Hickman County Learning Academy Export Export
Goals
G 1 Academic Instruction K-12 : Mathematics
Hickman County School System will specifically focus on increasing math scores for all grade bands within the district. Math scores will be measured using 24-25 Success Rates, which provide a clear metric for tracking progress.The goal of increasing math scores is attainable by implementing targeted strategies and interventions tailored to the needs of each grade band. The district will aim to achieve measurable improvements in math scores within a specific timeframe, such as by the end of the academic year or semester.
Performance Measure
The 24-25 success rates by grade bands are:
K-2: 37%
3-5: 44%
6-8: 24%
9-12: 15%
These measures will be analyzed using TCAP/EOC data.
Sections
- Academic Achievement & Growth
S 1.1 Collection and Using Data Analysis
The District will analyze the current Math Success Rates for each grade band to identify specific areas of weakness and prioritize focus areas for improvement. Ongoing analysis will provide the District with current information on areas to focus support and provide interventions for teachers to enhance instruction.
Benchmark Indicator
Data tracker sheets will be maintained at the school level for benchmark assessments (Fall, Winter, Spring) and other formative assessments, and updated throughout the year. Building administrators will report information to district supervisors during monthly check-in meetings.
Decrease the percentage of students receiving Tier II and Tier III instruction.
Increase composite results on AimswebPlus benchmark assessments and on RTI students individual student progress monitoring checks (showing positive Rate of Improvement in progress monitoring data). School data team meetings for students in RTI 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 monitoring of universal screening instruments and benchmark assessment given three times a year to ensure growth is occurring and gaps are being filled for all students.
A 1.1.1 School-Level Math Data Tracker
School leaders will track math data for all students from Mastery Connect benchmarks administered in Fall, Winter, and Spring. Formative assessments, such as unit assessments, and universal screening instruments, namely Aimsweb Plus, will be added to the tracker for applicable grade levels and courses. Data will be analyzed in monthly PLCs with mathematics teachers to plan for future instruction.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Sarah Delaney | 2025-04-11 |
S 1.2 Walkthroughs
The District and School Leadership will conduct regular, consistent, and purposeful walkthroughs in the classroom to ensure comprehensive monitoring and guidance throughout math instruction. By completing the walks with fidelity, the district will expect to see instructional strategies, student engagement and classroom environment focuses that will facilitate positive growth across grade levels and throughout the district.
Benchmark Indicator
Utilizing the District Observation Tool (DOT), 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. DOT 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. DOT data collected will be utilized for personalized "coaching" conversations, PD and PLCs as needed. Data will be reviewed quarterly by district supervisors.
Digitally recorded walk-throughs will be completed at least two times each semester to show by March, 2025, 80% of K-12 classrooms are implementing math Instructional Focus Documents with fidelity for planning purposes during Tier I Instruction. Walkthroughs will be used by district instructional supervisors to monitor and adjust training needs.
A 1.2.1 Evidence of Planning and Instruction: IFDs and Math Tools
Each quarter school leaders will review coursework to identify instructional practices that emphasize appropriate use of mathematical tools in mathematics lessons as outlined in the Math Instructional Focus Documents (IFDs). These include but are not limited to: calculators, graphing technology, grid paper, patty paper, number lines, measuring or construction tools.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Sarah Delaney | 2025-04-25 |
G 2 Academic Instruction K-12 : ELA
Hickman County School System will specifically focus on increasing ELA scores for all grade bands within the district. ELA scores will be measured using 24-25 Success Rates, which provide a clear metric for tracking progress.The goal of increasing ELA scores is attainable by implementing targeted strategies and interventions tailored to the needs of each grade band. The district will aim to achieve measurable improvements in ELA scores within a specific time frame, such as by the end of the academic year or semester.
Performance Measure
The 24-25 success rates by grade bands are:
K-2: 23%
3-5: 35%
6-8: 25%
9-12: 24%
These measures will be analyzed using TCAP/EOC data.
Sections
- Academic Achievement & Growth
S 2.1 Collection and Data Analysis
The District will analyze the current ELA Success Rates for each grade band to identify specific areas of weakness and prioritize focus areas for improvement. Ongoing analysis will provide the District with current information on areas to focus support and provide interventions for teachers to enhance instruction.
Benchmark Indicator
Record data from benchmark assessments from the Fall and the Spring; district reading coach will work with school administrators and school academic coaches in identifying differences between teachers who use the LEA adopted curriculum. Data digs will be completed during PLC meetings in October, January and March to identify deficits in curriculum standards, with the district reading coach reviewing agendas of PLCs for consistency and quality of curriculum planning.
PLC meetings will be utilized by 100% of the schools in the district at least monthly basis; the district reading coach 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 coach and school academic coaches will meet every 2 weeks to discuss supports/needs of each grade level as evidenced from the PLC information gathered.
Hickman County expects to see standards-aligned lessons, questions and tasks 80% 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.
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 coach on a monthly basis, in order for the district to assign and/or provide school support to intervene with that teacher or teachers.
Student work produced in the classroom will meet the expectations of the grade-level standards 80% of the time based on the results of the first instructional walk through conducted in October 2024 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 TN ELA standards at least two times each semester.
A 2.1.1 School-Level ELA Data Tracker
School leaders will track ELA data for all students from Mastery Connect benchmarks administered in Fall, Winter, and Spring, including writing benchmarks. Formative assessments, such as unit assessments, and universal screening instruments, namely Aimsweb Plus, will be added to the tracker for appropriate grade levels and courses. Data and writing samples will be analyzed in monthly PLCs with mathematics teachers to plan for future instruction.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Sarah Delaney | 2025-04-11 |
S 2.2 Walkthroughs
The District and School Leadership will conduct regular, consistent, and purposeful walkthroughs in the classroom to ensure comprehensive monitoring and guidance throughout ELA instruction. By completing the walks with fidelity, the district will expect to see instructional strategies, student engagement and classroom environment focuses that will facilitate positive growth across grade levels and throughout the district.
Benchmark Indicator
PLC meetings will be utilized by 100% of the schools in the district at least one time per month; the district reading coach 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 coach and school academic coaches will meet every 2 weeks to discuss supports/needs of each grade level as evidenced from the PLC information gathered.
Hickman County expects to see standards-aligned lessons, questions and tasks 80% 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.
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 80% of the time based on the results of the first instructional walk through conducted in October 2024 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 TN ELA standards at least two times each semester.
A 2.2.1 Data-Driven PLCs
Mastery Connect, Aimsweb, and local assessment data from the ELA Data Tracker will be analyzed in monthly PLCs with ELA teachers. Student work, including writing samples, will also be reviewed against grade or course-level ELA standards. HC Learning Academy will see improved scores on Mastery Connect benchmarks from Fall to Spring, and will increase the rate of student work alignment to state standards to 80% by the start of the Spring assessment window.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Sarah Delaney | 2025-05-09 |
G 3 Chronic Absenteeism
During the 2024-2025 school year, HCSS will reduce the percentage of students experiencing chronic absenteeism by meeting its double AMO target of 18.99%.
Performance Measure
HCSS will lower chronic absenteeism by meeting its double AMO of 18.99%. HCSS will challenge its schools to a higher expectation due to research that clearly supports student attendance as a major factor in a student’s success in school. HCSS’s district truancy supervisor, administrators, and database secretaries will monitor attendance through a district tracking document. Truancy meetings will be held for students who exceed 5 unexcused absences, in order to gather information for why a student is absent, identifying barriers for attending school, monitoring grades and developing an improvement plan with the student’s support team.
Sections
- Climate and Access
S 3.1 Identification of Students Chronically Absent
The District will follow state and HC policy regarding identifying students in danger of becoming or those with Chronic Absenteeism in the 2022-23 and 2023-24 school years and provide procedures for schools to intervene in order to reduce 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.
District Supervisor will monitor Attendance trackers bi-weekly to identify student progress and that the Tiered Truancy procedures are being followed.
A 3.1.1 Attendance Documentation Requests
School administrators will monitor student attendance weekly to identify students with unexcused absences. Families whose students have unexcused absences during the week will be contacted via phone or email as a reminder to submit any valid documentation of an excused absence.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Sarah Delaney | 2025-05-16 |
A 3.1.2 School-Level Attendance and Truancy Tracker
The district-created school level truancy tracker will be updated weekly to report unexcused absences and document school actions taken regarding tiered truancy procedures.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Sarah Delaney | 2025-05-23 |