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Hancock County School District reports midyear gains in reading, outlines accelerated RTI schedule
Summary
District officials presented midyear benchmark results showing reading gains and described an accelerated RTI schedule, targeted interventions for the bottom 25% and special education students, and hires of tutoring staff to support spring growth.
Hancock County School District officials on Monday presented midyear benchmark results that show reading gains districtwide and described changes to the school day to expand targeted academic interventions.
The presenter said the district saw reading growth from term one to term two and that “we are definitely above where we were last year at this point.” The update noted reading proficiency rose from 42% to 44% at the presenting campus and that “our bottom 25 went up 12% just in reading.”
The district framed the gains as a product of an adjusted bell schedule and a new “Accelerate” RTI block. “We ran an Accelerate schedule for nine days,” the presenter said, describing an RTI block placed each morning after first period on Tuesday, Wednesday and Thursday to provide focused small-group instruction. The presenter added, “So the bottom 25 were dispersed to the ELA teachers, and then everyone else went based off of need and where they scored.”
Officials said the Accelerate model mixes certified classroom teachers, district curriculum staff and specialists into targeted small groups. The presenter said the district has hired “2 certified ATSI tutors” and is using volunteers and non-tested teachers to provide supplemental instruction, including Khan Academy math bell-ringer activities in non-core classes.
Administrators said the spring schedule will preserve required instructional minutes while inserting daily RTI for targeted students. The presenter described contingency plans to recover instruction time after missed days: “we've already developed how to change and make that time back up in the event we don't get to make the days up.”
The update also covered a district program to accelerate chronically behind students so they earn high-school credits sooner. The presenter described the program’s approach: students two or more years behind followed accelerated pacing (for example finishing eighth-grade work in a semester) and earned some high-school credits in subjects such as Mississippi studies. The presenter said, “Out of 21 students, only 2... did we have to put back in regular classes. Everyone else was really motivated.”
Attendance and funding were raised as ongoing concerns. The presenter reported a slight dip in ADA that the district attributed to seasonal illnesses and said FY25 funding approval was still pending: “We have not received additional funding. Our FY25 funding... has not approved it yet.” The presenter said funds will continue for a named staff position once the approval is finalized.
Why it matters: The district emphasized that growth and proficiency both factor into the state accountability model; officials said maintaining gains among proficient and advanced students is as important as moving lower-performing students up a level. The presenter explained the state scoring framework and said the district is monitoring both proficiency and year-to-year growth across grade bands.
District leaders said they will continue data chats with teachers and principals and implement planned schedule changes for spring, and they expect the interventions to support end-of-year performance.
