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

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S 1.1 Social/Emotional Learning PD

Warren County 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 have completed "Recharge PDs", a one-day school-level training, at every school. This professional development focused 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.

We developed a late summer training for any new teachers who joined our district after the summer pieces of training occurred. This was a two-day training so all staff received the same pieces of training and could walk into a school knowing the expectations. At the mid-year mark, the district sent any newer employees who were hired after our late summer training. This two-day training occurred in Knoxville, and Warren County sent 15 new teachers to this training.

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 have taken place at each school 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. 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 had been steadily decreasing the amount of chronically out of school rates from 12.1% (2018-2019) to 10.6% (2019-2020) to 9.1% (2020-21). However, in 2021-2022, the rate increased to 15.8%, but we were still 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 (15.8% in 2022) to 8% for the 2023 school year.
• Decrease the percentage of students who are chronically out of school at Warren Academy to 10% (77.8% in 2020-2021 and 72.7% in 2021-2022)
• Decrease the percentage of students who are chronically out of school at WCHS to 10% (13.1% in 2020-2021 and 26.1% in 2021-2022)
• Decrease the percentage of students who are chronically out of school at West Elementary to 10% (16.6% in 2020-2021 and 18.7% in 2021-2022)

S 1.4 Continue to decrease discipline incidents for Warren County students

Warren County's target last year for discipline incidents was to remain below 5%, and we slightly missed that goal (5.3%). 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 few years, the discipline incidents were on a decline; however, this past year, that percentage was higher:

2018-2019: 5.8%

2019-2020: 4%

2020-2021: 2.7%

2021-2022: 5.3%

Strategies to support a 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; however, this past year, it was higher:
• 2018-2019: 5.8%
• 2019-20: 4%
• 2020-21: 2.7%
• 2021-2022: 5.3%
• 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, but on the rise again last year:
• 2018-19: 10.9%
• 2019-2020: 6.8%
• 2020-21: 3%
• 2021-2022: 7.4%
• Continue decreasing the percentage of students who are disciplined at Warren Academy. While there was a sharp decrease from 2018/19 to 2019-20, there has been a small increase these past couple of years:
• 2018-2019: 20%
• 2019-2020: 7.9%
• 2020-2021: 8%
• 2021-2022: 8.4%
• As stated earlier, the Director of Special Education will review the data presented to her by the 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 HQIM ELA Year 4

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

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

Benchmark Indicator

ELA IPG Walkthrough using both knowledge and foundational skills IPGs will be used by district and school leaders

By October of 2023

• Core Action 1-100%
• Core Action 2 -30%
• Core Action 3-10%
• 
  

By January of 2023

• Core Action 1-100%
• Core Action 2 -40%
• Core Action 3-20%

By March of 2023

• Core Action 1-100%
• Core Action 2-50%
• Core Action 3-30%

S 2.2 Data Usage

Utilize the data from Aimsweb, I-Ready Reading, and Schoolnet diagnostic to determine instructional needs for students in tier 1 instruction. The district leaders will look at district diagnostic data monthly and then share with school leaders at T & L at some point during the school year.

Benchmark Indicator

By August 2023 the district will set a monthly calendar to include specific data to review each month. By Jan./Dec. start introducing to school leaders at the T & L meetings. We will conduct a self-reflection survey to determine how we are using data three times a year with a goal of feeling confident by the end of the year.

S 2.3 Summer Program in ELA

Schools will use 2023 TCAP data, screening data, and schoolnet to identify students who need to attend summer programming.

District leaders have developed the summer programming to be consistent across schools. Summer programming is offered at all our schools to encourage attendance. Schools determine their personnel who will teach summer programming. 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

We will use the Pre/posttest as determined by TDOE.

S 2.4 3rd/4th Grade ELA Tutoring

In response to the Literacy Success Act, we are implementing 3rd and 4th grade tutoring. This tutoring is high dosage, low ratio using a research based intervention program that is a supplement to our ELA HQIM. The tutoring is conducted at all eight of our elementary schools occurring mostly before or after school. Some schools have identified retired teachers who are willing to work with kids during the school day.

Benchmark Indicator

I-Reading Reading and Aimsweb diagnostics will be used to monitor students' growth over the course of the school year.

S 3.1 HQIM Math Year 1 Implementation

The goal of year 1 implementation of HQIM is to support teachers and school leaders on understanding the shifts in the standards and implementing effective practices in the tier 1 classroom. NIET will help guide the implementation of the adopted HQIM, understanding the new instructional focus documents, Math IPG tool, and introducing unit and lesson prep.

Benchmark Indicator

Math IPG walkthrough data

By October of 2023:

• Core Action 1-100%
• Core Action 2 - 30%
• Core Action 3-10%

By January 2024:

• Core Action 1-100%
• Core Action 2-40%
• Core Action 3-20%

By March 2024:

• Core Action 1-100%
• Core Action 2-50%
• Core Action 3-30%

S 3.2 Data Usage

Utilize the data from Aimsweb, I-Ready Reading, and Schoolnet diagnostic to determine instructional needs for students in tier 1 instruction. The district leaders will look at district diagnostic data monthly and then share with school leaders at T & L at some point during the school year.

Benchmark Indicator

By August 2023 the district will set a monthly calendar to include specific data to review each month. By Jan./Dec. start introducing to school leaders at the T & L meetings. We will conduct a self-reflection survey to determine how we are using data three times a year with a goal of feeling confident by the end of the year.

S 3.3 Summer Programming

Schools will use 2023 TCAP data, screening data, and schoolnet to identify students who need to attend summer programming.

District leaders have developed the summer programming to be consistent across schools. Summer programming is offered at all our schools to encourage attendance. Schools determine their personnel who will teach summer programming. 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

We will use the Pre/posttest as determined by TDOE.

Attendance will be 90%

S 3.4 S 3.4 Access for English Learners

Expand opportunities for English Learners to access grade level mathematical content in a meaningful way by using WIDA language development standards in the general mathematics education classrooms.

• Intentional focus on supporting teachers to access the EL supports embedded in the HQIM for mathematics.
• WIDA's language development standards are designed to represent and enhance Tennessee's Academic Standards within its current framework. 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.

Benchmark Indicator

Classroom visits will be conducted to see evidence of scaffolding and WIDA standards being incorporated into the lessons.

S 3.5 Math Implementation Grant-NIET

The grant focuses on 6-8 math implementation, but our instructional coaches will work alongside NIET to replicate in our K-5 and 9-12 grade bands.

Benchmark Indicator

We will use the Math IPG tool to monitor the impact on classroom instruction, specifically looking at Core Action 1 and 2.

S 4.1 Increased offerings and access to advanced curriculum and EPSOs-dual enrollment, dual credit, IC's

Increased offerings and access to advanced curriculum and EPSOs which will increase the number of ready graduate students that are prepared for postsecondary 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 that were Ready Graduates was 31.9% for the class of 2021. We will monitor for the increase in % of students enrolled in EPSOs at the beginning of the 2023-24 SY and again in January of 2024 to ensure that we are on track to increase all students including student groups in EPSO enrollment by at least 5% by the end of 2023-24. This will be monitored by administrators, counselors, minority liaison, SPED and ELL representatives.

Projected Ready Grad for the Class of 2022 based on Class of 2021 data:

• All Students - 36%
• ED - 21%
• BHN - 23%
• SWD - 10%
• EL - 6%

S 4.2 Increase the Graduation Rate of students with disabilities (67%) to the state target (79.78%).

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. In 2021-2022, according to our accountability file, our students with disabilities fell to 67% graduation rate. Using the new state target data, Warren County is continuing to seek an increase in our graduation rate, specifically for students with disabilities. 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 2023 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 2023 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 Special Education Coordinator will intervene at this time by meeting individually with each student and setting up an intervention to support students to help attain their passing grade and credit. 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 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 4.3 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%.

S 4.4 Innovative School Model

The ISM Grant will impact and change both middle school and high school students' experiences tremendously. The initiatives planned with ISM Grant Funds will transform ways students learn about careers as well as provide innovative opportunities for students to participate in CTE, earn post-secondary credit, earn industry certifications, and participate in WBL.

Students will have more options and opportunities in regard to CTE and CTE Programs of Study. Increasing CTE POSs will provide students with more choices when they select their high school academy and elective focus. Students will have increased access to CTE through innovation regarding time, space, and modes of learning. The ISM Grant will provide students increased opportunities to earn EPSO credit and Industry Certification Credentials beginning in the 9th Grade. Students will have more opportunities to enroll and engage in WBL opportunities in middle school (Pathful Explore access) and high school (Pathful Explore access, SBE, Internships, WBL, etc.) whether this be different modes of learning as it relates to in-person, hybrid, or virtual. Career Awareness and Career Exploration will be a district wide initiative. Careers will be a priority for WCS changing school experiences to be more career-driven to help students become more focused to become college and career ready. This transformation will positively affect students' and families' futures. Students will have more clarity in CTE POSs, pathways, and careers when transitioning from middle to high school then from high school to postsecondary to career.

Benchmark Indicator

• By August 2023 WCBOE will hire 2 CTE Career Coaches and 2 CTE Career Exploration Instructors to assist school counselors with career exploration activities so 90% of 8th Grade students complete career interest inventory, 90% of students participate in at least 1 post-secondary field trip during 6th-8th Grade and 90% of 8th Grade students will tour WCHS.
• By May 2024 provide opportunities for students in 6th-8th Grade to participate in business & industry field trips so 90% of students will participate in at least 1 field trip during 6th-8th grade
• By May 2024 acquire a site for a CTE Career Exploration Job Center and purchase equipment and instruction supplies to showcase CTE Programs of Study at WCHS so students in 6th-8th grade are able to develop a better understanding of WCHS CTE by the time the complete the 6 year plan and enroll in the 9th Grade at WCHS.
• By May 2024 purchase two 40-passenger vans to provide transportation for 6th-8th grade students from home school to Warren County Career Exploration Job Center.
• By January 2024 purchase a food truck for WCHS Culinary Arts so WBL SBE can be taken on the road to provide WBL opportunities for WCHS Culinary Arts students.
• By January 2024 purchase a mobile greenhouse truck for WCHS Horticulture Science so WBL SBE can be taken on the road to provide WBL opportunities for WCHS Agriculture students.
• By August 2023 implement a Cosmetology Program of Study and Audio/Visual Production Program of Study to increase CTE opportunities for students at WCHS
• By February 2024 purchase vans to provide transportation for students to participate in WBL, Industry Tours, EPSO tours, and CTSO State Conferences.

S 4.5 Middle School Career Exploration Partnership

What is Career Exploration? 

Career exploration is a process of learning about oneself and the world of work, identifying potential careers, and developing a strategy for realizing education and career goals (ACTE, 2018). 

Why Improve Career Exploration in Middle Grades? 

Career exploration gives a broad view of the working world that students will one day enter. It helps students to make connections between high school coursework and potential careers, which helps to keep them motivated to graduate with the skills they need to enter postsecondary education and ultimately the workforce.  Here are some of the reasons middle school is a perfect time for career exploration:

• Career exploration in middle school reaches students at a time when they are most susceptible to disengaging from the learning process.    
• Research shows that students in middle grades are becoming increasingly aware of their interests and values.   
• Middle school students are in the stage of adolescent development that allows them to interact in meaningful ways with career development activities.

Benchmark Indicator

• By December 16, all 7th graders have completed the career assessment. 
• Generate data reports from career assessment platform to determine completion rate of career assessment by the end of January.
• By January 31 all 8th Grade students will tour WCHS.
• By February 1st the career assessment results of 8th Grade students will be analyzed by counselors.
• Students use Pathful Explore to research career paths based on assessment results by the end of March. 
• By March 10 counselors will offer intentional advisement for all 8th Grade students to completed plans for their freshman courses
• Freshman plans completed by MS counselors and sent to HS counselors with information about postsecondary interest and CTE POS for scheduling prior to Spring Break.
• Students use Pathful Explore to research career paths based on assessment results by March 31
• The 8th grade student population (for all middle schools) will attend the career fair at Motlow State Community College/TCAT McMinnville in May
• Seventh and 8th grade students will be exposed to local/regional industry through guest speakers and/or site visits throughout the school year. 
• Seventh and 8th Grade students will participate in post-secondary tours throughout the school year.

S 4.6 AP Access For All

AP Access for All is a sustainable program that provides access to well-designed, engaging online Advanced Placement (AP) courses; addresses opportunity gaps that exist among underserved regions of Tennessee; and supports the development of a statewide high school culture that values and encourages rigorous preparation for college and career readiness. Warren County offers AP Access for All to provide students additional pathways to receive EPSO credits.

Benchmark Indicator

By May 2024, enrollment in AP Access for All courses will maintain at least 80% of original enrollment. This will be monitored by the CTE director in conjunction with the guidance counselors on a monthly basis.

By May 2024, students enrolled in any AP Access for All course will maintain a passing grade. This will be monitored by the Director of Teaching and Learning 6-12 in conjunction with the counselors every month.

S 4.7 ACT Prep Strategy

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.

Benchmark Indicator

Increase 8th grade PreACT composite from 16.3 to 16.6.

Increase 9th grade PreACT composite from 16.7 to 17.0

Increase 10th grade PreACT composite from 16.2 to 17.4

S 4.8 Data Usage

School counselors, gifted coordinator, minority liaison, and administrators will monitor attendance and grades for students enrolled in EPSO classes.

Benchmark Indicator

Ready Grad

All Students - 36%