Dickson County Distance Learning Academy Export Export
Goals
G 1 Academic Achievement in Mathematics
For 2022-2023, Mathematics improvement is measured by TCAP for all students, as well as subgroups. DCDLA will specifically focus on improvement in the percent of students on-track and mastered, as measured by TCAP.
Performance Measure
For the school based program, increase the percentage of students who are on-track or mastered in grades 9-12 Math from the district average by 4% in 2023 as measured by TN Ready.
For the home based program, increase the percentage of students who are on-track or mastered in grades K-12 (or whatever grades have enrollment), by 4% in 2023 as measured by TN Ready.
Sections
- Academic Achievement & Growth
S 1.1 Interventions to address student learning needs
Response to Intervention is multi-tier approach to the early identification and support of students with learning needs. The RtI process begins with high-quality instruction and universal screening of all children in the general education classroom. Interventions are provided in the areas of math computation and math problem solving. The RTI process involves three tiers of interventions provided for students. Tier 1 is for the student meeting academic standards based on the results of the universal screener. Tier 2 & 3 interventions are for students not meeting the academic standards based on the universal screener. Students are provided daily interventions based on the results of the universal screener and assessment results.
Benchmark Indicator
Universal screening benchmarks are given three times a year to identify students in need of math intervention in the specific deficit areas. Students are placed in intervention based on the universal screening data along with specific diagnostic data given at the school level. Intervention placement and progress are monitored every 4 - 5 weeks during TIER data meetings.
A 1.1.1 iXL
The iXL program provides a diagnostic tool and teacher directed assignments as well as reports on student performance.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| April Rolston, Dinah Stockman | 2023-05-25 |
A 1.1.2 FastBridge
FastBridge is used to conduct universal screening in the fall, winter, and spring. Results are analyzed in the areas of math calculation, math reasoning, math computation, and math problem-solving. FastBridge is also used to conduct weekly or bi-weekly progress monitoring for students identified with a specific area of concern and placed in an RtI Tier to receive intervention. The online platform also provides intervention strategies/guidelines, if a teacher chooses to make use of those.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| April Rolston, Dinah Stockman, Wendy Kovalchick | 2023-05-25 |
S 1.2 Extended Learning opportunity for students
Summer school will be offered for students not meeting the expected levels in Mathematic for grades 1 - 11 as measured by TCAP results. Three locations will be provided as well as some transportation services. Students will be invited to attend summer school and participate in this remedial program based on student assessment results.
Benchmark assessment will be used to determine students invited to attend the extended learning. The mathematics coordinator will evaluate assessment results and determine students invited to attend.
Parent workshops will be offered to help address standards and helping students at home.
Benchmark Indicator
Student participation and assessment results in the summer program pre and post assessments. Student success will be based on students obtaining the skills needed for prior grade levels.
A 1.2.1 Learning Loss Camp/Summer School for Grades K-8
Learning Loss Camp includes extended year activities that support the academic and enrichment needs of students in grades K-5 based on scoring below on state and FastBridge assessments. Transportation may be provided.
Summer School will be provided for middle school students not meeting proficiency levels in Mathematics as measured by TCAP. Students will be provided a transportation to a six week summer school session to help them catch up in meeting the standards. Remediation will be provided based on student assessment results and interventions provided.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Rhiannon Mason, Cindy Estes, Julie Outlaw, Robbie Faulkner | 2023-08-01 |
A 1.2.2 Edgenuity Summer Program for Grades 9-12
Students will have the opportunity to complete courses during the summer that were not finished during the school year. These courses will translate into credits earned for graduation requirements. Additional staff and remediation will be provided based on student courses completed and credits earned.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Rhiannon Mason, Cindy Estes, Melinda Draper, Robbie Faulkner | 2023-08-01 |
A 1.2.3 Parent Workshops/Trainings/Materials
DCDLA parents will have the opportunity to participate in district-wide workshops and trainings. They will also have access to parent engagement materials. Examples of events that may be available to parents include ELA workshops, parent education classes, parent training on technology with opportunities for parents to be engaged in literacy and math strategies, parent advisory committee, online parent resources/library, etc. Parents will be notified via Facebook, Twitter, the district website, NDA's website, DOJO, and robo calls.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Mary Collins, Rhiannon Mason | 2023-05-25 |
S 1.3 Ongoing Professional Learning for Teachers
To increase instructional outcomes for all students in the area of mathematics, we need to provide ongoing, quality, job-embedded professional learning to teachers that build and extend mathematical content knowledge and the use of effective instructional strategies. DCDLA/NDA teachers engage in professional learning activities such as online research; PIE conference; principal directed staff development via Google Classroom; collaboration and partnerships with other educators; instructional videos (tutorials); PLC in conjunction with sister schools; deconstructing standards and determining essential standards by grade level; activities, information, and other benefits associated with membership in the National Council of Teachers of Mathematics; and review of educator blogs.
Benchmark Indicator
Ongoing, open dialogue occurs between the DCDLA/NDA principal and staff to determine how to best meet the academic, behavioral, and other needs of all NDA students. Through these discussions, professional learning needs and plans are determined, prepared, and implemented.
Principal observations from the TEAM evaluation results will show teachers utilizing learned instructional skills and student learning is reflective of the rigorous curriculum. Student test results indicate higher levels of students considered on track and mastered across the district.
A 1.3.1 Instructional Videos and Emails
Teachers are provided tutorial or instructional videos and emails on how to complete certain tasks, deliver instruction, and other best practices. These videos and emails have been provided by the DCDLA/NDA principal, district math coordinator, district RtI Coordinator, district IT department, and others.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Rhiannon Mason, district coordinators | 2023-07-31 |
A 1.3.2 Online Professional Development & After School Training
Staff engages in high quality ongoing professional development via various online learning platforms such as Google, PlayPosit, Actively Learn, Baamboozle, Blendspace, Wisc-Online, Visme, TalkingPoints, Audacity, Digital Learning Day, elearning Industry, Technology at MSU, Merlot, Coursera, FutureLearn, Michigan Virtual, Edgenuity, acesonlinelearning, nctsn.org, weareteachers, azaces.org, and several others.
The district's Instructional Technologist provides weekly after school professional development on various topics to enhance instruction, teacher performance, and student learning. Recordings of the sessions are made available in the Tech Hub for "on demand" review. In addition, other resources are also available on the Tech Hub to strengthen instruction and use of technology in the classroom.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Rhiannon Mason, Lori Buhler | 2023-07-31 |
G 2 Academic Achievement and Growth in Reading/Language Arts
For the 2022-2023, Reading/Language Arts improvement is measured by TCAP for all students, as well as subgroups. DCDLA will specifically focus on improvement in the percent of students on-track and mastered, as measured by TCAP.
Performance Measure
For the school based program, increase the percentage of students who are on-track or mastered in grades 9-12 reading/language arts from the district average by 4% in 2023 as measured by TN Ready.
For the home based program, increase the percentage of students who are on-track or mastered in grades K-12 (or whatever grades have enrollment), by 4% in 2023 as measured by TN Ready.
Sections
- Academic Achievement & Growth
S 2.1 Interventions to address student learning needs
Response to Intervention is multi-tier approach to the early identification and support of students with learning needs. The RtI process begins with high-quality instruction and universal screening of all children in the general education classroom. Interventions are provided in the areas of basic reading, reading fluency, reading comprehension, and written expression for ELA. The RTI process involves three tiers of interventions provided for students. Tier 1 is for the student meeting academic standards based on the results of the universal screener. Tier 2 & 3 interventions are for students not meeting the academic standards based on the universal screener. Students are provided daily interventions based on the results of the universal screener and assessment results.
Benchmark Indicator
Universal screening benchmarks are given three times a year to identify students in need of reading intervention in the specific deficit areas. Students are placed in intervention based on the universal screening data along with specific diagnostic data given at the school level. The district looks for a reduction in the number of students scoring below the 20th percentile to monitor effectiveness of interventions. Intervention placement and progress are monitored every 5 weeks during TIER data meetings.
A 2.1.1 Progress Monitoring
Multiple interventions are used to target specific skill deficits and Tier intensities. Intervention plan evaluations are monitored every 4 - 5 weeks. Changes to plans are made depending on the outcomes. Changes can include: grouping, interventionist, teacher-pupil ratio, length of time, frequency, type of intervention, time of day of the intervention, etc. Approved interventions include the following:
Wilson Reading is for SPED intervention in basic reading.
Read180 and System44 is used in 6th - 12th for Tier II and Tier III intervention in reading fluency.
Fast Comprehension is used in 6th - 12th Tier II and Tier III intervention in reading comprehension.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Dinah Stockman, Wendy Kovalchick, teachers, Mary Collins | 2023-05-25 |
A 2.1.2 Universal Screening
The Universal Screener is given during the Fall, Winter and Spring for each grade. Results are analyzed to include basic reading skills; reading fluency; and reading comprehension.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Dinah Stockman, Mary Collins, teachers | 2023-05-25 |
S 2.2 Extended learning for students
Extended learning opportunities will be offered for students not meeting the expected levels in ELA for grades 1 - 11 as measured by TCAP results. Extended learning includes summer school session, credit recovery, and Edgenuity. Benchmark assessment will be used to determine students invited to attend the extended learning. The ELA coordinator will evaluate assessment results and determine students invited to attend. Parent workshops will be offered to help address standards and helping students at home.
Benchmark Indicator
Student participation and assessment results in the summer program pre and post assessments. Student success will be based on students obtaining the skills needed for prior grade levels.
A 2.2.1 Learning Loss Camp/Summer School for Grades K-8
Learning Loss Camp includes extended year activities that support the academic and enrichment needs of students in grades K-5 based on scoring below on state and FastBridge assessments. Transportation may be provided.
Summer School will be provided for middle school students not meeting proficiency levels in Mathematics as measured by TCAP. Students will be provided a transportation to a six week summer school session to help them catch up in meeting the standards. Remediation will be provided based on student assessment results and interventions provided.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Rhiannon Mason, Cindy Estes, Amber Potter, Robbie Faulkner, Andrea Rawls | 2023-08-01 |
A 2.2.2 Summer Edgenuity Program, Grades 9-11
Students will have the opportunity to complete courses during the summer that were not finished during the school year. These courses will translate into credits earned for graduation requirements.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Rhiannon Mason, Cindy Estes, Melinda Draper, Robbie Faulkner | 2023-05-25 |
A 2.2.3 Parent Workshops/Trainings/Materials
DCDLA parents will have the opportunity to to participate in district-wide workshops and trainings. They will also have access to parent engagement materials. Examples of events that may be available to parents include ELA workshops, parent education classes, parent training on technology with opportunities for parents to be engaged in literacy and math strategies, parent advisory committee, online parent resources/library, etc. Parents will be notified via Facebook, Twitter, the district website, NDA's website, DOJO, and robo calls.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Mary Collins, Rhiannon Mason | 2023-05-25 |
S 2.3 Ongoing Professional Learning for Teachers
Professional learning for educators is an embedded ongoing process of continual learning. Teachers' planning time is utilized to provide additional learning opportunities across grade spans or subject matter content. The five days of inservice opportunities at the beginning of each year is considered a top priority for professional learning. September and January Staff Development days are used to provide high quality professional development. The October PLC day is used for content and/or grade level collaboration across the district. DCDLA/NDA teachers engage in professional learning activities such as WILSON; Six Minute Solution; online research; PIE conference; principal directed staff development via Google Classroom; collaboration and partnerships with other educators; instructional videos (tutorials); activities, information, and other benefits associated with membership in the International Dyslexia Association; PLC in conjunction with sister schools; and review of educator blogs.
Benchmark Indicator
Ongoing, open dialogue occurs between the DCDLA/NDA principal and staff to determine how to best meet the academic, behavioral, and other needs of all NDA students. Through these discussions, professional learning needs and plans are determined, prepared, and implemented.
Principal observations from the TEAM evaluation results will show teachers utilizing learned instructional skills and student learning is reflective of the rigorous curriculum. Student test results indicate higher levels of students considered on track and mastered across the district.
A 2.3.1 Instructional Videos/Emails
Teachers are provided tutorial or instructional videos and emails on how to complete certain tasks, deliver instruction, and other best practices. These videos have been provided by the DCDLA/NDA principal, district coordinators, district RtI Coordinator, district IT department, and others.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Rhiannon Mason, district coordinators | 2023-07-31 |
A 2.3.2 Online & After School Professional Development
Staff engages in high quality ongoing professional development via various online learning platforms such as Google, PlayPosit, Actively Learn, Baamboozle, Blendspace, Wisc-Online, Visme, TalkingPoints, Audacity, Digital Learning Day, elearning Industry, Technology at MSU, Merlot, Coursera, FutureLearn, Michigan Virtual, Edgenuity, acesonlinelearning, nctsn.org, weareteachers, azaces.org, and several others.
The district's Instructional Technologist provides weekly after school professional development on various topics to enhance instruction, teacher performance, and student learning. Recordings of the sessions are made available in the Tech Hub for "on demand" review. In addition, other resources are also available on the Tech Hub to strengthen instruction and use of technology in the classroom.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Rhiannon Mason, Lori Buhler | 2023-07-31 |
G 3 Addressing Unique Learning Challenges
Students who are enrolled in the DCDLA choose the "virtual" or "distance learning" platform for a variety of reasons. Some have physical health needs that put them at high risk or create particular challenges in the brick and mortar school. Some have mental health concerns that prevent them from being able to function in the traditional school environment. Some have other responsibilities such as working extended hours at a job, a child of their own, caring for a parent or other relative, etc. that require them to have flexible school hours. Some simply prefer the online platform and/or learning from home. Some have a host of other reasons. Regardless of the reason for enrollment in the DCDLA, learning via this platform creates a plethora of unique learning needs. Examples include time management, limited access to a live teacher, self-pacing, technology issues, learning disabilities or challenges, conflicts or distractions in the home, physical and mental health concerns, etc.
Performance Measure
Student compliance with meeting the 20 hour minimum per week requirement of active online learning will increase by 4%.
Sections
- Other Needs
S 3.1 Parent Involvement
Parents are vital to the success of their children in school and every day life. DCDLA will strive to build rapport with parents, communicate at least weekly regarding student progress, and provide opportunities for parents to gain more information in areas of interest.
Benchmark Indicator
Participation of DCDLA parents in weekly communication with staff regarding student progress and in workshop opportunities
A 3.1.1 Parent Workshops/Trainings/Materials
DCDLA parents will have the opportunity to to participate in district-wide workshops and trainings. They will also have access to parent engagement materials. Examples of events that may be available to parents include ELA workshops, parent education classes, parent training on technology with opportunities for parents to be engaged in literacy and math strategies, parent advisory committee, online parent resources/library, etc. Parents will be notified via Facebook, Twitter, the district website, NDA's website, DOJO, and robo calls.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Mary Collins, Rhiannon Mason | 2023-05-25 |
A 3.1.2 Parent Communication
Parents will be contacted, at least weekly, via email and/or phone call to discuss student attendance and academic progress.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Brian Fitts, Rhiannon Mason, Michelle Street, Melinda Draper, Angela DeLoach | 2023-05-25 |
S 3.2 Direct Student Support
Students will be provided direct support by appropriate staff to meet academic, mental health, special education, RtI, and other needs presented by students and/or their families. Most of these services will be conducted via an online platform, but may be conducted in person if the situation warrants.
Benchmark Indicator
Compliance with IEP, RtI, and 504 plans; compliance with mental health, judicial, DCS, or other such plans/protocols
A 3.2.1 School Social Worker
The School Social Worker is a vital member of the DCDLA team. She provides counseling (although in a somewhat limited capacity), crisis intervention, and other services to DCDLA students. She provides referrals to services and serves as a liaison to various agencies in the community and beyond. She is an advocate for the student, parents, families, and school. She is not only able to connect students and families with services but is also able to assist them in accessing and maintaining those services. In addition, she is able to reach out to students, parents, and families in ways other staff typically are unable to do so. The social worker is able to discuss attendance and other concerns directly with students, parents, families, and agency contacts, conduct home visits, initiate welfare checks, and reach out in other ways. When staff have specific concerns about a student (attendance, behavior, mental health, physical health, possible alcohol or drug use, possible self-harm, family issues, poverty issues, possible abuse, etc.), a referral to the social worker will be made.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Angela DeLoach, all staff | 2023-05-25 |
A 3.2.2 Related Services
RtI, 504, special education, and other services will be provided to students based on specific assessment results, identified needs, and plans in place. These services may include direct intervention or instruction, various therapies (such as speech/language), conducting meetings with parents (online or in person), consulting, or other identified needs.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Wendy Kovalchick, Melinda Draper, Dinah Stockman, Rhiannon Mason, sped district staff, teachers | 2023-05-25 |