Tennessee Online Public School at Greeneville Export Export
Goals
G 1 Improvement in Academic Success Rate and Growth
This goal addresses the need for improvement in transitions from grade 5 to 6 and grade 8 to 9, and quality Tier 1 and Tier 2 instruction in order to meet accountability targets. It also addresses the ways the district is addressing unfinished learning and providing summer learning opportunities for targeted students. It also address support for the unique learning needs of student subgroup populations.
Performance Measure
-Minimum of Level 4 TVAAS for ALL and for each subgroup in each subject in the 2024-2025 school year. The expectation is that students who are on or above grade level will achieve at least a level 4 ( expected growth) and students who are below grade level will achieve level 4 or 5 growth (above expectations). Teachers will work with system data analysts as soon as TVAAS data becomes available to chart growth for each child. Principal and individual teachers will go over this data together before August 15, 2025 (if data is available by this time) and use this conversation to plan for individual teacher goals in the TIGER evaluation model.
Sections
- Academic Achievement & Growth
- College & Career Readiness
- Educators
S 1.1 Improved transition planning
This strategy addresses improved transitions for both regular education and special education students from grade 5 to grade 6 and grade 8 to grade 9.
Benchmark Indicator
-Planning documents, funding documents, enrollment and planning documents from Greeneville's Promise.
-Teacher surveys of needs to know in transition planning meetings will be conducted in March annually
-Teacher post survey of meeting effectiveness will be conducted after each transition meeting. The teaching and learning coordinator will conduct and analyze this survey data in order to improve the process.
-Meeting dates and notes from transition meetings
-Curriculum and activity plan for Greeneville's Promise
-Procedures for choosing students for the Greeneville's Promise program
-Lead guidance counselors from GHS and GMS will meet in November and April annually to analyze academic and social emotional data to track progress of students and provide additional supports if needed.
A 1.1.1 Transition Planning Meetings
TOPS at Greeneville Principals and TOPS at Bristol principals will work together to have team meetings to ensure a smooth transition for the gradual release of support from the K-5 program to the 6-12 program. This will continue each year.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Lindsey Weeden | 2025-05-29 |
S 1.2 Summer Learning Camps, Summer Bridge Camps, and 21st Century Grant Summer Camps
In the summer of 2024 the district will offer a 4 week summer learning camp for students entering grades 1-3 in 2024-2025 and summer bridge camp to students who will be in grades 4-8 in the 2024-2025 school year.
21st Century summer camp will be offered to students entering grades 2-8 at Hal Henard Elementary (including students from Highland and Tusculum View) and will also be held at Greeneville Middle School.
Summer School will be provided at Greeneville High School using 21st Century Grant funds for 4 weeks in June that will focus on Credit Recovery.
Benchmark Indicator
-State Provided Pre and Post Assessments
-Brigance screening instrument
-Enrollment records
-Weekly RTI assessments from the RTI materials.
-Bi-weekly STAR assessments for students in RTI
-Teacher anecdotal notes and teacher created assessments.
A 1.2.1 Summer Learning will be Made Available to TOPS Students
TOPS students will be invited to join in-person summer camp in the summer of 2025. TOPS will also provide online summer learning for third grade students who meet the summer school requirement with the third grade retention law.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Lindsey Weeden and Sheila Newland | 2025-05-29 |
S 1.3 Early Grades Literacy Focus and TISA Literacy Goal
The district will continue the intense professional learning model that has been implemented over the past few years in order to support teachers in best practices and research around early literacy. The district will purchase additional materials to support this work. The district will also incorporate state mandates around this work as appropriate.
Benchmark Indicator
-STAR 360 and STAR CB< administered 3 X per year in grades K-8
-Running Records - administered monthly for all students in grades K-3, and monthly for students in grades 4 and 5 who are reading below grade level.
-Formative classroom assessments including those developed with Mastery Connect (CASE) item banks grades ( grades 2-11) and case Benchmark assessments in grades 3-5 2X per year and grades 3-8 3X per year.
-Number of teachers completing the state department foundational skills training each year.
The impact of foundational skills on teacher practice will be measured using anecdotal records, student work analysis, and state-provided pre and post-assessment data.
48.4% of third-grade students will score in the met and exceeded performance levels of the 2024-2025 TCAP ELA assessment.
A 1.3.1 Foundations Skills Curriculum
Teachers will utilize the TN Foundational Skills Curriculum, in addition to district curriculum. This will continue over the next 3-5 years.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Lindsey Weeden and Stacy King | 2025-05-29 |
A 1.3.2 CBM Measures
All teachers will be trained in and will utilize STAR CBM. Teachers will use this frequently each year continuously.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Lindsey Weeden and Stacy King | 2025-05-29 |
S 1.4 Increase ELA and Math proficiency and growth for ALL students with additional focus on the ED and SWD subgroup
Professional learning plans will be developed to improve both achievement and TVAAS growth in math and ELA for ALL students with emphasis on the 3-5 and 6-8 grade bands.
Students in the economically disadvantaged subgroup and the students with disabilities subgroup are scoring the lowest in our district on TNReady assessments. The actions steps addressed in this strategy will target research based information regarding the specific needs of students living in poverty and students with disabilities and provide teachers with strategies to address these needs.
Benchmark Indicator
STAR 360 benchmark assessments- achievement and growth. Achievement growth will be measured the Student Growth Percentile Report.The goal would be for each student to make more than one year's growth from the August to April administration as measured by SGP scores.Focused analysis will include ED and SWD subgroup data.
STAR 360 projected proficiency summary report will be analyzed for each student after each administration of STAR. Differentiation and scaffolding will be planned after each administration in order to move students forward and fill in gaps before TNReady testing. Focused analysis will include ED and SWD subgroup data.
Math district created benchmark assessments. Math benchmark data will be analyzed each nine weeks. The math instructional specialist will work with each teacher following these assessments on standards or strategies needed to teach or scaffold the areas of identified need in order to move more students toward benchmark proficiency. Focused analysis will include ED and SWD subgroup data.
Running Records and Writing Samples. In K-2, running records will be analyzed each nine weeks for all students. Goals for reading levels will be set and profess analyzed each nine weeks in meetings with principals and teachers. Principals and teachers will compare the growth of all students. Professional development is ongoing and will be added as needed to enhance student growth. Focused analysis will include ED and SWD subgroup data.
CASE 21 Benchmark assessments will be given 2 times per year in all tested subjects in grades 3-5 and 3 times per year in grades 6-8. This standards based assessment will be used to analyze specific standards that need be be retaught and will be used for small group instruction, differentiation, and reteaching. Subgroup data will be available and will by analyzed and used to make instructional decisions. The district data coordinator and instructional specialist team will work with groups of teachers to look for trends and gaps in instruction and will help teachers develop instructional plans to address identified needs. The work will happen on identified data days following each benchmark assessment. Focused analysis will include ED and SWD subgroup data.
CASE 21 item banks will be available for all teachers in grades K-12 and will be used for formative classroom assessments and daily instruction. Teacher teams at the school and district level will analyze the results of these assessments bi-weekly and make instructional adjustments in order to be responsive to student need. These items are aligned to TN standards and can be selected by Webb's Depth of Knowledge Levels. Focused analysis will include ED and SWD subgroup data.
A 1.4.1 Student Data Conferencing
Teachers will conference and students will set goals each 4.5 weeks.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Lindsey Weeden | 2025-05-29 |
A 1.4.2 Full Utilization of Mastery Connect Item banks and benchmark data
The school team will work together to ensure that Mastery Connect (including trackers) are used to assess student grade level mastery and make instructional decisions. We will continue to use this strategy over the next 3-5 years.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Lindsey Weeden and Brandy Shelton | 2025-05-29 |
A 1.4.3 Instructional Specialist Support
The principal will coordinate with the instructional specialist team to focus support for deepening understanding of grade level standards. We will continue this strategy over the next 3-5 years.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Lindsey Weeden and Brandy Shelton | 2025-05-29 |
A 1.4.4 PLC Focus
The school team will develop a PLC model focusing on the 4 critical questions.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Lindsey Weeden and Sheila Newland | 2025-05-29 |
A 1.4.5 Targeted Interventions
Students who fall below the 25th percentile on STAR 360 and are deficit in 2 or more of CBMs will be provided dyslexia specific interventions with an ILPD. This will be documented and monitored by the principal, teacher and intervention team.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Lindsey Weeden | 2025-05-29 |
S 1.5 High Quality Math Materials Implementation and NIET work through Math Implementation Grant and TISA math goal
Teacher textbook committee teams will select high quality instructional materials from the TDOE math textbook adoption list.
NIET will provide intensive professional learning in math beginning the fall of 2022 and continuing through the summer of 2024 through a Math Implementation grant. The district will contract with NIET during the 2024-2025 school year to expand the focus of this work to K-5.
Teachers will be trained in use of high quality instructional materials that were selected.
Benchmark Indicator
-BOE approved textbook selections
-NIET meeting dates and agendas
-Increase in district mathematics achievement and growth
-42.82% of students in grades 3-8 will score in the met or exceeded proficiency bands of the TCAP math assessment by 2025.
A 1.5.1 Teachers will work with Instructional Specialist Team to implement new textbook adoption
Teachers will work collaboratively with the instructional specialist team and district grade level teams to fully utilize new math curriculum. This will continue over the next 3-5 years.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Lindsey Weeden and Tallye Gass | 2025-05-29 |
A 1.5.2 All teachers will participate in work with NIET around IPG and IFD documents
Teachers will work with the instructional specialist team and NIET consultant to develop a deeper understanding and utilization of TN math standards, Instructional Focus Documents, and new math curriculum. IGP will be utilized to build understanding of research based core classroom actions.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Lindsey Weeden and Sheila Newland | 2025-03-14 |
S 1.6 PLC Implementation at all schools and grade levels.
All school and grade levels will implement regular PLC work around the 4 Critical Questions of "PLC at Work".
Benchmark Indicator
Dates and times of meetings and meeting agendas.
A 1.6.1 Singleton PLCs
TOPS will participate in district singleton PLC meetings monthly to support teacher instruction in the class. This will continue over the next 3-5 years.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Lindsey Weeden | 2025-05-29 |
G 2 Increase College and Career Readiness for ALL
48.2 percent of our students met the ACT College Readiness benchmark. This is 1.9 percent higher than our comparison districts. In addition to monitoring the percentage of student meeting the ACT College Readiness benchmark, we also monitor our goals to:
- Increase the percent of all students scoring an ACT composite of 21or higher annually by 3 percentage points.
- The 2023 cohort met this goal by an increase of 4.1% of all students scoring an ACT composite of 21or higher.
- Increase the percent of students in each subgroup with n=30+ scoring an ACT composite of 21 or higher annually by 3 percentage points.
- The 2023 cohort met this goal by an increase of 4.9% of BHN. While there was an increase in percentage of ED students scoring an ACT composite of 21or higher, the increase was 2.2%.
- Increase the percent of all students scoring an ACT composite of 27 or higher annually by 3 percentage points.
- The 2023 cohort had a higher percentage of students scoring 27 or higher that the 2022 cohort. 16.1% of the 2023 cohort scored 27 or higher, which was an increase of .2% compared to the 2022 cohort.
- Increase the percent of students in each subgroup with n=30+ scoring an ACT composite of 27 or higher annually by 3 percentage points.
- The BHN and ED subgroups of the Class of 2023 had a decrease in the percentage of students scoring 27 or higher. 2.2% of students in the BHN subgroup scored 27 or higher and 2.8% of ED students scored 27 or higher.
Our Graduation Rate was 98%, which is 3.8% above our comparable districts. Also, all our subgroups had a higher graduation rate than our comparable districts.
- This exceeds our goal to achieve a Graduation Rate of 95% of higher.
56.7% of our 2023 Cohort achieved Ready Graduate status. This was an increase of 6.4% compared to the Class of 2022 Cohort.
97.6% of the 2023 graduating class met the criteria for a TISA graduate.
Under the state accountability model, 71.8% of our students achieved College and Career Ready status. This exceeds the minimum cut of 65.7% for the highest score of 5 for the CCR Indicator.
The post secondary going rate in GCS for 2022 (the most current data available) was 76.5%. However, the CTE completer rate for 2022 was 44.2% compared to 56.8% in comparison districts. This goal addresses the need to increase the number of CTE completers and create more CTE pathways for students. It also addresses the need to increase the number of EPSO's all students and subgroups are graduating with, and includes strategies to increase college and career awareness at all grade levels, increase the Ready Grad rate and WBL participation.
Performance Measure
Post secondary going rate will be at least 70% for the graduating class of 2025.
-CTE completer rate will increase from 44.2% for the graduating class of 2021 to 50% for the graduating class of 2025.
-Percentage of students graduating with 4 or more EPSO's will increase to 60% for the graduating class of 2025.
-Composite ACT score will be 21.5 or higher for the class of 2025.
-Increase WBL participation to 20%.
Sections
- Academic Achievement & Growth
- College & Career Readiness
S 2.1 College and Career Awareness
Develop and implement plan for increasing college and career awareness and planning at all grade levels, including internship opportunities at the high school level.
Benchmark Indicator
-Fully develop K-12 college and career awareness plan with milestones at each grade level
-Elementary and middle guidance lesson plans reviewed by the teaching and learning coordinator 3 X per year in August, November, and February.
-Tiger evaluation model, principals will conduct a minimum of 2 walkthroughs per year looking specifically at college and career awareness lessons and programs.
A 2.1.1 College and Career Readiness
School counselor will implement district college and career awareness plan and will utilize Thrively and Quaverready. Classroom teachers will also integrate college and career awareness and continue focus of portrait of a graduate traits.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Lindsey Weeden, Sheila Newland, and Lisa Bennett | 2025-05-29 |
S 2.2 Increase postsecondary going rate for all subgroups, with emphasis on economically disadvantaged students and ELL students
TOPS guidance counselors and administrators will continue the work encouraging ALL students to enroll in rigorous coursework. Including working with the district to find ways to fund dual enrollment beyond the dual enrollment grant and funds for industry certification exams. GTC has also partnered with TOPS to offer those classes to students living in the area.
TOPS administrators will work with guidance counselors and ELL teachers to find and communicate post-secondary opportunities for ELL students, including options for students who may be undocumented.
Benchmark Indicator
-Analyze semester data for subgroups enrolled in early post-secondary opportunities.
A 2.2.1 Postsecondary Enrollment
TOPS at Greeneville principal will work with TOPS at Bristol principal to ensure that our students who are being served by Bristol are included in the work of our district around post secondary enrollment.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Lindsey Weeden and Lisa Bennett | 2025-05-29 |
G 3 Social Emotional Learning and Opportunities to Learn
Increase awareness and understanding among educators of the social emotional needs of students, and provide strategies to address these needs. Continue to increase opportunities to learn by decreasing chronic absenteeism and discipline data for ALL and for subgroups.
Performance Measure
-Subgroup TVAAS growth-each subgroup overall TVAAS growth will be level 4 or 5 in 2024-2025.
-Chronic absenteeism for the ED subgroup in grades K-8 will reduce from 13.2% to 12.2%, for ED subgroup in grades 9-12 will reduce from 22.9% to 21.9%.
-Discipline data for all students and for subgroups will be analyzed by school principals and the Chief Student services officer in June 2024.
Sections
- Academic Achievement & Growth
- Climate and Access
S 3.1 Social Emotional Professional Learning
Increase awareness and understanding among educators of the social emotional needs of students, and provide strategies to address these needs.
Benchmark Indicator
-Data of professional learning attendance from OneNote.
-School discipline and absentee data- analyzed monthly
-School climate student surveys analyzed by school. In 2019 the majority of all categories rated extremely positive by students, parents, and teachers. Small number of categories rated neutral. No categories had negative ratings. This will be the baseline for evaluating the surveys that will be given in the spring of 2024 and 2025.
A 3.1.1 Trauma Informed Training
All staff will participate in trauma informed training and new staff members will participate in unconscious bias training.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Lindsey Weeden and Sheila Newland | 2025-01-30 |
S 3.2 Develop Comprehensive Mental Health District Support Sustainability Plan
The mental health needs of our students continue to increase each year and have exponentially increased during the pandemic. A plan will be developed to coordinate all mental health supports provided by the district and clear communication between all persons providing support with roles and responsibilities clearly defined.
Benchmark Indicator
-agendas from monthly support team meetings
-District Excel data of supports provided analyzed by chief student services officer and mental health support team during monthly meetings.
-Discipline data analyzed by school behavior support teams every 4.5 weeks
-Mental Health counseling logs analyzed by school behavior support teams every 4.5 weeks
A 3.2.1 Mental Health at TOPS
TOPS will continue to support the mental health of our families and students. The school counselor will support our families and students through weekly meetings and availability during times of need. TOPS will have parent nights where we will educate families on identifying mental health needs and how to address and support them at home.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Lindsey Weeden and Lisa Bennett | 2025-03-14 |
S 3.3 Develop plan to decrease chronic absenteeism in the economically disadvantaged subgroup
The system attendance coordinator will meet monthly with all principals to analyze absentee data and develop plans of support for students and families with particular focus on students in the economically disadvantaged subgroup.
The system EIS analyst will run month school absenteeism and chronic absenteeism reports to aide in this work.
Benchmark Indicator
Monthly absentee rates by school and by subgroup
A 3.3.1 Chronic Absenteeism
TOPS Principal will meet weekly with the attendance coordinator to evaluate student absences and address any concerns that arise.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Lindsey Weeden and Renee Pickering | 2025-05-29 |
S 3.4 Refine System Social Worker Position and plan for sustainability
A system social worker position was created to support families and increase school communication with families and mental health providers in the 2022-23 school year. An additional social worker was added in Jan. 23. Both positions are funded with grant moneys. The district will continue to improve the program and seek sustainability for the positions.
Benchmark Indicator
-Excel spreadsheet data of number of students and families served with baseline determined in July 2023 based on families served since implementation and types of service provided. This data will be analyzed monthly by the social worker and chief student services officer.
A 3.4.1 Social Worker Support with TOPS
TOPS will work with the district social worker to support our local families with home visits and mental health support.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Lindsey Weeden and Shawna Lamb | 2025-05-29 |
S 3.5 TN Tiered Supports Partnership
This team is supporting GCS is aligning our RTI2B and RTI programs, so that we are building capacity district wide and maximizing our current resources to support students and staff.
Benchmark Indicator
-RTI2B team meeting notes
-Discipline data at each school
A 3.5.1 RTI and TOPS
This team is supporting GCS is aligning our RTI2B and RTI programs, so that we are building capacity district wide and maximizing our current resources to support students and staff.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Lindsey Weeden | 2025-05-29 |
G 4 Improve Educator Retention Rate and Increase Diversity Among Educators
Our educator retention rates have decreased over the past four years. We are showing a trend of continual decline in our teacher retention rate. The trend is increasing the number of new teachers each year. This has somewhat improved, but it is still an issue. TOPS aims to increase teacher retention from 88.9% to 95.5% in 2024-2025.
One concern is that not all vacancies are due to retirement. Some are leaving to go to other systems for financial increase, some are leaving the profession altogether, and some are leaving the area for personal and social reasons.
We are concerned about the lack of diversity among our teachers. We are also concerned about the student academic and behavioral effects of lack of availability of substitute teachers.
A new concern that has been raised this year is the number of teachers who have left the school system since school started, causing late hires and changes for students.
This trend impacts ALL students and all subgroups of students.
To retain teachers at TOPS, we will provide ongoing professional development, mentorship, and opportunities for collaboration to keep teachers engaged and supported. Offering flexible work schedules, competitive compensation, and fostering a strong sense of community and recognition can also enhance teacher satisfaction and retention in a virtual environment.
Performance Measure
-Increase in teacher retention rate from 88.9% to % 95.5 (excluding retirees) in the 2024-2025 school year.
-Increase in teacher diversity rate from 0% in the 2024-2025 school year. Diversity can grow as the school grows and we are able to hire more staff.
Sections
- Educators
S 4.1 Increase educator diversity
To increase diversity among the TOPS staff, leadership and administration could consider implementing inclusive hiring practices such as broadening recruitment channels to reach underrepresented groups and creating structured, bias-free interview processes. Additionally, fostering an inclusive workplace culture that values different perspectives can help attract and retain a diverse team.
Benchmark Indicator
quarterly reporting of implementation of strategies
A 4.1.1 Recruitment of Diverse Educators
The school principal and interview teams will keep diversity needs in mind in educator recruitment.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| Lindsey Weeden | 2025-05-29 |