Dickson County Distance Learning Academy Export Export
Goals
G 1 Academic Achievement in Mathematics
DCDLA aims to rank in the top 20% statewide for achievement according to TCAP assessments over the next five years. For the 2024-2025 academic year, the focus will be on improving Mathematics performance for all students in grades 3-11, including various subgroups. The goal is to increase the percentage of students meeting or exceeding TCAP standards, with particular attention to subgroups performing below comparable districts. For students in grades K-2, progress will be tracked using standards-based report card assessments and the FastBridge universal screener, with a target of achieving the 80% benchmark.
Performance Measure
Increase the percentage of students who are on track or mastered from 0.0% to 20.0% on TCAP for grades 3-5 Math in 2025.
Increase the percentage of students who are on track or mastered from 25.0% to 30.0% on TCAP for grades 6-8 Math in 2025.
Increase the percentage of students who are on track or mastered from 0.0% to 20.0% on EOCs for grades 9-12 Math in 2025.
K and 1st grade will monitor FastBridge data for students to monitor and adjust instruction. Our goal is to increase our Early Numeracy data to the average national percentile of 55 by the Spring of 2025.
Sections
- Academic Achievement & Growth
S 1.1 Assessments to Measure Student Progress
Data from regular formative assessments and benchmark tests will be used to track students' strengths and areas for improvement. This information will support administrators when making effective instructional decisions, hopefully improving students' understanding and retention. By supplying students with high-quality instructional materials and ongoing support, DCDLA aims to enhance teaching consistency and quality, leading to better student outcomes.
Benchmark Indicator
Benchmark assessments are given three times a year at both elementary and secondary levels to predict student performance on TCAP and EOC assessments. Administrators use this data to evaluate students' mastery of standards, providing remediation for improved understanding and enrichment for further learning.
A 1.1.1 FastBridge Universal Screener
FastBridge functions as DCDLA's Universal Screener and progress monitoring tool. Administered in Fall, Winter, and Spring across all grade levels, the Universal Screener evaluates math calculations, reasoning, computations, and problem-solving for students from kindergarten through 12th grade. The data tracks shifts in the number of students scoring below the 20th percentile between Fall, Winter, and Spring. DCDLA then implements Tier 2, Tier 3, and SPED interventions in mathematics to address these identified needs.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Mary Collins, Ernestine Adams, Melinda Fortner, Misty Meadows Marvin, Laura Ferrell, Julie Outlaw, Sheryl Thiel | 2025-05-23 |
A 1.1.2 Mastery Connect
Students in second through eleventh grade will take Mastery Connect benchmark assessments in the fall, winter, and spring. The first assessment covers standards from the first nine weeks, the second includes standards from the first and second nine weeks, and the final assessment reviews all math standards tested on TCAP and EOC. According to the TE21 website, "These assessments are designed to gauge students' academic progress and provide timely feedback to guide instruction."
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Ernestine Adams, Melinda Fortner, Misty Meadows Marvin, Laura Ferrell, Juile Outlaw, Sheryl Thiel | 2025-05-23 |
S 1.2 High Quality Instructional Materials
HQIM involves the district's ability to demonstrate collaborative efforts, facilitation, and the creation of structures and processes that ensure the implementation of a thorough, rigorous, and well-aligned curriculum. DCDLA aims to show its proficiency in building a collaborative and trusting environment while delivering a high-quality, rigorous curriculum that supports each student's growth and achievement.
Benchmark Indicator
DCDLA administrators and DBAs will analyze student work, assessment results across all subjects and grade levels, as well as benchmark data aligned with state standards. Administrators will look for evidence of high-quality texts, adherence to state standards, challenging tasks, and active student engagement throughout the Pearson Connexus platform.
A 1.2.1 Implementation of State Approved HQIM and Practices
To improve the quality of materials and instruction, DCDLA will utilize high-quality instructional resources such as approved by the state and delivered via Pearson Connexus. These materials provide comprehensive, effective instructional pathways for all grade bands. As a school, we are committed to supporting our students with the implementation of reliable Reading/Language Arts curriculum resources across all grade levels. Based on analysis of data points, if students need remediation of skills- Dickson County educators will provide this in-person service. This support will include offering professional development opportunities and providing high-quality materials to enhance teacher services delivered.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Ernestine Adams, Melinda Fortner, Misty Meadows Marvin, Sheryl Thiel | 2025-05-23 |
A 1.2.2 Additional Staff
To improve instructional quality, DCDLA will utilize a variety of roles, including teachers during their planning times, to focus on implementing instructional frameworks and curriculum initiatives through tutoring. These staff members will work closely with both students to ensure the effective execution of district initiatives. Teachers will be paid a stipend through general funds.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Christie Southerland, Ernestine Adams, Melinda Fortner, Misty Meadows Marvin | 2025-05-23 |
S 1.3 Interventions to Address Student Learning Needs
Response to Intervention (RTI) is a multi-tiered framework designed to identify and support students with learning needs early on. It begins with high-quality instruction and universal screening for all students in the general education setting. The focus of interventions is on math computation and problem-solving skills. The RTI process includes three tiers of support: Tier 1 addresses students who meet academic standards based on universal screener results, while Tiers 2 and 3 provide targeted interventions for those who do not. Students receive daily interventions tailored to their needs, based on the results of the universal screener and other assessments.
Benchmark Indicator
Universal screening benchmarks are conducted three times a year to identify students needing math intervention in specific areas of difficulty. Placement for interventions is based on universal screening results and detailed diagnostic data from the school. DCDLA aims to decrease the number of students scoring below the 20th percentile to evaluate the effectiveness of interventions. Progress and intervention placements are reviewed every five weeks during TIER data meetings with DCDLA staff.
A 1.3.1 SPED Systems of Support
General Purpose Funds and IDEA funds will be allocated to acquire supplemental curriculum and resources aimed at addressing skill gaps for students with disabilities (SWDs). This includes manipulatives, enrichment materials for gifted students, math fluency cards, educational games, and additional technology devices to support instruction. Professional development will be provided on alternative assessment participation guidelines, strategies for addressing math deficits, and creating instructionally appropriate IEPs.
| Person Responsible | Estimated Completion | Funding Sources | ||||
|---|---|---|---|---|---|---|
| Malissa Johnson, Audrey Chamberlain | 2025-05-23 |
|
A 1.3.2 TIER II and III Intervention
Students who demonstrate limited progress in TIER I will receive TIER II support, which typically involves small group lessons two to three times a week using proven methods. This may also include specialized instruction known as "interventions." It's important to note that students in TIER II continue to participate in regular class lessons and receive TIER I support. Students' skill levels are assessed every one to two weeks to monitor progress. If students show improvement, they may return to TIER I. If progress is insufficient, TIER II support may be extended or the student may be moved to Tier III.
Interventions for Math include the following:
K-5 Math Calculations
iready printed
BRIDGES
KNP (Kentucky Numeracy Project)
FAST Math Interventions (list specific activities on daily attendance log)
Achieve 3000 Math
K-5 Math Reasoning
iready printed
BRIDGES
Khan Academy
KNP (Kentucky Numeracy Project)
FAST Math Interventions (list specific activities on daily attendance log)
Achieve 3000 Math
IXL
ALEKS (6-8)
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Mary Collins, Audrey Chamberlain, Sheryl Thiel | 2025-05-23 |
A 1.3.3 Support for ELL
DCDLA aims to improve professional development for all staff by offering both online and in-person training. These sessions offered by the district will cover accommodations, modifications, introductory ESL information, and instructional strategies. The goal is to provide ongoing, high-quality professional development at all levels. Title III funds will be used to support staff attendance at these sessions, potentially including stipends. Emphasizing evidence-based strategies is expected to enhance instruction, student engagement, and academic performance for English Learners.
Additional training will focus on differentiation, scaffolding, and accommodations to support the success of English Learners. The goal is to create inclusive learning environments that celebrate cultural and linguistic diversity, thereby increasing the participation of English Learners. FastBridge assessments will be used as benchmark indicators, with data collected three times a year and continuous assessments to monitor progress. Pre and post-tests will track student progress and enhance learning. Supplemental materials and technology will also be provided to support English Learners and their families.
| Person Responsible | Estimated Completion | Funding Sources | ||||
|---|---|---|---|---|---|---|
| Vivian McCord, Sheryl Thiel | 2025-05-23 |
|
S 1.4 Extended Learning Opportunity for Students
Extended learning opportunities will be offered to students in grades 3 through 12 who have not achieved the expected levels in mathematics as indicated by TCAP or Mastery Connect results. These opportunities will include additional in-school tutoring, summer programs, credit recovery, and the use of Edgenuity resources. Participation in extended learning will be determined based on benchmark assessment results, with administrators reviewing these results to select eligible students. Parent workshops will also be provided to support families in addressing standards and assisting their children at home.
Benchmark Indicator
Evaluation of student participation and assessment outcomes will be the following:
- Tutoring will involve benchmark checks with data trackers.
- Summer programs will involve pre- and post-assessments. Success will be measured by students' ability to acquire the skills required from previous grade levels.
- Credit recovery will involve earning the credit to go toward graduation
A 1.4.1 Tutoring for Extended Learning
Additional learning opportunities will be available for DCDLA students during the school day to meet students' needs. These opportunities will include small group or one-on-one tutoring sessions.
| Person Responsible | Estimated Completion | Funding Sources | ||||
|---|---|---|---|---|---|---|
| Christie Southerland, Ernestine Adams, Melinda Fortner, Misty Meadows Marvin, Sheryl Thiel | 2025-05-23 |
|
A 1.4.2 Summer Camps
Summer camps will encompass a variety of academic and enrichment opportunities tailored to meet the needs of students in grades K-rising 9th grade. These activities will be structured to run for four weeks, and transportation will be provided to ensure accessibility for all students.
| Person Responsible | Estimated Completion | Funding Sources | ||||
|---|---|---|---|---|---|---|
| Mary Collins, Ernestine Adams, Melinda Fortner, Misty Meadows Marvin, Sheryl Thiel | 2025-05-23 |
|
A 1.4.3 Parent Workshops/Trainings/Materials
DCDLA will offer parent workshops and training sessions to engage all families. These sessions will cover topics like literacy, math, and technology. We will also provide resources like school compacts and parent engagement plans. Parents will evaluate each event using a survey, and we'll use platforms like Facebook, Twitter, and our district website to keep everyone informed.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Sheryl Thiel | 2025-05-23 |
G 2 Academic Achievement and Growth in Reading/Language Arts
Over the next five years, DCDLA aims to rank in the top 20% statewide for achievement, as measured by TCAP evaluations. For the 2024-2025 academic year, the focus will be on improving Reading/Language Arts proficiency for all students (grades 3-12) and various subgroups, with the goal of increasing the percentage of students meeting or exceeding TCAP standards. Particular attention will be given to subgroups that perform below peers in comparable districts. For students in grades K-2, progress will be tracked through standards-based report card assessments, targeting an 80% benchmark.
To achieve these goals, we will use core instruction aligned with standards, high-quality curriculum materials, and effective technology. We anticipate that these measures will enhance achievement and literacy growth across all tiers (Tier 1, Tier 2, and Tier 3). Our strategy includes implementing a standards-aligned curriculum scope and sequence via the state approved Pearson Connexus curriculum delivered both synchronously and asynchronously. We expect this approach to improve students' reading proficiency and reduce disparities among subgroups. Additionally, we will focus on early literacy for Kindergarten through 2nd grade by delivering explicit and systematic instruction in foundational literacy skills, such as Phonological/Phonemic Awareness, Phonics, and Fluency with daily live literacy instruction. This targeted approach aims to boost performance, close skill gaps, and accelerate achievement and growth for primary grade and intervention students.
Performance Measure
ELA TCAP and EOC reading proficiency and achievement will be monitored using FastBridge and MasteryConnect assessments to:
Increase the percentage of students who are on track or mastered from 0.0% to 20% on TCAP for grades 3-5 ELA in 2025.
Increase the percentage of students who are on track or mastered from 25.0% to 30.0% on TCAP for grades 6-8 ELA in 2025.
Increase the percentage of students who are on track or mastered from 31.8% to 36.8% on EOC for grades 9-12 ELA in 2025.
K - 2nd grade will monitor Fastbridge data for students in early literacy to monitor and adjust instruction. Our goal is to increase national percentile rankings so that our average is the 50th percentile.
Sections
- Academic Achievement & Growth
S 2.1 Assessments to Monitor Student Progress
Data from Mastery Connect benchmark assessments will be used to identify students' strengths and areas for improvement.
Benchmark Indicator
At both the elementary and secondary levels, benchmark assessments are given three times a year to evaluate students' preparedness for TCAP and EOC assessments. DCDLA administrator and DBA use this data to assess student proficiency across standards, pinpoint areas needing remediation, and identify opportunities for enrichment to improve comprehension and extend learning. These assessments provide crucial insights for adjusting additional instructional supports based on student performance.
A 2.1.1 Mastery Connect
Students in second through eleventh grade are scheduled to take Mastery Connect benchmark assessments in September, December, and March. Each assessment covers all grade-level content standards, aligned with the TCAP Assessment Blueprints for each grade. According to the TE21 website, "These assessments are designed to measure students' academic progress and provide timely feedback that teachers can use to guide instruction." Based on assessment results, remedial actions will be implemented, and in person tutoring will be offered by Dickson County Schools teachers.
| Person Responsible | Estimated Completion | Funding Sources | ||||
|---|---|---|---|---|---|---|
| Ernestine Adams, Melinda Fortner, Misty Meadows Marvin, Andrea Rawls, Amber Potter, Sheryl Thiel | 2025-05-23 |
|
A 2.1.2 FastBridge Universal Screener
FastBridge functions as the Universal Screener and Progress Monitoring tool for Dickson County Schools. Universal Screeners are administered in Fall, Winter, and Spring for each grade level. Results are analyzed to assess early reading skills, including print concepts, onset sounds, letter names and sounds, word segmentation, nonsense words, sight words, sentence reading, as well as phonics, reading fluency, and comprehension. DCDLA provides Tier 2, Tier 3, and SPED intervention programs that focus on basic reading, reading fluency, reading comprehension, and written expression for any student identified through the screening process.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Mary Collins, Ernestine Adams, Melinda Fortner, Misty Meadows Marvin, Andrea Rawls, Amber Potter, Sheryl Thiel | 2025-05-23 |
A 2.1.3 Kinder Testing
A commonly used screening tool for Pre-Kindergarten, Kindergarten, and First Grade students is a norm-referenced test that compares individual performance with that of other test-takers. This assessment will be given to all incoming DCDLA students. The test helps DCDLA identify students who are performing below expectations. In October, students are retested to reassess their skill levels and track progress. Positive progress leads to continued monitoring, while insufficient progress results in further observation for possible interventions.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Ernestine Adams, Andrea Beaubien, Brooke Parham, Melinda Fortner, Andrea Rawls, Sheryl Thiel | 2025-05-23 |
S 2.2 High Quality Instructional Materials
HQIM involves the district's ability to demonstrate collaborative efforts, facilitation, and the creation of structures and processes that ensure the implementation of a thorough, rigorous, and well-aligned curriculum. DCDLA aims to show its proficiency in building a collaborative and trusting environment while delivering a high-quality, rigorous curriculum that supports each student's growth and achievement.
Benchmark Indicator
DCDLA administrators and DBAs will analyze student work, assessment results across all subjects and grade levels, as well as benchmark data aligned with state standards. Administrators will look for evidence of high-quality texts, adherence to state standards, challenging tasks, and active student engagement throughout the Pearson Connexus platform.
A 2.2.1 Implementation of State Approved HQIM and Practices
To improve the quality of materials and instruction, DCDLA will utilize high-quality instructional resources such as approved by the state and delivered via Pearson Connexus. These materials provide comprehensive, effective instructional pathways for all grade bands. As a school, we are committed to supporting our students with the implementation of reliable Reading/Language Arts curriculum resources across all grade levels. Based on analysis of data points, if students need remediation of skills- Dickson County educators will provide this in-person service. This support will include offering professional development opportunities and providing high-quality materials to enhance teacher services delivered.
| Person Responsible | Estimated Completion | Funding Sources | ||||
|---|---|---|---|---|---|---|
| Ernestine Adams, Melinda Fortner, Misty Meadows Marvin, Sheryl Thiel | 2025-05-23 |
|
A 2.2.2 SPED Systems of Support
General Purpose SPED Funds and IDEA funds will be used to acquire supplementary curriculum designed to address skill deficiencies among Students with Disabilities (SWDs). Wilson Reading materials have been purchased to meet specific learning needs. Professional development sessions will be held to guide staff on alternative assessment participation and strategies for addressing English Language Arts (ELA) deficits. Ongoing professional development will also focus on creating instructionally appropriate Individualized Education Programs (IEPs) for staff.
Continuous technical support will be provided for children aged 3-5, focusing on early language, communication, and literacy skills. Training will include proper data entry and exit procedures for early childhood outcomes and identifying age-appropriate early literacy skills. Regular professional development will enhance co-teaching strategies for both general and special education educators and address the unique needs of struggling students across various disability categories.
Additionally, comprehensive training will be provided for all Special Education (SPED) staff, including school psychologists, on Alternative Assessment and participation guidelines. SPED staff will also receive training on selecting appropriate academic accommodations based on individual student needs and familiarizing themselves with the new curriculum and its framework.
| Person Responsible | Estimated Completion | Funding Sources | ||||
|---|---|---|---|---|---|---|
| Malissa Johnson, Audrey Chamberlain | 2025-05-23 |
|
A 2.2.3 Additional Staff
To improve instructional quality, DCDLA will utilize a variety of roles, including teachers during their planning times, to focus on implementing instructional frameworks and curriculum initiatives through tutoring. These staff members will work closely with both students to ensure the effective execution of district initiatives. Teachers will be paid a stipend through general funds.
| Person Responsible | Estimated Completion | Funding Sources | ||||
|---|---|---|---|---|---|---|
| Christie Southerland, Ernestine Adams, Melinda Fortner, Misty Meadows Marvin | 2025-05-23 |
|
S 2.3 Interventions to Address Student Learning Needs
DCDLA uses 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 for all students in general education classrooms. Interventions are customized to address specific areas such as basic reading, reading fluency, reading comprehension, and written expression for ELA. The RTI framework includes three tiers of interventions. Tier I is for students who meet academic standards as indicated by the universal screener, while Tier II and III are for students who do not meet these standards. Students receive interventions based on the results of the universal screener and other assessments through zoned school providers.
Benchmark Indicator
Universal screening benchmarks are given three times a year to identify students who need reading intervention in specific deficit areas. Placement for interventions is based on both universal screening data and detailed diagnostic information. DCDLA evaluates the effectiveness of interventions by aiming for a reduction in the number of students scoring below the 20th percentile. Intervention placement and progress are reviewed every 5 weeks during TIER data meetings with the SPED coordinator.
A 2.3.1 SPED Systems of Support
General Purpose SPED Funds and IDEA funds will be used to obtain supplementary curriculum designed to address skill gaps in students with disabilities (SWDs). Wilson Reading materials have been acquired to specifically meet the learning needs of these students. Continuous professional development for staff will focus on developing instructionally appropriate Individualized Education Programs (IEPs).
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Malissa Johnson, Audrey Chamberlain | 2025-05-23 |
A 2.3.2 TIER II and III Intervention
Students who demonstrate limited progress in TIER I will receive TIER II support, which typically involves small group lessons two to three times a week using proven methods. This may also include specialized instruction known as "interventions." It's important to note that students in TIER II continue to participate in regular class lessons and receive TIER I support. Students' skill levels are assessed every one to two weeks to monitor progress. If students show improvement, they may return to TIER I. If progress is insufficient, TIER II support may be extended or the student may be moved to Tier III.
Interventions for English Language Arts (ELA) include various strategies:
- K-5 Phonemic Awareness: FAST Phonemic Awareness, FCRR, Sound Sensible, 95% Group Phonological Awareness Intervention.
- K-5 Phonics: FCRR, Sound Sensible, SPIRE, 95% Phonics Chip Kit (Basic, Advanced, or Multi-Syllable), Teaching Blending (95%), West Virginia Phonics, Wilson Reading (SPED Intervention), FAST Phonics.
- K-5 Fluency: FCRR, SPIRE, FDL (Fluency Development Lesson), Six-Minute Solution, FAST Fluency, Repeated Reading.
- 1-5 Vocabulary: FCRR, 95% Vocabulary Surge, FAST Vocabulary.
- 1-5 Comprehension: FCRR, Ask-Read-Tell (Intervention Central), Reciprocal Teaching (Intervention Central), Achieve 3000, Interventions that Work, FAST Comprehension.
- K-5 Written Expression: Intervention Central, Interventions that Work.
- 6-12 Phonics: Read 180/System 44, FCRR, Wilson Reading (SPED Intervention), FAST Phonics.
- 6-12 Fluency: Read 180/System 44, FCRR, Six-Minute Solution, FDL, Wilson Reading (SPED Intervention), FAST Fluency.
- 6-12 Vocabulary: FCRR, FAST Vocabulary.
- 6-12 Comprehension: FCRR, Successful Reader, Ask-Read-Tell (Intervention Central), Reciprocal Teaching (Intervention Central), Achieve 3000 (available 9-12), FAST Comprehension.
- 6-12 Written Expression: Intervention Central.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Mary Collins, Audrey Chamberlain, Sheryl Thiel | 2025-05-23 |
A 2.3.3 Support for ELL
To improve students' language proficiency, we will acquire supplemental materials such as Finishline, TEAM for English Language Learners, and Rosetta Stone. These resources target the four key domains of English: Reading, Writing, Speaking, and Listening. The goal of obtaining these materials is to support student growth and help them meet the exit criteria for the WIDA ACCESS, aligning with Annual Measurable Objectives (AMOs) on the English Language Proficiency Assessment (ELPA) indicator.
To track progress related to these supplemental materials and overall classroom development, we will use FastBridge data for benchmark indicators. This data will help categorize students into tiered interventions based on their scores. For English Learners (ELs) who may find it challenging to access intervention content, additional language support will be provided.
Additionally, we will expand the availability of supplemental materials and technology for ELs, ensuring they have the resources needed for their educational journey. These materials will also support parent training, creating a comprehensive approach to assist English Learners and their families.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Vivian McCord, Sheryl Thiel | 2025-05-23 |
S 2.4 Extended Learning for Students
Extended learning opportunities will be offered to students in grades 3 through 12 who have not achieved the expected levels in English Language Arts (ELA) as indicated by TCAP or Mastery Connect results. These opportunities will include additional in-school tutoring, summer programs, credit recovery, and the use of Edgenuity resources. Participation in extended learning will be determined based on benchmark assessment results, with administrators reviewing these results to select eligible students. Parent workshops will also be provided to support families in addressing standards and assisting their children at home.
Benchmark Indicator
Evaluation of student participation and assessment outcomes will be the following:
- Tutoring will involve benchmark checks with data trackers.
- Summer programs will involve pre- and post-assessments. Success will be measured by students' ability to acquire the skills required from previous grade levels.
- Credit recovery will involve earning the credit to go toward graduation
A 2.4.1 Tutoring for Extended Learning
Additional learning opportunities will be available for DCDLA students during the school day to meet students' needs. These opportunities will include small group or one-on-one tutoring sessions.
| Person Responsible | Estimated Completion | Funding Sources | ||||
|---|---|---|---|---|---|---|
| Christie Southerland, Ernestine Adams, Melinda Fortner, Misty Meadows Marvin, Sheryl Thiel | 2025-05-23 |
|
A 2.4.2 Summer Camps
Summer camps will encompass a variety of academic and enrichment opportunities tailored to meet the needs of students in grades K-rising 9th grade. These activities will be structured to run for four weeks, and transportation will be provided to ensure accessibility for all students.
| Person Responsible | Estimated Completion | Funding Sources | ||||
|---|---|---|---|---|---|---|
| Mary Collins, Ernestine Adams, Melinda Fortner, Misty Meadows Marvin, Sheryl Thiel | 2025-06-27 |
|
A 2.4.3 Parent Workshops/Trainings/Materials
DCDLA will offer parent workshops and training sessions to engage all families. These sessions will cover topics like literacy, math, and technology. We will also provide resources like school compacts and parent engagement plans. Parents will evaluate each event using a survey, and we'll use platforms like Facebook, Twitter, and our district website to keep everyone informed.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Sheryl Thiel | 2025-05-23 |
S 2.5 SPED Systems of Support for Early Childhood Outcomes
Early Childhood Outcomes (ECO) are used to report the performance of students (ages 3-5) receiving special education services across three categories. These categories are: A) Positive Social/Emotional Skills, B) Acquiring Knowledge and Skills, and C) Taking Action to Meet Needs.
Benchmark Indicator
ECO scores are reported at two key points: at the entrance and exit of a student's special education early childhood program. Entrance scores are recorded when the student initially enters special education, typically when they are at least six months from their sixth birthday. Exit ECO scores are reported in the following cases: 1) When the student exits the early childhood program after receiving at least six months of service, 2) When the student is no longer eligible for services, or 3) When the student moves to a different school district. These scores help case managers understand the student's current abilities, strengths, and weaknesses, and are crucial for planning and developing the student's IEP. The input for generating ECO scores comes from various sources, including parents, teachers, case managers, related service providers, assessment team members, and other IEP team members familiar with the child's abilities. To support early childhood case managers, Dickson County Schools offered ECO Professional Development sessions in July 2023 and January 2024, with ongoing individual training and refresher sessions available upon request.
A 2.5.1 SPED Systems of Support
Early Childhood Outcomes and services.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Malissa Johnson, Audrey Chamberlain, Brooke Parham, Sheryl Thiel | 2025-05-23 |
G 3 College and Career Readiness/Ready Graduate
As part of our five-year plan, DCDLA aims to rank in the top 20% of the state for College and Career Readiness (CCR) and Ready Graduates, based on state and federal accountability measures. For the 2024-2025 school year, we will assess CCR and Ready Graduate progress by evaluating both overall graduation rates and subgroup performance. Our primary focus will be on increasing the percentage of students who meet or exceed standards as indicated by ACT scores, post-secondary credits, and Tier 2/3 industry credentials. We will also prioritize subgroups that are performing below levels seen in comparable districts.
Performance Measure
Increase the number of students meeting the ACT college readiness benchmark by 5%
Increase the number of students enrolled/earning post-secondary credits by 5%
Increase the number of students enrolled/earning Tier 2 and 3 ICs by 5%
Sections
- College & Career Readiness
S 3.1 ACT Prep
ACT preparation equips students, educators, and families with the knowledge and resources to excel on the ACT and enhance college admission opportunities. Students and teachers develop a thorough understanding of the ACT's impact on college admissions, leading to better-informed decisions. Students complete ACT assessments and receive valuable feedback to pinpoint their strengths and areas needing improvement. Parents are provided with clear information about the ACT's importance and how they can support their child's efforts to boost their scores, which can lead to more college acceptances and scholarship opportunities. All stakeholders focus on effective test-taking strategies and proven techniques to maximize scores.
Benchmark Indicator
Each year, a comprehensive review of ACT results is performed, analyzing data to identify trends and enhance student performance across various content areas and demographic groups. Additionally, data from ACT retakes is examined annually to identify specific areas of need and to offer targeted instructional support through the use of Magoosh and Mastery Prep.
A 3.1.1 Magoosh
Grant funds were used to acquire Magoosh, a resource designed to boost ACT starting scores for juniors and improve retake scores for seniors in the fall.
| Person Responsible | Estimated Completion | Funding Sources | ||||
|---|---|---|---|---|---|---|
| Misty Meadows Marvin, Sheryl Thiel | 2025-05-23 |
|
A 3.1.2 Mastery Prep
Mastery Prep was purchased with Grant money to help increase student ACT scores through bell ringers. These bell ringers are being used in grades six through 12 during tutoring.
| Person Responsible | Estimated Completion | Funding Sources | ||||
|---|---|---|---|---|---|---|
| Misty Meadows Marvin, Sheryl Thiel | 2025-05-23 |
|
A 3.1.3 ACT Released Questions
Incorporate previous versions of ACT practice materials into tutoring sessions offered face-to-face. This approach will provide students with up-to-date test-taking strategies and reinforce essential academic concepts. The effectiveness of this strategy will be assessed by improvements in ACT test scores, observations of lessons that integrate ACT questions. The goal is for 100% of teacher tutors across all subjects to use these materials, with progress monitored through classroom observations based on the TEAM evaluation model.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Sheryl Thiel, Teacher Tutors | 2025-05-23 |
A 3.1.4 ACT Senior Retake
Every senior student is provided with a complimentary ACT retake. This opportunity helps enhance their chances of improving their scores and gaining college admission. Students are informed that even a modest increase in their scores can lead to more competitive college placements and greater scholarship opportunities.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Misty Meadows Marvin, Sheryl Thiel | 2024-10-29 |
S 3.2 Increased Work Based Learning Opportunities
DCDLA aims to expand Work-Based Learning (WBL) opportunities. CTE Career Counselors, WBL teachers, and specialists will continue to advocate for WBL programs. To achieve this increase, DCDLA will work with zoned school counselors and CTE staff to ensure students are able to participate and placed in appropriate work settings.
Benchmark Indicator
Expand Work-Based Learning (WBL) enrollment to include more students from special populations, such as those who are economically disadvantaged, students with disabilities, and non-traditional learners. Additionally, aim to raise the overall percentage of WBL participants among the general student population.
A 3.2.1 CTE Counselors for All Students and Subgroups
Zoned school counselors will receive continuous professional development while analyzing data to address barriers and low participation rates in Work-Based Learning (WBL) for students with disabilities (SWD) and those economically disadvantaged (ED). They will be trained on how to identify and support SWD and ED students during the WBL application process. Additional training will also focus on identifying students who are eligible for WBL opportunities.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Ray Lecomte, Malissa Johnson | 2025-05-23 |
A 3.2.2 Work Based Learning and Transition Coordinators
The Work-Based Learning (WBL) staff from zoned schools will focus on matching businesses and industries with student interns while collaborating with CTE and Special Education to enhance program alignment for DCDLA students. They will serve as a liaison between CTE teachers and business/industry professionals to boost opportunities for field trips and guest speakers. By working with the Chamber of Commerce and the Economic Development Council, we aim to strengthen teacher-industry connections. Efforts will be made to link industry leaders with teachers to foster relationships that increase student-industry interactions. The WBL Specialist will lead these initiatives, with a focus on promoting participation among students with disabilities (SWD), economically disadvantaged (ED) students, and non-traditional learners.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Ray Lecomte, Malissa Johnson | 2025-05-23 |
S 3.3 Increased Industry Credentials
DCDLA students have access to a broad spectrum of industry credentials and certification opportunities, from Tier I to Tier III, through various CTE courses and programs.
Benchmark Indicator
DCDLA will keep track of state updates and the latest industry credentials promoted by the TDOE, and build on this information. Prioritize expanding Tier II and III credentials.
A 3.3.1 District Data Warehouse for ICs
Developing a data warehouse has been a crucial advancement for improving student support and success. This centralized database allows for efficient tracking and analysis of various metrics related to student progress and achievement.
By including columns for tracking the completion of pathways such as Ready Graduate, College and Career Readiness, and TISA Outcomes, the system provides a comprehensive overview of each student's progress toward their educational and career goals.
Additionally, the data warehouse will tally Early Postsecondary Opportunities (EPSOs) and Industry Credentials (ICs), offering insights into student participation in advanced coursework and credentialing programs.
Detailed records of standardized test scores (e.g., ACT, ASVAB), Advanced Placement (AP) courses and scores, dual enrollment (DE) courses, and industry certifications (IC) will help assess student readiness and pinpoint areas needing improvement or intervention.
The warehouse features tabs with specific information for each pathway and action steps for all students, enhancing DCDLAs usability and effectiveness. This organized approach to data management supports informed decision-making and proactive strategies to assist students in achieving their goals.
Ultimately, the data warehouse aims to identify students nearing completion and facilitate the necessary actions to support their success, aligning with broader goals of promoting student achievement and readiness for higher education and careers.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Ray Lecomte, Misty Meadows Marvin, Emily Murphy, Sheryl Thiel | 2025-05-23 |
S 3.4 Increase EPSO Opportunities/Offerings
DCDLA students are offered and linked to a broad range of Early Postsecondary Opportunities, including Advanced Placement, Dual Enrollment, Local Dual Credit, Industry Certifications, and the Armed Services Vocational Aptitude Battery.
Benchmark Indicator
Each year, EPSO data is assessed to monitor student progress. DCSTN has implemented an EPSO management system through our SIS (Skyward), which tracks individual student progress towards College and Career Readiness (CCR) and Ready Graduate status. Counselors, teachers, and administrators can access this data to analyze student performance and provide guidance. Annually, DCDLA administrators use this information to inform students about the requirements for achieving CCR and Ready Graduate status, track their progress, and address any discrepancies in their CCR and Ready Graduate data. Ensuring accurate data is crucial for effective evaluation and support.
A 3.4.1 District Data Warehouse
Developing a data warehouse has been a crucial advancement for improving student support and success. This centralized database allows for efficient tracking and analysis of various metrics related to student progress and achievement.
By including columns for tracking the completion of pathways such as Ready Graduate, College and Career Readiness, and TISA Outcomes, the system provides a comprehensive overview of each student's progress toward their educational and career goals.
Additionally, the data warehouse will tally Early Postsecondary Opportunities (EPSOs) and Industry Credentials (ICs), offering insights into student participation in advanced coursework and credentialing programs.
Detailed records of standardized test scores (e.g., ACT, ASVAB), Advanced Placement (AP) courses and scores, dual enrollment (DE) courses, and industry certifications (IC) will help assess student readiness and pinpoint areas needing improvement or intervention.
The warehouse features tabs with specific information for each pathway and action steps for all students, enhancing DCDLAs usability and effectiveness. This organized approach to data management supports informed decision-making and proactive strategies to assist students in achieving their goals.
Ultimately, the data warehouse aims to identify students nearing completion and facilitate the necessary actions to support their success, aligning with broader goals of promoting student achievement and readiness for higher education and careers.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Ray Lecomte, Misty Meadows Marvin, Emily Murphy, Sheryl Thiel | 2025-05-23 |
A 3.4.2 Parent and Student Information Sessions
DCDLA participates in the following:
Parent-Teacher Conferences: Conferences and informational meetings are organized to discuss students' learning needs and explore opportunities for earning post-secondary credits and industry certifications.
FAFSA Night: Zoned schools offer assistance to parents and students in completing the FAFSA and provide information about the ACT during evening sessions. Students are encouraged to attend these sessions with their parents to complete the FAFSA together.
Parent Liaison for ELL: A dedicated liaison is available to assist parents of students for whom English is not the first language. This role helps facilitate communication with school staff, address student challenges, and engage parents as active partners in their child's education.
Promoting EPSO Opportunities: We will enhance parent outreach by utilizing various platforms such as social media, websites, 8th grade nights, and face-to-face meetings to disseminate information about Early Postsecondary Opportunities (EPSOs), industry certifications, and other relevant options. By expanding our social media presence and increasing stakeholder engagement, we aim to foster more detailed discussions about EPSO opportunities.
Professional Development for Educators: DCSTN CTE teachers will receive ongoing professional development throughout the year to review expectations for EPSO and industry certification attainment. This training will cover EPSOs, Dual Enrollment, Local Dual Credit, and Industry Certifications. DCDLA admins will meet with the CTE Coordinator at least twice a year to discuss EPSO opportunities, industry certifications, and Tennessee ESSA requirements. High school administrators will also receive updates during regular meetings. DCDLA administrators will have access to our CCR and Ready Graduate Management System through our SIS (Skyward) to monitor student progress year-round.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Ray Lecomte, Misty Meadows Marvin, Emily Murphy, Sheryl Thiel | 2025-05-23 |
A 3.4.3 Additional Course Offerings
DCDLA regularly assesses its CTE course offerings to align student needs with programs that meet high-skill, high-wage, and in-demand criteria. Each January, we evaluate the programs to identify needs for the upcoming school year. Currently, several of our CTE Programs of Study are at capacity. To address this, the DCSTN CTE program is collaborating with local universities to expand Dual Enrollment (DE) CTE class offerings at both high schools. Course development is influenced by various factors, with funding and space being significant challenges. We add additional classes to address high-demand areas for students.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Ray Lecomte, Misty Meadows Marvin | 2025-05-23 |