Germantown Online Academy of Learning Export Export
Goals
G 1 K-2 Literacy
Developing proficient readers begins in the primary grades. If a student acquires the necessary reading skills in K-2, they will be prepared to apply their reading knowledge across all academic disciplines in grades 3-12. Based on data (Star, MVPA, TCAP), students who exit second grade with literacy gaps rarely close those gaps in future grades. Instead, the opposite is true. For most of these students, the gaps only continue to widen. Teachers in grades 3 and beyond often state that the greatest obstacle they encounter in ELA is not the grade level standards. Rather, it is students who enter their grade without the ability to read and comprehend on grade level. Without that literacy foundation, students struggle year after year.
GMSD has determined that if we want to impact students' success in grades 3 - EOC based on TCAP, students must exit second grade reading on grade level. Our commitment and focus is to ensure that students enter 3rd grade with the necessary literacy skills to be successful, and then through the use of teacher observation and Star/TCAP data ensure that students continue to meet/ exceed yearly grade-level expectations.
In grades K-2, students reading proficiency will be measured using Star Early/Star Reading. Germantown Online Academy of Learning will have a goal of 3 out of 4 students in grades K-2 will show 9 months growth on the STAR Reading assessment by the end of second grade (Spring 2024), as measured by national norms on the STAR Reading assessment. It is our belief that if a student does not have a specific reading disability and has the language needed, he/she should be able to read on grade level. Individual goals will be set for students with a specific reading disability or students with less than two years of EL services.
Performance Measure
There is no baseline data for students entering kindergarten as we do not have Voluntary Pre-K (August 2024); however, our goal is 3 out of 4 K-2 students will demonstrate 9 months growth based on Star Early national norms by May of 2025.
By May 2025, students in first grade will increase reading proficiency will show 9 months growth based on Star national norms.
By May 2025, students in second grade will maintain yearly growth in reading based on Star national norms.
Sections
- Academic Achievement & Growth
S 1.1 Professional Development
GMSD will provide teachers with literacy professional development. By building teachers' capacity so they better understand the essential components of strong literacy instruction, they will recognize the value of the district-provided resources and apply that knowledge daily.
Benchmark Indicator
To determine if our professional development is effective, we will utilize:
Team Evaluations- As a result of participating in both local and state literacy training, we should see an improvement in Presenting Instructional Content, Standards & Objectives, and Activities and Materials indicators.
PLC Conversations- As teachers have a clearer understanding of what is needed for a student to be a proficient reader, conversations, work samples, assessments, and success criteria should reflect what is important and lead to high expectations for all of our students.
Surveys- Teachers should be able to articulate after attending a PD session how they will use the information shared in their classrooms to positively impact student reading proficiency. Teachers should also be able to identify next steps and additional training they would like to receive.
Coaching Conversations- As teachers meet with our literacy coach, their conversations and questions should reflect a clearer understanding of the most valuable things that need to be included in their literacy instruction.
Pre/Post Assessments (Star/ MVPA)- Effective PD that is successfully embedded in a teacher's instruction, should have a positive impact on assessments such as Star and MVPA.
A 1.1.1 Professional Development Action Steps
Meet with TLA and ESE to determine professional development for RTI/ESE interventionists for the upcoming year.
Develop a professional development calendar to target ongoing literacy, dyslexia K-2 training to support students.
Review PLC notes to discuss need for additional professional development opportunies
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Heather Fisher | 2025-05-21 |
S 1.2 Special Education Intervention
Research Based reading interventions will be provided to students with disabilities according to their individual IEP. Such interventions could include Orton Gillingham, Spire, Edmark, and/or Reading Mastery- just to name a few. Students served have an identified reading deficit on their present level of performance.
Benchmark Indicator
Progress reports will monitor this intervention quarterly. Yearly TDOE file monitoring and site IEP file monitoring will ensure the students with identified reading disabilities are receiving intervention. All students in K-3 are universally screened three times a year. Data is monitored and adjustments are made where warranted.
A 1.2.1 K-2 Literacy Support Intervention Review of Data Action Step
STAR, MVPA, Spire, Aimsweb will be monitored following each benchmark period.
Interventions will be adjusted based upon student progress.
Parent communication will be sent/conferences held to review student progress.
Germantown Online Academy of Learning will regularly hold PLC meetings to discuss student data.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Tammy Mitchell | 2025-05-21 |
G 2 Algebra I Readiness
Students that acquire the necessary algebraic thinking and proportional reasoning skills throughout elementary and middle school will be prepared to demonstrate proficiency on the Algebra I EOC. Essential work of grades 6-8 includes proportional reasoning, equations and expressions, and functions. In grades 6-8, students refine, solidify, and apply their algebraic thinking and proportional reasoning skills through equations and expressions and linear functions. A solid understanding of proportional reasoning and algebraic thinking is necessary for success in Algebra I and beyond. If a student exits sixth grade below proficient as determined by the 6th grade math TCAP, gaps in mathematical understanding quickly widen in seventh grade and then even more so in eighth grade. Therefore, when students are not proficient in 6th through 8th grade math, we see a steep decline in the number of students demonstrating proficiency on the Algebra I EOC.
Germantown Online Academy of Learning has determined that if we want to increase student proficiency on the Algebra I EOC, at least 7 out of 10 of students in grades 6-8 must demonstrate proficiency as determined by the math TCAP. Our commitment and focus is to ensure that at least 7 out of 10 students exit middle school with the necessary skills in algebraic thinking and proportional reasoning as demonstrated on the math TCAP. We begin reaching for this goal in Kindergarten and begin measuring our progress towards this goal with the 2nd grade math TCAP.
In grades 2-EOC, students' math proficiency will be measured using math TCAP assessments.
It is our belief that if at least 7 out of 10 of our students demonstrate proficiency on the math TCAP assessments in grades 6-8, then we should see an increase in students proficient on the Algebra I EOC.
To ensure that students meet or exceed this expectation, Germantown Online Academy of Learning will provide Tier 1 math tutoring for Grades 6-8 and Algebra 1.
Performance Measure
There is no baseline data for students entering 2nd grade in August 2024. However, our goal is that at least (1 out of 2) 2nd grade students will demonstrate math proficiency based on the Spring 2025 math TCAP.
By May 2025, students in third through fifth grades will increase math proficiency to at least 2 out of 4 students based on the Spring 2025 math TCAP 3-5 success rate.
By May 2025, students in sixth through eighth grades will increase math proficiency to at least 70% based on the Spring 2025 math TCAP 6-8 success rate.
- By May 2025, students in sixth grade will increase math proficiency to 1 out of 2 students based on the Spring 2025 math TCAP success rate.
- By May 2025, students in seventh grade will increase math proficiency to at least 2 out of 3 students based on the Spring 2025 math TCAP success rate.
- By May 2025, students in eighth grade will increase math proficiency to at least 3 out of 5 students based on the Spring 2025 math TCAP success rate.
Sections
- Academic Achievement & Growth
S 2.1 Special Education Intervention
All students with disabilities who have an identified area of deficit in Math will be provided intervention using research based math interventions.. This intervention will result in progress according to their individual education plan and annual goals.
Benchmark Indicator
Progress towards annual IEP goals will be monitored on a quarterly basis. TDOE (yearly) and site based (weekly) file monitoring will ensure compliance with services, goals and intervention provided.
A 2.1.1 Math Intervention for SWD
Case Manager will review all students with IEP's at the beginning of the year.
SWD in math will be identified and Services implemented.
Progress monitoring data and progress toward IEP goals will be monitored throughout the year.
Students receiving Tier 2 or Tier 3 RTI intervention will have regular progress monitoring. In the event that the students are not showing adequate progress with receive additional intervention or changes to intervention. In the event that this has been done with a lack of student progress, the IEP team will refer the student for an evaluation.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Tammy Mitchell | 2025-05-21 |
G 3 Ready Graduate: High School and Beyond Plan
Our focus must be on preparing students for life beyond GMSD and equipping them with the knowledge and skills necessary to succeed in pursuing their passions and goals. With the data showing a decline in ACT scores, Ready Graduate rates, and graduation rates, it’s a pivotal time to realign priorities to ensure that efforts are made at every level to support students based on their interests and aspirations.
Furthermore, we recognize that the final product will be reflected yearly in the graduating class but that the effort to have transformational and institutional change will require systemic change district-wide. Additionally, the filter of grade band-specific activities to cohort-specific goals to individual student needs will dictate intentionality in planning and differentiation.
We believe that the Germantown Online Academy of Learning Graduation Rate and Ready Graduate Rate should be at or above 12 out of 13 students as measured by the Federal and/or State guidelines for graduation cohorts and graduate distinctions.
Performance Measure
Germantown Online Academy of Learning will meet or exceed the annual measurable objectives set by Tennessee Department of Education.
By May 2025, 10 out of 13 students in The Class of 2025 will have an ACT Composite of at least 21.0 a .9 improvement from the class of 2023.
By May 2025, The Class of 2025 will have a Graduation Rate of at least 12 out of 13.
By May 2025, The Class of 2025 will have a Ready Graduate Rate of 10 out of 13 students, compared to 7 out of 12 students (Class of 2023).
Sections
- Academic Achievement & Growth
S 3.1 Early Postsecondary Opportunity Recruitment and Expansion
While our data shows a decrease in Ready Graduate, we have seen an increase in students earning their ready graduate distinction without the use of their ACT score. To keep this momentum, the district plans to increase options and support for students to succeed in Early Postsecondary Opportunities.
Benchmark Indicator
Data will include:
- Enrollment Data in Dual Enrollment and EPSO - This data will help us be more informed on how students are progressing and accessing courses labeled as EPSO’s.
- Course Catalog - This will show if there have been any added EPSO options for the next school year.
A 3.1.1 Early Post-Secondary Recruitment and Expansion Action Steps
- Monitor enrollments numbers in EPSO courses provided.
- In working with Pearson, continue to seek additional EPSO courses with TN certified teachers.
- Look at other virtual platforms that may offer additional EPSO courses for our students.
- Course Catalog/Courses provided will reflect an emphasis on EPSO opportunities for students.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Heather Fisher | 2025-05-21 |
S 3.2 Individualized Planning, Tracking, and Monitoring
Germantown Online Academy of Learning will utilize a system where students can be monitored according to their progress toward Ready Graduate. This system will have to be comprehensive and allow for multiple pathways toward readiness. Additionally, student ownership of their data and progress will be prioritized.
Benchmark Indicator
Data will include:
- A protocol or system to track and monitor student progress - Currently this system doesn't exist, so it's creation will mark significant progress toward this goal.
- Rate of Progress toward improving Grad Ready
A 3.2.1 Action Step to Track and Monitor Grad Ready Rates
Germantown Online Academy of Learning will work with GMSD's Teaching Learning and Assessment Department to review and monitor Grad Ready Data.
Germantown Online Academy of Learning will work with GMSD's Teaching Learning and Assessment Department to seek out additional course work available to support multiple pathways to achieve grad ready rates.
Germantown Online Academy of Learning will partner with UT-Martin to provide additional DE courses to our Juniors and Seniors.
Germantown Online Academy of Learning will continue to partner with AP Access for All to offer a variety of AP courses for our Juniors and Seniors.
Germantown Online Academy of Learning will meet regularly with parents and students in grades 8-12 as we plan grad ready pathways for our students.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Heather Fisher | 2025-05-21 |
S 3.3 ACT Support and Integration
Germantown Online Academy of Learning has 90% of our students enrolling in colleges and universities annually over the last 3 years, ACT or similar entrance/readiness exams have to be a priority. Even with more colleges becoming test optional, the data is still there to suggest students meeting certain levels of achievement on the ACT have experienced more success in their postsecondary coursework.
Benchmark Indicator
Data will include:
- Pre-Assessment Data - Currently we do not have this data, so providing the opportunity to have access to this data would be the benchmark indicator.
- ACT Test History Data - Identifying student and school level growth as a cohort takes multiple tests.
A 3.3.1 Monitoring ACT Integration Progress
Germantown Online Academy of Learning has provided two ACT workshops through UT-Martin for our Juniors and Seniors during the 23-24 SY. We will continue this partnership with UT Martin. This will be at no charge to parents.
Germantown Online Academy of Learning will utilize our Math Tier 1 support to provide ACT tutoring sessions to Juniors and Seniors to improve testing strategies and scores. This will be at no charge to parents.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Heather Fisher | 2025-05-21 |