lincoln County High Schools were unified by election in 1988 – the relevant board minutes were missing, and Joel and I were unable to find them. 

    I began looking for data when I read of Eureka’s Elementary district’s inability to pass a levy for a new school building – the suggested alternatives included getting the high school to build a new school, and passing the existing high school on to the elementary district.  While it was offered as an “out of the box” solution, it has been done before – the Lincoln County High School I attended is now the Eureka middle school.

    As a Trego taxpayer, I have the privilege of supporting LCHS and Trego Elementary – but when LCHS buildings go to Eureka Elementary, we Trego residents have effectively been taxed to support Eureka Elementary as well as Trego Elementary.  (Joel tells me that Eureka Elementary paid LCHS a fair price for the old high school – but as I rewrite these notes, I still don’t know what the fair price was.  Trego and Fortine districts provide about 20% of the High School tax base.  Turning the old high school into the middle school is a great deal for Eureka – but may have been unjust taxation for Fortine and Trego landowners. I have assurances that that is not the case – but I do not have figures that allow me to do my own calculations.

    Understanding the significance requires data.  And that data is available at https://svc.mt.gov/dor/property/cov#/256 where the state shows market and taxable values for each district.  To minimize the data dazzle, I will attempt to explain using only the market values of District 13 elementary and District 13 high school, then converting them to percentages for ease of understanding.  (this data is from my original report to the Trego board, and is not current)

    High School District                                1,375,196,172

    Elementary District                                 1,108,162,025

    Subtracting the elementary market value from the high school market value shows that 2,670,341, or 19.4% of the property tax values going to LCHS are from Fortine and Trego districts.   The decisions on running the high school are made by five board members elected from the Eureka elementary district – the appearance of representation for Fortine and Trego is a member from each small district, outvoted at the best, and, at the worst a pair with Quisling quality loyalty to the communities they represent.

    I believe that the codes mandate that the Fortine district trustee be voted in by Fortine, and Trego’s trustee be voted in only by Trego voters – but I have found no evidence that elections have occurred in that manner.

    I have been gathering data to better understand the governance of Lincoln County High School over the past three years.  It is a bit perplexing . . . LCHS has, throughout my lifetime, been closely related to Eureka Elementary.  When I attended LCHS, the cafeteria was over in the Roosevelt building.  Roger Ranta was superintendent over both LCHS and Eureka Elementary.  The lines of demarcation were never well defined.  In many ways, LCHS and Eureka Elementary have behaved as a unified district over at least the past sixty years – but with lip service toward recognizing the outlying districts (now only Fortine and Trego) as part of Lincoln County High School’s district and independent of Elementary 13.

    MCA 20-6-101-3(4) states “As used in this title, unless the context clearly indicates otherwise, a county high school is a high school district that has not unified with an elementary district under 20-6-312.  The context of the name “Lincoln County High School” does not clearly (or even murkily) indicate unification with Eureka Elementary.  I suspect that this section of the law was why discussion of the need to change the high school’s name was reported in the Mountain Ear when the unification was discussed in 1988.  (Joel tells me that the two districts are not unified, but that they operate together under a memorandum of agreement)

    I began searching for documentation of unification when I read that comment in the Mountain Ear archives.  I now have a copy of the April 20, 1988 letter to the trustees of Eureka Elementary, District 13 from Cindy Middig, then Lincoln County Superintendent of Schools.   That letter begins: “Congratulations on the success of your unification election” then gives instructions on actions that need to be completed before July 1st, 1988. 

    Since Eureka/LCHS does not term itself a “Unified District” while Libby does, I am assuming that a more detailed review of the LCHS minutes, or the Lincoln County Superintendent’s correspondence will unearth more relevant information.  Middig’s letter ends with “The additional high school trustee nominating areas (the 3 outlying districts) will remain the same.  The trustees presently representing them, Mrs. Lora Johnson (Trego), Mrs. BeeGee Cole (Fortine) and Penny Williams (Rexford) are hereby appointed to hold office until a successor is elected and qualified at the next regular school election in April of 1989.”

    The fortunate thing is that BeeGee Cole and Ted Roo (LCHS board chair at the time) live.  When I called BeeGee she recalled being appointed to the High School board to represent Fortine, but had no firm recollection of anything being done to unify the districts.  She explained to me that she was a Fortine board member and sent by the board to represent the Fortine District at the LCHS board meetings.  This differs substantially from the role Marcy Butts  filled on the LCHS board, and it appears that change is a result of Cindy Middig’s letter.  It appears that Middig did not consider that her change to the board structure would essentially create a taxation without representation situation when the Eureka Elementary Board could vote to take high school properties that were 20% funded by Fortine and Trego.

    I spoke with Ted Roo, whose recollection was that Cindy Middig’s letter removed all the high school board members and gave all the authority over the school to the elementary board.  From Ted’s recollections, we can point to April 20, 1988 as the time when the event occurred.  (Ted only served on the high school board, and ceased being a board member with Middig’s letter.)  If Ted’s recollections are correct, we need to see if “The Lincoln County High School Trustees” performed all the requirements for the first transaction listed in Middag’s letter.

    Since the May 16, 1988 minutes show LCHS board members Ted Roo, Lora Johnson, Penny Williams, L. Jack Higle, Andy Ivers and BeeGee present, we need only review the minutes from that date through July, 1988 to determine if the LCHS board completed that required transaction before July 1, 1988.  My reading of the Middig Unification letter is that, if that transaction was not performed by the LCHS board before July 1, the unification did not legally occur.  The old Mountain Ear article pointed out that there was a discussion that the name of the high school would be changed – yet it remains Lincoln County High School.  The unchanged name suggests that there is a significant possibility that the requirements listed by Middig were not performed.

    If those three specific actions Middig’s letter says were required before unification could occur were never done, as I read the letter, the unification was never completed.  Yes, that would create a challenge to getting LCHS a high school board after the Elementary board has controlled both operations for 35 years – but I know of no statute of limitations that forces us to accept governmental misconduct or blunders.  MCA 20-6-312 lists the requirements for County high school unification.  20-6-313 seems to support Middig’s instructions: “(1) Whenever a county high school is unified with the elementary district where the county high school building is located, the following transactions must be completed on or before the July 1 when the unification becomes effective:”

    Since the High School continues to operate as Lincoln County High School, which name does not clearly indicate the unification with Eureka Elementary, and after talking with then LCHS board chair Ted Roo, I have questions on whether those required transactions occurred – the LCHS name continuation suggests that there is, at the least, some probability that the Middig letter unified the districts, but the other activities that were required to occur before July 1, 1988 did not.

    I (along with Superintendent Joel Graves reviewed the records from May 16, 1988 through August, 1988, and we were unable to find the minutes that described the board activities to complete the following transactions required in Supt. Middig’s letter:

    1.         The Lincoln County High School trustees shall surrender all minutes, documents, and other records to the trustees of the “new” high school district.

    2.         The county treasurer, after allowing for any outstanding or registered warrants, shall transfer all end-of-year fund cash balances of the county high school to similar refunds established for the high school district.  All previous years’ taxes levied and collected for the county high school shall be credited to the appropriate fund for the high school district.

    3.         The board of county commissioners shall execute, in the name of the county, all necessary and appropriate deeds, bills of sale and other instruments for the conveyance of title to all real and personal property of the county high school, including all appurtenances and hereditaments, to the high school district.

    Another necessary search through Eureka’s records is to determine the circumstances of the transfer of the old high school building from LCHS to the Eureka elementary district.  If the LCHS board was eliminated – and I trust Ted Roo and his memory – the Eureka Elementary board held five of the votes that transferred the county high school to the Eureka Elementary District.

    I asked Suzy Rios, Lincoln County Superintendent of Schools, to search her department’s records from May 16, 1988 to August 1, 1988 to see if documentation exists that provides further information on the unification election – but I suspect that the county superintendent’s record went the same way as Extensions – and I disposed of Extensions records when they had been spoiled by years of a sewage leak in the annex basement.  

     Middig did not complete her term of office, and was replaced by Mary Hudspeth as County superintendent of schools.  The dates when Cindy Middag left the office and Mary Hudspeth came in may explain some of my confusion.  (At Trego, we are missing our 1988 and 89 board minutes)

    If neither Superintendent can find evidence that the LCHS board took the action Superintendent Middag required, our next step is to ask Sedaris Carlson (County Treasurer) to see if those actions required of the county treasurer occurred.  If they did, it is evidence that the unification occurred.  If not, it supports the null hypothesis.  Again, 1988 was early in computer evolution – any records will be on paper, and have long been stashed away somewhere.

    We can also check the county commission’s records for the same time period to see if their required actions were performed.  Their minutes for the middle of 1988 will show, or not show, if they did what they were required to do.

    As I understand it, if Superintendent Middig’s letter stood without negation,  we have a high school that is unified with part, but not all, of its constituent elementary districts.  Since Fortine and Trego both exist as independent districts, Eureka elementary has essentially been granted power to tax both Fortine and Trego for the high school district, then turn the high school property over to the elementary district.  If I recall correctly, taxation without representation was the impetus behind the American revolution.  This situation also suggests that if the unification did occur, Cindy Middig did not correctly consider representation and taxation of Fortine and Trego – which is probably a constitutional issue.

    My conversations with BeeGee and Ted leads me to these tentative (and testable) assumptions:

    1. Prior to the unification vote the outlying districts assigned board members to the LCHS board.  This makes sense in terms of communication both ways.
    2. The unification vote that was announced as a success by Supt. Middig was partially enacted – the high school board was replaced by Eureka Elementary’s board, plus a mandated representative from Fortine and from Trego.  Rexford later entered Eureka as a consolidation – ownership of Rexford school and its history may show something:  If the necessary transactions were completed, the building would have been property of the consolidated district when Eureka took over Rexford district.  Additional research needs to be done on the old high school.  Joel explained that Eureka Elementary bought the old high school building from LCHS – that can provide a great deal of light to the questions.  If it was purchased from LCHS, that indicates that there is no unified district.  If it was sold at less than fair market value, that indicates the high school and elementary districts were acting as a unified district to the economic disadvantage of Fortine and Trego taxpayers.  If the building was still owned by LCHS, it strongly suggests that the transactions Superintendent Middig demanded were not completed.
    1. Whether LCHS and Eureka Elementary are unified or not, the LCHS board is set up to exploit Trego and Fortine.  I cannot even vote against the Eureka board member who votes to finance a new high school and sell the existing building to Eureka Elementary for $100 the minute the high school bonds are paid off . . . and a single Trego rep, not even connected with Trego’s board can’t change that.  A governing board with five votes out of seven can institute a policy that elementary students can be transported by high school buses from Trego, through Fortine, to Eureka Elementary.  This amount of power over the two small districts that Cindy Middig granted to Eureka Elementary seems not only unconscionable, but unconstitutional. 

    My thanks to Joel Graves and Suzy Rios for their help in reviewing the records – and demonstrated the old research adage: “Absence of Evidence is not evidence of absence.”

    Our high school board is not (and has not been for over 35 years) matching this description:

    Montana Code Annotated 2023

    TITLE 20. EDUCATION

    CHAPTER 3. ELECTED OFFICIALS

    Part 3. School District Trustees

    Membership Of Elected Trustees Of County High School District And Nomination Of Candidates

    20-3-356. Membership of elected trustees of county high school district and nomination of candidates. (1) The trustees of a county high school district must include the following:

    (a) four trustee positions filled by members residing in the elementary district where the county high school building is located; and

    (b) three trustee positions filled by members one of whom resides in each of the three trustee nominating districts in the territory of the high school district outside of the elementary district where the county high school building is located. The county superintendent shall establish the nominating districts, and, unless it is impossible, the districts must have coterminous boundaries with elementary district boundaries.

    (2) The provisions of 20-3-305 govern the nomination of candidates for the trustee election prescribed in this section.

  • School Community Library Proposal

    After a recent board meeting, Trego School sent the following to the County Commissioners:

    To the County Commissioners,

    Trego School is interested in meeting the broader educational needs of our community, provided that we can do so without compromising the safety and quality of education for our students. We have realized that we have a layout that would make hosting a community library relatively easy to do without compromising student safety.

    As such, the school board has requested that I pass along the attached proposed interlocal agreement, to open the Trego School Library as a school-community library. There’s a little remodeling needed for safety purposes: specifically, we need to add a set of doors and restore a receptionist window to our office. We are not asking the county to pay for that. 

    We anticipate minimal expenses to the county; we already have office staff present 9-5, who will be able to check out books to visitors, we have a volunteer who returns books to their shelves, and the school already maintains heat/light/internet/insurance for the space. We do not foresee the need for a librarian (we handle being too small to afford one via membership in Montana Small Schools Alliance). We would expect the county to cover adding our library materials to the existing county library catalog, and we would need at least some training for our staff to be able to do so. 

    As stated, we believe that a joint library can be created with minimal expense, which would serve the community as a whole for approximately 30 hours a week, decrease the commute to the nearest library and increase the availability of library resources to our community. 

    Thank you for your consideration,

    What is a school community library? A school community library is essentially both a school library and a public library. It effectively places a public library on school grounds, often within the school itself.

    For Trego, the library would be in a separate wing of the school, so that it can be accessed without allowing access to the classrooms.

    What safety considerations are there for school/community libraries? School Community Libraries essentially invite the unvetted public onto school grounds during the school day. As such, it’s essential that they not also have classroom access. Additionally, it may be reasonable to reserve times for the library to be used exclusively by students.

    What benefits does a school/community library offer to the students? It expands the potential library catalog, beyond what the school can afford. Furthermore, students with high reading levels will have access to books at greater difficulty levels. Additionally, it allows students to access interlibrary loan and additional public library resources. It also has the potential to host a summer reading program, which would be beneficial to students. Book clubs and other programing is also a beneficial option.

    How can the school afford this? Essentially, the school already is. The library exists and already has costs for heating and lighting. The school would not be hiring additional staff, but would be taking advantage of existing employees and volunteers to handle checkouts and returns. The school would share library costs with the county; it’s unlikely to result in much savings, but it won’t increase costs either.

  • School Rankings Released

    School Digger has released its annual school rankings.  This year, Sunburst (near the Sweetgrass Hills) rated #1 – a small school with only 40 students. 

    ACT scores were not included in this year’s rankings – a bit of a loss.

    Our own Lincoln County High School ranked 85th of Montana’s 124 schools.  On the Montana State Reading Test LCHS scored at 52.8% – a little above the state average.  The score for mathematics was 15.3%, and science was 15.2%.  That translates to the bottom sixth in math and science.

    Whitefish ranked 9th, Libby ranked 13th. 

    Click the link to check the ratings for yourself.  Words fail me.

    Sourced from OPI
  • What Education Could Be

    What Education Could Be

    Imagine that you are a student. Fifth grade. You arrive at school and eat your breakfast with your classmates and your teacher. You know all of them, because it is a small school and you know everyone. Your teacher asks about your pets, your family, your hobbies because it’s a small class and your teacher knows you too.

    You and your classmates get into the bus- except, it isn’t actually a bus. It’s technically a class-3 school bus, which means it’s a van. It’s cozy, has seat belts, and it’s easy to talk to the people around you.

    Your teacher asks you if you know why pine trees shape their leaves like needles. And you listen, and you ask questions. Learning is a conversation, things pointed out as you drive by or when you stop to look at something more closely. Your teacher welcomes your questions and encourages your curiosity. Sometimes the answer to your question is known and sometimes it goes on the list of things to research later. The geological history of the area is written in the stones and in the shape of the mountains and now that you know what to look for, you can see it.

    You see ecosystems, in a pond, in a forest, in a meadow, and even on the moss covered rocks. You take samples of water and look at them under microscopes (the kind that use mirrors for light and require no electricity). You can see the stages of ecological succession; You can see the pioneer species that move in on bare stone, a pond that will one day become meadow, and a meadow that will one day become a forest. The future of the landscape is there and you can see it now.

    You see human history, too. Old fire lookouts, and the places that the roads once were, when they were traveled by wagons. You see dynamite scarring that came when roads were built, and you pass stump cultures from Christmas tree farming.

    You eat lunch back at school and your afternoon teacher joins you. Your afternoon is a vocational class. This trimester it’s Building Trades, and you are learning the basics of carpentry, plumbing, wiring and masonry. Last trimester was Culinary Arts and next will be Engineering.

    This could be Trego School. This is a glimpse of the future we want for the children of our community. We want them to have opportunity to learn how to do things, to ask questions, and to reach their potential as confident, capable adults.

    Help us build the future. Do you have a skill or a profession that would benefit the children of our community? Consider putting in an application at Trego School and applying for a Class-4 (vocational) teaching license.

  • On Graduation Day

    On Graduation Day

    This article is the board chairman’s speech for Trego’s graduation.  It comes after a year of strife and the board’s decision to move to a new model of education that recognizes the level of expertise and education that is present within our community.  The era of the single-classroom generalist teacher has passed.  We’ve recognized that our school will be better integrated into the community by accepting the 21st Century and hiring adjunct faculty to teach the specialized classes our students need as they move from 5th through 8th grades.  Call Shari at 882-4713 if you’re interested in being part of the team – you may have a great idea that hasn’t crossed our minds.

    Fifty-nine years ago, I graduated from Trego’s eighth grade.  The graduation speaker was a forester, who seemed to be directing his remarks to Marvin Osler, explaining that Osler Brothers Mill wouldn’t be there for his career.  He was right – as I drive by the old mill site, I see a Koocanusa Brewery building and sign where the Osler brothers once supplied dimension lumber to the nation.

    I graduated from a different building, with 3 classrooms down where the outside basketball hoops grow from the asphalt.  This school building came along three years later, as Trego became a boom town for the tunnel and railroad relocation projects. 

    I think of the sawmills that are gone – Ksanka, Osler Brothers, Tobacco River, Stevens, Owens & Hurst – and how the timber industry powered the economy in the valley.   Now, the Economic Research Service classifies us as recreational, government dependent and retirement destinations for the economic drivers. Trego school remains.

    A century ago, my mother was finishing the first grade at Trego.  I don’t know how much she learned, but I recall two stories.  The first was seeing a bear as she walked to school, and how her teacher didn’t believe her.  “There aren’t any bears in Trego.”  The second was a tale of technology – you see, toilet paper was a new technology in 1922, and that same teacher was teaching students to use that new technology.  One square per trip to the outhouse.  I don’t recall the teacher’s name – but I do recall the lesson that my mother didn’t accept.  I guess we could say that the teacher was preparing her students for the great covid toilet paper shortage of 2020.

    A century ago, Trego’s main industry was transportation – specifically transporting logs to Eureka from the old dam on the Dickinson place.  Picture if you can – the gates of the dam blasted open with a dynamite charge, and a crew riding that small flood filled with logs for the 20 mile trip to Eureka.  The dam was last used around 1954 – that industry is gone.  The one-room log school of the twenties burned.  Trego school remains.

    Marvin went on to become a teacher – he completed his master’s quite a while before I got mine.  Mom went on to nursing school in Spokane – along with the invasion of Guadalcanal, the Navy put a hospital in grass huts at Milne Bay in New Guinea.  Trego’s home industries were gone – but education pushed their way into future careers. 

    The eighth grade is the first big step.  When public education began, it was the step into the working world.  Now, it’s the step into high school.  Congratulations.  You are Trego’s final graduate of the old model.  It was a good system, serving the purpose of preparing young people for the working world.  Still, we probably should have made the change from the 19th century model at least 20 years ago.

    The students you’re leaving behind are going to enter a different world of education – and the first change will be learning from specialized teachers instead of generalist elementary teachers for fifth grade up.

    Our first goal is that our eighth grade graduates will have the opportunity to bring a credit in algebra and a foreign language credit with them as they enter high school.  Not everyone will pass high school algebra in the eighth grade – but if you do, that credit travels with you.  We’re looking at filling that fifth block with a foreign language that can travel with you to high school.

    The friends you leave can expect classes based on blocks and a trimester system.  Imagine for a moment, having a professional wildlife biologist teaching life science for thirteen weeks, then getting 13 weeks of Newtonian physics, followed by 13 weeks of earth science from a geologist.  The friends you leave behind will be moving into an exciting world that takes them further into the sciences.

    Social studies – this is my area . . . I became a sociologist and demographer – but next year, the friends you leave behind will move into social studies as well as history.  Think for a moment of 13 weeks specializing in Montana history . . . of 13 weeks learning enough economics that you could CLEP the first college course . . . CLEP?  College Level Examination Program – your friends might not learn enough at Trego to take the test and get credit – but I’m betting at least half of them would.  Between the blocks and the trimesters, your friends will have experts preparing them for high school.  In college, the teachers would be called adjunct faculty – coming in to teach what they are really, really good at teaching – subjects that they love.

    Math?  I spent 3 years with dear Mrs. Price – and may have moved ahead 3 months.  Picture a math program that includes the real world applications of surveying, of forestry, of statistics.  Math is power, math is fun – and next year, Trego’s students will be studying math in ways that use real world applications that make math fun and relevant.

    English?  Three teachers over a year let us have a teacher who loves grammar, a teacher who loves teaching speech and drama, and another who teaches writers.

    I haven’t even started on the afternoon half-blocks.  Picture a two-hour block taught by a professional artist on Monday, moving to Tuesday’s music class.  When I went to High School from Trego, band wasn’t an option for me – I hadn’t taken the required classes in Junior High.  We will be correcting that long-term omission.  Picture 13 weeks of learning electrical wiring, followed by another 13 weeks emphasizing solar energy.  I could go on – 3 trimesters and 5 blocks each week will let us offer fifteen artistic,  vocational and PE classes each year.  Who knows?  We may even rebuild the greenhouse and get some horticulture going.

    The 21st Century perspective offers opportunities.  We can’t out-Eureka Eureka.  Eureka has a century of experience at developing outstanding athletic teams.  We can’t out-Fortine Fortine – they still have their first school building in operation.  Our first burned down, and our second was dismantled by Tommy and LeeRoy.  We’re moving on to be the best Trego we can be.

    This summer will see some additions to the playground – centered around the idea of individual, life-long sports.  A combination frisbee golf and pitch and putt course will be set up – forms of golf that don’t require a lot of travel or expense (or break windows).  We’re looking at a cross-country ski course for our students – I’ll cheerfully admit that the ability to use cross-country skis kept me employed for six or seven years.  We’re talking about adding air-rifle training – all activities that qualify as PE and can be added to the afternoon half-blocks.

    Fifty-nine years between us – and we’re both examples of the old model.  That’s OK – previous graduates have shown that you can go anywhere from here.  The world will provide you a living – you just have to work every day to collect it.  Grab it with both hands – you’re the last of the old model.  From your peer, over 50 years in the past, my heartfelt “Congratulations.”  I envy the things that you will see.

  • Part-Time Science Position Available at Trego School

    Part-Time Science Position Available at Trego School

    Trego School is accepting applicants to teach a four hour science class, once a week, to the upper grades. While most teaching contracts run the entirety of the school year, that isn’t necessarily the case for this one. Trego School is operating on a trimester system, which means that an applicant could choose to teach for a single trimester. At four hours a week, and thirteen weeks in a trimester, that means a commitment of 52 hours.

    Who’s qualified? Anyone licensed to teach the subject to the relevant grades. As it happens, this means anyone with an elementary license for grades k-8, as well as anyone with a secondary (high school license) for grades 5-12. In the case of the high school license, the area of endorsement must correspond to the classes taught.

    Out of state license? Shouldn’t be too much of a problem. Montana’s Office of Public Instruction should be making it easier to obtain a Montana Teaching License for those licensed to teach in other states.

    Retired Montana Teacher? Anyone receiving a retirement from Montana’s Teacher Retirement System can be paid up to $21,400 a year by a public school without interfering with their retirement.

    What could you teach? The state of Montana provides teaching standards for Life Science, Earth and Space Science and Physical Science. It would be quite reasonable to expect a trimester devoted to each. Large districts typically divide those into a year of earth science, a year of life science and a year of physical science. Why? Those classes are taught by the same teacher each year, someone who specializes in the topic. Trego school is using the same approach- each class taught by someone who specializes. And, unlike the model of the large districts, this approach is effective in a multi-grade classroom.

    Experience tells me that the same standards can be met in more than one type of class. Earth Science standards might be met in an astronomy class, which begins with the big bang and ends with the formation of planets and the processes that shape them. A class detailing earth’s geological history might meet the same standards. Life Science standards can be met with an introductory biology course, but a class on evolution will naturally include cell biology and ecology as well. The interconnected nature of life science means a variety of classes can teach those standards. Short answer? Teach the class you love to teach.

    Why have a part-time teacher? We ask a lot out of elementary teachers. We license them to teach students from kindergarten up to the eighth grade- and those two age groups have considerable differences. Then, if that’s not enough, we license them to teach every subject; Art, PE, Science, Math, English, Social Studies- for every grade! Allowing teachers to focus and dive deep into a single area keeps teachers from being spread too thin and lets them teach the subjects they love.

    Interested in Applying? Contact Shari Puryer (clerk@tregoschool.org) for more details and to pick up a copy of the District Application.