Putting Students First in Rural Idaho: How Preston Joint School District Sustains High Performance Through Innovation
Case Study
When staffing shortages, rural barriers, and financial constraints threatened the continuity of special education services, Preston Joint School District in Idaho refused to let students fall behind. This case study shows how Assistant Superintendent and Director of Special Education Dr. Brady Garner kept services strong and students progressing by partnering with eLuma for online speech therapy.
About Preston Joint School District
Preston Joint School District serves students across eight small towns in one of Idaho’s most rural regions. Every school qualifies for Title I. The community faces persistent economic challenges, and the district operates in aging facilities. The district also competes with nearby Utah for certified providers, where SLPs can earn significantly more with only a short commute.
Table of Contents
The Challenge: Rural Realities and Rising Needs
Preston confronted ongoing challenges tied to its rural location, limited resources, and shortage of certified providers. The high school is nearly one hundred years old and still lacks heat and air conditioning. Idaho requires a two-thirds supermajority to pass a school bond, which is an almost impossible threshold for a low-income rural community.
When four of the district’s nine special education teachers retired in the same year, continuity of services became increasingly difficult to maintain. Dr. Garner needed a solution that would protect student progress and support new staff without lowering expectations.
“I put students first. That should be the mindset of every educator.”
The Solution: Choosing the Right Partner
Preston evaluated several potential providers. The district chose eLuma because of affordability, service quality, and reliable customer support. Flexible scheduling at the secondary level eased pressure on teachers and administrators.
Although Dr. Garner initially wondered whether online therapy could be as effective as in-person services, results quickly removed any uncertainty.
“We have not noticed a difference from in person to online. We are seeing the same amount of progress.”
Students responded well, sessions remained consistent, and eLuma’s providers integrated smoothly into the district’s workflow.
Building Community Confidence
Families were cautious at first. During the initial year of services, many reached out with questions about virtual therapy and what it would look like for their children. As students began showing visible progress, those concerns shifted.
This year, Dr. Garner shared that he has not received a single call from families worried about online services. Instead, he hears the opposite. Families who were once hesitant now want to continue with the current model.
Students continued meeting goals and moving toward exit criteria. Even during a year marked by major staff turnover, the consistency of eLuma’s providers kept services stable and predictable.
Real Results, Real Relationships
One of the clearest indicators of success came from the state’s special education performance measures. The state benchmark was 20 percent. Preston’s results reached roughly 50 percent.
Despite economic constraints, major staff turnover, and limited resources, the district performed more than twice the state expectation. Student progress remained steady. Confidence grew among teachers and families. New staff received the support they needed to settle into their roles.
A Partnership Rooted in Responsiveness
Throughout the transition, communication was essential. Whenever Dr. Garner raised a concern, he received immediate support from eLuma’s team.
“eLuma remedied the situation right away. I appreciate the professional aspect of that.”
This responsiveness stabilized services during a difficult year and gave new teachers a reliable partner while they learned district processes and expectations.
Looking Ahead: Strengthening Instruction and Inclusion
Dr. Garner recently completed his doctorate in special education with a focus on inclusion. Much of his current work centers on providing monthly professional development, improving communication with families, and ensuring students with disabilities are fully included in general education classrooms.
“We are a small community, but our students are achieving at high levels. eLuma has helped us keep our services strong, our staff supported, and our students first.”
Even with aging buildings, financial limitations, and a challenging hiring landscape, Preston Joint School District continues to exceed expectations. Dr. Garner credits this success to a dedicated team, a strong belief in putting students first, and partnerships that help maintain quality without compromise.