Houston County Export Export
Goals
G 1 Early Childhood LRE (Required)
Increase % of students with disabilities ages 3-5 who receive the majority of their special education services in an inclusive setting
Performance Measure
30% or higher as documented on Table 3 of the 2019 December 1 Federal Report
Sections
- Climate and Access
S 1.1 Staff Training
Training to be provided addressing the benefits of and best practices of providing related services in an inclusive environment
Benchmark Indicator
Prior to December 2019, 100% of related service providers will attend or participate in a minimum of one professional learning opportunity pertaining to best practices in inclusive service delivery as documented by training logs and/or certificates of participation.
A 1.1.1 Training Opportunities Identified and Disseminated
List of local, regional, and state trainings relevant to inclusive practices for service delivery will be developed and shared with all related service providers.
| Person Responsible | Estimated Completion | Funding Sources | ||||
|---|---|---|---|---|---|---|
| Robin Fairclough | 2019-10-31 |
|
A 1.1.2 Related Service Provider Collaboration
Related service personnel will be provided opportunities to observe inclusive service delivery by colleagues in neighboring districts.
| Person Responsible | Estimated Completion | Funding Sources | ||||
|---|---|---|---|---|---|---|
| Related Service Providers | 2019-10-31 |
|
A 1.1.3 EC Environments and ECO Training
All special education staff serving students ages 3-5 will participate in training around completing EC Environment and ECO requirements in EasyIEP.
| Person Responsible | Estimated Completion | Funding Sources | ||||
|---|---|---|---|---|---|---|
| Robin Fairclough, Special Programs Director | 2019-07-24 |
|
S 1.2 IEP Writing
IEPs will be written to reflect inclusive related services when gen ed setting is determined to be the child's LRE.
Benchmark Indicator
In order to move toward more inclusive related services, by December 2019, 50% of new IEPs will have at least one inclusive related service as documented by monitoring completed by the Director of Special Programs and School Psychologist.
A 1.2.1 Collaboration with Gen Ed staff
Related service providers and sped staff will be provided opportunities, at least monthly, to collaborate and plan with their general ed counterparts.
| Person Responsible | Estimated Completion | Funding Sources | ||||
|---|---|---|---|---|---|---|
| Michael Bass, HCHS Principal; Anita Gray, HCMS Principal; Rob Randolph, TRES Principal, Elisha Mitchell, EES Principal | 2019-12-31 |
|
A 1.2.2 IEP monitoring
IEP goals will be written with a stronger focus on functional skill development relevant to participation in the gen ed setting.
| Person Responsible | Estimated Completion | Funding Sources | ||||
|---|---|---|---|---|---|---|
| Robin Fairclough, Special Programs Director | 2020-03-31 |
|
A 1.2.3 EC Environments Training
All SPED staff serving student ages 3-5 will participate in training on accurate EC Environment data entry, definitions, and review/updating of data.
| Person Responsible | Estimated Completion | Funding Sources | ||||
|---|---|---|---|---|---|---|
| Robin Fairclough, Special Programs Director | 2019-07-22 |
|
G 2 Attendance
Houston County Schools will decrease chronic absenteeism rates by 6% (from 19.7% to 13.7%) in 2019-20.
Performance Measure
Skyward 20-day reports.
End-of-year reports from EIS.
Sections
- Academic Achievement & Growth
- College & Career Readiness
- Climate and Access
S 2.1 Absenteeism SWDs
The district will be intentional in reviewing attendance data for students with disabilities as 24% of students with disabilities met the criterion for chronic absenteeism compared with 19.7% of the total student population.
Benchmark Indicator
Skyward data will be reviewed monthly by the attendance team at each school in order to address attendance concerns and develop appropriate interventions in a timely manner.
A 2.1.1 Attendance Teams
Attendance teams will problem solve around absences for students with disabilities to brainstorm appropriate strategies to be added to their IEP to address excessive absences.
| Person Responsible | Estimated Completion | Funding Sources | ||||
|---|---|---|---|---|---|---|
| Robin Fairclough, Special Programs Director and Cindy Ryan, Attendance Supervisor | 2019-12-02 |
|
A 2.1.2 IEP goals
75% of IEPs for SWD's identified as having 10 or more absences will have a related goal or accommodation added to their IEP to address improving school attendance.
| Person Responsible | Estimated Completion | Funding Sources | ||||
|---|---|---|---|---|---|---|
| Robin Fairclough, Special Programs Director | 2020-03-02 |
|
A 2.1.3 Tracking system
Develop tracking system to identify SWDs at risk of chronic absenteeism and communicate with appropriate sped casemanager
| Person Responsible | Estimated Completion | Funding Sources | ||||
|---|---|---|---|---|---|---|
| Robin Fairclough, Special Programs Director and Cindy Ryan, Attendance Supervisor | 2019-09-16 |
|
A 2.1.4 Strategy Development
Compile and share a list of possible strategies with all special educators to encourage consistent attendance for SWDs.
| Person Responsible | Estimated Completion | Funding Sources | ||||
|---|---|---|---|---|---|---|
| Robin Fairclough, Special Programs Director and Keli Rutherford, School Psychologist | 2019-10-15 |
|
S 2.2 Early Warning System (Check & Connect)
Develop personal relationships with at risk students and provide positive supports that facilitate students attending school every day.
Benchmark Indicator
Principal/designee will review monthly Skyward attendance data to identify students at-risk for chronic absenteeism.
Designated school staff member will document weekly contact with assigned at-risk student and/or parent to decrease potential chronic absenteeism.
Principal/designee will follow up with designated school staff member and report at monthly school attendance team meetings on how staff member is targeting chronic absenteeism and review student attendance.
A 2.2.1 Review Attendance Data
Review attendance data to identify students at risk as well as trends among the students in order to determine needs.
| Person Responsible | Estimated Completion | Funding Sources | ||||
|---|---|---|---|---|---|---|
| Cindy Ryan, Attendance Supervisor; Michael Bass, HCHS Principal; Anita Gray, HCMS Principal; Rob Randolph, TRES Principal; Elisha Mitchell, EES Principal | 2019-08-02 |
|
A 2.2.2 Strategically Assign Staff
Strategically assign a staff member, who is good at building relationships, to follow up with absent students and their family.
| Person Responsible | Estimated Completion | Funding Sources | ||||
|---|---|---|---|---|---|---|
| Cindy Ryan, Attendance Supervisor; Michael Bass, HCHS Principal; Anita Gray, HCMS Principal; Rob Randolph, TRES Principal; Elisha Mitchell, EES Principal | 2019-08-02 |
|
S 2.3 District Attendance Awareness Campaign
Increase parent/guardian, student, and community awareness of the importance of positive school attendance.
Benchmark Indicator
The district attendance team will review Skyward attendance data monthly to determine the effectiveness of the campaign.
A 2.3.1 Share Attendance Goals and Progress
Using multiple forms of communication (social media, district web-site, printed materials) the district will share district/school attendance goals and progress throughout the year.
| Person Responsible | Estimated Completion | Funding Sources | ||||
|---|---|---|---|---|---|---|
| Cindy Ryan, Attendance Supervisor and Nicole Douglass, Technology Director | 2020-05-22 |
|
A 2.3.2 Mid-year Progress Post Card
Send post cards to all parents whose child(ren) have accumulated at least 7 absences at the mid-point of the year letting them know how many absences their child has on record (both excused and unexcused).
| Person Responsible | Estimated Completion | Funding Sources | ||||
|---|---|---|---|---|---|---|
| Cindy Ryan, Attendance Supervisor and Nicole Douglass, Technology Coordinator | 2019-12-13 |
|
G 3 Rigorous Literacy Instruction
Houston County Schools will improve student literacy achievement by Spring 2020.
Performance Measure
Increase the percentage of students in grades 3-5 who are On Track/Mastered in literacy from 29.9% to 34.3% on TNReady.
Increase the percentage of students in grades 6-8 who are On Track/Mastered in literacy from 27.2% to 32.5% on TNReady.
Sections
- Academic Achievement & Growth
S 3.1 High-Quality Instructional Materials
Adopting and utilizing high-quality materials that align with state standards and instructional shifts will ensure students have access to resources they need to be proficient.
Benchmark Indicator
Textbook committees will complete final adoption of high-quality ELA texts and materials by April 15, 2020 to meet state deadline.
District will purchase adopted ELA materials by July 1, 2020 to ensure high-quality instructional materials are in place at the start of the school year.
District supervisors will arrange professional development opportunities for teachers to ensure proper implementation of new materials by August 30, 2019.
Principal/designee will review weekly lesson plans to verify text and materials are being included in instruction.
School and district administrators will conduct classroom observations throughout the year to verify that text and materials are being utilized appropriately.
A 3.1.1 Identify District and School Needs
Utilizing the most current TNReady (2018-19) results, grade-level benchmarks, and local RTI2 data, the district and schools, with assistance from the Ready with Resources team, will identify literacy needs and compile a prioritized list.
| Person Responsible | Estimated Completion | Funding Sources | ||||
|---|---|---|---|---|---|---|
| Cindy Ryan, K-5 Curriculum Supervisor & Channy Quinn, 6-12 Curriculum Supervisor | 2019-09-30 |
|
A 3.1.2 Establish ELA Textbook/Materials Adoption Committees
Identify relevant stakeholders to participate in the ELA adoption committee and, with assistance from the Ready with Resources team, complete training on district priorities, use of the Instructional Materials Screening Instrument, and the decision-making process. Committees will explore resources from the TN approved list and make recommendations to adopt and purchase materials that best address identified district priorities.
| Person Responsible | Estimated Completion | Funding Sources | ||||
|---|---|---|---|---|---|---|
| Channy Quinn, 6-12 Curriculum Supervisor and Cindy Ryan, K-5 Curriculum Supervisor | 2020-04-15 |
|
A 3.1.3 Plan for Materials Implementation
Upon adoption and purchase of ELA instructional materials, the district will plan for on-going professional development for implementation.
| Person Responsible | Estimated Completion | Funding Sources | ||||
|---|---|---|---|---|---|---|
| Cindy Ryan, K-5 Curriculum Supervisor and Channy Quinn, 6-12 Curriculum Supervisor | 2020-08-30 |
|
A 3.1.4 Standards Training
Provide training opportunities for ELA teachers in order to develop a richer understanding of state standards.
| Person Responsible | Estimated Completion | Funding Sources | ||||
|---|---|---|---|---|---|---|
| Cindy Ryan, K-5 Supervisor and Channy Quinn, 6-12 Supervisor | 2019-08-30 |
|
S 3.2 Adopt a Benchmark Assessment Program
Adopt a benchmark assessment that can be utilized to gauge student achievement as well as their progress towards mastery of the ELA standards.
Benchmark Indicator
District administrators will have a benchmark assessment in place by September 1, 2019 to assist in determining student achievement and progress.
A 3.2.1 Explore Benchmark Assessment Programs
District leads will explore various options for benchmark assessment programs including locally-developed or commercial offerings that align with TN ELA standards. Options will be presented to school principals and lead teachers to determine which best meets the needs of our schools.
| Person Responsible | Estimated Completion | Funding Sources | ||||
|---|---|---|---|---|---|---|
| Channy Quinn, 6-12 Supervisor and Cindy Ryan, K-5 Supervisor | 2019-07-01 |
|
A 3.2.2 Implementation of Benchmark Assessment
Once a district-wide benchmark assessment has been developed or selected, training will be provided to school administrators and teachers on how to administer assessments, generate reports, and "drill down" for targeted students and skills. Benchmark assessment schedule will be established by the district.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Channy Quinn, 6-12 Supervisor and Cindy Ryan, K-5 Supervisor | 2019-09-01 |
G 4 College Ready ACT
Houston County Schools will increase student performance on the ACT by Spring 2020.
Performance Measure
Increase percentage of students scoring at or above 21 on the ACT composite by 2% (from 23.4% to 25.4).
Increase the average composite score on the ACT by .5% (From 2018 final average 19.1 to 19.6).
Sections
- College & Career Readiness
S 4.1 ACT Preparation
Provide opportunities for student to develop skills and knowledge necessary to achieve a score of 21 or higher on the ACT.
Benchmark Indicator
Principal/designee/school data team will review ACT practice test results by the beginning of the Spring 2020 semester to determine student needs for ACT Prep class rotations.
Principal/designee will review weekly lesson plans to ensure ACT tasks and strategies are incorporated into classroom activities.
School and district administrators will review ACT scores from Spring 2020 administration to analyze effectiveness of ACT strategies.
A 4.1.1 ACT Prep Class
All grade 11 students will participate in an 9-week ACT Prep class taught by content-area teachers: English, reading, math, and science. At the beginning of the course, students will take a real-time ACT practice test to determine placement in rotations. Students will analyze individual results to identify areas for targeted improvement. Instruction in the ACT Prep class will address skills as well as content-specific strategies to employ during testing.
| Person Responsible | Estimated Completion | Funding Sources | ||||
|---|---|---|---|---|---|---|
| Michael Bass, HCHS Principal | 2020-03-20 |
|
A 4.1.2 ACT Awareness and Culture Prior to High School
Provide professional development sessions for elementary and middle school teachers to increase awareness of correlation of ACT tasks to elementary and middle school standards. The district will develop a plan to begin ACT practice in grades 6-8.
| Person Responsible | Estimated Completion | Funding Sources | ||||
|---|---|---|---|---|---|---|
| Channy Quinn, 6-12 Supervisor and Cindy Ryan, K-5 Supervisor | 2020-03-20 |
|
A 4.1.3 ACT in Weekly Instruction
High school teachers will incorporate ACT-like tasks and test strategies into weekly lessons and formative assessments.
| Person Responsible | Estimated Completion | Funding Sources | ||||
|---|---|---|---|---|---|---|
| Michael Bass, HCHS Principal and Ray Busey, HCHS Assistant Principal | 2020-03-20 |
|
G 5 Math Achievement
Houston County Schools will improve student math achievement by Spring 2020.
Performance Measure
Increase the percentage of students in grades 3-5 who are On Track/Mastered in math from 35.4% to 39.8% on TNReady.
Increase the percentage of students in grades 6-8 who are On Track/Mastered in math from 29% to 33.3% on TNReady.
Increase the percentage of students in grades 9-12 who are On Track/Mastered in math from 17.1% to 24.5% on EOC assessments.
Sections
- Academic Achievement & Growth
S 5.1 Professional Development on Math Standards
Provide training opportunities for math teachers in order to develop a richer understanding of state standards.
Benchmark Indicator
District supervisors will review annual inservice documentation to verify participation in professional learning math standards.
Principal/designee will review weekly lesson plans to ensure state standards are being addressed.
School and district administrators will conduct classroom observations throughout the year to ensure instruction is aligned to state standards.
School and district administrators will review quarterly benchmark data to measure student achievement on state standards.
A 5.1.1 Training Opportunities Identified
District leads will identify a list of local, regional (CORE), state, and other agency's (APSU's Center for Rural Education) for professional development for teachers.
| Person Responsible | Estimated Completion | Funding Sources | ||||
|---|---|---|---|---|---|---|
| Channy Quinn, 6-12 Supervisor | 2020-05-22 |
|
S 5.2 Adopt a Benchmark Assessment Program
Adopt a benchmark assessment that can be utilized to gauge student achievement as well as their progress towards mastery of the Math standards.
Benchmark Indicator
District administrators will have a benchmark assessment in place by September 1, 2019 to assist in determining student achievement and progress.
A 5.2.1 Explore Benchmark Assessment Programs
District leads will explore various options for benchmark assessment programs including locally developed or commercial offerings that align to TN standards for Math. Options will be presented to school principals and lead teachers to determine which best meets the needs of our schools.
| Person Responsible | Estimated Completion | Funding Sources | ||||
|---|---|---|---|---|---|---|
| Channy Quinn, 6-12 Supervisor and Cindy Ryan, K-5 Supervisor | 2019-09-01 |
|
A 5.2.2 Implementation of Benchmark Assessment
Once a district-wide benchmark assessment has been developed or selected, training will be provided to school administrators and teachers on how to administer assessments, generate reports, and "drill down" for targeted students and skills. Benchmark assessment schedule will be established by the district.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Channy Quinn, 6-12 Supervisor and Cindy Ryan, K-5 Supervisor | 2019-09-01 |