CMCSS K-12 Virtual School 2024 - 2025 2023 - 2024 2022 - 2023 2021 - 2022 Export Export

Exporting plan to Microsoft Word format

×

Exporting...

Exporting plan to PDF format

×

Exporting...

S 1.1 Disproportionality in Discipline

CMCSS will address the disproportionality concern regarding discipline actions for students with and without disabilities in the African American population. Our goal is to reduce the disproportionality district-wide, however we will be focused on the schools that were individually found to be above the level 2 risk ratio, as well as those that are at risk for being disproportional. The changes described below in number 3 will be utilized across all grade-levels and schools in the area of behavior. We will have several professional development sessions slated for our summer “Engage” conferences during one week in June and one week in July. In addition, the Special Populations team will work with administrators to provide school-based team or whole school training regarding the role of the special populations’ personnel to work with schools on building capacity within their settings. 

1.      The Director of Special Populations and the District 504 Coordinator previously proposed a level system in lieu of the current point system utilized in the CMCSS Code of Conduct. The proposal was made to the Director of Schools and the Senior Leadership Team and the district is currently shifting from a point system to the level system.

2.      There is a current concern with the logging of discipline incidents in PowerSchool. Upon our review of the most recent student level data provided to our team, we found multiple students that were entered twice for the same incident. We are continuing our review, as it is our belief this may make a difference in the risk ratio for our district. Due to this, we propose that each school choose two of their personnel to log discipline into PowerSchool and to attend a mandatory training regarding the discipline log entries. This will ensure that students are not being logged twice for the same incident, which may have further pushed the risk ratio above the standard.

3.      CMCSS will make changes to the role of the district-wide behavior consultants to attend to the general education and special education needs of the focus group for disproportionality regarding our African American population.

4.      CMCSS will make changes to the role of the district-wide school psychologists to focus on the disproportional group regarding manifestations and the understanding of the evaluations regarding connections of behavior to the students’ disability areas.

5.      All manifestations to be held for students with disabilities in the African American population will be communicated to the Department of Special Populations Coordinators/Director as soon as it is determined a manifestation needs to be held. The Department of Special Populations will review the case before the manifestation meeting. Given the timeframe of possibly setting a manifestation meeting in 24 hours for emergency cases, it is imperative that the meetings are communicated to Special Populations as soon as possible for review. 

Behavior Consultant role changes/additions:

a.      Behavior Consultants will shift their focus to the African American population named in the disproportionality report, while maintaining the groups not found as disproportional.

b.      Behavior Consultants will submit a bi-weekly report, once available through PowerSchool, on the schools that were found to be disproportional or at-risk of being disproportional. This report will be provided to the school administrators, Special Populations Director & Coordinators, and Level Directors. A monthly report will be generated by the Special Populations team and will be provided to the Chief Academic Officer and Director of Schools to be shared with the Senior Leadership Team.

c.      Every discipline case involving a student in the African American population of students with and without disabilities will be communicated by email to the behavior consultant on the day of the incident. This data will be tracked in digital format provided by the Department of Special Populations.

d.      Behavior Consultants will discuss their discipline data concerns regarding the African American population of students with and without disabilities during professional learning communities.

School Psychologist role changes/additions:

a.      School Psychologists will have a specific focus on the manifestation review process as well as school-based professional development/learning with each of their two schools.

b.      School Psychologists will lead the manifestation meetings for each of their schools. They will also assist in training other certifying personnel regarding manifestation meetings that involve students with disabilities in the African American population to ensure the process is being met until capacity in training is achieved.

c.      School Psychologists will review each student’s psychoeducational evaluation, to include the functional behavior assessment, thoroughly prior to the manifestation meeting to assist the team in understanding the function of the student’s behavior in reference to their disability. 

Benchmark Indicator

Reduction of CMCSS risk ratio to below 2%.

S 1.2 SWD Academic Achievement

GOAL:  CMCSS will improve student growth for grades K-8 regarding Fast Bridge data and grades 9-12 will improve grades from N1 and N2 grades for SY 2020-2021 to SY 2021-2022.  

STRATEGIES: 1. District collaboration on differentiation. 2. Student access to Tier I instruction. 3. Monitor IEPs to review accommodations alignment. 

RESPONSIBLE PARTIES: Sara Pendleton - Elementary Coordinator; Kendra Broome - Elementary Coordinator; Michelle Rayle - Lead Coordinator; Taylia Griffith - Director. 

TIMEFRAME: Begin prep work April 2021 with team collaboration to occur in June/July 2021.  

INTERNAL MONITORING: The Director and Lead Coordinator will set the dates for meeting with the instructional team; Core Leadership Coordinators will review the school plans and report reviews to the Director and Lead Coordinator; Monthly team meetings will be the review time to discuss the monitored IEPs. 

RESPONSE TO MONITORING: Follow up with school teams that show deficits. Determine appropriate refresher PD. Schools will receive a written report of deficit areas. 

See Full Details Below:

LEA Plan 2021-2022 Develop Plan Tab: SWD Academic Achievement

Benchmark Indicator

INTERNAL MONITORING: The Director and Lead Coordinator will set the dates for meeting with the instructional team; Core Leadership Coordinators will review the school plans and report reviews to the Director and Lead Coordinator; Monthly team meetings will be the review time to discuss the monitored IEPs. 

RESPONSE TO MONITORING: Follow up with school teams that show deficits. Determine appropriate refresher PD. Schools will receive a written report of deficit areas. 

S 2.1 Student supports = Dyslexia

Continue to provide support structures for students identified as or suspected of Dyslexia. Continue to provide teacher, administrator, and family instructional and intervention strategy professional learning, classroom, and home supports. Supports developed and modeled from the Tennessee Dyslexia Resource Guide https://www.tn.gov/content/dam/tn/education/special-education/dys/dyslexia_resource_guide.pdf, as well as from training with the Tennessee Center for the Study and Treatment of Dyslexia at MTSU, and The Reading League.

Benchmark Indicator

Common Assessment (Benchmark Advance 1^st; enCase 2-8) for ELA from BOY to MOY have not been disaggregated to date due to exceptions with COVID. District benchmarks and common assessments are administered following the scope and sequence posted in the curriculum navigator https://sites.google.com/cmcss.net/cmcssparentacademicresources/home. The assessment calendar for all assessments are posted at https://accountability.cmcss.net/assessment-calendar-2/ and are updated to meet changing needs of the district students. District benchmarks and common assessments are written by district teachers with support from the Curriculum Directors, Consulting Teachers, and Academic Coaches, while Benchmark Advance and CASE benchmarks are cold assessments provided by the vendor, with items created by vetted educators with expertise in the areas of standards and measurement. With curriculum-provided vendor benchmarks, feedback is provided by the district if any issues occur within the data demonstrating problematic items. Classroom teachers administer the district and vendor benchmarks and common assessments through online platforms, with opportunity for paper-pencil administration when necessary. Classroom, grade, and building level data is then analyzed and shared in collaborative conferencing with support from academic coaches and consulting teachers. District level data is analyzed and shared in the Senior Instructional Team meetings with a focus on looking for trends, challenges, and strengths. All district common and benchmark assessment data are disaggregated by identified state and federal subgroups to include students receiving target skill supports. The work is led by Emily Vaughn, Director of Teaching, Learning, and Innovation; Brandi Blackly, Director of Curriculum and Instruction 9-12; Tracy Hollinger, Director of Curriculum and Instruction 6-8; and the district RTI² Team (Dr. Patti Wilson, Coordinator; Ashley Forbis, District Reading Interventionist; Melissa Johnson, District HS RTI Interventionist, and Sarah McAfee, Dyslexia Reading Interventionist).

Fast Bridge Data for students with dyslexia identified for TIER III interventions reduced by 1-2 percentile points on measures of foundational reading skills, and TIER II interventions by 4-5 percentile points from beginning to mid-year assessment. The district utilizes Fast Bridge as its Universal Screening measure (Illuminate Education). Weekly evaluation of progress monitoring data to track timing of targeted skill improvement is disaggregated not only for those in TIER II and TIER III supports, but those receiving supports for dyslexia, EL and SWD supports. Data is shared during collaborative planning each week with support from academic coaches and consulting teachers within the buildings with all individuals providing either TIER I, II, or III instruction and support. On the district level, the Curriculum Directors, along with the RTI Coordinator, EL Coordinator, EL Facilitator, Director of Special Populations, Consulting Teachers and Academic Coaches review the screener data three times a year (BOY = August; MOY = December; and EOY = April) and share in the Senior Instructional Team meetings with a focus on looking for trends, challenges, and strengths. Universal Screening data is also disaggregated by identified state and federal subgroups to include students receiving target skill supports. Universal screener data for ELA for students with dyslexia reveals an regression in percentile ranks from BOY to MOY, which is consistent with data for students without characteristics of dyslexia. However, mean performance for students with characteristics of dyslexia is significantly lower than those without. The work is led by the same team listed above for common assessment and benchmarks.

S 2.2 SWD Supports

Additional classroom supports to compliment classroom instruction in the general education classroom (least restrictive environment).

Intensive skill development support through SPED Consulting Teachers and Coaches addressing instructional strategies.

REFERENCE GOAL 1: IDEA for details aligned to APR

Benchmark Indicator

TNReady Assessments for ELA absolute performance improved by 2% for on-track and mastered across grade levels. TNReady Assessments for ELA subgroup SWD absolute performance improved by 3% for on-track and mastered across grade levels.

TNReady Assessments for ELA subgroup SWD absolute performance reduced by 2% the students with performance in the Below Basic.

Common Assessments and benchmark data, housed and scored in Performance Matters for ELA percent of SWD achieving 80% or better on the individual assessed standards by improved by 3%.

Fast Bridge Data, RTI data, for ELA percent of SWD identified for TIER III interventions reduced by 5% and TIER II interventions by 5% by mid-year assessment and end of year assessment.

TNReady Assessments for Math absolute performance improved by 2% for on-track and mastered across grade levels for SWD. TNReady Assessments for Math subgroup SWD absolute performance improved by 3% for on-track and mastered across grade levels.

TNReady Assessments for Math subgroup SWD] absolute performance reduced by 2% for SWD with performance in the Below Basic.

Common Assessments and benchmark data, housed and scored in Performance Matters for Math percent of SWD achieving 80% or better on the individual assessed standards by improved by 3%.

Fast Bridge Data, RTI data, for Math percent of SWD identified for TIER III interventions reduced by 5% and TIER II interventions by 5% by mid-year assessment and end of year assessment.

S 2.3 Opportunity Culture

The district will be utilizing the Opportunity Culture modeled on the Public Impact Initiative research of access to excellent teaching and leadership through Multi-classroom and Multi-school leadership. The district will be utilizing a 3-prong approach to address the problems associated with Equity Gap through the deployment of Multi-Class Leaders (MCL), Team Teachers, and Teacher residents.

Benchmark Indicator

TNReady Assessments for ELA absolute performance improved by 2% for on-track and mastered across grade levels.

TNReady Assessments for ELA subgroup [ED, SWD, EL, and BHN] absolute performance improved by 3% for on-track and mastered across grade levels.

TNReady Assessments for ELA subgroup [ED, SWD, EL, and BHN] absolute performance reduced by 2% the students with performance in the Below Basic.

Performance Matters Common Assessment and benchmark data for ELA percent of students achieving 80% or better on the individual assessed standards by 3%.

Fast Bridge Data for ELA percent of students identified for TIER III interventions reduced by 5% and TIER II interventions by 5% by mid-year assessment and end of year assessment.

TNReady Assessments for Math absolute performance improved by 2% for on-track and mastered across grade levels.

TNReady Assessments for Math subgroup [ED, SWD, EL, and BHN] absolute performance improved by 3% for on-track and mastered across grade levels.

TNReady Assessments for Math subgroup [ED, SWD, EL, and BHN] absolute performance reduced by 2% the students with performance in the Below Basic.

Performance Matters Common Assessment and benchmark for Math percent of students achieving 80% or better on the individual assessed standards by 3%.

Fast Bridge Data for Math percent of students identified for TIER III interventions reduced by 5% and TIER II interventions by 5% by mid-year assessment and end of year assessment.

EL Tell Assessment data denote all EL students are on track to experience expect growth or better on the WIDA assessment.

District benchmarks and common assessments, housed and scored within Performance Matters, are administered following the scope and sequence posted in the curriculum navigator https://sites.google.com/cmcss.net/cmcssparentacademicresources/home. The assessment calendar for all assessments are posted at https://accountability.cmcss.net/assessment-calendar-2/ and are updated to meet changing needs of the district students. All district benchmarks and common assessments are written by district teachers with support from the Curriculum Directors, Consulting Teachers, and Academic Coaches. Feedback opportunities are provided before administration of the assessments. Classroom teachers administer the district benchmarks and common assessments. Classroom, grade, and building level data is then analyzed and shared in collaborative conferencing with support from academic coaches and consulting teachers. District level data is analyzed and shared in the Senior Instructional Team meetings with a focus on looking for trends, challenges, and strengths. All district common and benchmark assessments data are disaggregated by identified state and federal subgroups to include students receiving target skill supports. The work is led by the Accountability and Assessment Team, the Curriculum Directors, the Level Directors, and building administrators.

RTI2 BOY, MOY, and EOY data coupled with progress monitoring data reveal a reduction in the percent of students requiring TIER II and TIER III instructional supports by 5%.

The district utilizes Fast Bridge Universal Screener and EL Tell Assessment as screeners. The assessment calendar for all assessments are posted at https://accountability.cmcss.net/assessment-calendar-2/ and are updated to meet changing needs of the district students Weekly evaluation of progress monitoring data to track timing of targeted skill improvement data disaggregated not only for those in TIER II and TIER III supports, but those receiving supports for dyslexia, EL and SWD supports. Data is shared during collaborative planning each week with support from academic coaches and consulting teachers within the buildings with all individuals providing either TIER I, II, or III instruction and support. On the district level the Curriculum Directors, along with the RTI Coordinator, EL Coordinator, EL Facilitator, Director of Special Populations, Consulting Teachers and Academic Coaches review the screener data three times a year (BOY = September; MOY = December; and EOY = April) and share in the Senior Instructional Team meetings with a focus on looking for trends, challenges, and strengths. All district common and benchmark assessments data are disaggregated by identified state and federal subgroups to include students receiving target skill supports. The work is led by Emily Vaughn, Director of Teaching, Learning, and Innovation; Jessica Harris, Director of ES; Mary Gist, Director of MS; Rosalyn Evans, Director of HS; Brandi Blackly, Director of Curriculum 9-12; Tracy Hollinger, Director of Curriculum 6-8; Andrew Streeter, Math Interventionist; Patti Wilson, Reading Interventionist; Ashley Forbis, Reading Interventionist; Sarah McAfee, Dyslexia Interventionist, Kevin Stacy, EL Coordinator; CJ Miller, EL Facilitator; Taylia Griffith, Director of Special Populations. The data component of the work is supported by Kimi Sucharski, Director of Accountability and Karl Bittinger, Accountability Coordinator. The Professional Learning Component is supported by Tina Smith, Director of Professional Learning.

Evaluation of observation indicator data with teachers averaging 3 and above as noted in TNCompass.

Evaluation of refinement and reinforcement data for trends of strength and challenge as noted in TNCompass.

Percent of teachers with an LOE of 3, 4, or 5 improved to 100% as noted in TNCompass.

Percent of teachers with an individual growth score of 3, 4, or 5 improved to 100% as noted in TNCompass.

Utilizing data provided by the TEAM process in TNCompass, evaluation of teacher observation indicator, refinement, and reinforcement data for trends in strengths and challenges is conducted. Data are collected at the district level every quarter by the Accountability and Assessment Team and shared with level directors, Director of Professional Learning, and Senior Instructional Team meetings with a focus on looking for trends, challenges, and strengths. Supports are identified for profession learning opportunities, and structures for addressing needs with real time in classroom supports through academic coaches and consulting teachers. If comments involve content needs, LEAD Teachers content expert in every building, will provide teachers in building supports focused on content development. The district includes focused professional learning opportunities during the two week summer ENGAGE conference and the information provided to those individuals identified as in need. The work is led by Emily Vaughn, Director of Teaching, Learning, and Innovation; Jessica Harris, Director of ES; Mary Gist, Director of MS; Rosalyn Evans, Director of HS; Brandi Blackly, Director of Curriculum 9-12; Tracy Hollinger, Director of Curriculum 6-8; Andrew Streeter, Math Interventionist; Patti Wilson, Reading Interventionist; Ashley Forbis, Reading Interventionist; Sarah McAfee, Dyslexia Interventionist, Kevin Stacy, EL Coordinator; CJ Miller, EL Facilitator; Taylia Griffith, Director of Special Populations. The data component of the work is supported by Kimi Sucharski, Director of Accountability and Karl Bittinger, Accountability Coordinator. The Professional Learning Component is supported by Tina Smith, Director of Professional Learning

S 2.4 EL Supports

Continuous independent monitoring of EL student ILP to ensure appropriateness so that students are provided the greatest opportunity to access the regular education classroom and grade level content with appropriate EL supports. Teachers have been provided professional development on resources to address the EL WIDA skills implemented in 2018-19. EL Facilitator, CJ Miller, travels throughout the district to work with schools' EL teachers if they need assistance in writing EL student individual learning plans and providing instructional strategy supports for the general education classroom. EL Coordinator, Kevin Stacy, provides professional learning opportunities on-going at both the building and district level. Topics: Grade level tasks for EL; Complex and Compelling Texts, Contextualized/Integrated Language Development, Strategic Assessments, Academic Conversations for EL students, Balance of Language Modalities, Culturally Responsive Practices and Thinking Maps.

Benchmark Indicator

Percent of EL students achieving expected growth utilizing WIDA pre and post data increases to 60 %.

Percent of EL students identified to meet expected growth on the WIDA increases to 100% as measured by District EL formative assessments.

Percent of EL students achieving mastery on the ACCESS assessment. District common assessments and benchmark assessments improves by 5% from baseline established in 2018-19.

Formative Assessment

EL district data administered BOY, MOY, and EOY, such as, district benchmarks and common assessments, housed and scored in Performance Matters, and are administered following the scope and sequence posted in the curriculum navigator https://sites.google.com/cmcss.net/cmcssparentacademicresources/home. The assessment calendar for all assessments are posted at https://accountability.cmcss.net/assessment-calendar-2/ and are updated to meet changing needs of the district students. All district benchmarks and common assessments are written by district teachers with support from the Curriculum Directors, Consulting Teachers, and Academic Coaches. Feedback opportunities are provided before administration of the assessments. Classroom teachers administer the district benchmarks and common assessments. Classroom, grade, and building level data is then analyzed and shared in collaborative conferencing with support from academic coaches and consulting teachers. District level data is analyzed and shared in the Senior Instructional Team meetings with a focus on looking for trends, challenges, and strengths. All district common and benchmark assessments data are disaggregated by identified state and federal subgroups to include students receiving target skill supports. Weekly evaluation of progress monitoring from TELL and Fast Bridge data are completed to track timing of targeted skill improvement data disaggregated not only for those in TIER II and TIER III supports, but those receiving supports for dyslexia, EL and SWD supports. Data is shared during collaborative planning each week with support from academic coaches and consulting teachers within the buildings with all individuals providing either TIER I, II, or III instruction and support. 

S 3.1 Teacher retention and support

Provide new teachers and struggling teachers with real time supports to include: (1) Pride Academy for new teachers, (2) Academic coaches, consulting teachers, and content lead teachers at the building level, and (3) professional learning opportunities aligned to addressing content support, classroom management, and balanced assessment.

Benchmark Indicator

Percent of teachers retained after year one increase to 95%. Percent of teachers retained after three years increase to 95% Percent of teachers retained after five years increase to 95% Surveys of teacher perceptions of support provided. Teacher observation and LOE data trends for first through fifth year teachers. Utilizing data provided by the TEAM process in TNCompass, evaluation of teacher observation indicator, refinement, and reinforcement data for trends in strengths and challenges is conducted. Supports are identified for profession learning opportunities, and structures for addressing needs with real time in classroom supports through academic coaches and consulting teachers. If comments involve content needs, LEAD Teachers content expert in every building, will provide teachers in building supports focused on content development. The district includes focused professional learning opportunities during the two week summer ENGAGE conference and the information provided to those individuals identified as in need. The work is led by the Accountability and Assessment Team, the Level Directors, building administrators, and Professional Learning Team.

S 4.1 Ready Graduate Elementary

Fishbowl activities with building principals, assistant principals, academic coaches and consulting teachers, as well as focus group activities with Parent Focus Group, Teacher Focus Group, Classified Employee Focus Group, Parent Engagement Representatives from all schools reveal a need for the district to address the following ready graduate needs such as workforce critical skills beginning with ES, complex text fluency, and math fluency.Technology fluency in terms of time and place for appropriate use, and ability to navigate appropriate applications. (Digital blended learning).This work is led by Emily Vaughn, Director of Teaching, Learning, and Innovation; Jessica Harris, Director of ES; Mary Gist, Director of MS; Rosalyn Evans, Director of HS; Brandi Blackley, Director of Curriculum 9-12; Tracy Hollinger, Director of Curriculum 6-8; Andrew Streeter, Math Interventionist; Patti Wilson, RTI² Coordinator; Ashley Forbis, Reading Interventionist; Sarah McAfee, Dyslexia Interventionist, Kevin Stacy, EL Coordinator; CJ Miller, EL Facilitator; Taylia Griffith, Director of Special Populations. The data component of the work is supported by Kimi Sucharski, Director of Accountability and Karl Bittinger, Accountability Coordinator. The Professional Learning Component is supported by Tina Smith, Director of Professional Learning.

Benchmark Indicator

Percent of students transitioning proficient in reading and math from 3rd -5th as measured by TNReady state assessment meets and exceeds AMO targets.Percent of students transitioning proficient in reading and math from K-5th as measured by common assessments and benchmark assessments, housed and scored in Performance Matters, equitable to TNReady AMO's.Reduction of students in need of TIER III interventions transitioning to the next grade to less than 5%.The district utilizes Fast Bridge Universal Screener and EL Tell Assessment as screeners. The assessment calendar for all assessments are posted at https://accountability.cmcss.net/assessment-calendar-2/ and are updated to meet changing needs of the district students. Weekly evaluation of progress monitoring data to track timing of targeted skill improvement data disaggregated not only for those in TIER II and TIER III supports, but those receiving supports for dyslexia, EL and SWD supports. Data is shared during collaborative planning each week with support from academic coaches, consulting teachers, and Lead teachers within the buildings with all individuals providing either TIER I, II, or III instruction and support. All district common and benchmark assessments data, housed and scored in Performance Matters, are disaggregated by identified state and federal subgroups to include students receiving target skill supports.

S 4.2 Ready Graduate Middle School

Fishbowl activities with building principals, assistant principals, academic coaches and consulting teachers, as well as focus group activities with Parent Focus Group, Teacher Focus Group, Classified Employee Focus Group, Parent Engagement Representatives from all schools reveal a need for the district to address the following ready graduate needs such as workforce critical skills with an emphasis on complex text fluency and math fluency throughout school. Technology fluency in terms of time and place for appropriate use, and ability to navigate appropriate applications. (Digital blended learning).This work is led by Emily Vaughn, Director of Teaching, Learning, and Innovation; Jessica Harris, Director of ES; Mary Gist, Director of MS; Rosalyn Evans, Director of HS; Brandi Blackly, Director of Curriculum 9-12; Tracy Hollinger, Director of Curriculum 6-8; Andrew Streeter, Math Interventionist; Patti Wilson, Reading Interventionist; Ashley Forbis, Reading Interventionist; Sarah McAfee, Dyslexia Interventionist, Kevin Stacy, EL Coordinator; CJ Miller, EL Facilitator; Taylia Griffith, Director of Special Populations. The data component of the work is supported by Kimi Sucharski, Director of Accountability and Karl Bittinger, Accountability Coordinator. The Professional Learning Component is supported by Tina Smith, Director of Professional Learning.

Benchmark Indicator

Percent of students transitioning proficient and fluent in reading and math from 6th -8th as measured by TNReady state assessment meets and exceeds AMO targets. Percent of students transitioning proficient in reading and math from 6th - 8th as measured by common assessments and benchmark assessments, housed and scored in Performance Matters, equitable to TNReady AMO's. Reduction of students in need of TIER III interventions transitioning to the next grade to less than 5%.Reduction in chronic absenteeism meeting AMO targets. Reduction is discipline exclusionary time from the instructional environment [ISS, OSS, and expulsions].Students demonstrate technology literacy skills through the successful completion of integrated tasks. The district utilizes Fast Bridge Universal Screener and EL Tell Assessment as screeners. The assessment calendar for all assessments are posted at https://accountability.cmcss.net/assessment-calendar-2/ and are updated to meet changing needs of the district students. Weekly evaluation of progress monitoring data to track timing of targeted skill improvement data disaggregated not only for those in TIER II and TIER III supports, but those receiving supports for dyslexia, EL and SWD supports. Data is shared during collaborative planning each week with support from academic coaches, consulting teachers, and Lead teachers within the buildings with all individuals providing either TIER I, II, or III instruction and support. All district common and benchmark assessments data, housed and scored in Performance Matters, are disaggregated by identified state and federal subgroups to include students receiving target skill supports.

S 4.3 Ready Graduate High School

Students develop ACT ready graduate competencies, access EPSOs, and develop transition to postsecondary plans. Personalized student learning through a blend of direct instruction and technology. Develop and solidify college and career competencies and connections.

Benchmark Indicator

Percent of students graduating identified as Ready Graduates meet and exceed AMO targets. Percent of students achieving 21 ACT Composite meets or exceeds AMO target. Percent of students meeting all 4 ACT college benchmarks increases to 35%. Percent of students transitioning proficient in reading and math from 9th -12th as measured by TNReady state assessment meets and exceeds AMO targets. Percent of students transitioning proficient in reading and math from 9th -12th as measured by common assessments and benchmark assessments, and a Universal Screener TBD, housed and scored in Performance Matters, equitable to TNReady AMO's. Reduction of students in need of TIER III interventions transitioning to the next grade to less than 5%. The district utilizes Fast Bridge Universal Screener and EL Tell Assessment as screeners. The assessment calendar for all assessments are posted at https://accountability.cmcss.net/assessment-calendar-2/ and are updated to meet changing needs of the district students. Weekly evaluation of progress monitoring data to track timing of targeted skill improvement data disaggregated not only for those in TIER II and TIER III supports, but those receiving supports for dyslexia, EL and SWD supports. Data is shared during collaborative planning each week with support from academic coaches, consulting teachers, and Lead teachers within the buildings with all individuals providing either TIER I, II, or III instruction and support. All district common and benchmark assessments data, housed and scored in Performance Matters, are disaggregated by identified state and federal subgroups to include students receiving target skill supports. 

S 4.4 Ready Graduate for SWD

SWD have appropriate IEPs that include benchmarks that enable the student to transition from ES to MS to HS to post secondary with the greatest opportunity to successfully access the general education classroom and grade level standards. 

Benchmark Indicator

IEP monitoring

Percent of students accessing the regular education classroom increase to meet and exceed APR

Percent of students completing the ACT without state accommodations increases 95%

Percent of students earning a regular education diploma or the alternative academic diploma increases to 95%.

S 4.5 Ready Graduate for EL

Continuous independent monitoring of EL student ILP to ensure appropriateness so that students are provided the greatest opportunity to access the regular education classroom and grade level content with appropriate EL supports. Teachers have been provided professional development on resources to address the EL WIDA skills implemented in 2018-19. EL Facilitator, CJ Miller, travels throughout the district to work with schools' EL teachers if they need assistance in writing EL student individual learning plans and providing instructional strategy supports for the general education classroom. EL Coordinator, Kevin Stacy, provides professional learning opportunities on-going at both the building and district level. Topics: Grade level tasks for EL; Complex and Compelling Texts, Contextualized/Integrated Language Development, Strategic Assessments, Academic Conversations for EL students, Balance of Language Modalities, Culturally Responsive Practicesand Thinking Maps.

Benchmark Indicator

Percent of EL students achieving expected growth utilizing WIDA pre and post data increases to 60%.Percent of EL students identified as on to meet expected growth on WIDA. District common assessments and benchmark assessments improves by 5% from baseline established in 2018-19.Distirict data administered BOY, MOY, and EOY, such as, district benchmarks and common assessments, housed and scored in Performance Matters, and are administered following the scope and sequence posted in the curriculum navigator https://sites.google.com/cmcss.net/cmcssparentacademicresources/home . The assessment calendar for all assessments are posted at https://accountability.cmcss.net/assessment-calendar-2/ and are updated to meet changing needs of the district students. All district benchmarks and common assessments are written by district teachers with support from the Curriculum Directors, Consulting Teachers, and Academic Coaches. Feedback opportunities are provided before administration of the assessments. Classroom teachers administer the district benchmarks and common assessments. Classroom, grade, and building level data is then analyzed and shared in collaborative conferencing with support from academic coaches and consulting teachers. District level data is analyzed and shared in the Senior Instructional Team meetings with a focus on looking for trends, challenges, and strengths. All district common and benchmark assessments data are disaggregated by identified state and federal subgroups to include students receiving target skill supports. Weekly evaluation of progress monitoring from TELL and Fast Bridge data are completed to track timing of targeted skill improvement data disaggregated not only for those in TIER II and TIER III supports, but those receiving supports for dyslexia, EL and SWD supports. Data is shared during collaborative planning each week with support from academic coaches and consulting teachers within the buildings with all individuals providing either TIER I, II, or III instruction and support. 

S 5.1 Student supports

Social, Emotional, and Behavioral Support

Continue working with the five categories representing intrapersonal and interpersonal domains through pieces aligned with the new counselor model work. Will address the following components

• Self-Awareness—recognizing one’s own emotions and thoughts and how they influence behavior

• Self-Management—regulating one’s own emotions, thoughts, and behaviors

• Social Awareness—taking the perspective of and empathizing with others from diverse backgrounds and cultures

• Relationship Skills—establishing and maintaining healthy relationships

• Responsible Decision-making—making constructive and respectful choices

Beginning in spring, 2020, ten schools each year began a three-year training in RTI2-B. All schools in the district will have this support implemented by 2026. Training is provided by the Tennessee Behavior Supports Project through Vanderbilt University. 

Multi-tiered systems of supports

Begin working with the multi-tiered systems of support for student discipline. Will address the following components

Category 1: Handled by the classroom teacher (with supports from the school counselor, case manager, and parents).

Category 2: Minor Office Referral: school administrator, may refer student to school counselor, call an A-Team or S-Team meeting, or contact a behavior consultant.

Category 3: Major Office Referral; school administrator may refer student to school counselor, call an A-Team or S-Team meeting, or contact behavior consultant. Student may be referred to greater support such as referral to mental health co-op support.

Category 4: Zero Tolerance offenses

Benchmark Indicator

Student discipline and attendance data disaggregated by subgroups

Students in TIER II and TIER III interventions. The district utilizes Fast Bridge Universal Screener which includes a behavior choice screener and EL Tell Assessment as screeners. The assessment calendar for all assessments are posted at https://accountability.cmcss.net/assessment-calendar-2/ and are updated to meet changing needs of the district students Weekly evaluation of progress monitoring data to track timing of targeted skill improvement data disaggregated not only for those in TIER II and TIER III supports, but those receiving supports for dyslexia, EL and SWD supports. Data is shared during collaborative planning each week with support from academic coaches and consulting teachers within the buildings with all individuals providing either TIER I, II, or III instruction and support. On the district level the Curriculum Directors, along with the RTI Coordinator, EL Coordinator, EL Facilitator, Director of Special Populations, Consulting Teachers and Academic Coaches review the screener data three times a year (BOY = September; MOY = December; and EOY = April) and share in the Senior Instructional Team meetings with a focus on looking for trends, challenges, and strengths. The work is led by Emily Vaughn, Director of Teaching, Learning, and Innovation; Brandi Blackly, Director of Curriculum 9-12; Tracy Hollinger, Director of Curriculum 6-8; Andrew Streeter, RTI Math Interventionist; Patti Wilson, RTI Reading Interventionist; Ashley Forbis, RTI Reading Interventionist; Sarah McAfee, Dyslexia Interventionist. The data component of the work is supported by Kimi Sucharski, Director of Accountability and Karl Bittinger, Accountability Coordinator. The Professional Learning Component is supported by Tina Smith, Director of Professional Learning.Students seeking counselor supportStudent academic achievement

S 5.2 Parent and Community Outreach

Authentic parent and community involvement often works as a partnership, offering collaborative opportunities with the schools to reinforce learning across multiple settings that may include classrooms, homes, and community or faith-based centers. When the partnership engages parents and community members in ways that offer systematic approaches to support learning, participants find purpose in their interactions that encourage them to persist. The district will continue to build on the work initiated through the DODEA parent engagement work. Restructure of the Learning Centers to better serve parents in addressing the social emotional behavior needs of their child through parent trainings and engagement with the school and learning environment.

Benchmark Indicator

Percent of participants disaggregated by school, district, and community collaboration activities

Survey feedback on relevance of activities provided

S 5.3 Teacher and Administrator Support and Professional Learning

Provide professional learning through principal meetings, academic coach meetings, and after the regular scheduled day activities addressing:

Climate- Creating a safe and respectful learning environment, which is well managed, supportive, and engaging with active participation.

Direct Instruction- Using a variety of programs to deliberately teach the SEL skills students need to be successful learners.

Infusion- Integrating SEL skills throughout the day and in all curriculum areas through modeling of instructional practices that promote SEL skill and practice and maximize learning.

Provide meaningful sessions through the district's ENGAGE Professional Learning Conference in June 2020 and 2021 and July 2020 and 2021 aligned to the topics and structures utilized in principal meetings, academic coach meetings, and after the regular scheduled day activities such as Just in Time Trainings for teachers.

Benchmark Indicator

Student discipline and attendance data disaggregated by subgroups on track to meet AMO targets.

Percent of students seeking counselor support disaggregated by self referral and adult referrals

Percent of student achieving 80% mastery on common assessments and benchmark assessments as measured by the Performance Matters assessments.

Analysis of teacher feedback on SEL intervention in meeting the needs of students.

The district utilizes Fast Bridge Universal Screener which in addition to ELA and Math skill data, provides behavior information in terms of addressing SEB skills. The assessment calendar for all assessments are posted at https://accountability.cmcss.net/assessment-calendar-2/ and are updated to meet changing needs of the district students Weekly evaluation of progress monitoring data to track timing of targeted skill improvement data disaggregated not only for those in TIER II and TIER III supports, but those receiving supports for dyslexia, EL and SWD supports. Data is shared during collaborative planning each week with support from academic coaches and consulting teachers within the buildings with all individuals providing either TIER I, II, or III instruction and support.

All district common and benchmark assessments data, housed and scored in the Performance Matters system, are disaggregated by identified state and federal subgroups to include students receiving target skill supports.

The work is led by Emily Vaughn, Director of Teaching, Learning, and Innovation; Brandi Blackly, Director of Curriculum 9-12; Tracy Hollinger, Director of Curriculum 6-8; Andrew Streeter, Math Interventionist; Patti Wilson, Reading Interventionist; Ashley Forbis, Reading Interventionist; Sarah McAfee, Dyslexia Interventionist, Kevin Stacy, EL Coordinator; CJ Miller, EL Facilitator; Taylia Griffith, Director of Special Populations. The data component of the work is supported by Kimi Sucharski, Director of Accountability and Karl Bittinger, Accountability Coordinator. The Professional Learning Component is supported by Tina Smith, Director of Professional Learning.