Dickson County Distance Learning Academy Export Export
Goals
G 1 Academic Achievement in Mathematics
For 2023-2024, Mathematics improvement is measured by TCAP for the all students (grades 2 - 11) as well as subgroups. DCDLA will specifically focus on improvement in the percent of students on-track and mastered as measured by TCAP.
Performance Measure
Increase the percentage of students who are on track or mastered in math on TN Ready by 4% in 2024.
Sections
- Academic Achievement & Growth
S 1.1 Interventions to address student learning needs
Response to Intervention is multi-tier approach to the early identification and support of students with learning needs. The RtI process begins with high-quality instruction and universal screening of all children in the general education classroom. Interventions are provided in the areas of math computation and math problem solving. The RTI process involves three tiers of interventions provided for students. Tier 1 is for the student meeting academic standards based on the results of the universal screener. Tier 2 & 3 interventions are for students not meeting the academic standards based on the universal screener. Students are provided daily interventions based on the results of the universal screener and assessment results.
Benchmark Indicator
Universal screening benchmarks are given three times a year to identify students in need of math intervention in the specific deficit areas. Students are placed in intervention based on the universal screening data along with specific diagnostic data given at the school level. Intervention placement and progress are monitored every 4 - 5 weeks during TIER data meetings.
A 1.1.1 Aleks
Aleks is an artificially intelligent adaptive learning and assessment system that quickly and accurately determines a student's precise knowledge of math then helps the student work on the topics they are ready to learn. It is a research based online learning platform used to help students achieve mastery in math topics via assessments and assignments. Real-time, detailed reports are provided to teachers and parents with up-to-date information on how students are performing and progressing.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| April Rolston | 2024-05-22 |
A 1.1.2 IXL
The IXL program provides a diagnostic tool and teacher directed assignments as well as reports on student performance.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| April Rolston | 2024-05-22 |
S 1.2 Extended Learning opportunity for students
Student in grades 9-12 who did not complete assigned mathematics coursework during the calendar school year are given the opportunity to continue working on the curriculum during the summer. This additional work is completed at home in the same way as the Distance Learning model is conducted during the school year.
Benchmark Indicator
Student participation and completion of coursework during the summer. Student success will be based on students completing the course and earning credit toward the high school diploma.
A 1.2.1 Edgenuity Summer Program for Grades 9-12
Students will have the opportunity to complete courses during the summer that were not finished during the school year. These courses will translate into credits earned for graduation requirements. Additional staff and remediation will be provided based on student courses completed and credits earned.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Rhiannon Mason, Melinda Draper, Robbie Faulkner | 2024-08-01 |
A 1.2.2 Parent Workshops/Trainings/Materials
DCDLA parents will have the opportunity to participate in district-wide workshops and trainings. They will also have access to parent engagement materials. Examples of events that may be available to parents include math workshops, parent education classes, parent training on technology with opportunities for parents to be engaged in literacy and math strategies, parent advisory committee, online parent resources/library, etc. Parents will be notified via Facebook, Twitter, the district website, and robo calls.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Mary Collins, Rhiannon Mason | 2024-05-22 |
S 1.3 Ongoing Professional Learning for Educators
To increase instructional outcomes for all students in the area of mathematics, we need to provide ongoing, quality, job-embedded professional learning to teachers that build and extend mathematical content knowledge and the use of effective instructional strategies. DCDLA teachers engage in professional learning activities such as online research; PIE conference; principal directed staff development via Google Classroom; collaboration and partnerships with other educators; instructional videos (tutorials); PLC in conjunction with sister schools; deconstructing standards and determining essential standards by grade level; activities, information, and other benefits associated with membership in the National Council of Teachers of Mathematics; and review of educator blogs.
Benchmark Indicator
Ongoing, open dialogue occurs between district staff, the DCDLA/NDA principal, and staff to determine how to best meet the academic, physical, emotional, mental health, and other needs of all students. Through these discussions, professional learning needs and plans are determined, prepared, and implemented.
Principal observations from the TEAM evaluation results will show teachers utilizing learned instructional skills and student learning is reflective of the rigorous curriculum. Student test results indicate higher levels of students considered on track and mastered across the district.
A 1.3.1 Online Professional Development and After School Training
Staff engages in high quality ongoing professional development via various online learning platforms such as Google, PlayPosit, Actively Learn, Baamboozle, Blendspace, Wisc-Online, Visme, TalkingPoints, Audacity, Digital Learning Day, elearning Industry, Technology at MSU, Merlot, Coursera, FutureLearn, Michigan Virtual, Edgenuity, acesonlinelearning, nctsn.org, weareteachers, azaces.org, and several others.
The district's Instructional Technologist provides information on various topics to enhance instruction, teacher performance, and student learning via the Tech Hub and a local Facebook page. Other resources are also available on the Tech Hub to strengthen instruction and use of technology in the classroom.
District coordinators occasionally offer after school training in their specific areas of expertise or enrichment.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Rhiannon Mason, Lori Buhler, district coordinators | 2024-05-22 |
A 1.3.2 School & District Level Professional Development
DCDLA staff participate in both school and district level professional development throughout the year which is focused on impacting effective teaching and learning. The professional development provided throughout the school year focuses on effective curriculum implementation and teaching strategies. Additionally, there are professional learning days during the school year to concentrate on standards based teaching, creating a culture of learning, data usage in instruction, content specific workshops, and diverse learning environments, collaboration, setting goals, and essential indicators within the instructional framework. An emphasis for each of these days will be to allow for school specific sessions based on data and district specific sessions that allow for collaborative planning and work toward strengthening fidelity of implementation.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Rhiannon Mason, Robbie Faulkner | 2024-05-22 |
S 1.4 Direct Student Support
Students will be provided direct support by appropriate staff to meet academic, mental health, special education, RtI, and other needs presented by students and/or their families. Most of these services will be conducted via an online platform, but may be conducted in person if the situation warrants.
Benchmark Indicator
Compliance with IEP, RtI, and 504 plans; compliance with mental health, judicial, DCS, or other such plans/protocols
A 1.4.1 Student Support Specialist
The Student Support Specialist is a vital member of the DCDLA team. She provides counseling (although in a somewhat limited capacity), crisis intervention, and other services to DCDLA students. She provides referrals to services and serves as a liaison to various agencies in the community and beyond. She is an advocate for the student, parents, families, and school. She is not only able to connect students and families with services but is also able to assist them in accessing and maintaining those services. In addition, she is able to reach out to students, parents, and families in ways other staff typically are unable to do so. The social worker is able to discuss attendance and other concerns directly with students, parents, families, and agency contacts, conduct home visits, initiate welfare checks, and reach out in other ways. When staff have specific concerns about a student (attendance, behavior, mental health, physical health, possible alcohol or drug use, possible self-harm, family issues, poverty issues, possible abuse, etc.), a referral to the student support specialist will be made.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Angela DeLoach, all staff | 2024-05-22 |
A 1.4.2 Related Services
RtI, 504, special education, and other services will be provided to students based on specific assessment results, identified needs, and plans in place. These services may include direct intervention or instruction, various therapies (such as speech/language), conducting meetings with parents (online or in person), consulting, or other identified needs.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Wendy Kovalchick, Melinda Draper, Dinah Stockman, Rhiannon Mason, sped district staff, Jami Hutcheson | 2024-05-22 |
G 2 Academic Achievement and Growth in Reading/Language Arts
For 2023-2024, Reading/Language Arts improvement is measured by TCAP for the all students (grades 2 - 11) as well as subgroups. NDA will specifically focus on improvement in the percent of students on-track and mastered as measured by TCAP.
Through the use of standards aligned core instruction, using high-quality curriculum instructional materials and effective technology, we will experience improved achievement and growth in literacy for all students (Tier 1, Tier 2 and Tier 3). Via the use of an aligned curriculum scope and sequence, literacy walk-throughs with feedback, and ongoing, intentional professional development, we will experience improvement in (1) teacher practice, (2) student reading proficiency, and (3) a decrease in gaps w/ subgroups.
Performance Measure
Increase the percentage of students who are on track or mastered by 4% on TN Ready for grades 3-5 ELA in 2024.
Increase the percentage of students who are on track or mastered by 4% on TN Ready for grades 6-8 ELA in 2024.
Increase the percentage of students who are on track or mastered by 4% on TN Ready for grades 9-12 ELA in 2024.
Sections
- Academic Achievement & Growth
S 2.1 Interventions to address student learning needs
DCDLA will utilize the RTI (Response to Intervention) approach to identify and support students with learning needs. The RtI process begins with high-quality instruction and universal screening of all children in the general education classroom. Interventions are provided in the areas of basic reading, reading fluency, reading comprehension, and written expression for ELA . The RTI process involves three tiers of interventions provided for students. Tier 1 is for the student meeting academic standards based on the results of the universal screener. Tier 2 & 3 interventions are for students not meeting the academic standards based on the universal screener. Students are provided daily interventions based on the results of the universal screener and assessment results.
Benchmark Indicator
Universal screening benchmarks are given three times a year to identify students in need of reading intervention in the specific deficit areas. Students are placed in intervention based on the universal screening data along with specific diagnostic data given at the school level. The district looks for a reduction in the number of students scoring below the 20th percentile to monitor effectiveness of interventions. Intervention placement and progress are monitored every 4 - 5 weeks during TIER data meetings.
A 2.1.1 Wilson
DCDLA will utilize Wilson Reading for students in Tier Sped reading. Wilson Reading is a structured literacy program based on phonological-coding research and Orton-Gillingham principles. It is designed for students in grades 2-12 and adults with word-level deficits who are not making sufficient progress through other interventions, have been unable to learn with other teaching strategies, or who require more intensive structured literacy instruction due to a language-based learning disability, such as dyslexia.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Wendy Kovalchick | 2024-05-22 |
S 2.2 Extended learning for students
Student in grades 9-12 who did not complete assigned English/language arts coursework during the calendar school year are given the opportunity to continue working on the curriculum during the summer. This additional work is completed at home in the same way as the Distance Learning model is conducted during the school year.
Parent workshops will be offered to help address standards and helping students at home.
Benchmark Indicator
Student participation and completion of coursework during the summer. Student success will be based on students completing the course and earning credit toward the high school diploma.
A 2.2.1 Edgenuity Summer Program for Grades 9-12
Students will have the opportunity to complete courses during the summer that were not finished during the school year. These courses will translate into credits earned for graduation requirements. Additional staff and remediation will be provided based on student courses completed and credits earned.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Rhiannon Mason, Melinda Draper, Robbie Faulkner | 2024-08-01 |
A 2.2.2 Parent Workshops/Trainings/Materials
DCDLA parents will have the opportunity to participate in district-wide workshops and trainings. They will also have access to parent engagement materials. Examples of events that may be available to parents include ELA workshops, parent education classes, parent training on technology with opportunities for parents to be engaged in literacy and math strategies, parent advisory committee, online parent resources/library, etc. Parents will be notified via Facebook, Twitter, the district website, and robo calls.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Mary Collins, Rhiannon Mason | 2024-05-22 |
S 2.3 Ongoing Professional Learning for Educators
Professional learning for educators is an embedded ongoing process of continual learning. Teachers' planning time is utilized to provide additional learning opportunities across grade spans or subject matter content. The five days of inservice opportunities at the beginning of each year is considered a top priority for professional learning. September and January Staff Development days are used to provide high quality professional development. The October PLC day is used for content and/or grade level collaboration across the district. DCDLA/NDA teachers engage in professional learning activities such as WILSON; Six Minute Solution; online research; PIE conference; principal directed staff development via Google Classroom; collaboration and partnerships with other educators; instructional videos (tutorials); activities, information, and other benefits associated with membership in the International Dyslexia Association; PLC in conjunction with sister schools; and review of educator blogs.
Benchmark Indicator
Ongoing, open dialogue occurs between district staff, the DCDLA/NDA principal, and staff to determine how to best meet the academic, mental health, physical, emotional, and other needs of all students. Through these discussions, professional learning needs and plans are determined, prepared, and implemented.
Principal observations from the TEAM evaluation results will show teachers utilizing learned instructional skills and student learning is reflective of the rigorous curriculum. Student test results indicate higher levels of students considered on track and mastered across the district.
A 2.3.1 Online Professional Development and After School Training
Staff engages in high quality ongoing professional development via various online learning platforms such as Google, PlayPosit, Actively Learn, Baamboozle, Blendspace, Wisc-Online, Visme, TalkingPoints, Audacity, Digital Learning Day, elearning Industry, Technology at MSU, Merlot, Coursera, FutureLearn, Michigan Virtual, Edgenuity, acesonlinelearning, nctsn.org, weareteachers, azaces.org, and several others.
The district's Instructional Technologist provides information on various topics to enhance instruction, teacher performance, and student learning via the Tech Hub and a local Facebook page. Other resources are also available on the Tech Hub to strengthen instruction and use of technology in the classroom.
District coordinators occasionally offer after school training in their specific areas of expertise or enrichment.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Rhiannon Mason, Lori Buhler, district coordinators | 2024-05-22 |
A 2.3.2 School & District Level Professional Development
DCDLA staff participate in both school and district level professional development throughout the year which is focused on impacting effective teaching and learning. The professional development provided throughout the school year focuses on effective curriculum implementation and teaching strategies. Additionally, there are professional learning days during the school year to concentrate on standards based teaching, creating a culture of learning, data usage in instruction, content specific workshops, and diverse learning environments, collaboration, setting goals, and essential indicators within the instructional framework. An emphasis for each of these days will be to allow for school specific sessions based on data and district specific sessions that allow for collaborative planning and work toward strengthening fidelity of implementation.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Rhiannon Mason, Robbie Faulkner | 2024-05-22 |
S 2.4 Direct Student Support
Students will be provided direct support by appropriate staff to meet academic, mental health, special education, RtI, and other needs presented by students and/or their families. Most of these services will be conducted via an online platform, but may be conducted in person if the situation warrants.
Benchmark Indicator
Compliance with IEP, RtI, and 504 plans; compliance with mental health, judicial, DCS, or other such plans/protocols
A 2.4.1 Student Support Specialist
The Student Support Specialist is a vital member of the DCDLA team. She provides counseling (although in a somewhat limited capacity), crisis intervention, and other services to DCDLA students. She provides referrals to services and serves as a liaison to various agencies in the community and beyond. She is an advocate for the student, parents, families, and school. She is not only able to connect students and families with services but is also able to assist them in accessing and maintaining those services. In addition, she is able to reach out to students, parents, and families in ways other staff typically are unable to do so. The social worker is able to discuss attendance and other concerns directly with students, parents, families, and agency contacts, conduct home visits, initiate welfare checks, and reach out in other ways. When staff have specific concerns about a student (attendance, behavior, mental health, physical health, possible alcohol or drug use, possible self-harm, family issues, poverty issues, possible abuse, etc.), a referral to the student support specialist will be made.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Angela DeLoach, all staff | 2024-05-22 |
A 2.4.2 Related Services
RtI, 504, special education, and other services will be provided to students based on specific assessment results, identified needs, and plans in place. These services may include direct intervention or instruction, various therapies (such as speech/language), conducting meetings with parents (online or in person), consulting, or other identified needs.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Wendy Kovalchick, Melinda Draper, Dinah Stockman, Rhiannon Mason, sped district staff, Jami Hutcheson | 2024-05-22 |
G 3 Academic Achievement in Science
For 2023-2024, Science improvement is measured by TCAP for all students (grades 2 - 11) as well as subgroups. DCDLA will specifically focus on improvement in the percent of students on-track and mastered as measured by TCAP.
Performance Measure
Increase the percentage of students who are on track or mastered in science on TN Ready by 4% in 2024.
Sections
- Academic Achievement & Growth
S 3.1 Guaranteed and Viable Curriculum
Guaranteed and Viable Curriculum involves the district's, including the DCDLA, ability to demonstrate how they collaborate, facilitate, and provide structures and processes which ensure implementation of a comprehensive, rigorous, and aligned curriculum. The DCDLA will demonstrate the ability to establish a collaborative, trusting environment and high-quality, rigorous curriculum focused on individual student’s growth and achievement. Curriculum is evaluated annually based on student achievement results to determine levels of mastery.
Benchmark Indicator
Results of assessments across all grade spans in science
A 3.1.1 Staff Collaboration
In order to support improvement, staff in a variety of roles will be utilized to monitor student participation in DCDLA, attendance/progress in the curriculum, and the science curriculum implemented in the program.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Rhiannon Mason, Jami Hutcheson, Michelle Street, Robbie LeComte | 2024-05-22 |
A 3.1.2 Instructional Materials and Technology
Technology and instructional/curriculum needs of students in the DCDLA will be assessed in order for plans to be created and implemented to meet those needs through hardware, software, and other materials/supplies.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Rhiannon Mason, Jami Hutcheson, Robbie Faulkner, Ben Lewis | 2024-05-22 |
S 3.2 Extended Learning Opportunity for Students
Student in grades 9-12 who did not complete assigned science coursework during the calendar school year are given the opportunity to continue working on the curriculum during the summer. This additional work is completed at home in the same way as the Distance Learning model is conducted during the school year.
Parent workshops will be offered to help address standards and helping students at home.
Parent workshops will be offered to help address standards and helping students at home.
Benchmark Indicator
Student participation and completion of coursework during the summer. Student success will be based on students completing the course and earning credit toward the high school diploma.
A 3.2.1 Edgenuity Summer Program for Grades 9-12
Students will have the opportunity to complete courses during the summer that were not finished during the school year. These courses will translate into credits earned for graduation requirements. Additional staff and remediation will be provided based on student courses completed and credits earned.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Rhiannon Mason, Melinda Draper, Robbie Faulkner | 2024-08-01 |
A 3.2.2 Parent Workshops/Trainings/Materials
DCDLA parents will have the opportunity to participate in district-wide workshops and trainings. They will also have access to parent engagement materials. Examples of events that may be available to parents include math/ELA workshops, parent education classes, parent training on technology with opportunities for parents to be engaged in literacy and math strategies, parent advisory committee, online parent resources/library, etc. Parents will be notified via Facebook, Twitter, the district website, and robo calls.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Mary Collins, Rhiannon Mason | 2024-05-22 |
S 3.3 Ongoing Professional Learning for Educators
To increase instructional outcomes for all students in the area of science, we need to provide ongoing, quality, job-embedded professional learning to teachers that build and extend science content knowledge and the use of effective instructional strategies. DCDLA teachers engage in professional learning activities such as online research; principal directed staff development via Google Classroom; collaboration and partnerships with other educators; instructional videos (tutorials); PLC in conjunction with sister schools; deconstructing standards and determining essential standards by grade level; activities, information, and other benefits associated with membership in the Zoological Association of America; and review of educator blogs.
Benchmark Indicator
Ongoing, open dialogue occurs between district staff, the DCDLA/NDA principal, and staff to determine how to best meet the academic, physical, emotional, mental health, and other needs of all students. Through these discussions, professional learning needs and plans are determined, prepared, and implemented.
Principal observations from the TEAM evaluation results will show teachers utilizing learned instructional skills and student learning is reflective of the rigorous curriculum. Student test results indicate higher levels of students considered on track and mastered across the district.
A 3.3.1 Online Professional Development and After School Training
Staff engages in high quality ongoing professional development via various online learning platforms such as Google, PlayPosit, Actively Learn, Baamboozle, Blendspace, Wisc-Online, Visme, TalkingPoints, Audacity, Digital Learning Day, elearning Industry, Technology at MSU, Merlot, Coursera, FutureLearn, Michigan Virtual, Edgenuity, acesonlinelearning, nctsn.org, weareteachers, azaces.org, and several others.
The district's Instructional Technologist provides information on various topics to enhance instruction, teacher performance, and student learning via the Tech Hub and a local Facebook page. Other resources are also available on the Tech Hub to strengthen instruction and use of technology in the classroom.
District coordinators occasionally offer after school training in their specific areas of expertise or enrichment.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Rhiannon Mason, Lori Buhler, district coordinators | 2024-05-22 |
A 3.3.2 School & District Level Professional Development
DCDLA staff participate in both school and district level professional development throughout the year which is focused on impacting effective teaching and learning. The professional development provided throughout the school year focuses on effective curriculum implementation and teaching strategies. Additionally, there are professional learning days during the school year to concentrate on standards based teaching, creating a culture of learning, data usage in instruction, content specific workshops, and diverse learning environments, collaboration, setting goals, and essential indicators within the instructional framework. An emphasis for each of these days will be to allow for school specific sessions based on data and district specific sessions that allow for collaborative planning and work toward strengthening fidelity of implementation.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Rhiannon Mason, Robbie Faulkner | 2024-05-22 |
S 3.4 Direct Student Support
Students will be provided direct support by appropriate staff to meet academic, mental health, special education, RtI, and other needs presented by students and/or their families. Most of these services will be conducted via an online platform, but may be conducted in person if the situation warrants.
Benchmark Indicator
Compliance with IEP, RtI, and 504 plans; compliance with mental health, judicial, DCS, or other such plans/protocols
A 3.4.1 Student Support Specialist
The Student Support Specialist is a vital member of the DCDLA team. She provides counseling (although in a somewhat limited capacity), crisis intervention, and other services to DCDLA students. She provides referrals to services and serves as a liaison to various agencies in the community and beyond. She is an advocate for the student, parents, families, and school. She is not only able to connect students and families with services but is also able to assist them in accessing and maintaining those services. In addition, she is able to reach out to students, parents, and families in ways other staff typically are unable to do so. The social worker is able to discuss attendance and other concerns directly with students, parents, families, and agency contacts, conduct home visits, initiate welfare checks, and reach out in other ways. When staff have specific concerns about a student (attendance, behavior, mental health, physical health, possible alcohol or drug use, possible self-harm, family issues, poverty issues, possible abuse, etc.), a referral to the student support specialist will be made.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Angela DeLoach, all staff | 2024-05-22 |
A 3.4.2 Related Services
RtI, 504, special education, and other services will be provided to students based on specific assessment results, identified needs, and plans in place. These services may include direct intervention or instruction, various therapies (such as speech/language), conducting meetings with parents (online or in person), consulting, or other identified needs.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Wendy Kovalchick, Melinda Draper, Dinah Stockman, Rhiannon Mason, sped district staff, Jami Hutcheson | 2024-05-22 |