Tennessee Connections Academy Johnson County 9-12 Export Export
Goals
G 1 By spring 2024, we will improve 9-12 Literacy.
School Goal - Our goal is that by spring 2024 we will increase student success (achievement) in ELA by focusing on the alignment of standards with the rigor of standards, the implementation of HQIM, the implementation of successful intervention programs, and the professional development of teachers.
District Goal - "Our goal is by spring 2024 that we will increase student achievement in ELA by focusing on HQIM Implementation, High Dosage/Low Ratio Tutoring, and a specific focus on supporting our K-8 and 9-12 Connections Academy Schools. This will be accomplished by partnering with the CORE office, our participation in CER, and professional development opportunities."
Performance Measure
School Goal:
Increase the student success rate of ELA I students from 29% on the Spring 2023 EOC assessment to 35% on the Spring 2023, ELA I EOC assessment.
Increase the student success rate of ELA II students from 44.5% on the Spring 2023 EOC assessment to 50% on the Spring 2023, ELA II EOC assessment.
District Goal:
Meet the 2023 AMO Goal of 30.2 on the English I EOC assessment for all students.
Meet the 2023 AMO Goal of 46.7 on the English II EOC assessment for all students.
Sections
- Academic Achievement & Growth
S 1.1 Instructional Data Supports
In order to support the delivery of high-quality literacy instruction, staff need additional support in the collection -, alignment -, and use of student achievement data. This would allow staff to identify students or groups of students who require intensive and intentional, standards-based instruction and intervention.
Benchmark Indicator
The school leadership team will meet monthly to discuss all available student data to see if data support efforts are having an effect on the literacy achievement of students. Indicators of success (or lack thereof) would include increased benchmark scores, instructional walkthrough data, etc.
A 1.1.1 NWEA MAP Growth Benchmark
TNCA 4-8 will utilize the NWEA MAP Growth Benchmark exam to assess students three times yearly. The MAP Growth exam is substantiated by a body of research that indicates the alignment of student scores with predicted performance on state assessments.
Data will be broken down by grade to identify students, including students in high-risk subgroups, who need individualized or small group instruction in ELA.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| TNCA Leadership Team, TNCA Teachers | 2024-05-31 |
A 1.1.2 Instructional Walkthroughs in ELA
TNCA Leaders, Staff Instructional Mentors, and teacher peers will utilize the TN IGP for ELA to conduct walkthrough observations during ELA synchronous lessons. Instructional leadership will provide frequent and intentional feedback to teachers concerning ELA instruction best practices and room for growth.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| TNCA Leadership Team, Staff Instrutional Mentors, Peer Teacher Groups | 2024-05-31 |
A 1.1.3 District Data Alignment
In alignment with the district improvement plan, TNCA Administration will meet with Johnson County Instructional Supervisors and staff at least quarterly to monitor the progress of all students. Special emphasis will be placed on the sub-groups of BHN, ED, and White.
Time spent together will include ATSI supports, data review, standards alignment, and planning for professional development.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| TNCA School Leader, Johnson County Instructional Supervisors | 2024-05-31 |
S 1.2 Standards, Curriculum, and Assessment Alignment
Data indicates that TNCA instructional staff need to "unpack" standards while aligning the provided curriculum and ensuring rigorous assessment that is similar to the state assessment.
Benchmark Indicator
Indicators of success will include standards alignment documentation, evidence of needed curriculum alteration, and presentation of assessments that are aligned in both the areas of content and rigor.
A 1.2.1 Curriculum Alignment
During non-instructional professional development days, Tennessee Connections Academy teachers will align course curriculum with the Tennessee State Standards in English Language Arts. This will be accomplished by the creation of alignment documents that identify the course lesson, the associated TN Standard (if applicable), and the depth at which of standard is taught. If individual course lessons/units are not aligned with TN Standards, the lesson will be removed from the course tree.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| TNCA Leadership Team, TNCA School Leader | 2024-05-31 |
A 1.2.2 Assessment Rigor & Alignment
State, district and CORE office resources will be used to align course assessments with state standards and rigor level required by the State of Tennessee. This will be accomplished in teams by grade-level. Instructional leaders will review produced assessments to ensure accuracy and rigor level. The Pearson Online Classroom Custom Assessment Manager tool will be used to deliver these assessments and monitor student success.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| TNCA Teachers, TNCA Leadership | 2024-05-31 |
S 1.3 Literacy Intervention and Student Learning Support
With special emphasis on the BHN, ED, and White sub-groups, TNCA will strengthen the implementation of Response to Intervention (RTI), in the area of English Language Arts (Reading).
Reading interventions with supplemental supports will be implemented based on individual student needs at the following levels --
- Tier 1 remediation of standards
- Tier 1 enrichment of standards
- Tier 2 skill development in basic reading, fluency, and/or comprehension
- Tier 3 skill development in basic reading, fluency, and/or comprehension
- Skills-based intervention (special education intervention if determined LRE by IEP)
Tennessee Connections Academy will review all students' current level of reading proficiency and then provide academic interventions and focused supplemental supports to increase student achievement and to close gaps in reading.
Benchmark Indicator
Every quarter, data teams and the RTI coordinators will meet to discuss individual student progress in RTI based on NWEA MAP Growth assessment with a goal of decreasing the percentage of students who fall below the 25th percentile.
By May, schools will see 80% higher fidelity of intervention as monitored by the school RTI Coordinators and school administrators using the RTI Fidelity Checklist. Increased fidelity will result in fewer students falling below the 25th percentile compared to the prior year’s spring cohort scores.
A 1.3.1 PLC Structures & Data Analysis
A more structured PLC model will be implemented for the analysis of student assessment data. TNCA Leadership will provide an example of a highly effective PLC, as well as examples of data analysis and follow-up practices. TNCA Leadership will observe all PLCs and provide frequent, intentional feedback to staff about PLC structures, practices, and uses.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| TNCA Leadership | 2024-05-31 |
A 1.3.2 Instructional Staff Professional Development
Professional development will be provided for instructional staff concerning the NWEA MAP Growth assessment. This will include, but is not limited to data/report analysis, data-based decision making, standards alignment for intervention, etc. Staff will be expected to use learned strategies to locate students who need individualized or small group instruction/intervention.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| TNCA Teacher, TNCA Leadership | 2024-05-31 |
G 2 By spring 2024, we will improve 9-12 Math.
School Goal: Our goal is that by spring 2024 we will increase student success (achievement) in Math by focusing on the alignment of standards with the rigor of standards, the implementation of HQIM, the implementation of successful intervention programs, and the professional development of teachers.
District Goal: "Unfortunately, math has declined in our district in every grade band. Students have experienced more learning loss in math than other subjects as a result of the COVID pandemic. Our students had a much more difficult time learning math during virtual learning which has led to gaps in math for most of our students. We must have an intentional focus to identify gaps in math learning."
Performance Measure
School Goals:
Increase the student success rate of ALG I students from 3.3% on the Spring 2023 EOC assessment to 10.5% on the Spring 2023, ALG I EOC assessment.
Increase the student success rate of ALG I students from 3.9% on the Spring 2023 EOC assessment to 11% on the Spring 2023, ALG II EOC assessment.
Increase the student success rate of Geometry students from 8.9% on the Spring 2023 EOC assessment to 15% on the Spring 2023, Geometry EOC assessment.
District Goals:
Meet the 2023 Math AMO for all students of 28.2.
Meet the 2023 Algebra I AMO for all students of 14.5.
Meet the 2023 Algebra II AMO for all students of 13.
Sections
- Academic Achievement & Growth
S 2.1 Instructional Data Supports
In order to support the delivery of high-quality math instruction, staff need additional support in the collection -, alignment -, and use of student achievement data. This would allow staff to identify students or groups of students who require intensive and intentional, standards-based instruction and intervention.
Benchmark Indicator
The school leadership team will meet monthly to discuss all available student data to see if data support efforts are having an effect on the math achievement of students. Indicators of success (or lack thereof) would include increased benchmark scores, instructional walkthrough data, etc.
A 2.1.1 NWEA MAP Growth Benchmark
TNCA 9-12 will utilize the NWEA MAP Growth Benchmark exam to assess students three times yearly. The MAP Growth exam is substantiated by a body of research that indicates the alignment of student scores with predicted performance on state assessments.
Data will be broken down by grade to identify students, including students in high-risk subgroups, who need individualized or small group instruction in math.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| TNCA Leadership Team, TNCA Teachers | 2024-05-31 |
A 2.1.2 Instructional Walkthroughs in Math
TNCA Leaders, Staff Instructional Mentors, and teacher peers will utilize the TN IGP for Math to conduct walkthrough observations during ELA synchronous lessons. Instructional leadership will provide frequent and intentional feedback to teachers concerning math instruction, best practices and room for growth.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| TNCA Leadership Team, Staff Instructional Mentors, Peer Teacher Groups | 2024-05-31 |
A 2.1.3 District Data Alignment
In alignment with the district improvement plan, TNCA Administration will meet with Johnson County Instructional Supervisors and staff at least quarterly to monitor the progress of all students. Special emphasis will be placed on the sub-groups of BHN, ED, and White.
Time spent together will include ATSI supports, data review, standards alignment, and planning for professional development.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| TNCA School Leader, Johnson County Instructional Supervisors | 2024-05-31 |
S 2.2 Standards, Curriculum and Assessment Alignment
Data indicates that TNCA instructional staff need to "unpack" standards while aligning the provided curriculum and ensuring rigorous assessment that is similar to the state assessment.
Benchmark Indicator
Indicators of success will include standards alignment documentation, evidence of needed curriculum alteration, and presentation of assessments that are aligned in both the areas of content and rigor.
A 2.2.1 Curriculum Alignment
During non-instructional professional development days, Tennessee Connections Academy teachers will align course curriculum with the Tennessee State Standards in Math. This will be accomplished by the creation of alignment documents that identify the course lesson, the associated TN Standard (if applicable), and the depth at which of standard is taught. If individual course lessons/units are not aligned with TN Standards, the lesson will be removed from the course tree.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| TNCA Leadership Team, TNCA School Leader | 2024-05-31 |
A 2.2.2 Assessment Rigor & Alignment
State, district and CORE office resources will be used to align course assessments with state standards and rigor level required by the State of Tennessee. This will be accomplished in teams by grade-level. Instructional leaders will review produced assessments to ensure accuracy and rigor level. The Pearson Online Classroom Custom Assessment Manager tool will be used to deliver these assessments and monitor student success.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| TNCA Teachers, TNCA Leadership | 2024-05-31 |
S 2.3 Math Intervention and Student Learning Support
Math interventions with supplemental supports will be implemented based on individual student needs at the following levels --
- Tier 1 remediation of standards
- Tier 1 enrichment of standards
- Tier 2 skill development in basic reading, fluency, and/or comprehension
- Tier 3 skill development in basic reading, fluency, and/or comprehension
- Skills-based intervention (special education intervention if determined LRE by IEP)
Tennessee Connections Academy will review all students' current level of math proficiency and then provide academic interventions and focused supplemental supports to increase student achievement and to close gaps in math skills.
Benchmark Indicator
Every quarter, data teams and the RTI coordinators will meet to discuss individual student progress in RTI based on NWEA MAP Growth assessment with the goal of decreasing the percentage of students who fall below the 25th percentile.
By May, schools will see 80% higher fidelity of intervention as monitored by the school RTI Coordinators and school administrators using the RTI Fidelity Checklist. Increased fidelity will result in fewer students falling below the 25th percentile compared to the prior year’s spring cohort scores.
A 2.3.1 PLC Structures & Data Analysis
A more structured PLC model will be implemented for the analysis of student assessment data. TNCA Leadership will provide an example of a highly effective PLC, as well as examples of data analysis and follow-up practices. TNCA Leadership will observe all PLCs and provide frequent, intentional feedback to staff about PLC structures, practices, and uses.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| TNCA Leadership | 2024-05-31 |
A 2.3.2 Instructional Staff Professional Development - Scores/Data
Professional development will be provided for instructional staff concerning the NWEA MAP Growth assessment. This will include, but is not limited to data/report analysis, data-based decision making, standards alignment for intervention, etc. Staff will be expected to use learned strategies to locate students who need individualized or small group instruction/intervention.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| TNCA Teacher, TNCA Leadership | 2024-05-31 |
A 2.3.3 Delta Math Adoption
TNCA will adopt the Delta Math program to encourage grade-level appropriate, rigorous practice in math for all students. Additional attention will be granted to students who are at-risk for math failure, either in a course or on the state test as substantiated by the NWEA MAP Growth exam.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| TNCA Math Teachers | 2024-05-31 |
S 2.4 Math Instructional Professional Development
Professional Development in the area of math instruction will be provided to all teachers.
Benchmark Indicator
Leadership team will meet monthly to analyze teacher walkthrough data, teacher evaluation data, student scores and RTI progress to ascertain if professional development is having an effect on student achievement.
A 2.4.1 CORE Consultation
TNCA Leadership will consult with the CORE Math consultant for the Johnson County region in order to receive professional development on best practices for math instruction. A "train the trainer" model will be used to pass on provided PD to math instructional faculty. In turn, both leadership and teachers will receive information on high-quality math instruction.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| TNCA School Leader, TNCA Math Teachers, CORE Math Consultant | 2024-05-31 |
A 2.4.2 National Professional Development
TNCA will investigate options for math professional development on the national level. This may include opportunities such as the "Mr. Math" virtual instruction series or attendance at the NCTM conference. Professional development will be shared with all math instructional staff.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| TNCA Leadership, TNCA Math Teachers | 2024-05-31 |
G 3 By Spring 2024, we will improve Postsecondary Readiness.
School Goal: The goal of TNCA 9-12 is to place emphasis on and improve ACT performance, increase enrollment in CTE pathways, and increase student placement in AP and Dual-Enrollment courses.
District Goal: "For the past several years we have focused on improving our ACT scores, and this continues to be a need. However, we do feel that this focus has been too narrow to address the overarching issue of postsecondary readiness for all students. The ACT score range with the greatest distribution of students in our district is 13-15. This indicates that other factors, - such as providing rigorous classroom instruction in all subjects, providing access for all students to college-level/advanced coursework, and meeting the needs of all students by providing such coursework in classes that interest them, - have not been addressed."
Performance Measure
School Goals:
In alignment with the district, TNCA will gauge success based on the following benchmark goals:
- Increase ACT Composite to 18.5%.
- Increase ACT participation rate to 100% before graduation.
- Continue to increase enrollment in offered dual enrollment courses.
- Work to establish partnerships with state and community-based companies to provide CTE and job-based training to students.
District Goals:
- Increase ACT Composite from 17.7 to 18.5.
- Increase ACT participation rate to 100%.
- Continue to increase dual enrollment courses in CTE.
- Increase College Going Rate (CGR) of 54.4% and move above the state average.
- Decrease the percentage of students scoring in the 13-15 range (24.4%) on the ACT, and increase the percentage of students scoring above that (67.3%).
- Increase the percentage of students meeting the ACT composite college readiness benchmark from 20.0% to 30%.
- Increase the number of graduates who enroll at TCAT Elizabethton by 3 students.
Sections
- College & Career Readiness
S 3.1 ACT Improvement & Participation
We will continue to improve instructional opportunities and implement ACT improvement strategies in order to improve our ACT composite average. In addition, we will closely monitor and use strategies to increase the ACT participation rate. This serves to provide a greater variety of opportunities to our students.
Benchmark Indicator
The overall school composite score on the ACT will increase from 17.4 to 18.5. In addition, we will increase the percentage of students participating in the ACT Senior Retake by 10% during the 2023-2024 School Year.
A 3.1.1 ACT Prep Course
TNCA will offer and implement an ACT Prep Course in partnership with Shmoop.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| High School Asst. Principal, TNCA High School Teachers | 2024-05-31 |
A 3.1.2 ACT Participation
TNCA will offer the ACT Senior Retake at 10+ locations across the state in order to increase the Senior Retake participation rate by 10%. Staff will increase family communication about the benefits of retake opportunities.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| TNCA State Testing Manager | 2024-05-31 |
S 3.2 CTE Pathway Enrollment
TNCA staff will encourage enrollment in CTE pathways.
Benchmark Indicator
Increased enrollment in CTE pathway courses by at least 10%.
A 3.2.1 CTE Pathway Option Education
TNCA CTE staff will host information sessions for students and families discussing the applicable CTE pathway, career options within the pathway, and how that pathway may benefit the student in the future.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| TNCA CTE Staff, TNCA HS Asst. Principal | 2024-05-31 |
A 3.2.2 CTE Pathway & Freshman Success
The TNCA guidance team will work with 9th-grade students enrolled in Freshman Success (required) to explore possible career paths and relating that back to school-provided CTE pathways.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| TNCA Counseling Team, Freshman Success Teachers | 2024-05-31 |
S 3.3 AP & Dual Enrollment Courses
TNCA will increase enrollment in Advanced Placement (AP) and Dual Enrollment Courses. By doing so, students get a head start on college credit, thus increasing the likelihood that the students will start and pursue college degrees.
Benchmark Indicator
Increase enrollment in AP and Dual Credit by 10%.
A 3.3.1 Increase Student Knowledge of AP & Dual Credit Offerings
The TNCA guidance team will work with students prior to each school year to identify opportunities for students to participate in AP and Dual Credit offerings. Counselors will help students explore potential courses for enrollment during the course placement process by connecting courses to post-secondary education opportunities.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| TNCA Gudiance Team | 2024-05-31 |
A 3.3.2 Develop Opportunities
TNCA will further develop partnerships with community colleges and universities to offer dual credit courses to TNCA students.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| TNCA Guidance Team, TNCA Asst. Principal | 2024-05-31 |
S 3.4 Transitions for Students with Disabilities
TNCA will increase CCR accomplishment for the sub-group Students with Disabilities.
Benchmark Indicator
Indicators of success will include an increase of "Ready Graduates" among the Students with Disabilities subgroup by at least 10%.
A 3.4.1 Transitions Curriculum
TNCA will partner with Pathful to help Students with Disabilities develop a sense of possible career opportunities, as well as provide other transition-type activities such as resume building, job applications, etc.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| TNCA Special Education Teacher | 2024-05-31 |
A 3.4.2 Guidance for Students with Disabilities
The TNCA Guidance Team will work with special education staff to provide students with school-year planning to ensure that students understand CTE pathways that may be available to them. In addition, counselors will work with students to ensure that the proper diploma track is being followed.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| TNCA Counseling Staff, TNCA Special Education Staff | 2024-05-31 |
G 4 By Spring 2024, we will increase the overall Graduation Rate.
The estimated graduation rate for TNCA for the 2022-2023 school year is 85%. TNCA will strive to increase the graduation rate through the correction of school policy, the data tracking of 12th-grade students, and through the employment of Senior Success intervention strategies.
Performance Measure
The graduation rate will go up by 5-10% (90-95%) by Spring 2024.
Sections
- College & Career Readiness
S 4.1 School Policy Correction
The correction of school policies associated with withdrawal will need corrected in order to prevent cohort tracking from effecting the school's graduation rate.
Benchmark Indicator
TNCA's withdrawal policy will change as evidenced by the school handbook. Additionally, cohort tracking issues will have less than a 5% effect (currently 40%) on the graduation rate.
A 4.1.1 Handbook Policy Review and Correction
The TNCA leadership team will review the student withdrawal policy and ensure the inclusion of "next school" or "proof of enrollment" paperwork before withdrawal can be processed. The updated policy will be included in the student handbook.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| TNCA School Leader | 2023-12-31 |
A 4.1.2 Early Cohort Clean-Up
TNCA will start Cohort Clean-Up procedures twice per year - November/December and April/May. This process typically takes time. Considering TNCA's transient population, this may take more time than what is typical for a traditional school.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| TNCA Administrative Asst. Team | 2024-05-31 |
S 4.2 Senior Success Strategies & Data Tracking
TNCA will use research-based strategies to connect- and intervene with senior-level students. Additionally, TNCA will use data tracking strategies to identify 12th-grade students who are at risk of not graduating on time.
Benchmark Indicator
TNCA will increase the overall graduation rate from 85% to 90-95% by Spring 2024.
A 4.2.1 Senior Success Strategy - Senior Homerooms
12th-grade students will be placed in senior-specific homerooms and will be paired with experienced teachers who can mentor students as needed. Homeroom classes are held twice monthly and will include information about graduation requirements. Additionally, the senior guidance counselor will visit with homerooms to provide graduation information and answer student questions.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| TNCA HS Asst. Principal, TNCA Senior Homeroom Teachers, TNCA Senior Counselor | 2024-05-31 |
A 4.2.2 Senior Success Strategy - Senior Success Class
All 12th-grade students will participate in a Senior Success class (required), which will be taught by the TNCA Graduation Coach. Couse content will include information about and tracking of graduation requirements.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| TNCA Graduation Coach | 2024-05-31 |
A 4.2.3 Senior Success - Data Tracking
TNCA Leadership, teachers, and other applicable staff will have access to a list (updated weekly) of students who are at-risk of not graduating on time. This produces increased student/family contacts to provide the individualized intervention needed to get 12th-grade students back-on-track for graduation.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| TNCA Leadership, TNCA HS Teachers, Senior Graudation Coach, TNCA Guidance Team | 2024-05-31 |