Tennessee Connections Academy Johnson County 4-8 Export Export
Goals
G 1 By spring 2024, we will improve grades 4-8 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.
ATSI Specific Goal - By Spring 2024, TNCAJ will improve student performance in grades 4-8 English language arts, with an emphasis on ED, BHN, and White sub-groups, as evidenced by progression toward benchmark goals on the NWEA Math Growth assessment. This will be accomplished through the use of research-based intervention programs with proven strong evidence of success, with a special emphasis on ED, BHN, and White sub-groups.
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 - All Students
Increase the student success rate of 4th-grade students from 16.7% on the Spring 2022 TCAP assessment to 29.0% (District Average) on the Spring 2024, 4th grade TCAP assessment.
Increase the student success rate of 5th grade students from 27.9% on the Spring 2022 TCAP assessment to 36.0% (State Average) on the Spring 2024, 5th grade TCAP assessment.
Increase the student success rate of 6th grade students from 15.2% on the Spring 2022 TCAP assessment to 35.0% (District and State Average) on the Spring 2024, 6th grade TCAP assessment.
Increase the student success rate of 7th grade students from 22.9% on the Spring 2022 TCAP assessment to 30.0% (District Average) on the Spring 2024, 7th grade TCAP assessment.
Increase the student success rate of 8th grade students from 22.2% on the Spring 2022 TCAP assessment to 26.0% (State Average) on the Spring 2024, 8th grade TCAP assessment.
TSI/ATSI Identified Sub-Groups
ED: Increase the student success rate in this subgroup from 12.2% to 25.0% .
BHN: Increase the student success rate in this subgroup from 14.3% to 25.0%.
White: Increase the student success rate in this subgroup from 24.5% to 35.0%.
District Goal - Meet the 2023 AMO Goal Of 33.4 in ELA on the TN Ready 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.
Benchmark Indicators by Sub-Group
Staff will meet monthly during PLC’s to discuss student progress, analyze assessments and student work, and collaborate to increase student achievement. Data will be looked at for each student group, with an emphasis on BHN, ED, and White.
ED: By the Spring Benchmark assessment, the percentage of ED students who score At or Above Benchmark will be at least 50%**.
BHN: By the Spring Benchmark assessment, the percentage of BHN students who score At or Above Benchmark will be at least 50%**.
White: By the Spring Benchmark assessment, the percentage of White students who score At or Above Benchmark will be at least 50%**.
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.
To address our identified focus sub groups of Black, BHN, White, and ED, TNCA staff will use the NEWA MAP program to break down scores by student sub-group. Staff will then be able to target specific students for intervention.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| TNCA Teacher, TNCA Leadership | 2024-05-31 |
G 2 By spring 2024, we will grades 4-8 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 COVD 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 on identifying gaps in math learning."
Performance Measure
School Goal - All Students
Increase the student success rate of 4th-grade students from 15.4% on the Spring 2022 TCAP assessment to 25.0% on the Spring 2024, 4th grade TCAP assessment.
Increase the student success rate of 5th-grade students from 11.8% on the Spring 2022 TCAP assessment to 25% (State Average) on the Spring 2024, 5th grade TCAP assessment.
Increase the student success rate of 6th grade students from 12.5% on the Spring 2022 TCAP assessment to 25.0% (District and State Average) on the Spring 2024, 6th grade TCAP assessment.
Increase the student success rate of 7th-grade students from 18.1% on the Spring 2022 TCAP assessment to 25.0% (District Average) on the Spring 2024, 7th grade TCAP assessment.
Increase the student success rate of 8th-grade students from 10.3% on the Spring 2022 TCAP assessment to 26.0% (State Average) on the Spring 2024, 8th grade TCAP assessment.
District Goal
- 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 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 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 increase College & Career Readiness student exposure.
School Goal: As a feeder school for TNCA 9-12, our goal is to place additional emphasis on College & Career Readiness (CCR) in the areas of exposure to CCR and student engagement with CCR.
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 Measure: Our goal is to expose students to CCR earlier during grades 6-8. Indicators of success will include the inclusion of CCR Exploration Courses at 6-8 Level, heightened participation in Career Fairs and other CCR Social Opportunities, and the successful completion of interest surveys.
District Measure:
- 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.
**Note: Although most of the district goals are not applicable to TNCA 4-8, we do think it is important to acknowledge the goals as a feeder school for high school improvement efforts.
Sections
- College & Career Readiness
S 3.1 CCR Exposure
Exposure to College & Career Readiness skills and opportunities is the first step to preparing students to be a "Ready Graduate" at the conclusion of High School. We believe that, as a high school feeder school, we should expose students to CCR as early as the 6th grade. This is a new area of growth for TNCA and we are excited to see how this improvement plan section can increase student achievement.
Benchmark Indicator
Indicators of success for this strategy will include the comparison of pre- and post- survey results with indicators that student have more of an idea about potential careers and what it takes to reach that career goal/level.
A 3.1.1 Career Instrest Surveys
Using our homeroom teacher model, staff leading grades 6-8 classes will engage students in an interest survey that assists the student in exploring possible career options for the future.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| TNCA Grades 6-8 Staff | 2024-05-31 |
A 3.1.2 Guest Speakers/School Vistors/Field Trips
TNCA will engage with the community to identify guest speakers, school visitors, and field trip locations that expose students to a variety of career possibilities. A structured approach will be used to help students utilize research methods to learn more about cited careers before and after visits/trips.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| TNCA Leadership, TNCA Teachers | 2024-05-31 |
S 3.2 CCR Engagement
Engagement in College & Career Readiness skills and opportunities is the second step to preparing students to be a "Ready Graduate" at the conclusion of High School. We believe that, as a high school feeder school, we should engage students to CCR as early as the 6th grade. This is a new area of growth for TNCA and we are excited to see how this improvement plan section can increase student achievement.
Benchmark Indicator
Indicators of success for this strategy will include the comparison of pre- and post- survey results with indicators that students have more of an idea about potential careers and what it takes to reach that career goal/level.
A 3.2.1 TNCA Career Fair
The TNCA Guidance Team will coordinate a virtual career fair for all 6th-8th grade students.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| TNCA Guidance Team | 2024-05-31 |
A 3.2.2 ACT Prep & Practice
Instructional staff in grades 6-8 will use ACT prep questions to engage students. This would increase exposure to the format of the ACT exam, while also helping increase baseline skills in ELA and Math.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| TNCA Teachers - 6th-8th | 2024-05-31 |