Tennessee Connections Academy Johnson County 4-8 Export Export
Goals
G 1 By Spring 2023, we will improve K-8 Literacy.
We believe that if students are taught in grades K-2 with an intentional focus on foundational skills that they will be much better readers. We know that without a strong foundation in literacy, students will struggle by third grade. These students will likely continue to struggle for the remainder of their lives. We also 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.
By Spring 2023, TNCAJ will improve student performance in grades K-8 English language arts, with an emphasis on ED, BHN, and White sub-groups, as evidenced by progression toward benchmark goals in the Mastery Connect Program. This will be accomplished through the use of research-based intervention programs (IXL) with proven strong evidence of success, with a special emphasis on ED, BHN, and White sub-groups.
Performance Measure
All Students:
In the area of English-Language Arts --
Increase the percentage of students who are at or above the 40% and on track on the May 2023 universal screener from 81% to 90% on the Renaissance STAR universal screener for grades K-1 ELA on the 2022-23 assessment.
Increase the percent proficient of 2nd grade students from 18.8% on the Spring 2022 TCAP assessment to 23.0% on the Spring 2023, 2nd grade TCAP assessment.
Increase the percent proficient of 3rd grade students from 20.2% on the Spring 2022 TCAP assessment to 25.0% on the Spring 2023, 3rd grade TCAP assessment.
Increase the percent proficient of 4th grade students from 16.7% on the Spring 2022 TCAP assessment to 22.0% on the Spring 2023, 4th grade TCAP assessment.
Increase the percent proficient of 5th grade students from 27.9% on the Spring 2022 TCAP assessment to 33.0% on the Spring 2023, 5th grade TCAP assessment.
Increase the percent proficient of 6th grade students from 15.2% on the Spring 2022 TCAP assessment to 20.0% on the Spring 2023, 6th grade TCAP assessment.
Increase the percent proficient of 7th grade students from 22.9% on the Spring 2022 TCAP assessment to 28.0% on the Spring 2023, 7th grade TCAP assessment.
Increase the percent proficient of 8th grade students from 22.2% on the Spring 2022 TCAP assessment to 27.0% on the Spring 2023, 8th grade TCAP assessment.
TSI/ATSI Identified Sub-Groups
ED: increase the percent of students scoring Met or Exceeded Expectations from 7.8% to 13.0% .
BHN: increase the percent of students scoring Met or Exceeded Expectations from 9.7% to 14.0%.
White: increase the percent of students scoring Met or Exceeded Expectations from 18.4% to 24.0%.
Sections
- Academic Achievement & Growth
S 1.1 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 teachers in grades K-5 will complete both the online state foundational skills curriculum course training by December 31, 2022.
At least 90% of teachers in grades 6-8 will complete the state literacy course for secondary teachers by December 31, 2022.
The School will analyze the benchmark data from mastery connect on each of the assessments to determine growth and projected proficiency.
A 1.1.1 State Foundational Literacy Skills Course
Teachers in grades K-5 will take the foundational skills literacy course that is being offered through the state. We will strongly encourage every K-5 teacher to take advantage of this opportunity since a component will be a requirement for license renewal.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Dusty Redd | 2022-12-30 |
A 1.1.2 State Literacy Course for teachers in grade 5-12
Teachers in grades 6-8 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 |
|---|---|---|
| Dawn Kelly Slifer | 2022-12-30 |
A 1.1.3 Participate in the Regional CER Consortium
The school will work with the district to participate in the CER Consortium. Teachers will be able to utilize supplemental curriculum that has been vetted by level 5 teachers and added to grade level and subject area CER webpage. The CER is also adding instructional videos that will model what the lesson content looks like as implemented in a classroom. This site will serve as a resource for all grade level teachers. We feel this will especially benefit teachers as they are searching for high quality literacy materials. TNCAJ will utilyze the Mastery Connect Benchmark Assessment to analyze data from the 3 benchmark tests during the year to help with projected proficiency.
| Person Responsible | Estimated Completion | Funding Sources | ||||
|---|---|---|---|---|---|---|
| Dusty Reed | 2022-11-01 |
|
S 1.2 Remediate Learning Loss
The school will offer summer learning camps to students that are struggling to make progress in reading. Incorporate appropriate during the summer to improve student academic achievement in reading. Tennessee Connections Academy will provide opportunities to enroll students in a support program (SISP) over the summer to help improve reading achievement and prevent students from starting the following school year behind or off track from their classmates.
Benchmark Indicator
At least 90% of students scoring in the approaching or below categories will attend summer learning camps. For summer school programs, all students and students in each of the subgroups are recommended by school administrators to participate based on universal screener and report card grades, course credit deficits, K-2 universal screening data, EL monitoring documents and teacher recommendations. Students participating in the summer program will also complete the state-provided pre- and post-test at the beginning and end of the camps. Once the pre-test is taken, the school administrators will set a goal based on the AMO formula to determine the increase in students' proficiency levels.
A 1.2.1 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 |
|---|---|---|
| Dusty Reed | 2023-05-19 |
A 1.2.2 3rd Grade Retention Law
Students in 3rd grade that do not score in the proficient or advanced category on the 3rd grade TCAP assessment will be required to attend a summer learning camp and show measurable progress in order to be promoted to the 4th grade. Students that have not passed the STAR Renaissance 3rd grade reading proficiency test in the spring, will be identified as potential retainees until TCAP scores are reported.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Dusty Reed | 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 3-5, Grades 6-8). 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 |
|---|---|---|
| Dusty Reed | 2023-01-06 |
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 |
|---|---|---|
| Dusty Reed | 2023-03-01 |
S 1.4 Reading intervention and supplemental supports
With special emphasis on the BHN, ED, and White sub-groups, TNCA will strengthen the implementation of Response to Intervention (RTI), in the area of English Language Arts (Reading).
Reading interventions with supplemental supports will be implemented at based on individual student needs at the following levels --
· 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)
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 May, 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.
Benchmark Indicators by Sub-Group
Staff will meet monthly during PLC’s to discuss student progress, analyze assessments and student work, and collaborate to increase student achievement. Data will be looked at for each student group, with an emphasis on BHN, ED, and White.
ED: By the Spring Benchmark assessment, the percent of ED students who score At or Above Benchmark will be at least 50%**.
BHN: By the Spring Benchmark assessment, the percent of BHN students who score At or Above Benchmark will be at least 50%**.
White: By the Spring Benchmark assessment, the percent of White students who score At or Above Benchmark will be at least 50%**.
**Note: The current (Fall 2022) achievement of students scoring in various sub-groups is unknown. Student qualifiers will be entered into the Benchmarking System (STAR) to assist with the above stated indicators.
A 1.4.1 Accountability and conversations about data
To address our identified focus sub-groups of Black, Hispanic, Native American, White, and Economically Disadvantaged students, TNCA Staff will monitor student progress through formative and summative assessments. Staff will meet regularly in grad-band Professional Learning Communities (PLCs) to discuss student progress, analyze assessments and student work, and collaborate to increase student achievement. Staff will work together to identify students needing RTI and will present findings to the school RTI Team. The RTI team will also follow-up with grade-level teams after each benchmark assessment to identify students needing intervention (according to test results).
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Dusty Reed, Dawn Kelley Slifer | 2023-01-06 |
A 1.4.2 Staff Training
To address our identified focus sub-groups of Black, Hispanic, Native American, White, and Economically Disadvantaged students, TNCA staff will participate in training around the RTI/MTSS process, including processes such as student identification, intervention, and family communication.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Dusty Reed | 2013-07-01 |
A 1.4.3 MTSS/RTI Tracking & Identification Using STAR
To address our identified focus sub-groups of Black, Hispanic, Native American, White, and Economically Disadvantaged students, TNCA staff will also work to increase the percentage of students taking the tri-annual benchmark test to 95% (in collaboration with school administration and leadership). Once this data is collected in the fall, winter, and spring, students will be assigned to Tiered intervention groups 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 |
|---|---|---|
| Dusty Reed, Dawn Kelley Slifer | 2023-05-31 |
A 1.4.4 A 1.4.4 IXL Intervention Program
IXL Intervention Program (Reading and Math) will be purchased. Enough licenses (1500) will be purchased to serve every ATSI-designated, specific sub-group (ED, BHN) students.
Implementation will be monitored by the purchase, or lack thereof, of the program. In addition, school administration will monitor usage reports, including student achievement data.
Evidence of the purchase will be used to monitor the implementation of this action step.
Dr. Reed, the School Leader, will conduct monthly data digs within the IXL program to glean information on program usage and progress.
- Month 1 - 25% of identified students using the program
- Month 2 - 50% of identified students using the program
- Month 3 - 75% of identified students using the program.
45,000 ATSI Grant Funds
1500 Licenses (40,000)
Professional Development (5,000)
| Person Responsible | Estimated Completion | Funding Sources | ||||
|---|---|---|---|---|---|---|
| Dr. Dusty N. Reed, School Leader | 2023-04-30 |
|
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 |
|---|---|---|
| Dusty Reed | 2023-01-06 |
A 1.5.2 Grade level ELA Scores and Test Prep / Benchmarking
In the 2021-22 school year and plan the 5th grade scores were highlighted as being only 5% proficient from the 2020-21 TCAP test. These same students had the lowest ELA proficiency rate at 15.2% proficient, but was still an increase of about 10%. The emphasis on 5th grade had an impact because 6th grade ELA scores in the 2021-22 TCAP test were the highest among grade levels at 27.9% proficient. The strategies implemented with an emphasis on 5th grade teachers last year will be replicated with all grades. The teachers will utilize test prep resources and have access to schoolnet and mastery connect to prepare students for the TCAP testin the spring as well as predict proficiency throughout the year.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Dusty Reed | 2023-04-28 |
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. To address our identified focus sub-groups of Black, Hispanic, Native American, White, and Economically Disadvantaged students, we are supplementing our course curriculum with additional resources such as Freckle Math, Study Island...
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 Pearson Curriculum upgrades
Tennessee Connections Academy has new curriculum content provided by Pearson and is being integrated into several of the courses, including 3-8 Science Courses, 3-5 Social Studies Courses, and 6-8 English Language Arts Courses. These new courses provide an integrated SEL component and more rigorous connections with the learning standards. 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 |
|---|---|---|
| Dusty Reed | 2022-11-01 |
A 1.6.2 Curriculum Alignment
Tennessee Connections Academy teachers will align the aforementioned curriculum with the Tennessee State Standards in English Language Arts. This will be accomplished by the creation of alignment documents that identify the course lesson, the associated TN Standard (if applicable), and the depth at which of standard is taught. If individual course lessons/unit are not aligned with TN Standards, the lesson will be removed from the course tree.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Dusty Reed | 2022-11-01 |
S 1.7 S 1.7 - Mastery Connect Standards-Based Benchmarking
Harnessing Lever 2: Effective Instruction of the Turnaround Lever of Change Model, the SIP Team selected the strategy of "Analyze student data to inform instructional decisions to accelerate learning."
The SIP Team concluded that students in specific sub-groups were not easily identified using current school assessment systems. Thus, data could not be analyzed by sub-groups and standards mastery can not be tracked.
Benchmark Indicator
90% of Students in ATSI-designated sub-groups will participate in at least 3 Mastery Connect assessment during each school-year.
90% of teachers will use data from Mastery Connect to plan high-quality instruction to ATSI-designated sub-groups, as evident by PLC meeting notes.
A 1.7.1 Action 1.7.1 - Standards-Based Benchmarking
Mastery Connect Program will be purchased. Enough licenses (1500) will be purchased to serve every ATSI-designated, specific sub-group (ED, BHN) students.
Implementation will be monitored by the purchase, or lack thereof, of the program. In addition, school administration will monitor participation reports. Additionally, school administration will monitor staff PLC notes for the usage of student data to inform instruction.
Evidence of the purchase will be used to monitor the implementation of this action step.
Dr. Reed, School Leader, will monitor participation rate after each testing period with the goal of increasing participation by 25% by testing period until the goal is met.
Dr. Reed, School Leader, will monitor data usage by teachers monthly, utilizing a checklist, with the goal of increasing data usage during PLCs by 25% after each testing period until the goal is met.
30,000 ATSI Grant Funds
1500 Licenses (30,000) - Full Suite
| Person Responsible | Estimated Completion | Funding Sources | ||||
|---|---|---|---|---|---|---|
| Dr. Dusty Reed | 2023-03-31 |
|
G 2 By Spring 2023, we will improve K-8 Math.
At Tennessee Connections Academy Johnson K-8, we believe that high-quality math instruction is grounded in basic math practices. Teachers need frequent professional development opportunities to plan and implement math instruction. Additionally, intervention in math is essential to student growth.
By Spring 2023, TNCAJ will improve student performance in grades K-8 Math, with an emphasis on ED, BHN, and White sub-groups. This will be accomplished through the use of research-based intervention programs (Achieve 3000) with proven strong evidence of success, with a special emphasis on ED, BHN, and White sub-groups.
Performance Measure
All Students:
In the area of math, we will -
Increase the percentage of students who are at or above the 40% and on track on the May 2023 universal screener from 81% to 90% on the Renaissance STAR universal screener for grades K-1 ELA on the 2022-23 assessment.
Increase the percent proficient of 2nd grade students from 12.1% on the Spring 2022 TCAP assessment to 17.0% on the Spring 2023, 2nd grade TCAP assessment.
Increase the percent proficient of 3rd grade students from 14.7% on the Spring 2022 TCAP assessment to 20.0% on the Spring 2023, 3rd grade TCAP assessment.
Increase the percent proficient of 4th grade students from 8.0% on the Spring 2022 TCAP assessment to 13.0% on the Spring 2023, 4th grade TCAP assessment.
Increase the percent proficient of 5th grade students from 16.5% on the Spring 2022 TCAP assessment to 22.0% on the Spring 2023, 5th grade TCAP assessment.
Increase the percent proficient of 6th grade students from 4.4% on the Spring 2022 TCAP assessment to 10.0% on the Spring 2023, 6th grade TCAP assessment.
Increase the percent proficient of 7th grade students from 8.4% on the Spring 2022 TCAP assessment to 15.0% on the Spring 2023, 7th grade TCAP assessment.
Increase the percent proficient of 8th grade students from 12.6% on the Spring 2022 TCAP assessment to 18.0% on the Spring 2023, 8th grade TCAP assessment.
TSI/ATSI Identified Sub-Groups
ED: increase the percent of students scoring Met or Exceeded Expectations from 7.8% to 13.0% .
BHN: increase the percent of students scoring Met or Exceeded Expectations from 9.7% to 14.0%.
White: increase the percent of students scoring Met or Exceeded Expectations from 18.4% to 24.0%.
Sections
- Academic Achievement & Growth
S 2.1 Implement Math Performance Tasks and Number Talks
We need to have an intentional focus and require students to take a district created CRA assessment to measure conceptual understanding of students. The school will work with the district for the creation of a CRA assessment and incorporate Number talks into the live lesson content.
Benchmark Indicator
At least 70% of students in grades K-6 will be able to score at least a 80% or above on a district created CRA assessment in the 2022-2023 school year.
A 2.1.1 Number Talks
Teachers will develop a brief number talk to incorporate into their weekly Math Live lesson to highlight conceptual understanding and to reinforce the skills taught.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Dusty Reed | 2022-11-01 |
A 2.1.2 CRA Assessment
The school will work with the district on the creation of a CRA assessment that can be given virtually to students.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Dusty Reed | 2022-11-01 |
S 2.2 Remediate Learning Loss
The school will offer summer learning camps to students that are struggling to make progress in math. Incorporate appropriate during the summer to improve student academic achievement in math. Tennessee Connections Academy will provide opportunities to enroll students in a support program (SISP) over the summer to help improve math achievement and prevent students from starting the following school year behind or off track from their classmates.
Benchmark Indicator
At least 90% of students scoring in the approaching or below categories will attend summer learning camps. For summer school programs, all students and students in each of the subgroups are recommended by school administrators to participate based on universal screener and report card grades, course credit deficits, K-2 universal screening data, EL monitoring documents and teacher recommendations. Students participating in the summer program will also complete the state-provided pre- and post-test at the beginning and end of the camps. Once the pre-test is taken, the school administrators will set a goal based on the AMO formula to determine the increase in students' proficiency levels.
A 2.2.1 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 |
|---|---|---|
| Dusty Reed | 2023-05-19 |
A 2.2.2 Certified Teacher Instruction
During Summer Learning Camps, students will receive regular, Live, instruction from a state-certified teacher in math. Selected teachers will employee high-yield, math intervention strategies during camp instruction.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Dusty Reed | 2023-06-30 |
S 2.3 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 (Grades 3-5, Grades 6-8). Walk-through feedback from administrators and supervisors will show evidence of successful implementation of training strategies during 80% of observations.
A 2.3.1 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 |
|---|---|---|
| Dusty Reed | 2023-01-06 |
A 2.3.2 Teacher Professional Development
Teachers at 3 grade-bands (K-2, 3-5, 6-8) will be identified as Math Leaders and will attend state and national-level professional development conferences. Upon completion they will provide professional develop to teachers.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Dusty Reed, Dawn Kelley-Slifer | 2023-01-06 |
S 2.4 Math intervention and supplemental supports
With a special emphasis on our identified TSI/ATSI sub-groups of BHN, White, and Economically Disadvantaged, TNCA will strength the implementation of Response to Intervention (RTI), in the area of Math.
Reading interventions with supplemental supports will be implemented at based on individual student needs at the following levels --
· Tier 1 remediation of standards
· Tier 1 enrichment of standards
· Tier 2 skill development in basic operations, computation, algebraic thinking, etc.
· Tier 3 skill development in basic operations, computation, algebraic thinking, etc.
· Skills-based intervention (special education intervention if determined LRE by IEP)
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 May 2023, 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.
Benchmark Indicators by Sub-Group
ED: By the Spring Benchmark assessment, the percent of ED students who score At or Above Benchmark will be at least 50%**.
BHN: By the Spring Benchmark assessment, the percent of BHN students who score At or Above Benchmark will be at least 50%**.
White: By the Spring Benchmark assessment, the percent of White students who score At or Above Benchmark will be at least 50%**.
**Note: The current (Fall 2022) achievement of students scoring in various sub-groups is unknown. Student qualifiers will be entered into the Benchmarking System (STAR) to assist with the above stated indicators.
A 2.4.1 Accountability and conversations about data
To address our identified focus sub-groups of Black, Hispanic, Native American, White, and Economically Disadvantaged students, TNCA Staff will monitor student progress through formative and summative assessments. Staff will meet regularly in grade-band Professional Learning Communities (PLCs) to discuss student progress, analyze assessments and student work, and collaborate to increase student achievement. Staff will work together to identify students needing RTI and will present findings to the school RTI Team. The RTI team will also follow-up with grade-level teams after each benchmark assessment to identify students needing intervention (according to test results).
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Dusty Reed | 2023-05-31 |
A 2.4.2 MTSS Tracking and identification using Renaissance Star Benchmark Data
To address our identified focus sub-groups of Black, Hispanic, Native American, White, and Economically Disadvantaged students, TNCA staff will also work to increase the percentage of students taking the tri-annual benchmark test to 95% (in collaboration with school administration and leadership). Once this data is collected in the fall, winter, and spring, students will be assigned to Tiered intervention groups 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 |
|---|---|---|
| Dusty Reed, Dawn Kelly-Slifer | 2022-11-11 |
A 2.4.3 Staff Training
To address our identified focus sub-groups of Black, Hispanic, Native American, White, and Economically Disadvantaged students, TNCA staff will participate in training around the RTI/MTSS process, including processes such as student identification, intervention, and family communication
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Dusty Reed | 2023-01-13 |
S 2.5 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 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 2.5.1 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 |
|---|---|---|
| Dusty Reed | 2023-01-06 |
A 2.5.2 3-8 Math Achievement Scores
The 3-8 OTM scores were at a combined 10.9% OTM average and showed a significant disparity between the STAR benchmark results for student above the 40th Percentile and Proficiency on the TCAP. In addition this represent a 1% drop in the math average score from the previous year. Teachers will provide opportunities for practice benchmark testing for students using School Net and Mastery Connect to show predicted proficiency as well as gaps in standards learning, in addition to other resources including practice TCAP tests to better prepare the students for TCAP testing.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Dusty Reed | 2022-11-01 |
S 2.6 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 2.6.1 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 |
|---|---|---|
| Dusty Reed | 2022-11-01 |
A 2.6.2 Curriculum Alignment
Tennessee Connections Academy teachers will align the aforementioned curriculum with the Tennessee State Standards in Math. This will be accomplished by the creation of alignment documents that identify the course lesson, the associated TN Standard (if applicable), and the depth at which of standard is taught. If individual course lessons/unit are not aligned with TN Standards, the lesson will be removed from the course tree.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Dusty Reed | 2023-01-06 |
G 3 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 4.4% and by using a variety of strategies we will reduce our chronic absenteeism rate to under 2% 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 3.1 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 3.1.1 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 bi-weekly and the homeroom teachers will review attendance 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 4.4% and the goal is to reduce that to less than 2%.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Dusty Reed | 2022-12-01 |
A 3.1.2 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. TNCA K-12 liaison will lend support in each designated grade band (K-5, 6-8, 9-12) to ensure the learning coach has all of the necessary training and tools to help make their student academically successful.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Dusty Reed, Dawn Kelley Slifer | 2022-11-01 |
A 3.1.3 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 |
|---|---|---|
| Mindy Hashman, Madeline Hall | 2022-11-01 |
S 3.2 Engagement of Students with Disabilities
Tennessee Connections Academy will meet the needs of Students w/Disabilities by increasing the attendance and engagement in Live Lesson attendance and student engagement.
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. During Livelessons skills-based interventions will be provided as a direct service to address student's deficits as determined by the IEP team. Implementation of IEP services and annual goal progress will be monitored by teachers and service providers. Student progress will be monitored during skills-based interventions, in addition to the Renaissance Star Benchmark utilized three times a year.
A 3.2.1 IEP Revisions
To meet the needs of our Students w/Disabilities, special education teachers will monitor student live lesson attendance and engagement. If a student habitually does not attend Special Education Live Lessons, the special education teacher will recommend an IEP meeting be convened to determine if additional goals need to be added to the student's Individualized Education Plan.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Ryan Cullen Roberts | 2023-01-13 |
A 3.2.2 Family Communication
To meet the needs of our Students w/Disabilities, special education teachers will communicate with families the student's rate of attendance for Special Education Live Lessons. Specifically, the teacher will provide the family with information regarding the student's specific attendance information, implications of failing to attend Special Education Lessons as it applies to the student's education, as well as information on truancy.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Ryan Cullen Roberts | 2023-06-30 |