Hickman County Learning Academy 2024 - 2025 2023 - 2024 2022 - 2023 2021 - 2022 2020 - 2021 Export Export

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S 1.1 High Quality Instructional Materials

The district will work with a State approved vendor throughout the 2022-2023 school year to adopt new, high quality instructional materials in grades K-12 to ensure that all teachers and students have access to the resources and practices they need to demonstrate proficiency. Educational materials will be aligned to the TN Math Standards. The district will continue to purchase materials that support K-2 Foundational Skills in numeracy. Teachers and leaders will need on-going professional learning to support adoption and curriculum training with adoption materials in order to implement these materials well. These strategies together include: purchase, deliver, and train; collaborative planning; and teacher/principal feedback.

Benchmark Indicator

Leader Preparation: Principal/Academic Coaches/Math Coaches will feel comfortable providing teachers feedback on math Instructional Planning Guides. District instructional supervisors will also observe walk-throughs and discuss feedback at least twice per semester with principal to monitor leader support of materials and adjust training needs.

Positive teacher perceptions of high quality materials and of implentation support (collected from surveys completed in November and February). Surveys will include category for educators to indicate their feelings of materials and the support provided to implement new materials. Survey results will be collected by the district supervisor of PD and will be reviewed with district and building administrators to determine district as well as building level supports that are necessary.

Schools will have a plan to meet twice per month in PLCs to collaboratively plan and discuss walk-throughs. Administrators will monitor implementation to those plans for consistency and quality of PLC meetings. District instructional superviors will monitor implementation of these meeting plans for consistency and quality.

S 1.2 Teacher Training and Development

The district and schools will focus on training and developing math teachers professional capacity. Professional development will be embedded and provided for math teachers to improve their instructional rigor and knowledge of standards.

Benchmark Indicator

Improved teacher observation scores (as completed each semester) and/or evidence of instructional progress during walk-throughs (as indicated on digital IPG forms) that are completed as least two times per semester. District supervisors will monitor evaluations completed and entered in TN Compass at least once per semester and digital walk-throughs at least once each nine week period and data will be used to monitor trends to inform additional learning needs.

TNCompass improved Level of Effectiveness scores; the average educator evaluation score will improve to at least 95% of educators scoring at a level 3 or higher on educator evaluations by May, 2023.

Stakeholder surveys completed in October and February, and will be reviewed by the district leadership team, with results shared with building administrators to plan for teacher PD.

District supervisors and administrators will collaborate to complete teacher evaluations for all teachers. Collaboration will occur each semester in August and January, to ensure that every teacher has the required number of observations completed. Schedules for observations will be shared with district supervisors in order to schedule dates that do not conflict with school events or activities.

Data tracker sheets will be maintained at the school level for benchmark assessments (Fall, Winter, Spring) and local formative assessments, and updated throughout the year. Building administrators will report information to district supervisors during monthly staff meetings.

Increased number of students performing On-Track or Mastered on TNReady with data discussions occurring at the district level, then with building principals in June.

S 1.3 Strengthen Data Driven Standards Alignment

Trainings to improve the knowledge base and application of effective instructional practices especially in questioning, thinking, problem-solving, academic feedback and TNReady assessments, to support educators (including Special Education and EL teachers) on successful math strategies to impact student achievemetn gaps and improve results for: racial and ethnic groups, limited English proficient students, students with disabilities, economically disadvantaged students, as well as to acquire books for administrator professional development with book studies.

Benchmark Indicator

Hickman County expects to see standards-aligned lessons, questions and tasks 60% of the time during the first round of instructional walks conducted by district-level administrators and will discuss feedback at least twice each semester with each principal to monitor leader support of instruction and adjust planning needs.

Building level principals review of lesson plans weekly providing feedback to teachers on alignment of instruction to state standards. During monthly meetings between district supervisors and building administrators, lesson plan feedback information will be shared with the group and discussion of what principals are seeing in lessons, what appears to be working, and areas for support. This information will be used to determine areas for district supervisors to support schools.

Improved TVAAS growth data on state assessments

Improved scores on standardized benchmark assessments in comparison to prior year.

Digitally recorded walk throughs will be completed two times each semester that will show that by April, 2023, 70% of K-2 classrooms are implementing math Instructional Focus Documents with fidelity for planning purposes during Tier I Instruction. Digital records will be kept by district instrutional supervisors to monitor and adjust training needs.

S 1.4 Student Instructional Support Services

High quality services will be provided to students. Students should receive daily Tier I core instruction along with a continuum of supports. The district will provide academic tutoring, interventions and other focused supplemental supports to improve achievements and close gaps in mathematics; and will work to ensure that practices meet the instructional needs of all students particularly students receiving interventions, students with disabilities, ESL students and students receiving other related services. TN All Corps grant will provide high-dosage, low ratio tutoring that creates high-impact learning experiences, focuses on reteaching missed or unlearned content, and connects missed learning to grade level content. Tutoring will be provided by teaching staff and paraprofessionals, with adequate training included for all tutors in the TN All Corps tutoring program.

Benchmark Indicator

TN ALL Corps tutoring will provide tutoring to 15% of HC students, at least 3 days per week for 30 minutes per session. District student support services coordinator will monitor timesheets and student enrollment each month to ensure that students are on track to receive at least 60 hours of additional math support between August and May.

Decrease the percentage of students receiving Tier II and Tier III instruction

Increase composite results on AimswebPlus benchmark assessments and Zearn progress monitoring checks by students showing positive Rate of Improvement in progress monitoring data. School data team meetings for students in RTI and TN All Corps tutoring will be held in conjunction every 4.5 weeks. The district RTI coordinator will attend all school level meetings. The district RTI Team will meet two times per year, and review school and grade level data to determine areas for teacher PD and/or support or revisions to district level procedures/scheduling/other needs.

District supervisor for TN All Corps will monitor school schedules and student tutoring data each month to ensure that high-dosage low ratio tutoring is occurring at each school. Additionally, school schedules will be evaluated to determine if tutoring schedules reflect the needs of the students, parents and tutors, with adjustments made as needed (adjustments may be made as needed monthly).

Perception survey data about TN All Corps tutoring will be collected each December and May, from parents and tutors to determine if growth and confidence in math is occurring. Students will be asked to complete verbal survey with their teachers, to obtain data to accompany the parent/tutor feedback. District supervisors will use feedback to support tutors with PD or other supports as needed.

S 1.5 Building Instructional Capacity for Administrators, Supervisors and Teacher Leaders

PD will be provided to building administrators and district supervisors in order to support math instruction for continuous improvement. Support will be provided that focuses on classroom instruction by assisting these leaders in recognizing observation evidence of high quality instruction and provide quality feedback that results in actions toward instructional improvement. It is important for this district to build and sustain instructional capacity and high expectations by growing and supporting current and future leaders, as well as teachers, in order to reinforce an environment of continuous growth.

Benchmark Indicator

Utilizing the IPG, the district will see positive shifts in classroom walkthroughs as completed two times per semester with district instructional supervisor observing walk-throughs at each school. IPGs will indicate that teachers are using high quality curriculum and the students are engaged and learning what is being taught. Gap between school administrator walk-throughs and district administrator scoring should reflect consistency in ratings in at least 90% of the number of walks completed at each school. Data will be reviewed each semester in district staff meetings with district supervisors and building principals for consistency in scoring to monitor leader support of materials and adjust training needs.

Using the IPG, a 50% increase from Fall to Winter in "Does Not Meet/Partially Meets" to "Mostly Meets/Fully Meets" and a 75% increase from Fall to Spring will be observed by district and building administrators. The data collected will be utilized for personalized "coaching" conversations, PD and PLCs as needed. Data will be reviewed in October, January and May by district supervisors.

District monitoring of universal screening given three times a year to ensure growth is occurring and gaps are being filled for all students.

ZEARN data will be reviewed every 4.5 weeks by building level administrators and district student support services coordinator. Monitoring will guide changes needed in implementation to ensure progress of students.

S 2.1 Utilizing Approved LEA Curriculum

All K-12 literacy teachers are utilizing the approved LEA curriculum and resources to provide students with instruction on all grade level standards. Teachers will use the LEA approved curriculum in order to ensure that all students have access to a guaranteed and viable curriculum and instruction aligned to standards that include developmentally appropriate strategies.

Benchmark Indicator

By Spring, 2023, the district expects to see 80% of all ELA teachers using LEA adopted curriculum and materials being used in classrooms, as evidenced by data collected during classroom walks by district supervisors and school leaders in the aforementioned walk throughs. District supervisors will monitor the data of Fall and Spring walk throughs to determine if the number of teachers using the LEA curriculum is increasing to at least 90% by the spring of 2023. Data collected will be used to adjust teacher training and PLC collaborations.

Record data from benchmark assessments from the Fall and the Spring; district reading specialist will work with school administrators and academic facilitators in identifying differences between teachers who use the LEA curriculum. Data digs will be completed during PLC meetings in October, January and March to identify deficits in curriculum standards, with the district reading specialist reviewing agendas of PLCs for consistency and quality of curriculum planning.

S 2.2 Rigorous Tier I Instruction

HCSS will increase the rigor of Tier I instruction. An increase in rigor will come from the use of complex texts, higher-order questioning, explicit and purposeful instruction in comprehension strategies, explicit instruction in the foundational reading skills in elementary grades, and explicit instruction with more sophisticated texts and skills in secondary grades. Taught with differentiated LEA adopted materials, chosen with the intent to increase student reading fluency and thus comprehension, the chosen materials will be in the service of scaffolding the understanding of the complex text.

Benchmark Indicator

Benchmark assessments: student performance on end of module tasks from Wit and Wisdom and Learn Zillion curriculum. Grade levels will collect data at the end of module. Based on this information, school level teams will target the gap in student learning and create a plan for reteaching during each nine-weeks grading period. District instructional supervisors will meet with building administrators in monthly staff meetings to review these benchmark results in combination with other instructional data collected, to determine PD offerings and instructional support to provide in the classroom.

Using the Core Office literacy walk-through tools, administration and grade-level teachers will analyze digital data for student/teacher engagement, rigor, questioning, and work samples from what students were able to show. The Instruction Practice Guide walk-through tool for 3-12 and the Foundational Skills IPG for K-2, will be used by district administrator and building administrators to gather data as well as strengthen teacher practices at least two times per semester for each teacher of ELA/Literacy.

S 2.3 Job Embedded Professional Learning

Job-embedded professional development will occur in principal/supervisor observation and feedback sessions with teachers, PLCs, faculty meetings, and coaching opportunities from state partners through the Literacy Network and NIET. Specific TEAM refinement areas will also be addressed during these opportunities by principals. The IPG will help identify snapshots of action steps to guide improvement practice and rigor.

Benchmark Indicator

Feedback from teachers Spring 2021 Educator Survey indicated that almost 45% of teachers would like to receive more support on how to use the ELA curriculum effectively. HCSS will conduct perception surveys in October and February of all certified staff to seek feedback regarding if supports have been provdied to address needs, what continued supports are requested, and feedback on ways in which they would like support to be provided. The districts supervisor of PD will conduct surveys and use results to inform additional learning needs.

The results of the 2022 and 2023 Tennessee Educator Survey will be comparted to identify trends for improvements in professional Learning.

PLC meets will be utilized by 100% of the schools in the district on a twice monthly basis; the district reading specialist will attend PLC meetings at each school to support schools and determine which teachers/grades/schools are in need of support and what supports are requested. Agendas, discussions and lesson plans developed will be monitored for consistency and information to inform PD needs. The district reading specialist and school academic facilitators will meet every 2 weeks to discuss supports/needs of each grade level as evidenced from the PLC information gathered.

S 2.4 Strengthen Standards Alignment

Trainings to improve the knowledge base and application of effective instructional practices especially in questioning, thinking, problem-solving, academic feedback and TNReady assessments, to support educators (including Special Education and EL teachers) on successful literacy and ELA strategies to impact student achievemetn gaps and improve results for: racial and ethnic groups, limited English proficient students, studnts with disabilities, and economically disadvantaged students.

Benchmark Indicator

Hickman County expects to see standards-aligned lessons, questions and tasks 60% of the time during the first round of instructional walks conducted by building-level and/or district-level administrators that will be completed two times per semester, and data reviewed by district supervisors and school administrators at January and May staff meetings, to be used to plan for principal PD that supports coaching conversations with teachers.

Observations of PLCs by principals, academic facilitators, district reading specialist and district instructional supervisors will be used to assess the quality of the use of IPG in supporting implementation of the materials. District facilitator and supervisors will provide feedback at least once quarterly, to teacher leaders to strengthen the planning of lessons.

Building principals will review and provide weekly feedback on lesson plans regarding alignment of instruction to state standards. Concerns with a teacher or grade level planning that trends will be communicated to district instructional supervisors and the reading specialist on a monthly basis, in order for the district to assign and/or provide school support to intervene with that teacher or teachers.

Improved TVAAS data on state assessments.

Improved scores on standardized benchmark assessments as comparison from Fall to Spring.

Student work produced in the classroom will meet the expectations of the grade-level standards 70% of the time based on the results of the first instructional walk through conduced in October 2022 by building administrators and district supervisors. Student work will be collected by district instructional supervisors and used to provide each principal with feedback on the teachers' implementation of IFD at least two times each semester.

S 3.1 Ready Graduate

High schools will work to expand opportunities for all students to access CTE and EPSO opportunities to prepare students with the skills, knowledge and experiences to chase a post-secondary path. K-8 schools will begin the REady Graduate work by exposing students to careers available to them after high school, and the high school courses that are accessible to all students at each high school.

Benchmark Indicator

Ready Graduate Indicator rate of at least 45% at each high school by May, 2023.

College and Career Fairs offered at each K-12 school.

S 3.2 Attendance Initiatives and Support

The HCSS attendance policy will be followed requiring Tier meetings and attendance plans being developed for all students who accumulate absences that may indicate the student is in danger of being identified as chronically absent. As part of this strategy, the social-emotional piece and its importance to a student's well-being will be emphasized at the school level with all teachers having training on the practices that can reduce factors that often lead to high student absenteeism.

Benchmark Indicator

The district instructional supervisor and building administrators will review attendance at the end of each funding period. District supervisors will use information to monitor for anomalies among schools and provide support to building administrators on strategies to improve as needed.

The Spring 2023, TN Educator Survey will show indication that students feel emotionally ready to learn and safe at school. Project AWARE District Coordinator asks that teachers for all grades complete surveys to get a pulse on the social emotional needs of students, and how to best support. Teachers will complete this feedback survey on the effectiveness of the Restorative Practices training and complete a checklist of how HC teachers are using strategies in their classrooms. Survey information will be collected in November and April and used for planning services and programs throughout the school year.

Attendance sign-in sheets to support training of new teachers.

HCSS will decrease the percentage of student disciplined from 7.7% in 2021, to less than the comparable district average (which was at 5.6% for 2021). This progress will be measured/evaulated quarterly through discipline data in Skyward by the district's Student Support Services Coordinator, and will discuss quarterly results with principals at staff meetings in October, January and March, in order to make decisions about revising school programs,special education referrals, Behavior Intervention Plans, etc.

S 3.3 Building Instructional Leadership, Administrator Capacity and Developing Teacher Leaders

HCSS will provide PD to to building and district administrators that is job embedded to address needs. Focus will be on those areas that support classroom instruction by assisting these leaders in recognizing observation evidence of high quality instruction and providng quality feedback that results in actions toward instructional improvement. It is important for this district to build and sustain instructional capacity and high expectations through identifing, growing and supporting future leaders and teachers in order to bolster an environment of continuous growth.

Benchmark Indicator

District supervisors will provide evaluative feedback to building administrators twice annually (January and June). Administrators strengths will be used by instructional supervisors to assign topics for them to train teachers in the Aspiring Principal Academy. Adminstrators will be required to participate monthly in providing training on a PD topic, and be supervised by the Director of Schools. Additionally, the Director of Schools will monitor building principals involvement in the mentoring of enrollees in the Aspiring Principal's Academy, that will require principals to allow building observations and interviews to teachers who are enrolled in the academy. An evaluative feedback from academy participants will be completed in May of each year, for the Director of Schools to use in the June feedback conversations and for future planning of the academy.

Utilizing the IPG, the district will see positive shifts in classroom walkthroughs. Data will indicate that teachers are using high quality curriculum and the students are engaged and learning what is being taught. Data points will be collected through administrative walk-throughs at least two times per semester. Gap between school administrator walk-throughs and district administrative trends should be no larger than 10% by December, and reviewed once again in May.

A 50% increase from Fall to Winter in "Does Not Meet/Partially Meets" to "Mostly Meets/Fully Meets" and a 75% increase from Fall to Spring. The data collected will be utilized for personalized "coaching" conversations, PD and PLCs as needed.

District monitoring of universal screening given three times a year to ensure growth is occurring and gaps are being filled for all students.

ZEARN data will be reviewed every 4.5 weeks by building level administrators and district coordinators. Monitoring will guide changes needed in implementation to ensure progress of students.