Warren Connect 2024 - 2025 2023 - 2024 2022 - 2023 2021 - 2022 Export Export

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S 1.1 Social/Emotional Learning PD

Over the past five years, Warren Co has shared the vision and implementation strategies to increase administrator, teacher, and staff awareness of social and emotional learning (SEL) and help them integrate it into the daily classroom and school experience of students.

After success with the training from Capturing Kids Hearts (CKH) at all of our schools, we want to continue this positive work with "Recharge PDs", including a one-day school-level training at each school. This professional development will continue to focus on creating high-achieving centers of learning by strengthening students' connectedness to others through enhancing healthy bonds with teachers and establishing collaborative agreements of acceptable behavior. In addition, this will review and encourage staff with the EXCEL model to support student behavior and well-being.

Benchmark Indicator

• With the overall goal of decreasing exclusionary discipline practices, Warren County will decrease discipline data to below 3% for the district. To attain this goal, at the Principals’ meetings each month, discipline data (district level) will be presented and reviewed with the stakeholders. The Director of Special Education will present this analyzed data, focusing on exclusionary discipline data. Each administrator will be provided their own school’s discipline data during this time to compare with the district-level data. At the end of each quarter, problem-solving meetings will occur within schools for those who are having increasing discipline data. In addition, district-level SEL coaches will work with their coordinating schools to support additional options for discipline instead of exclusionary practices. RTI2B teams at schools will meet monthly to analyze school-level discipline data and develop plans to increase appropriate behaviors while decreasing exclusionary discipline practices.

• Warren County will continue to focus on restorative conversations with students who are disciplined with major referrals in 100% of instances of major rule violations. Professional development has occurred (fall of 2020, spring of 2021, fall of 2021, and spring of 2022). "Recharge" refreshers with CKH will take place in August of 2022 to ensure these conversations are occurring. Administrators and RTI2B teams will monitor the Office Discipline Referrals for marks that the restorative conversations occurred with these students. The SEL district-level team will work with the schools they support with guidance on these conversations to ensure they are being completed with fidelity.
• The Leadership team in Warren County, including Supervisors and School Administrators, will work with the CKH team on their Leadership Profiles during the summer of 2022. This work will help our teams focus on one another's strengths and constraints, which should help us lead our staff in more effective ways.

S 1.2 Implement RTI2B and specific SEL focus for each school

Each school in the district will continue to work on Tier I strategies with an SEL focus while following the EXCEL model for the 2022-2023 school year with fidelity.

Each school in the district will continue to work on Tier II strategies AND Tier III Strategies for the 2022-2023 school year with fidelity.

Benchmark Indicator

• SEL district team will continue bi-annual walk-thru fidelity checks at all schools. These fidelity checks, titled Tiered Fidelity Inventories, gather information regarding RTI2B at each school. Teachers, staff, and students are interviewed regarding school rules, reinforcements, and the process of RTI2B. From this data, schools are provided a summary of their progress. In addition, the SEL coaches will attend monthly RTI2B meetings at the schools in which they support to remain engaged in their process and success.
• The behavior specialists and RTI2B teams at each school will train any new staff regarding Tier I procedures.

S 1.3 Decrease Chronically Out of School rates

Warren County continues to decrease the amount of chronically out of school rates from 12.1% (2018-2019) to 10.6% (2019-2020) to 9.1% (2020-21). In addition, we were lower than other comparable districts (15.6%). Our new goal would be to continue to decrease the amount to 8% or lower for the 2022-2023 school year. The district will continue with current strategies to reveal the importance of all students attending school, engaged and ready to learn.

WCS has this plan in place for every school to follow to assist with continuing to decrease the chronically out of school rates.

Progressive Truancy Intervention TierTi3 Days ( Unexcuse

Action Level - School

· Implement proactive attendance procedures that identify students with a chronic attendance issue. (letters, phone calls, home visits, meetings, conference).

· Handbooks will provide parent/guardian/students written notice of the law at the beginning of each school year.

· Monitor attendance data

· Establish a positive and engaging school culture

· Letters are to be sent home after three days of absence (excused or unexcused).

· Schedule a conference with parent/student.

· Student Progress will be monitored on a regular basis and additional communication with the home (calls, meetings, home visits) will be scheduled as needed.Tier II5 Days ( Unexcused)

Action Level –  School 

Community Resources\Agencies

· Conduct an individual attendance assessment to identify the barriers impacting attendance.

· Develop an intervention plan to address the barriers.

· Refer the student to school based services which may include counselor, nurse or special education.

· Refer the student to district based services which may include Student Services, Family Resource Center, Coordinated School Health, School Psychologist.

· Make referral to Department of Children’s Service, if attendance is impacting academic growth at the level of educational neglect.

· Letter will be sent after 5 days of unexcused absence.  Tier III5 + Days (Unexcused)

Action Level–School, 

District, Judicial

· Review the barriers identified.

· Assign a mentor within the school.

· Current intervention plan and contract submitted to the Director of Attendance.

· Referral made to Truancy Board.

· Petition filed with Juvenile Court.

· Coordinate with probation officer or service agency assigned by the court.

· Make additional recommendation to parent(s) based on outcome of judicial intervention.

  

 

Benchmark Indicator

• Continue to decrease the percentage of students who are chronically out of school (9.1% in 2021) to 8% for the 2022 school year.
• Decrease the percentage of students who are chronically out of school at Warren Academy to 10% (currently at 77.8%)
• Decrease the percentage of students who are chronically out of school at West Elementary to 10% (currently at 16.6%)
• Decrease the percentage of students who are chronically out of school at WCHS to 10% (currently at 13.1%)

S 1.4 Continue to decrease discipline incidents for Warren County students

Warren County's target last year for discipline incidents to remain below 5%, and we exceeded that goal (2.7%). For the school year 2022-2023, Warren County will continue to work on decreasing discipline incidents for all students to 3% or below. Over the past five years, the discipline incidents originally revealed an increase, but we are on the decline for the past two school years:

2015-2016: 2.8%

2016-2017: 6.1%

2017-2018: 7.1%

2018-2019: 5.8%

2019-2020: 4%

2020-2021: 2.7%

Strategies to support this decrease in discipline incidents include:

·     Providing virtual instruction for students awaiting Discipline Hearing Authority meetings to avoid learning loss.

·     Continue to increase support and reinforce schools with their RTI2B process by focusing on rules and expectations throughout the district and sharing that information with our community.

·     Continue training administrators on the district discipline policy for schools to have common language regarding definitions, examples of behaviors, examples of interventions, and guidelines to discipline. This common district plan should support a reflection of equity and diversity while focusing on trauma-informed practices.

Benchmark Indicator

• Continue decreasing the percentage of students who were disciplined. Warren County has steadily decreased the percentage of students who were disciplined over the past three years:
• 2018-2019: 5.8%
• 2019-20: 4%
• 2020-21: 2.7%
• The Director of Special Education will analyze this data monthly and present it to administrators at the district’s principals’ meetings. Each administrator will be presented their school-level discipline data with the district-wide data presented to all stakeholders. The idea behind this presentation of data is to compare school-level discipline data with district-level discipline data to ensure schools are monitoring their data.
• Continue decreasing the percentage of students who are disciplined at Warren County High School. Those percentages have fallen each year:
• 2018-19: 10.9%
• 2019-2020: 6.8%
• 2020-21: 3%
• As stated earlier, the Director of Special Education will review the data presented to her by the WCHS administrators, along with district-level discipline data. If needed, the team will help analyze this data to offer support and strategies. 
• The behavior specialists and RTI2B teams at each school will train any new staff regarding Tier I procedures.

S 2.1 Support district leaders, school leaders, district ELA coaches, and teachers with intellectual prep with the adopted HQIM ELA implementation process to ensure fidelity.

Focus teacher professional work and development for all ELA teachers in K-12 around Phase 1 of ELA HQIM implementation:

• Teachers will use HQIM in daily instruction with guidance from the unit and lesson preparation protocols and support
• ELA teachers will receive feedback from walkthroughs using the IPG tool
• District will engage in quarterly walkthroughs using the IPG tool

Benchmark Indicator

By October of 2022, Principals/ELA district coaches will see evidence of at least 100% of classrooms demonstrating Core Action 1, at least 30% demonstrating Core Action 2, and at least 10% demonstrating Core Action 3 of teachers executing the new planning expectations observed monthly through walkthroughs using the IPG tool.

By January of 2023, Principals/ELA district coaches will see evidence of at least 100% of classrooms demonstrating Core Action 1, at least 40% demonstrating Core Action 2, and at least 20% demonstrating Core Action 3 of teachers executing the new planning expectations observed monthly through walkthroughs using the IPG tool.

By March of 2023, our target will be to see at least 100% of classrooms demonstrating strong Core Action 1 and at least 50% of classroom demonstrating Core Action 2, and at least 30% demonstrating Core Action 3 through quarterly observations/walkthroughs using the IPG to monitor. This information will be gathered by District Literacy coaches, school leaders, and district leaders and shared during Teaching and Learning meetings throughout the school year.

S 2.2 Utilize universal screening data to identify students to target to advance to the next level of proficiency.

Utilize the data from universal screening data from Aims web to determine target students to push to the next higher level of proficiency.

Benchmark Indicator

After the fall screening (September, 2022), winter screening (January, 2023), and spring screening (April/May, 2023) results will be available, and schools will run data and generate lists of students who are scoring below the 26th%ile (at-risk category).

Lists are reviewed at the principal evaluation visits in the fall and winter by their Supervisors. Targeted interventions at the school level are reviewed during monthly data team meetings. Lists and strategies are also reviewed and discussed at monthly T & L meetings with all school leaders and district personnel.

Aims web data targets for 2022-2023:

Winter Screening:

K-8: 40.8% of our students are currently scoring in the 26th-74th percentile. Our target is for 50% of students scoring in the 26th-74th percentile by the Spring 2023 benchmark.

9-10: 32.8% of our students are currently scoring in the 26th-74th percentile. Our target is for 40% of students scoring in the 26th-74th percentile by the Spring 2023 benchmark.

S 2.3 The district will engage in the Early Literacy Network to ensure fidelity and understanding in the Science of Reading and teaching foundational skills with our vendor TNTP in the Pre-K-2 grades.

Warren County's district leaders, school leaders, coaches and teachers will engage in professional develop with TNTP.

Benchmark Indicator

By October of 2022, Principals/ELA district coaches will see evidence of at least 100% of classrooms demonstrating Core Action 1, at least 30% demonstrating Core Action 2, and at least 20% demonstrating Core Action 3 of teachers executing the new planning expectations observed monthly through walkthroughs using the Foundational Skills IPG tool.

By January of 2023, Principals/ELA district coaches will see evidence of at least 100% of classrooms demonstrating Core Action 1, at least 35% demonstrating Core Action 2, and at least 25% demonstrating Core Action 3 of teachers executing the new planning expectations observed monthly through walkthroughs using the Foundational Skills IPG tool.

By May of 2023, our target will be to see at least 100% of classrooms demonstrating strong Core Action 1 and at least 40% of classroom demonstrating Core Action 2, and at least 30% demonstrating Core Action 3 through quarterly observations/walkthroughs using the Foundational Skills IPG to monitor. This information will be gathered by District Literacy coaches, school leaders, and district leaders and shared during Teaching and Learning meetings throughout the school year.

S 2.4 Addressing Learning Loss in ELA

Schools will use 2021 TCAP data and screening data if no TCAP data is available to identify learning loss as well as during daily instruction. In addition, tested teachers (3-12) will use the Schoolnet assessments to identify learning loss from the previous year and checkpoints to help identify learning gaps of current grade level standards.

District leaders have developed the summer camp and summer bridge programs to be consistent across schools. Teachers who would like to teach will apply through the central office. Once application deadline is met, district leaders will meet with individual principals about teachers and their teaching assignment based on their licensure. Once teachers are in place, schools will send home letters to identified students (as described below) to fill their summer camp/bridge enrollment. District's adopted HQIM will be used during the camps. Enrollment will be submitted to the district during the camps.

Benchmark Indicator

District leaders created a shared folder for each school. Within each school's folder is a spreadsheet for school leaders to identify their students based on the TCAP data and/or winter screener data, teacher recommendation, economically disadvantaged, services received during the school year, and students who attended the previous year. School leaders will enter the students who scored below proficient on TCAP and/or scored below the 25% percentile on the Aimsweb reading winter screener along with students who are economically disadvantaged to attend the summer or bridge camps on the spreadsheet. If space allows, students who scored proficient or advanced on TCAP and/or above the 25th percentile on the screener and students who do not qualify economically disadvantaged can be added to the summer and bridge camps.

Students identified for after-school tutoring (pending funding), will be identified at the school level based on performing below proficient on TCAP in ELA, below the 25th percentile on the fall or winters screeners, and/or recommended by the classroom teacher for performing below the 70% on Schoolnet.

Grades 3-end of course, will take the Schoolnet start of year grade level test (SOY checkpoint) during the month of August, 2022 with 20% performing in the proficient range. The second checkpoint will take place the month of December, 2022 with 40% performing in the proficient range. The Mock Interim will take place the first two weeks of March, 2023 (prior to Spring Break).

S 3.1 Improve the Foundations of Planning and support for Tier 1

Focus teacher professional work and development in K-12 around the components of Foundational Planning:

• Standards and Objectives - The focus documents provided by the state will be used to define depth and rigor of standards and how to chunk standards into smaller lesson/learning objectives
• Support for mitigating loss once diagnosis has been made using standard assessments (e.g. District Common Assessments, Unit Assessments)

Benchmark Indicator

K-2 students will take district Math quarterly common assessments (unit assessments from HQIM). Quarter 1 common assessment will take place by Fall Break (first of October) with 30% performing at or above a 70. Quarter 2 common assessment will take place by Christmas Break with 35% performing at or above a 70. Quarter 3 common assessment will take place by Spring Break with 40% performing at or above a 70.

Grades 3-end of course, will take the Schoolnet start of year grade level test (SOY checkpoint on previous year's standards) during the month of August, 2022, with 30% performing in the proficient range. The second checkpoint will take place the month of December with 25% performing in the proficient range. The Mock Interim will take place in the two weeks prior to spring break.

By November of 2022, Principals/district leaders, and CORE math coach will see evidence of at least 40% of classrooms demonstrating upper buckets for section 2A, at least 30% demonstrating upper buckets for section 2C, and at least 25% demonstrating upper buckets for section 4A of teachers executing the new planning expectations observed monthly through walkthroughs using the Mathematics Learning Walk Tool.

By February of 2023, Principals/district leaders, and CORE math coach will see evidence of at least 50% of classrooms demonstrating upper buckets for section 2A, at least 40% demonstrating upper buckets for section 2C, and at least 30% demonstrating upper buckets for section 4A of teachers executing the new planning expectations observed monthly through walkthroughs using the Mathematics Learning Walk Tool.

By May of 2023, our target will be to see at least 60% of classrooms demonstrating strong upper buckets for section 2A, at least 50% of classroom demonstrating upper buckets for section 2C, and at least 40% demonstrating upper buckets for section 4A through quarterly observations/walkthroughs using the Mathematics Learning Walk Tool to monitor. This information will be gathered by district leaders, school leaders, and CORE math coach and shared during Teaching and Learning meetings throughout the school year.

S 3.2 Utilize universal screening data to identify students to target to advance to the next level of proficiency

Utilize the universal screening data in K-8 to determine target students to push to the next higher level of proficiency. At the high school level use universal screening data to target students to push to the next level.

Benchmark Indicator

After the fall screening data is available, schools run data and generate lists of students who are nearing the following proficiency categories: average, above average, well above average (Aimsweb Plus grades K-10), and early, mid, and on grade level.

Complete the same cycle after each round of Universal Screener. Principals review lists and discuss with teachers in PLCs at least 3x (fall, winter, spring) per year. Revise lists, consider the success of any and all strategies used to advance students.

Lists are reviewed at the principal evaluation visits in the fall and spring. Targeted interventions at school level are reviewed. Lists and strategies are also reviewed and discussed at T & L meetings which take place quarterly. Collaborative strategy sharing during T & L meeting will take place in like groups of school leaders.

Data targets following:

Aimsweb Plus data targets for 2022-2023:

K-8: 52.5% of our students are currently scoring in the 26th-74th percentile. Our target is for 60% of students to score in the 26th-74th percentile by the Spring 2023 benchmark.

9-10: 49.6% (of the students who took the test) of our students are currently scoring in the 26th-74th percentile. Our target is for 55% of students to score in the 26th-74th percentile by the Spring 2023 benchmark.

S 3.3 Addressing Learning Loss

Teachers (K-12) will use unit assessments and district quarter common assessments to identify learning loss as well as during daily instruction. In addition, tested teachers (3-12) will use the Schoolnet SOY to identify learning loss from the previous year and checkpoints to help identify learning gaps of current grade level standards.

District leaders have developed the summer camp and summer bridge programs to be consistent across schools. Teachers who would like to teach will apply through the central office. Once application deadline is met, district leaders will meet with individual principals about teachers and their teaching assignment based on their licensure. Once teachers are in place, schools will send home letters to identified students (as described below) to fill their summer camp/bridge enrollment. State adopted curriculum will be used during these camps. Enrollment will be submitted to the district during the camps.

Benchmark Indicator

District leaders created a shared folder for each school. Within each school's folder is a spreadsheet for school leaders to identify their students based on the winter screener, teacher recommendation, economically disadvantaged, services received during the school year. School leaders will enter the students who score below the 25% percentile on the iReady math winter screener along with students who are economically disadvantaged to attend the summer or bridge camps on the spreadsheet. If space allows, students above the 25th percentile on the screener and students who do not qualify economically disadvantaged can be added to the summer and bridge camps.

Students identified for after-school tutoring (pending funding), will be identified at the school level based on performing below the 25th percentile on the fall or winters screeners and/or recommended by the classroom teacher for performing below the 70% on math unit assessments and district quarterly common assessments.

Grades 3-EOC will take the Schoolnet start-of-year grade-level test (SOY checkpoint) during the month of August, 2022 with 25% performing in the proficient range. The second checkpoint will take place the month of December with 30% performing in the proficient range. The Mock Interim will take place the two weeks prior to spring break (early March) with 35% of students scoring in proficient range.

S 3.4 S 3.4 Expand opportunities for English Learners to meaningfully access grade level content.

Expand opportunities for English Learners to access grade level content in a meaningful way by using WIDA language development standards and Can-Do descriptors in the general education classrooms.

• WIDA's language development standards are designed to represent and enhance Tennessee's Academic Standards within its current framework. The language demands of these content standards have been addressed in numerous ways to ensure that ELs at all levels of English proficiency have the opportunity to engage in the cognitive challenges represented in those content standards. In addition to the core knowledge and skills represented in content standards, EL students need to develop social, language, and cross-cultural competencies to be successful in school and beyond.
• Can-Do descriptors focus on the positive aspect of each EL's language ability and provide teachers with examples of what an EL student at each proficiency level can be expected to be able to do and allow teachers to differentiate instructional tasks to fit the needs of individual EL students.

Benchmark Indicator

• Summer PD and ongoing school-level PD will be provided to general education teachers from the ESL Department to support WIDA standards integration into the general education classroom. The ESL specialists will be available to answer any questions that may occur during the school year.
• ESL specialist(s) and general education teacher(s) will collaborate on Individual Learning Plans for EL students every 4.5 weeks which will be monitored quarterly by the ESL Director or designee.
• Principals (or designees) will watch for evidence of implementation of WIDA standards in general education classroom Project Coach observations. In addition, principals (or designees) will look for evidence that strategies/accommodations from each EL students' Individual Learning Plans (in Ellevation) are being utilized during classroom walk-throughs/observations to ensure EL students are able to access the grade-level curriculum based upon their level of language acquisition.

S 4.1 Increased offerings and access to advanced curriculum and EPSOs

Increased offerings and access to advanced curriculum and EPSOs which will increase the number of ready graduate students that are prepared for postsecondary work. The counselors and minority liaison will consult with teachers and review PreACT/8, PreACT/9 and PreACT/10 grade diagnostic reports to identify students that are ready for advanced course work. This advanced course work would be students taking honors, AP courses, and DE with TCAT-McMinnville and MSCC in the 10th/11th/12th grade. This will be monitored by administrators, counselors, minority liaison, SPED and ELL representatives for students that have been identified as ready for honors or EPSOs courses in Grades 10-12.

Benchmark Indicator

The percent of students of students that were Ready Graduates was 36.8% in 2020-21. We will monitor for the increase in % of students enrolled in EPSOs at the beginning of the 2022-23 SY and again in January of 2023 to ensure that we are on track to increase subgroup EPSO enrollment by at least 5% by the end of 2022-23. This will be monitored by administrators, counselors, minority liaison, SPED and ELL representatives.

Increase subgroups that are Ready Graduates by 5%.

• ED from 24.7% to 29.7%
• BHN from 21.7% to 26.7%
• SWD from 6.0% to 11.0%
• ELL from 0% to 5.0%
• Hispanic from 21.3% to 26.3%

S 4.2 Increase LRE for students with disabilities, ages 3-5

Warren County became more purposeful in providing related services, such as speech therapy, language therapy, occupational therapy, physical therapy, and fine motor intervention, in the general education environment to the greatest extent possible over the last three years. Warren County has improved in this indicator over the years from 8.3% (2017-2018) to 9.77% (2018-2019) to 27.97% (2019-2020). Our most recent APR data revealed our LRE for 3-5 (not K) in 2020-21 was 25%, and we still missed the state target of 32.39%.

Warren County worked specifically with increasing the LRE in our inclusionary PreK at an elementary school. This classroom is composed of typical students (children, grandchildren of teachers and staff from that school) who attend for free. Students with disabilities attend this classroom, focusing on early childhood developmental skills while working on goals from their IEPs. This environment is considered a regular education environment with special education services being provided 100% of the time in a regular education environment. We have continued this program, and we anticipate growing this program for the 2021-22 school year. We have reviewed each student who has an IEP in this inclusion PreK to ensure their services are coded correctly in the general education environment and made addendums for the ones that were not coded correctly.

To review and analyze this data monthly, Warren County newly developed “LRE Team” will review individual IEPs to ensure they are coded correctly with services in the general education environment, when appropriate.

Targeted training will continue for teachers writing IEPs to focus on LRE. The importance of LRE will be the focus of the training to ensure our students are provided services in the general education environment through push-in services (to the greatest extent possible). The LRE Team will review all IEPs of students 3-5 (not K) to ensure they are written correctly.

In addition, for our comprehensive development preschool classes, students with disabilities will be participate with the VPK classes for a portion of their day, when appropriate with targeted students. These students will participate with the VPK classes during “smart time”, which is an academically based classroom in the general education environment. Their IEPs will reflect these services in the general education environment with the goal of increasing their LRE.

In addition, for students with disabilities in the regular VPK program, their services will be provided in the general education environment to the greatest extent possible with push-in special education services provided. Students with IEPs will be monitored and reviewed monthly using the Easy IEP LRE widget by the Special Education Director and LRE Team to ensure services are being coded correctly on students' IEPs.

Differentiation will be a focus in Tier 1 for all students to ensure students with disabilities can remain in the general education environment to the greatest extent possible. The special education coach will provide ACCESS training and support general educators to assist in differentiation strategies for students with disabilities

Warren County will ensure that all IDEA criteria for LRE will be followed when making placement and service provision decisions for students ages 3-5 (not K).

Benchmark Indicator

• At the beginning of the school year, the LRE team will review all IEPs of students in Inclusion PreK class to ensure that 100% of their special education services are coded as provided in the general education setting (push-in).
• At the beginning of the school year, the LRE team will review all IEPs of students in the Head Start programs to ensure that 100% of their special education services are coded as provided in the general education setting (push-in).
• At the beginning of the school year, the LRE team will review all IEPs of students in the VPK program to ensure that students who can benefit from push-in services are provided that in the general education setting.
• At the beginning of the school year, the SPED Director and the VPK Director will review rosters of the VPK classes and the SPED classes to ensure these classes are split with 1/2 general education students and 1/2 special education students to ensure our students with disabilities have the opportunity to be placed in the general education setting.
• Students in the inclusion PreK, along with students with IEPs in regular VPK will have their special education-related services pushed into the regular classroom. Special education-related service providers will turn in schedules to the SPED Coach each quarter to review. In addition, case logs of services provided will be turned into the SPED Coach each month to monitor. The SPED Coach will also monitor the LRE widget monthly to ensure students are receiving special education services in their Least Restrictive Environment. Finally, the SPED Coach and Director of Special Education will meet quarterly to review the process, determine strengths, and make adjustments, as needed.

S 4.3 Provide PD opportunities focusing on the needs of students from subgroups.

Provide professional development to teachers to increase their knowledge and capacity to meet the needs of students from subgroups in the general education curriculum:

Professional development to continue to support reading skill deficits will be given to interventionists in special education in the summer of 2022 and throughout the 2022-2023 school year. Benchmark data and progress monitoring data will be a focus to analyze individual student data.

Professional development to continue to support math skills deficits will be given to interventionists in special education in the summer of 2022 and throughout the 2022-2023 school year. Benchmark data and progress monitoring data will be a focus to analyze individual student data.

Professional development to support EL students in the general education classrooms in the summer of 2022 and throughout the 2022-2023 school year. General education teachers will have the opportunity to participate in PD over WIDA standards, WIDA Can-Do descriptors, Individual Learning Plans, and differentiation strategies to help EL students access the grade-level curriculum. The use of these strategies and information will be reviewed during classroom observations to ensure EL students are able to access the grade-level curriculum based upon their level of language acquisition.

Benchmark Indicator

• Walk-throughs will be conducted at least once a semester by the Special Education Director to evaluate intervention classrooms--evidence of implementation of strategies learned. For these walk-throughs, a checklist of “look-fors” will include ensuring interventionists are using the correct interventions (based on the student’s plan), ensuring the interventions are being used correctly and with fidelity, ensuring the student groups are the appropriate size for maximum learning opportunities for students.
• The SPED Coach will visit classrooms of students with IEPs that need additional support regarding differentiation. The SPED Coach will develop a checklist of differentiation supports that can be observed when visiting these classrooms. As she notices things to be clarified or retaught, she will arrange PLCs with teachers to support this process.
• Summer PD and ongoing school-level PD will be provided to general education teachers from the ESL Department to support WIDA standards integration into the general education classroom. The ESL specialists will be available to answer any questions that may occur during the school year. In addition, once each semester evaluators will look for evidence that strategies/accommodations from each EL students' Individual Learning Plans (in Ellevation) are being utilized during classroom walk-throughs/observations to ensure EL students are able to access the grade-level curriculum based upon their level of language acquisition.

S 4.4 Expand opportunities for English Learners to meaningfully access grade level content.

Expand opportunities for English Learners to access grade level content in a meaningful way by using WIDA language development standards and Can-Do descriptors in the general education classrooms.

• WIDA's language development standards are designed to represent and enhance Tennessee's Academic Standards within its current framework. The language demands of these content standards have been addressed in numerous ways to ensure that ELs at all levels of English proficiency have the opportunity to engage in the cognitive challenges represented in those content standards. In addition to the core knowledge and skills represented in content standards, EL students need to develop social, language, and cross-cultural competencies to be successful in school and beyond.
• Can-Do descriptors focus on the positive aspect of each EL's language ability and provide teachers with examples of what an EL student at each proficiency level can be expected to be able to do and allow teachers to differentiate instructional tasks to fit the needs of individual EL students.

Benchmark Indicator

• Summer PD and ongoing school-level PD will be provided to general education teachers from the ESL Department to support WIDA standards integration into the general education classroom. The ESL specialists will be available to answer any questions that may occur during the school year.
• ESL specialist(s) and general education teacher(s) will collaborate on Individual Learning Plans for EL students every 4.5 weeks which will be monitored quarterly by the ESL Director or designee.
• Principals (or designees) will watch for evidence of implementation of WIDA standards in general education classroom Project Coach observations. In addition, principals (or designees) will look for evidence that strategies/accommodations from each EL students' Individual Learning Plans (in Ellevation) are being utilized during classroom walk-throughs/observations to ensure EL students are able to access the grade-level curriculum based upon their level of language acquisition.

S 4.5 Increase LRE for students with disabilities, ages 6-21

Warren County has worked diligently to increase the amount of time our students with disabilities are in the general education environment, and we are continuing to work on providing some of these related services (e.g. speech therapy, language therapy, occupational therapy, physical therapy, fine motor intervention, and behavioral services) in the general education setting to the greatest extent possible. We are increasing these services in the general education setting to promote more generalization of skills in a practical environment for our students, when tolerated and possible.

Warren County continues to strive to increase this percentage from 63.59% (2020-2021) to over 70% (state target). Strategies to assist in increasing this percentage include:

To review and analyze this data monthly, Warren County's “LRE Team” will review individual IEPs to ensure they are written appropriately and help with analyzing the data to assist in writing IEPs to ensure LRE is appropriate

The team will review each student’s IEP in comprehensive development classrooms to determine how often, and to what degree, these students could be in the general education setting and receive educational benefit. When this data is analyzed, the IEP team will determine the amount of time these students could spend in the general education setting and develop an IEP accordingly. Support in the general education environment could include a paraprofessional to assist in the transition of students attending the general education classes with this support fading over time.

Related services, such as speech therapy, language therapy, occupational therapy, physical therapy, fine motor intervention, and behavioral support will be provided (to the greatest extent possible) in the general education environment. These services could be provided in the special education setting once a week to work on individual skills with the second session provided in the general education setting to support a generalization of skills.

Many students at the high school in comprehensive development classrooms are currently working toward the alternate academic diploma, so these students will be attending general education classes to the greatest extent possible, and their IEPs will reflect these changes.

In our elementary schools to support our students with disabilities, our special educators will support them in the regular classroom (inclusion) one day a week, when appropriate. For four days a week, the students will be pulled to the special education classroom to work on skills. For one day a week, the students will be provided support through inclusion in the regular education classroom to support generalizing their skills in the classroom setting (standards), which will improve students' LRE.

Targeted training will continue for teachers writing IEPs to focus on LRE. This training will be provided to ensure our students are provided services in the general education environment through push-in services (to the greatest extent possible). LRE team will provide this training, and the SPED Coach will follow up with reviewing IEPs for LRE.

Benchmark Indicator

• In the Spring and Summer of 2022, the LRE team will review all IEPs to review the percentage of their day spent in the regular education environment. The current percentage of students in their LRE is 63.59%, and our goal is to be over 72.64% (state target).
• To ensure services for students with disabilities are occurring within the regular education setting, the special education service providers will turn in schedules to the SPED Coach each quarter to review before services begin. The SPED Coach will also monitor the LRE widget monthly to ensure students are receiving services in their Least Restrictive Environment. The SPED Coach and Director of Special Education will meet quarterly to review the process, determine strengths and make adjustments, as needed. In addition, Individual Education Programs (IEPs) for students with disabilities will be monitored monthly using the Easy IEP widget by the SPED Coach to ensure students’ services are coded correctly.

S 4.6 Increase the Graduation Rate of students with disabilities from current (78.26%) to the state target (78.72%).

Warren County's Graduation Rate for students with disabilities in 2019-2020 was 67.21%, which was a significant drop from the previous year (83.9%). However, in 2020-2021, Warren County increased the Graduation Rate for students with disabilities to 78.26%. The target for 2020-2021 was set for 78.72%, which we missed by a small fraction. Warren County is continuing to seek an increase in our graduation rate, specifically for students with disabilities.

The Special Education Coordinator at Warren County High School will continue to develop spreadsheets in the summer of 2022 which will be shared with the IEP consulting teacher at Warren County High School and the school counselors to monitor students' classes/credits and track these for graduation.

Benchmark Indicator

• The Special Education Coordinator at Warren County High School will continue to develop spreadsheets in the summer of 2022 which will be shared with the IEP consulting teacher at Warren County High School and the school counselors to monitor students' classes/credits and track these for graduation. The data will be reviewed at the end of each quarter to ensure students are passing their classes. At the end of each quarter, if a student is failing or missing 50% of his work, the general education teacher will reach out to the Special Education Coordinator to intervene at this time. This intervention will include meeting with the student and developing a plan to remediate this work (through after-school tutoring, before-school tutoring, attending learning options during “advisory period”, etc). Next, this data will be reviewed each semester for students with disabilities to identify students at-risk for failures. Credit recovery and remediation are offered before school, after school, and in the summer to support students by recovering credits and missed work. Warren County's overall goal for students with disabilities is to graduate with their cohort, on time.

• To continue to improve the graduation rate for students with disabilities, the district is encouraged by the alternate diploma that will be awarded to our students this school year (2021-2022). This diploma is a focus for the majority of our students on the alternative assessment track, and this diploma will count positively toward our graduation rate. Each student will be reviewed each year to ensure they are on track to graduate with a diploma that increases our graduation rate.

S 4.7 Increase the percent of students in each subgroup that are meeting the ACT College Readiness benchmark by 5%.

The percent of all students that met the ACT College Readiness benchmark was 25.4% in 2020-21. The PreACT is now being administered in the spring in 8th/9th/10th grades. These results will be monitored by administrators, counselors, minority liaison, SPED and ELL representatives to put plans in place to increase the percentage of students in each subgroup that are meeting the ACT College Readiness benchmark..

Benchmark Indicator

Increase subgroups that are meeting the ACT College Readiness benchmark by 5%.

ED from 14.5% to 19.5%

BHN from 12.5% to 17.5%

SWD from 5.1% to 10.1%

ELL 0.0% to 5%.