CMCSS K-12 Virtual School 2025 - 2026 2024 - 2025 2023 - 2024 2022 - 2023 2021 - 2022 Export Export

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A 1.1.1 ELA

Implement research-based literacy practices utilizing high quality instructional materials to increase student mastery of grade level expectations (including those from historically underperforming subgroups to include ED, EL, SWD, and BHN). Improve practices via:

• Literacy Networks
• Literacy Walks – classroom observations by instructional leaders to identify promising practices and offer coaching on effective literacy instruction
• Data Chats 
• Professional Learning/PLCs focused on research-based best-practices, current curriculum and scope/sequence, and micro-credentialing in ELA  

Title I funds will be spent to stipend teachers as they participate in a Science of Reading study with the Big Dippers science of reading materials. This study will be used to strengthen teachers knowledge of how students learn to read and to implement best practices in reading instruction and intervention.

Title 1 funds will be spent to purchase supplies to support instruction and intervention. Staff Development resources will be purchased to provide training and support to teachers in the area of reading.

A 1.1.2 Math

Implement research-based math practices utilizing high quality instructional materials to increase student mastery of grade level expectations (including those from historically underperforming subgroups to include ED, EL, SWD, and BHN). Improve practices via:

•  Math Walks - classroom observations by instructional leaders to identify promising practices and offer coaching on effective math instruction
• Data Chats
• Professional Learning/PLCs focused on research-based best-practices, current curriculum and scope/sequence and micro-credentialing in Math
• Math Network

 

Title 1 funds will be spent to purchase supplies to support instruction and intervention. Staff Development resources will be purchased to provide training and support to teachers in the area of reading.

A 1.1.3 College & Career Readiness

Align student aptitudes and interests to academic opportunities and ready-graduate choices to ensure postsecondary success by providing students' (including those from historically underperforming subgroups to include ED, EL, SWD, and BHN) access to and success in acquiring post-secondary credit and industry credentials, which includes Dual Credit, Dual Enrollment, Industry Certification, and Advanced Placement. 

• Align High school curriculum and career options to student aptitudes and interests
• Align Middle school curriculum to explore career/education interests
• Align Elementary school curriculum to ensure students have the fundamental reading and math skills to be successful in secondary courses. 
• Offer student paid internship opportunities with district departments and community partners.
• School of origin transportation services will be provided to McKinney-Vento eligible students (as requested) to ensure that students experiencing homelessness do not experience any setbacks due to transportation barriers.

 

A 1.1.4 Section 504

The district will transition Section 504 district-level support to a dedicated full-time employee while helping ensure all student Section 504 needs are met to include: development of an accommodation plan in consultation with parent/guardian; outline of academic/instructional, testing and/or extracurricular accommodations; and annual review of plan to ensure student success. 

A 1.1.5 RTI2

CMCSS is committed to addressing the needs of students at greatest risk of learning loss (to include those from historically underperforming subgroups: ED, EL, SWD, and BHN); this could include learning conditions, academic content and/or district systems and procedures. Critical to TIER I is the protection of instructional time. Schedules are reviewed to ensure maximum time is allocated with little to no disruption. To that end CMCSS will have a cadre of RTI2 coaches identified to support schools with navigating universal screening data, progress monitoring, identifying appropriate research-based interventions for TIER I, II and III, monitoring the interventions for effectiveness, assisting schools in identifying next steps for students, and modeling work in the classrooms around RTI2 supports. The district also will offer targeted before school and after school opportunities for students in need of TIER II and TIER III intervention. When coupled with scheduled day RTI2 support students will have access to approximately one hour of additional TIER II and III support.

Title I funds will be spent to stipend teachers as they participate in a Science of Reading study (Title purchased materials) with the Big Dippers science of reading materials. This study will be used to strengthen teachers knowledge of how students learn to read and to implement best practices in reading instruction and intervention.

A 1.1.6 EL/Immigrant Student Supports

CMCSS has a diverse student population with over 70 languages spoken. The district’s office of English Learners (EL) will ensure that schools create and follow an effective, research-based ELD service model and that students are provided services based on their ACCESS scores, ELD standards and literacy level to assist students in meeting their academic, social-emotional, and behavioral goals. The EL team will offer monthly PD regarding EL services, programs, and curriculum for implementation of effective practices, and will utilize federal funding for resources to address the needs of immigrant families. Emphasis will be placed on: Grade level tasks for EL; Complex and Compelling Texts, Contextualized/Integrated Language Development, Strategic Assessments, Academic Conversations for EL students, Balance of Language Modalities, and Culturally Responsive Practices.

A 1.1.7 Education Technology

The district will increase student/staff access to digital tools and content to support instruction and intervention:

• Staff will engage in the use of digital tools to support literacy, math and other academic initiatives and the scope and sequence (i.e. Edpuzzle, Nearpod, Seesaw, SAAVAS, StudySync, BrainPop, Classkick, EnCase, IXL, SchoolPLP, Imagine Learning and Performance Matters)
• Technology Integration Coaches (TICs) will: provide individual, one-on-one training and support directly linked to teacher needs; plan with teachers and model/co-teach technology rich lessons; and, expand the resources and information available on the instructional technology hub supplying teachers with immediate resources to better utilize digital resources to create an effective blend of instruction to meet student needs.
• Platform Specialist will support teachers by: ensuring digital materials and platforms are accessible and supported; troubleshooting errors and/or technical issues; and, collaborating with TICs and Professional Learning to train school staff on use of materials/platforms.
• The district will maintain 1:1 technology for students and staff (including device repair/replacement as needed) and expand internet capacity to ensure students have access to digital tools to access academic enrichment, remediation, and acceleration support away from the school campus.

Title I funds will be spent on instructional software to assist students in practicing foundational skills needed for accessing grade-level content standards. Software will be purchased to provide teachers will real-time results and instructional resources.

A 1.1.8 Family/Community Engagement

Authentic parent and community involvement often works as a partnership, offering collaborative opportunities with the schools to reinforce learning. When the partnership engages parents and community members in ways that offer systematic approaches to support learning, participants find purpose in their interactions that encourage them to persist. Due to some of the disconnections caused by the pandemic, the communication department will collaborate with schools and district departments on ways to re-engage families in school/district initiatives. Opportunities for family engagement include:

• Family Communication Group - Monthly meetings to garner feedback on the strategic work, needs, and direction as well as a forum for parents to voice concerns and raise questions. At each of these meetings, presentations are provided addressing a different component of the strategic work with the current progress achieved and inquiries for feedback on the next steps identified
• The Learning Center - The District has two CMCSS Learning Centers both strategically located in two economically disadvantaged areas of Clarksville with access to public transportation. The Learning Centers serve as a resource for parents by providing materials, workshops, and consultations, with an emphasis on EL and special populations. There are specialists for Families in Transition, Foster Care, Early Learning, and Pre-K on site with a Family Engagement Coordinator and bilingual Learning Center Administrative Assistant.
• Digital Tools – Communicate with families/community via CMCSS FaceBook, Twitter and Instagram accounts, the district YouTube channel, and the call-out system (phone, text, email). The district will continue to provide information using the district's improved website and department newsletters.

 

Title I funds will be used to purchase reward postcards and postage for students who are excelling in the virtual setting.

A 1.2.1 APR Actions for Indicators 1, 2, 3, 5, 6, 7, 11, 13

INDICATOR 1 Graduation and Dropout Rate PLAN for 2022 - 2023

INDICATOR 3 Statewide Assessment PLAN for 2022 - 2023

INDICATOR 5 LRE (ages 5K-21) PLAN for 2022 - 2023

INDICATOR 6 LRE (ages 3-5 Not in K) PLAN for 2022 - 2023

INDICATOR 7 Early Childhood Outcomes PLAN for 2022 - 2023

INDICATOR 11 Child Find PLAN for 2022 - 2023

INDICATOR 12 Part C to Part B Transition PLAN for 2022 - 2023

INDICATOR 13 Secondary Transition with IEP Goals PLAN for 2022 - 2023

A 2.1.1 Social Emotional Learning (SEL

The district SEL department will support student competency in acquiring and applying the knowledge, skills, and attitudes to develop healthy identities, manage emotions and achieve personal and collective goals, feel and show empathy for others, establish and maintain supportive relationships, and make responsible and caring decisions.

A 2.1.2 Mental Health Supports

Utilizing professional development and research-based curricula that are aligned to CASEL core competencies and mental health and school counseling standards, schools will implement researched-based instructional practices such as (but not limited to): mindfulness, brain breaks, Restorative Practices, and Zones of Regulations.

CMCSS is a military-connected district and has seen its share of deployments, as a result, school counselors work with the Military and Family Life Counselors (MFLCs) from the MFLC Program that provides short-term, non-medical counseling support for a range of issues including: relationships, stress management, grief, occupational and other individual and family issues. They also provide psycho-educational presentations focused on issues common to the military family including: reunion/reintegration, stress/coping, grief/loss and deployment are provided to commands.

The School-Based Therapy Program offers no-cost therapy to students who are unable to access a private mental health provider due to various reasons such as lack of insurance, cost of services, or parental/guardian barriers

A 2.1.3 MTSS

The multi-tiered systems of support for student discipline will address the following components based on the revised Code of Conduct:

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

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

Category 3: Major Office Referral; school administrators may refer students to school counselors, call an A-Team or S-Team meeting, or contact behavior consultants. Students may be referred to greater support such as referral to mental health co-op support.

Category 4: Zero Tolerance offenses

Professional learning will be offered in Adverse Childhood Experiences (ACEs), trauma informed care and restorative practices.

A 2.2.1 RTI-B

Provide quality interventions to meet students’ behavioral needs such as: establishing routines and procedures; setting classroom norms and expectations; focusing on the use of positive language and respect; improving communication through student check-ins; and implementing bullying prevention strategies. Utilize Support Teams to create a plan to address a student’s behavioral needs; plans will be monitored every 4.5 weeks and modified as needed.

A 2.2.2 Behavior Boot Camp

School staff will have the opportunity to participate in an intensive 4-day training focused on proven strategies and best practices for addressing student behavior issues. 

A 2.3.1 Family/Community Engagement

Authentic parent and community involvement often works as a partnership, offering collaborative opportunities with the schools to reinforce learning. When the partnership engages parents and community members in ways that offer systematic approaches to support learning, participants find purpose in their interactions that encourage them to persist. Due to some of the disconnections caused by the pandemic, the communication department will collaborate with schools and district departments on ways to re-engage families in school/district initiatives. Opportunities for family engagement include:

• Family Communication Group - Monthly meetings to garner feedback on the strategic work, needs, and direction as well as a forum for parents to voice concerns and raise questions. At each of these meetings, presentations are provided addressing a different component of the strategic work with the current progress achieved and inquiries for feedback on the next steps identified
• Support Teams - The scope of the Support Team may vary with the needs of individual students, but services may include providing suggestions on curriculum modification, matching learning and instructional style and/or behavior management techniques. Parents are key members of the S-Team and can suggest strategies that have worked with the student in the past and implement new strategies at home to support students.
• Digital Tools – Communicate with families/community via CMCSS FaceBook, Twitter and Instagram accounts, the district YouTube channel, and the call-out system (phone, text, email). The district will continue to provide information using the district website and newsletters.

Title I funds will be used to purchase reward postcards and postage for students who are excelling in the virtual setting.

A 2.3.2 Related Arts

Enhancing access to related arts aligned to students’ interests and to include those from historically underperforming subgroups: ED, EL, SWD, and BHN ensuring equity of opportunity.

A 2.3.3 Conditions for Learning

The district/schools will implement the following to successfully promote and improve students capacity to learn:

• School of origin transportation services will be provided to McKinney-Vento eligible students (as requested) to ensure that students experiencing homelessness do not experience school absences due to transportation barriers.
• Coordinated School Health best practices - health education/services, nutrition, physical education, healthy school environments, school counseling/social services, student/family/community involvement and staff wellness.
• School Nutrition – increase student participation in the school lunch program; work with community partners to provide meal packs/snacks in family emergency situations and during summer learning camps and/or unexpected school breaks.
• Facility/Grounds Maintenance – ensure school conditions and aesthetics are conducive to student learning (i.e., monitoring air/water quality, painting/renovating buildings, etc.)

A 3.1.1 Teacher/Staff Recruitment

• Expand and support multiple pathways into the teaching profession - (degreed staff, classified staff, and Grow Your Own) partnerships between EPPs and the district to provide innovative, no-cost pathways to the teaching profession. The new Teacher Occupation Apprenticeship work-based learning pathway will provide individuals with hands-on work experience while getting paid.
• Compensation for hard to fill positions – provide one-time bonuses for high need positions such as Math, Science, CTE, EL and SPED teachers as well as bus drivers and custodians
• Comprehensive Employee Benefits Package – Onsite Employee Health and Wellness Clinics provide general family practice as well as urgent care to employees and their insured dependents at no cost. This added benefit allows staff to get treatment fast and enables them to return to work quickly.

A 3.1.2 Teacher/Staff Retention

• Leadership Development Opportunities - To grow future leaders of the school district, the CMCSS Leadership Academies provide self-development with a specific emphasis on preparing employees for leadership roles. Offerings include: Introduction to Leadership, Advanced Leadership, Balanced Leadership, the Teacher Leader Academy and the Aspiring Administrator Academy.
•  Employee Relations Specialist – The district is adding this position to address workplace culture, address employee concerns/investigations (discrimination, grievances, harassment complaints, etc.), conduct exit interviews, complete analyses of retention data in relationship to the culture variable, build/lead meaningful employee recognition activities, lead employee communication groups.
• Mentoring Programs – To build staff capacity, the district will provide mentoring opportunities such as: Educator Diversity Mentoring program focused on pairing veteran teachers with beginning minority teachers through their first three years of teaching; Substitute Consulting Teacher who will provide training and coaching for district substitutes to ensure students continue to receive high quality instruction while the regular classroom teacher is absent; Site Based Induction Specialist (SBIS) 3-year induction program for every new teacher employed at a school.
• Employee Assistance Program – The district will provide worksite-based programs and/or resources designed to address productivity issues by helping employees identify and resolve personal concerns that affect job performance through prevention, identification, and resolution of issues. Also, Professional Learning has released a collection of strategies titled Mindful Moments helping employees learn to improve their physical and mental well-being, along with the Employee Wellness program.

A 3.2.1 Certified Professional Learning and Opportunities

• Intensive summer learning – The ENGAGE Professional Learning Conference provides teacher/district staff with more than 600 sessions over two weeks that targets best practices in instruction, assessment, classroom management, technology and blended learning strategies.
•  Job-embedded coaching – Academic Coaches, Consulting Teachers, TICs and Lead Teachers bring evidence-based practices into classrooms in real-time working directly with teachers in the classroom and with school leaders.
• Micro-credentials - Employees can choose from 17 micro-credentials from the online platform, explore learning opportunities such as articles, online tutorials, and videos embedded within the opportunity, and work with others to put learning into practice
• Digital Badging - Credit for completing professional learning on district-used platforms and software
•  Podcasts - Needs based, motivational and strategy-based podcasts around topics that can influence job performance; approximately 45-60 minutes in length and available throughout the school year.
• On-line professional learning opportunities - Modules aligned to district strategic work.
• COMP Training - 3-day Vanderbilt-led intensive professional learning focused on classroom organization and management

A 3.2.2 Classified Professional Learning and Opportunities

Ensure that all classified feel valued and have opportunities to enhance their skills by:

• Adding a Classified Professional Development Coordinator whose focus is to plan/organize professional learning opportunities for all classified staff
• Providing intensive, job-specific training including micro-credentialing opportunities
• Providing opportunities for classified staff to earn teaching credentials via the district’s teacher pipeline initiative
• Soliciting input on district issues/decisions via the Classified Communication Group made up of representatives from each department.
• Expanding ENGAGE to include topics critical to the work of classified staff