Achieving Success Through Opportunities

A Commitment to Excellence in Academics, Arts, and Innovation

Boardman Local Schools, located in Mahoning County, Ohio, is a district with a reputation for excellence. Deeply committed to shaping the future of its students, the focus is on providing a well-rounded education that emphasizes academics, athletics, and the arts.

Superintendent Chris Neifer shares, “Our vision clearly states that our goal and our job here is to transform lives through all of the opportunities we present to kids.” With this in mind, the district ensures students have access to diverse learning experiences, preparing them for future success, whether in higher education, technical fields, or direct entry into the workforce.

Superintendent Neifer emphasizes, “We pride ourselves on the ability to try to provide as much consistency as possible, but as much individualization too. Kids have the opportunity to explore and find those different pathways or areas of passion as they progress through the educational system.”

Elementary Learning and STEAM Integration

Early learning is a priority for Boardman which has three elementary schools serving students from kindergarten through third grade. Neifer notes, “That foundation we understand to be extremely important, and we do a phenomenal job as a district.” When it comes to the learning gaps exacerbated by the COVID pandemic, he adds, “We’ve done a pretty good job of filling them at this point and that’s all based on the hard work that our staff is doing. We are meeting them at their place of need and making sure that we provide the resources to those buildings.”

With three schools achieving National Blue Ribbon status over the last 15 years, the district has also been recognized in the US News and World Report in a ranking of 3,500 elementary schools in Ohio, where three Boardman schools placed in the top 111. “We had a 76, a 107 and a 111,” touts Neifer.

“So, we are certainly meeting the criteria and the requirements that the state has set aside. But even more importantly, we’re watching our kids thrive and build that great foundation as we move our way up through the  intermediate, junior high, and then the high school.”

In keeping with Boardman’s progressive approach, STEAM concepts (Science, Technology, Engineering, Art, Math) are introduced to students as early as kindergarten. Currently the focus is on building a continuous K-12 STEAM curriculum. “We have pieces in place at all of the buildings, and at this point, we’re really trying to work hard to make sure that they’re aligned, and we’re giving kids increased opportunities at each grade level,” Neifer says.

Expansion of the engineering and robotics curriculum is currently underway, with plans to create a state-of-the-art STEAM and robotics lab. “The whole space is going to be retrofitted with the proper technology and all of the new pieces to support that curriculum,” relays Neifer.

“We have a three-year plan laid out in front of us to build that up to a three year engineering curriculum with a robotics component that ties directly down into our junior high school, where we already have some STEAM programming in place, some robotics, some 3d printing, additive manufacturing. So that’ll give us a nice four-to-five-year continuum between the Junior High and the High School.”

Programs such as Little Steamers provide an opportunity for high school students to mentor the youngest learners, while introducing them to problem-based projects, as well as coding and engineering principles. “They just recently did Hour of Code,” expands Communications Coordinator Amy Radinovic. “They also do projects like building candy catapults, where they give the kids their sticks and the different things that they can use, and they kind of watch them without giving them too much information. It’s neat how you watch how much more they pay attention when it’s a high schooler, who they admire.”

The district’s commitment to technology extends to the use of AI in education, and administrators are currently partaking in professional development to ensure safe and effective technology use in classrooms. “We’re engaged in a nine-part series with the state so that we have a better understanding as we look to introduce this at a greater level, and make sure that we have policies to support the fact that it is a resource for kids. We want to present it in a way that is safe for them and still is an asset to the learning process.”

A Strong Emphasis on the Arts

Boardman is widely recognized for its exceptional arts programs, proudly offering five orchestras, multiple bands, and an acclaimed jazz program that is showcased at various events throughout the year. “They perform throughout the community, sometimes up to 50 times a year outside in different venues,” describes Radinovic.

Another source of pride is Project Mayhem, a Trans-Siberian-style rock orchestra that has been captivating large audiences for nearly two decades. “Everything’s electrified, and students  perform for two and a half hours,” Radinovic portrays. “What’s most impressive is that the students themselves have a lot to do with the choices. It’s not part of the school day. They meet every Wednesday, all year long, to be prepared to do one stadium show in Spartan Stadium, which is outdoors, and one in our performing arts center in March.”

Career Pathways and Workforce Development

Understanding the evolving job market, Boardman Local Schools is prioritizing career  readiness through various initiatives. A Building Trades Apprenticeship Program works in partnership with building trades unions in the region, introducing students to apprenticeship opportunities.

“If they successfully complete the program, they have finished their first two years of their four-year apprenticeship,” details Neifer. “It certainly gives them the leg up to get out into the workforce, and a much faster opportunity to earn those living wages and get their feet solidly planted in those building trades.”

To provide students with dual credit, AP and CCP options, the district collaborates with  higher education institutions, including Youngstown State University, Kent State, and Stark State. “We offer 13 AP classes here, and last year, we were commended by AP because we had 61 recognized AP scholars out of our group, and I believe we were at 83% of our test takers  getting a three, four or five on the AP exam. That directly translates into college credit for those kids. College Credit Plus (CCP) is something that we’re going to expand in that regard as well.”

Additionally, Boardman Local Schools is building relationships with local companies such as Humtown Manufacturing, connecting students to community partners and opportunities. Neifer recounts, “We’re working through those organizations to see what kind of things we can expand, and what kind of opportunities we can provide for kids. We’re just on the cusp of that, but we do have a plan in place, and we’re starting to put our facilities in the right spot to allow us to further the programming and curriculum that we’ve been talking about.”

Providing students with clear pathways that help prepare them for the jobs of the future is top of mind at Boardman, and the district is investing in educators and staff to help facilitate and support innovative new programs. “We’ve got kids in school who are going to be doing jobs that don’t even exist right now,” acknowledges Neifer. “We want to provide them with those solid opportunities and foundations to explore what’s out there. If we wait until high school we’ve waited too long.”

Addressing the issue of teacher shortages,  Boardman Local has launched initiatives to encourage students to consider careers in education. Beginning next year, the district will offer an Introduction to Education course, allowing students interested in teaching to gain early exposure to the profession. A parallel course, Introduction to Music Education, is also being considered to provide a similar opportunity for students passionate about music instruction. “We want to start to raise our own, and start to support our own profession,” Neifer asserts.

Student leadership is further fostered through mentorship opportunities, where programs like Amigo and Amici pair high school language students with elementary schoolers to teach Spanish and Italian. Similarly, journalism and broadcasting students mentor younger peers, producing school newspapers and podcasts across grade levels. “I can’t tell you how many of those that I’ve heard saying, ‘I really like this. I’m thinking, I’m interested in teaching,’” Radinovic conveys.

Looking Ahead

As Boardman Local Schools looks to the future, top priorities include expanding workforce development programs and ensuring students are well-equipped for the demands of the ever-changing job market. “We are trying to find those opportunities as we watch the state of Ohio go through a shift,” imparts Neifer. “10 years ago, everything was about sending kids to college, and we do that really well. On average, 85% of our kids go to some post secondary institution. But we need opportunities for all our students to find their passion and perfect fit.”

As Boardman Local Schools continues to grow and adapt, its focus remains on nurturing students who are not just well-educated, but also motivated, confident, and prepared for success.

AT A GLANCE

Who: Boardman Local School District
What: An innovative school district, adapting to a changing world
Where: Boardman, Ohio
Website: www.boardman.k12.oh.us