Tennessee Connections Academy Johnson County 9-12 Export Export
Goals
G 1 By Spring 2023, we will improve 9-12 Literacy.
We believe that if teachers incorporate high quality text-based literacy activities as the basis for all instruction, that we will see improved student literacy outcomes, along with increased proficiency in writing. Students must be exposed to rigorous, grade-level tasks that require them to write about multiple texts.
In the 2022-2023 school year, Tennessee Connections Academy Johnson will increase the percentage of students scoring "On-Track" or "Mastered" in ELA for all students and in each of the accountability subgroups. Tennessee Connections Academy Johnson will meet or exceed the growth standard in reading for all students and for those in each of the accountability subgroups.
Additionally, in grades 9-12, Universal Screening data will be used to measure reading progress. In the 2021-2022 school year, 42% percent of 9-12 students were below the 25th percentile on Renaissance Star. The goal for 2022-2023 is to reduce that percentage to 25% of 9-12 students below the 25th percentile.
Performance Measure
Increase percent proficient of English I students from 24.4% on the Spring 2022 EOC assessment to 35% on the Spring 2023, English I EOC assessment.
Increase percent proficient of English II students from 44.7% on the Spring 2022 EOC assessment to 50% on the Spring 2023, English II EOC assessment.
Decrease the number of students below the 25th percentile on the STAR Benchmark Assessment from 42% to 25%.
TVAAS score in literacy will be a 3 or higher
Sections
- Academic Achievement & Growth
S 1.1 Remediate Learning Loss
The school will offer summer credit recovery opportunities to students that are not successful in passing required ELA courses during the school year.
Benchmark Indicator
At least 90% of students who have failed an ELA course for the year will be participate in Summer Credit recovery.
A 1.1.1 Summer SISP Enrollment
Students will be monitored for their course completion throughout the year as well as the tri-annual intervention screening with STAR360. Students and their learning coaches will be contacted in April and May if they are failing their courses or have a grade of lower than a C. Student who are currently identified in tier 2 and 3 will also be recommended into the summer SISP programs. The enrollment and participation in the summer program is voluntary by the parents and student. The team will provide participation and engagement incentives to be awarded at the end of the summer.
Using our triannual benchmark data, teacher feedback and overall student pass rates, students identified with learning loss will take part in IXL for remediation in MTSS tier two and three.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Lori Kinter | 2023-05-19 |
A 1.1.2 Summer Credit Recovery
Counselors and High School Administrators will closely monitor and audit student transcripts. Students identified as ELA credit deficient in the second semester or who are in jeopardy of not passing their ELA course will automatically be enrolled in our 6-week Summer Credit Recovery program
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Lori Kinter | 2023-11-19 |
S 1.2 Participate in Literacy Initiatives
The school will actively participate in the following literacy initiatives in an effort to increase literacy:
The 1st TN CER consortium
Benchmark Indicator
At least 90% of ELA teachers in grades 9-12 will complete the state literacy course for secondary teachers by December 31, 2022.
A 1.2.1 State Literacy Course for ELA teachers in grade 9-12
Teachers in grades 9-12 will be encouraged to attend the state foundational literacy skills course prior to the end of the first semester.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Lori Kinter | 2023-01-06 |
A 1.2.2 Literacy PLCs
Horizontal Course PLC's in all subject areas will meet monthly to integrate text-based literacy activities (from state literacy initiatives) into planned lessons for all live lesson sessions.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Lori Kinter | 2023-05-19 |
S 1.3 High-quality professional development of instructional staff in reading/literacy
All staff will be trained in best practice strategies for increasing student engagement through quality instruction to improve student reading, literacy and comprehension. Components of content-relevant strategies will include whole group, small group and one-on-one conferencing to meet the individual needs of all students. Training on the effectiveness of increased student engagement in relation to student achievement will be offered.
Benchmark Indicator
Administrators will measure the effectiveness of the professional development sessions a minimum of two times per year through universal screening data and benchmark data with both assessments showing an increase in students performing at on-track or mastery. State assessment results in ELA will meet AMOs for all students and for students in each of the accountability subgroups (Grades 9-12). Walk-through feedback from administrators and supervisors will show evidence of successful implementation of training strategies during 80% of observations.
A 1.3.1 Teacher professional development
All certified ELA staff will participate in professional development and other forms of collaboration to support lesson development and the use of best practice literacy strategies to support improving student engagement. They will utilize the professional development series of training provided by Connections Academy as well as outside sources for high quality professional development.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Lori Kinter | 2022-12-01 |
A 1.3.2 Vertical Alignment
The school will setup vertical planning professional development days for grade levels to meet in clusters to include the grade above and the grade below. This would occur in two different days to be able to incorporate all the grade levels in this activity.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Lori Kinter | 2023-01-06 |
S 1.4 Reading intervention and supplemental supports
Reading interventions with supplemental supports are implemented at each school based on student needs:
· Tier 1 remediation of standards
· Tier 1 enrichment of standards
· Tier 2 skill development in basic reading, fluency, and/or comprehension
· Tier 3 skill development in basic reading, fluency, and/or comprehension
· Skills-based intervention (special education intervention if determined LRE by IEP) skill development in basic reading, fluency, and/or comprehension
Tennessee Connections Academy will review all students' current level of reading proficiency and then provide academic interventions and focused supplemental supports to increase student achievement and to close gaps in reading
Benchmark Indicator
In December and again March, data teams, and the RTI coordinator will meet to discuss individual student progress in RTI based on Renaissance Star Test with a goal of decreasing the percentage of students who fall below the 25th percentile.
By mid-March, schools will see 80% of higher fidelity of intervention as monitored by the school RTI Coordinator and school administrators using the RTI Fidelity Checklist. Increased fidelity will result in fewer students falling below the 25th percentile compared to prior year’s spring cohort scores.
A 1.4.1 Accountability and conversations about data
Staff will monitor student progress through formative and summative assessments. Staff will meet regularly in departments to discuss student progress, analyze assessments and student work, and collaborate to increase student achievement. Students requiring additional assistance and interventions will be identified and plans will be formed for these students as necessary.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Derek Sanborn | 2023-05-19 |
A 1.4.2 MTSS Tracking and identification using Renaissance Star Benchmark Data
The RTI coordinator in addition to administration and the leadership team will work to increase the percentage of students taking the tri-annual benchmark test to 95%. Once this data is collected in the fall, winter, and spring, students will be assigned to Tiered intervention based up the testing data and other data collected on each student. After the Winter and Spring assessments, the data will be analyzed to determine what percentage of the students are moving up through the tiers and the percentage that are moving down or staying the same. Those students who are moving down in the tiers after the winter assessment will be identified for additional intervention help and progress monitoring
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Kim Paris | 2023-05-12 |
S 1.5 Address school achievement issues
Tennessee Connections Academy will implement activities in order to align curriculum, instruction, and assessment for optimizing student learning. These activities include pacing guides aligned with state standards, increased walkthroughs, professional learning communities and meetings focused on strengthening Tier I instruction, and professional development designed to help teachers create tasks aligned to the rigor of the standards. These activities will work to address school achievement issues in misalignment that will result in increase learning in reading and ELA.
Benchmark Indicator
- Beginning in September and continuing each month, supervisors will analyze course completion rates and gradebook results from Pearson Online Classroom. Results for all students as well as students in each of the accountability subgroups will be discussed with school administrators and strategies for remediation for students not proficient will be planned.
- In December and January, the School Leader will discuss PLC documentation, learning walk data, teacher data, and survey data with school assistant principals through the evaluation process.
- A monthly report to track students who need to be placed in the academic probation process will be used for students failing more than two courses and a support plan for these students will be created.
A 1.5.1 Teacher Observation and Feedback
All teachers who are providing reading instruction will have LiveLesson observations of their reading instruction and be provided feedback from their direct manager and also the Principal or Assistant Principal. A live lesson is the format for teaching within the virtual environment. We use a platform through Zoom and the teacher can connect and have a virtual lesson with their students. The teacher is able to see the students through use of a webcam and the students have the ability to pose questions through a mic or chat box. Observations are done by viewing the recorded link from the teacher's live lesson archive. Teachers will also be observed using the Team rubric.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Lori Kinter | 2023-01-06 |
A 1.5.2 Virtual Classroom Walkthroughs
Walkthrough data will be analyzed during high school leadership meetings to determine specific professional development needs and to plan instructional coaching sessions for professional development days.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Lori Kinter | 2023-05-19 |
S 1.6 High Quality Instructional Materials
Tennessee Connections Academy will provide high-quality instructional materials to teachers with the necessary tools and resources they need to prepare and deliver strong lessons that align to high academic standards and boost student achievement and outcomes.
Benchmark Indicator
The school administrators will monitor the use of instructional materials during classroom walkthroughs and observations. Benchmark assessments will be analyzed three times per year. Additionally, survey data from ongoing professional development sessions will be assessed to determine additional needs.
A 1.6.1 Curriculum Reviews and Alignment
The ELA teachers will meet in PLC teams to discuss curriculum alignment and identify any potential issues that may lead to plagarism and cheating. The admin team will meet Pearson Curriclum and content management each semester to address any potential gaps in learning or standard alignment iussues
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Derek Sanborn | 2023-03-01 |
A 1.6.2 Cross-Curricular Materials
Cross-curricular lesson planning and development of instructional materials with a cross-curricular, text-based focus will be conducted during facilitated planning sessions on teacher professional development days.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Lori Kinter | 2023-05-19 |
G 2 By Spring 2023, we will improve 9-12 Math.
Math scores on EOC assessments in the 2021-22 school year reflected less than 2% of students were proficient in Math. This is a serious disconnect between Math and the other subjects and the conceptual understanding and mastery of the standards needs to be a focus this year.
In the 2022-2023 school year, Tennessee Connections Academy Johnson will increase the percentage of students scoring "On-Track" or "Mastered" in mathematics for all students and in each of the accountability subgroups. Tennessee Connections Academy Johnson will meet or exceed the growth standard in reading for all students and for those in each of the accountability subgroups.
Additionally, in grades 9-12, Universal Screening data will be used to measure math progress. In the 2021-2022 school year, 32% percent of 9-12 students were below the 25th percentile on Renaissance Star. The goal for 2022-2023 is to reduce that percentage to 20% of 9-12 students below the 25th percentile.
Performance Measure
Increase the percent proficient of Algebra I students from 1.5% on the Spring 2022 EOC assessment to 20.0% on the Spring 2023, Algebra I EOC assessment.
Increase the percent proficient of Geometry students from 4.5% on the Spring 2022 EOC assessment to 20.0% on the Spring 2023, Geometry EOC assessment.
Increase the percent proficient of Algebra II students from 1.7% on the Spring 2022 EOC assessment to 20.0% on the Spring 2023, Algebra II grade EOC assessment.
Decrease the number of students below the 25th percentile on the STAR Benchmark Assessment from 32% to 20%.
TVAAS score for Numeracy will be a 3 or higher
Sections
- Academic Achievement & Growth
S 2.1 Remediate Learning Loss
The school will offer summer credit recovery opportunities to students that are not successful in passing required Math courses during the school year.
Benchmark Indicator
At least 90% of students who have failed an Math course for the year will be participate in Summer Credit recovery.
A 2.1.1 Summer SISP Enrollment
Students will be monitored for their course completion throughout the year as well as the tri-annual intervention screening with STAR360. Students and their learning coaches will be contacted in April and May if they are failing their courses or have a grade of lower than a C. Student who are currently identified in tier 2 and 3 will also be recommended into the summer SISP programs. The enrollment and participation in the summer program is voluntary by the parents and student. The team will provide participation and engagement incentives to be awarded at the end of the summer.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Ashley Eden | 2023-05-19 |
A 2.1.2 Summer Credit Recovery
Counselors and High School Administrators will closely monitor and audit student transcripts. Students identified as Math credit deficient in the second semester or who are in jeopardy of not passing their Math course will automatically be enrolled in our 6-week Summer Credit Recovery program.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Lori Kinter | 2022-05-19 |
S 2.2 High quality professional development of instructional staff in mathematics
All staff will be trained in best practice strategies for increasing student engagement through quality instruction to improve student mathematical skills and comprehension . Components of content-relevant strategies will include whole group, small group and one-on-one conferencing to meet the individual needs of all students. Training on the effectiveness of increased student engagement in relation to student achievement will be offered. Training will contain focuses on building procedural fluency from conceptual understanding and facilitating meaningful mathematical discourse.
Benchmark Indicator
Administrators will measure the effectiveness of the professional development sessions a minimum of two times per year through universal screening data and benchmark data with both assessments showing an increase in students performing at on-track or mastery. State assessment results in Math will meet AMOs for all students and for students in each of the accountability subgroups (Grades9-12). Walk-through feedback from administrators and supervisors will show evidence of successful implementation of training strategies during 80% of observations.
A 2.2.1 Teacher professional development
All certified Math staff will participate in professional development and other forms of collaboration to support lesson development and the use of best practice literacy strategies to support improving student engagement. They will utilize the professional development series of training provided by Connections Academy as well as outside sources for high quality professional development. On-going professional development on the TN Math Standards provided by the state.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Ashley Eden | 2023-01-06 |
A 2.2.2 Teacher Professional Development
All certified staff will utilize the professional development series of training provided by Connections Academy as well as outside sources for high quality professional development.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Lori Kinter | 2023-05-19 |
S 2.3 Math intervention and supplemental supports
Math interventions with supplemental support are implemented based on student needs and identified Tier placement. These interventions and supports will focus on improving number sense and mathematical problem solving.
· tier 1 remediation of standards
· tier 1 enrichment of standards
· tier 2 skill development in math calculations and/or math problem solving
· tier 3 skill development in math calculations and/or math problem solving
· skills-based intervention (special education intervention if determined LRE by IEP) skill development in math calculations and/or math problem solving
Tennessee Connections Academy will review all students' current level of Math proficiency and then provide academic interventions and focused supplemental supports to increase student achievement and to close gaps in Math
Benchmark Indicator
In December and again March, data teams, and the RTI coordinator will meet to discuss individual student progress in RTI based on Renaissance Star Test with a goal of decreasing the percentage of students who fall below the 25th percentile.
By mid-March, schools will see 80% of higher fidelity of intervention as monitored by the school RTI Coordinator and school administrators using the RTI Fidelity Checklist. Increased fidelity will result in fewer students falling below the 25th percentile compared to prior year’s spring cohort scores.
A 2.3.1 Accountability and conversations about data
Staff will monitor student progress through formative and summative assessments. Staff will meet regularly in departments to discuss student progress, analyze assessments and student work, and collaborate to increase student achievement. Students requiring additional assistance and interventions will be identified and plans will be formed for these students as necessary.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Derek Sanborn | 2023-01-06 |
A 2.3.2 Intervention Materials
All students will be given access to Get More Math as an additional SISP to support intervention Students in Tier 2 and 3 RTI will be monitored using IXL.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Lori Kinter | 2023-05-19 |
S 2.4 Address school achievement issues
Tennessee Connections Academy will implement activities in order to align curriculum, instruction, and assessment for optimizing student learning. These activities include pacing guides aligned with state standards, increased walkthroughs, professional learning communities and meetings focused on strengthening Tier I instruction, and professional development designed to help teachers create tasks aligned to the rigor of the standards. These activities will work to address school achievement issues in misalignment that will result in increase learning in Math
Benchmark Indicator
- Beginning in September and continuing each month, supervisors will analyze course completion rates and gradebook results from Pearson Online Classroom. Results for all students as well as students in each of the accountability subgroups will be discussed with school administrators and strategies for remediation for students not proficient will be planned.
- In December and January, the School Leader will discuss PLC documentation, learning walk data, teacher data, and survey data with school assistant principals through the evaluation process.
A 2.4.1 Teacher Observation and Feedback
All teachers who are providing Math instruction will have LiveLesson observations of their reading instruction and be provided feedback from their direct manager and also the Principal or Assistant Principal. A live lesson is the format for teaching within the virtual environment. We use a platform through Zoom and the teacher can connect and have a virtual lesson with their students. The teacher is able to see the students through use of a webcam and the students have the ability to pose questions through a mic or chat box. Observations are done by viewing the recorded link from the teacher's live lesson archive. Teachers will also be observed using the Team rubric.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Lori Kinter | 2023-01-06 |
A 2.4.2 Algebra 1 and 2, Geometry EOC Achievement Scores
The Algebra 1 and 2 OTM scores were at 1.6% average proficiency and showed a significant disparity between the STAR benchmark results for student above the 40th Percentile and predictive Proficiency on the TCAP. The geometry scores were only sighly better at 4.5% proficient. Teachers will provide opportunities for practice benchmark testing for students using School Net andalso use Mastery Connect to provide predictive analysis and and gaps in learning standards, in addition to other resources including practice TCAP tests to better prepare the students for TCAP testing.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Derek Sanborn | 2023-04-28 |
S 2.5 High Quality Instructional Materials
Tennessee Connections Academy will provide high-quality instructional materials to teachers with the necessary tools and resources they need to prepare and deliver strong lessons that align to high academic standards and boost student achievement and outcomes.
Benchmark Indicator
The school administrators will monitor the use of instructional materials during classroom walkthroughs and observations. Benchmark assessments will be analyzed three times per year. Additionally, survey data from ongoing professional development sessions will be assessed to determine additional needs.
A 2.5.1 Curriculum Reviews
Tennessee Connections Academy has math curriculum content provided by Pearson which is integrated into the Math courses. These courses provide an integrated SEL component and more rigorous connections with the learning standards. We meet as a leadership team to address any gaps that is needing to be filled in the current curriculum. We also schedule meeting with Pearson Content and Curriculum development team to address any potential gaps in learning or standards analysis review.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Derek Sanborn | 2023-01-06 |
A 2.5.2 Curriculum Alignment & Gaps
Throughout the transition to the upgraded Pearson curriculum, we will meet as a leadership team to address any gaps that is needing to be filled in the current curriculum or any issues that arise with the new courses.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Lori Kinter | 2023-05-19 |
G 3 By Spring 2023, Postsecondary Readiness for all students will improve.
For the past several years we have focused on improving our ACT scores, and this continues to be a need. However, we do feel that this focus has been too narrow to address the overarching issue of postsecondary readiness for all students. This indicates that other factors, such as providing rigorous classroom instruction in all subjects, providing access for all students to college level/advanced coursework, and meeting the needs of all students by providing such coursework in classes that interest them.
Performance Measure
Increase ACT Composite from 16.5 to 18.5.
Increase ACT participation rate to 100%.
Increase dual enrollment opportunities by adding Lipscomb University as a third dual enrollment school
Sections
- College & Career Readiness
S 3.1 ACT Improvement
We will continue to improve instructional opportunities, and to implement ACT improvement strategies in order to improve our ACT composite average. This serves to provide a greater variety of opportunities to our students.
Benchmark Indicator
The number of students participating in the ACT Senior Retake will encompass all senior students without an ACT score , and the number of juniors who take the test during the March state date will increase increase to 100%. Also, all teachers will actively participate in incorporating rigorous instruction that highlights ACT standards whenever applicable and includes ACT-like questions.
A 3.1.1 ACT Academy
School Counselors and 11th Grade advisory teachers will provide ACT academy resources in November and January for all 11th grade students who are scheduled to take the ACT in the spring.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Briana Burress | 2023-03-31 |
A 3.1.2 ACT Resources
Utilizing this resource allows students to engage in expert level support aligned with state goals and is a free service provided for our students.
https://www.utm.edu/departments/nondegree/courses/children/actprep.php
The Average ACT Composite is 16.5 for the 21-22 and with these strategic efforts will increase the Average ACT Composite score to 18.6 to align with the state Average Composite Score.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Lori Kinter | 2023-05-19 |
A 3.1.3 ACT Support Partnership
All junior and senior students will receive targeted ACT help and support through partnership with TDOE and UTMartin. Students will engage in webinar sessions throughout the year to target ACT growth strategies in each tested area with additional support provided for the math portion of ACT testing.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Lori Kinter | 2023-05-19 |
S 3.2 Continue Participation in AP Access for ALL
The AP Access for All program is a free resource for Tennessee public school districts, enabling our schools to provide our high school students with access to a broad range of advanced placement courses via the online platform and giving them the opportunity to earn free college credit as part of their core classes or through supplemental coursework.
Benchmark Indicator
More students (total seats) will take AP courses via AP Access for All than in the previous year, and a greater variety of courses will be taken.
A 3.2.1 AP Training for Teachers
All teachers in relevant content areas will be given the opportunity, and will be encouraged, to take advantage of the free AP training provided through APAA. This serves two purposes. First, it enables us provide another AP offering to our students using one of our own teachers. In addition, it elevates the instruction of the teachers who receive the training in such a way that even their non-AP students benefit.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Lori Kinter | 2022-12-01 |
A 3.2.2 AP Newsletter
AP Coordinator will send monthly newsletter with access to AP Access for all. This resource will be available to all ST 9-12.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Lori Kinter | 2023-05-19 |
A 3.2.3 Dual Enrollment - Family Information
Tennessee Connections Academy will offer multiple information sessions about duel enrollment opportunities for 11th and 12th grade students and families.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Lori Kinter | 2023-05-19 |
S 3.3 Increased access to postsecondary opportunities
Tennessee Connections Academy will develop and expand opportunities for all students to access early postsecondary coursework while still enrolled in high school and make informed decisions regarding postsecondary and career options.
Benchmark Indicator
The number of students who earn EPSOs will be the indicators towards progress of this strategy.
A 3.3.1 Dual Enrollment
Tennessee Connections Academy will offer Dual enrollment opportunities to our high school students through a partnership through Motlow State University, UT Martin, Southwest Community College, and Lipscomb University.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Briana Burress | 2022-11-01 |
S 3.4 Increased graduation rate for students with disabilities
Tennessee Connections Academy will work to increase the percentage of graduates who are students with disabilities to the Johnson County district average of students with disabilities who receive regular diplomas.
Benchmark Indicator
The performance measure will be the number of students who are currently enrolled as students with disabilities and count in the denominator for graduation rate. We will monitor state data to ensure the percentage of students with disabilities graduation rate is increasing annually setting an overall goal of a 3% increase.
A 3.4.1 Student Success Meetings
High school counselor, Assistant Principal, Special Education Manager and High School Special Education Teacher will meet monthly to track to progress of students with disabilities and create support team success plans for those student not on track to graduate.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Ryan Roberts, Lori Kinter | 2023-05-19 |
A 3.4.2 Case Management
Special Education Case Managers will work with 12th grade homeroom teachers to track student engagement in Live Lessons and Lesson Completion.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Ryan Roberts Cullen, Lori Kinter | 2023-05-19 |
S 3.5 Increased Overall Graduation Rate
We do not yet have data reflecting the graduation rate for TNCAJ for the 2021-22 school year. There was no graduation rate the previous year because we only enrolled 9th and 10th graders. Our goal is that our graduation rate is consistent with the district average of higher than 95%
Benchmark Indicator
The graduation rate of all students in the cohort
A 3.5.1 Cohort Review and Stage 5 team
Tennessee Connections Academy will work proactively to reduce the number of dropouts that are included in the denominator of students that count toward the graduation rate. We will actively engage in searches and communications with those students in the cohort for the 22-23 school year. We will engage our stage 5 team to use all available resources to gain next Proof of Enrollment to remove students from cohort.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Jamaica Cone | 2023-05-19 |
A 3.5.2 Targeted Outreach
Senior school counselor and senior homeroom teachers will monitor weekly student performance and work in conjunction with Academic Dean for targeted outreach to at-risk seniors and parents. Individualized back-on-track plans will be created and communicated with at-risk seniors.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Brianna Burress | 2023-05-19 |
G 4 Chronic Absenteeism
By creating a culture and climate where stakeholder feedback and diversity are valued and where school personnel are highly trained on culturally-responsive and trauma-informed practices, Tennessee Connections Academy will create a highly engaged student population based on the core value of putting students and families first and making decisions based on best interest of our students. Our Chronic absenteeism rate for the 21-22 school year was 18.4% and by using a variety of strategies we will reduce our chronic absenteeism rate to under 10% for the 22-23 school year.
Performance Measure
We will track our chronic absenteeism rate on a monthly basis to determine those students in each of the Tier levels of truancy. We will look for gaps in demographic groups that are on the chronic list to determine need for intervention and will work with our leadership team to close any of these gaps as needed. Our truancy process will continue to file petitions throughout the state on students that are chronically absent and have progressed through the Tier system to Tier 3.
Sections
- Climate and Access
S 4.1 Increased stakeholder involvement around Chronic Absenteeism
Tennessee Connections Academy will promote effective student, parent, family and community engagement in addressing the needs of our chronically absent students.
Benchmark Indicator
Chronic Absenteeism rates will be monitored each month. Training and outreach opportunities with families to address needs of students and requirements of parents to fulfill their obligations as the learning coach and the responsibilities that go with that role. Tracking and withdrawing students who are absent for 10 consecutive days and continuing to provide fidelity with the tiered truancy system and having our truancy process to file petitions on all students in tier 3 truancy.
A 4.1.1 Decrease Chronic Absenteeism
Tennessee Connections Academy will incorporate strategies to encourage parents and scholars to attend school regularly. The administrative team will review attendance data weekly to identify students who are chronically absent and work with families utilizing Connections Academy resources to improve attendance rates below 10%. The current rate for the 21-22 school year was 18.4% and the goal is to reduce that to less than 10%.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Jamaica Cone | 2023-01-09 |
A 4.1.2 Family Communication
Tennessee Connections Academy will continue to increase effective communication with all families. Teachers use a variety of methods, including telephone, webmails, and live lessons, to reach out to families about upcoming lessons, assessments, or projects. They schedule teacher meetings to develop a team approach for supporting scholar academics and behavioral success.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Lori Kinter | 2022-12-01 |
A 4.1.3 Streamline Truancy and withdrawal processes
In the 2022-23 School year we will improve the truancy and withdrawal process for students who have 10 consecutive absences. These students will be withdrawn from the school and their home district contacted that they are no longer enrolled in our program due to non attendance for 10 consecutive days. We will also increase the level of contact with parents of those students chronically absent to determine fit with a virtual program.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Jamaica Cone | 2022-11-01 |