Hickerson elementary lays out root‑cause plan; behavior supports, staffing and interventions remain priorities

Hickerson Elementary leaders presented a school‑level root‑cause analysis and improvement plan to the board, identifying time use, student engagement and targeted intervention as primary priorities for raising test scores.

The school’s presentation summarized a diagnostic process conducted with a state reviewer and district staff. Hickerson’s team said footprint‑level testing data are volatile because the school is small (about 91 students in the tested cohort this year) and that a few students’ scores can materially change a grade‑level proficiency percentage. The team reported a typical example: in one grade, “6 or 7 kids” were within one or two test items of proficiency; those few items could shift the group’s proficiency from 17% to 34%.

Planned actions and progress: The Hickerson improvement plan includes regular Instructional Practice Guide (IPG) walkthroughs that timestamp transitions and focus on student engagement; monthly progress monitoring via i‑Ready diagnostics and growth checks; fidelity checks in intervention classrooms; expanded planning time and the use of substitutes to free teachers to plan together; and targeted work with early grades (K–2) to improve fluency and third‑grade readiness. The school reported improvement on its IPG metrics — for a core action that previously had 0% fidelity, the school reported about 64% in later checks.

Behavior and placement: School and district staff discussed behavior challenges at the elementary level and the limits of removal or change‑of‑placement actions. Special‑education and central‑office staff explained the legal process for changing a student’s placement (including functional behavior assessment and data collection) and said that assembling sufficient documentation to justify a formal change can, in complex cases, take weeks or months. They noted there are limited behavior‑modification slots available in the district and that alternatives such as home visits, restorative interventions, counseling and short‑term administrative removals are used first. School staff described on‑campus supports such as “calm down” areas, morning meetings, lunch groups, greenhouse/reward activities and home‑visit partnerships.

Targeted tutoring and supports: Hickerson staff said they are scaling intervention via I‑Ready reading and math pathways, purchased accelerated reader for the school and used summer and after‑school programs for “bubble” students who are close to proficiency. Staff also urged steady compensation increases to attract and retain teachers and reduce reliance on permit hires.

Why it matters: The district flagged Hickerson as a school with a targeted support designation (TSI) for lack of progress among economically disadvantaged students, prompting the state review and the current improvement plan. Staff emphasized that small‑school volatility means targeted, standards‑aligned interventions and improved behavior supports can yield rapid changes in test‑based measures.

Ending: School leaders said they will continue monthly data chats, keep the board informed about the fidelity and outcomes of intervention programs, and seek district support for staffing, professional development and behavior‑support capacity.