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Hackett Elementary outlines improvement plan, targets reading and attendance gains
Summary
Principal Ryan McReynolds presented Hackett Elementary’s continuous improvement plan showing goals to raise literacy and math proficiency and reduce chronic absenteeism; building actions include monthly learning walks, daily small‑group instruction, a tutoring pilot and a walking school bus to boost attendance.
Ryan McReynolds, principal of Hackett Elementary, presented the school’s Continuous Improvement Plan (CIP) on Feb. 18, describing literacy, math and social‑emotional/attendance goals and the strategies he and his staff are using to meet them.
Goals and measures: The building set targets to raise literacy proficiency (district and state assessment measures) toward a 50% proficiency target for early grades and a similar target for Spanish‑language proficiency; McReynolds also set a goal for all third‑through‑fifth graders who take MAP to show growth from fall to spring. The school reported forward assessment proficiencies near low‑teens in several grades based on prior results and said ongoing MAP testing shows progress.
Math: For kindergarten through second grade the school is using district benchmarks and has a spring target of at least 75% proficiency on the K–2 benchmark; grades 3–5 will use MAP growth as the metric. McReynolds flagged Imagine Math usage as a high‑impact contributor and said the fall MAP proficiency was about 18% for the building.
Attendance and social‑emotional goals: Hackett set a target of reversing historic dips and moving toward a 95% average daily attendance rate; the school reported a current rate of 91.6% and a downward trend in chronic absenteeism after classroom and community interventions. McReynolds highlighted a funded walking school bus program that brings roughly 30 students to school daily and cited home visits, attendance contracts and family outreach as tactics.
Tactics and pilots: The school conducts monthly learning walks, uses small‑group instruction embedded into the master schedule, runs a 12‑student online tutoring pilot (three 30‑minute sessions per week) and engages students in goal‑setting tied to MAP benchmarks. McReynolds said students and teachers are seeing measurable movement and some students “crushing” their targets.
Board response: Board members praised the mix of data‑driven practices and relationship‑focused attendance work and encouraged board visits to see instruction in action. Superintendent Garrison thanked the principal and said district teams are working with schools on support aligned to CIP goals.
