Tennessee Connections Academy Johnson County 4-8 Export Export
Goals
G 1 By spring 2025, we will improve K-12 Literacy.
School Goal - Our goal is by spring 2025 we will increase student success (achievement) in ELA by focusing on the alignment of standards with the rigor of standards, the implementation of successful intervention programs, best practices in direct instruction, and the professional development of teachers.
District Goal - "Our goal is by spring 2025 that we will increase student achievement in ELA by focusing on HQIM Implementation, High Dosage/Low Ratio Tutoring, and a specific focus of supporting our K-8 and 9-12 Connections Academy Schools. This will be accomplished by partnering with the CORE office, our participation in CER, participation in LIN, participation in Access for ALL Learning Network (AALN) at RCE, and professional development opportunities."
Performance Measure
School Goals
Increase the student ELA success rate of students in grades 4-8 from 15% on the Spring 2024 TCAP assessment to 33% (District Average) on the Spring 2025 ELA TCAP assessment.
- Increase the student success rate of 4th grade students from 12.9% to 22%.
- Increase the student success rate of 5th grade students from 11.5% to 22%.
- Increase the student success rate of 6th grade students from 21.20% to 33%.
- Increase the student success rate of 7th grade students from 20.80 to 33%.
- Increase the student success rate of 8th grade students from 14.30% to 28%.
District Goals
Increase the percentage of students that score at the meet or exceeds level on TCAP in grades 3-5 from 40.3% in 22-23 to 43% in 23-24.
Increase the percentage of students that score at the meet or exceeds level on TCAP in grades 6-8 from 28.3% in 22-23 to 32% in 23-24.
Increase the percentage of students that score at the meet or exceeds level on TCAP in grades 9-12 from 42.4% in 22-23 to 45% in 23-24.
Sections
- Academic Achievement & Growth
S 1.1 Instructional Data Supports
In order to support the delivery of high-quality literacy instruction, staff need additional support in the collection -, alignment -, and use of student achievement data. This would allow staff to identify students or groups of students who require intensive and intentional, standards-based instruction and intervention.
Benchmark Indicator
The school leadership team will meet monthly to discuss all available student data to see if data support efforts are having an effect on the literacy achievement of students. Indicators of success (or lack thereof) would include increased benchmark scores, instructional walkthrough data, etc.
A 1.1.1 NWEA MAP Growth Benchmark
TNCA 4-8 will utilize the NWEA MAP Growth Benchmark exam to assess students three times yearly. The MAP Growth exam is substantiated by a body of research that indicates the alignment of student scores with predicted performance on state assessments.
Data will be broken down by grade to identify students, including students in high-risk subgroups, who need individualized or small group instruction in ELA.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| TNCA Leadership Team, TNCA Teachers | 2025-05-30 |
A 1.1.2 Instructional Walkthroughs in ELA
TNCA Leaders, Staff Instructional Mentors, and teacher peers will utilize the TN IGP for ELA to conduct walkthrough observations during ELA synchronous lessons. Instructional leadership will provide frequent and intentional feedback to teachers concerning ELA instruction best practices and room for growth.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| TNCA Leadership Team, Staff Instructional Mentors, Peer Teacher Groups | 2025-05-30 |
A 1.1.3 District Data Alignment
In alignment with the district improvement plan, TNCA Administration will meet with Johnson County Instructional Supervisors and staff at least quarterly to monitor the progress of all students.
Time spent together will include instructional support, data review, standards alignment, and planning for professional development.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| TNCA School Leader, Johnson County Instructional Supervisors | 2025-05-30 |
S 1.2 Standards, Curriculum, and Assessment Alignment
Data indicates that TNCA instructional staff need to "unpack" standards while aligning the provided curriculum and ensuring rigorous assessment that is similar to the state assessment.
Benchmark Indicator
Indicators of success will include standards alignment documentation, evidence of needed curriculum alteration, and presentation of assessments that are aligned in both the areas of content and rigor.
A 1.2.1 Curriculum Alignment
During non-instructional professional development days, Tennessee Connections Academy teachers will align course curriculum with the Tennessee State Standards in English Language Arts. This will be accomplished by the creation of alignment documents that identify the course lesson, the associated TN Standard (if applicable), and the depth at which of standard is taught. If individual course lessons/units are not aligned with TN Standards, the lesson will be removed from the course tree.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| TNCA Leadership Team, TNCA School Leader | 2025-05-30 |
A 1.2.2 Assessment Rigor & Alignment
State, district and CORE office resources will be used to align course assessments with state standards and rigor level required by the State of Tennessee. This will be accomplished in teams by grade-level. Instructional leaders will review produced assessments to ensure accuracy and rigor level. The Pearson Online Classroom Custom Assessment Manager tool will be used to deliver these assessments and monitor student success.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| TNCA Teachers, TNCA Leadership | 2025-05-30 |
S 1.3 Direct Instruction Best Practices
While "good teaching" principles remain constant, the application of best practices for direct instruction takes on a new dimension in a fully virtual environment. To truly elevate student achievement, it’s crucial that teachers are equipped with additional resources and strategies that effectively translate these best practices into the online classroom. This includes understanding how to engage students, manage a virtual learning environment, and deliver content in a way that is both accessible and impactful in a digital format. By bridging the gap between traditional and virtual teaching methodologies, we can ensure that our educators are not only meeting but exceeding the unique challenges of online education.
Benchmark Indicator
Teachers will effectively apply at least three best practices for direct instruction in their virtual lessons, as demonstrated by student engagement metrics, feedback surveys, and improved student achievement scores. By the end of the semester, 90% of teachers should show a clear understanding of these strategies and their application in online classrooms. Additionally, school leadership will conduct quarterly observations to assess the implementation of these practices, provide targeted feedback, and support ongoing professional development to ensure effective use and continuous improvement.
A 1.3.1 Professional Development
Leveraging state, district, and Pearson Virtual School resources, teachers will receive targeted professional development focused on best practices in ELA direct instruction tailored for virtual classrooms. This comprehensive training will occur over four days, distributed across fall and spring professional development sessions. The School Leadership Team will proactively identify and coordinate both whole group and small group training opportunities to address the diverse needs of our educators and ensure effective implementation.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| TNCAJ Leadership Team, School Leader, PVS PLF | 2025-05-30 |
A 1.3.2 Model Classroom Practices
TNCAJ teachers will participate in a rigorous peer review process focused on direct instruction through observation-based analysis. The TNCA Leadership Team will identify exemplary teachers and provide virtual recordings of their lessons, with the necessary permissions. This approach will enable teachers to review and analyze high-quality instructional practices, offering them valuable insights and models of excellence from their peers. This process will enhance their understanding of best practices and foster continuous improvement in teaching strategies.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| TNCAJ Teachers, TNCAJ Leadership Team | 2025-05-30 |
G 2 By spring 2025, we will improve K-12 Math.
School Goal - Our goal is that by spring 2025 we will increase student success (achievement) in Math by focusing on the alignment of standards with the rigor of standards, the implementation of successful intervention programs, best practices in direct instruction, and the professional development of teachers, with an emphasis on White, Black, and BHN TSI student groups.
District Goal - "Math has declined in our district in every grade band until last year when we rebounded slightly. Students have experienced more learning loss in math than other subjects as a result of the COVD pandemic. Our students had a much more difficult time learning math during virtual learning which has led to gaps in math for most of our students. We must continue to have an intentional focus to identify gaps in math learning."
Performance Measure
School Goals
Increase the student Math success rate of students in grades 4-8 from 15% on the Spring 2024 TCAP assessment to 33% (District Average) on the Spring 2025 ELA TCAP assessment.
- Increase the student success rate of 4th grade students from 9.9% to 20%.
- Increase the student success rate of 5th grade students from 15.5% to 25%.
- Increase the student success rate of 6th grade students from 12.7% to 27%.
- Increase the student success rate of 7th grade students from 14.8 to 25%.
- Increase the student success rate of 8th grade students from 20.5% to 35%.
TSI Groups:
- Increase student success rate of TSI/Black student group from 9.4% to 14.4%.
- Increase student success rate of TSI/BHN student group from 11.2 to 16.2%.
- Increase student success rate of TSI/White student group from 14.4 to 20%.
District Goals
Increase the percentage of students that score at the meet or exceeds level on TCAP in grades 3-5 from 41.8% in 22-23 to 44% in 23-24.
Increase the percentage of students that score at the meet or exceeds level on TCAP in grades 6-8 from 22.4% in 22-23 to 26% in 23-24.
Increase the percentage of students that score at the meet or exceeds level on TCAP in grades 9-12 from 25.4% in 22-23 to 30% in 23-24.
Sections
- Academic Achievement & Growth
S 2.1 Instructional Data Supports
In order to support the delivery of high-quality mathematics instruction, staff need additional support in the collection -, alignment -, and use of student achievement data. This would allow staff to identify students or groups of students who require intensive and intentional, standards-based instruction and intervention, with an emphasis with our TSI Black, BHN and White student groups.
Benchmark Indicator
The school leadership team will meet monthly to discuss all available student data to see if data support efforts are having an effect on the math achievement of students. Indicators of success (or lack thereof) would include increased benchmark scores, instructional walkthrough data, etc. Data will be disaggregated with an emphasis on our TSI Black, BHN, and White student groups.
A 2.1.1 NWEA MAP Growth Benchmark
TNCA 4-8 will utilize the NWEA MAP Growth Benchmark exam to assess students three times yearly. The MAP Growth exam is substantiated by a body of research that indicates the alignment of student scores with predicted performance on state assessments.
Data will be broken down by grade to identify students, including students in high-risk subgroups, who need individualized or small group instruction in Math.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| TNCA Leadership Team, TNCA Teachers | 2025-05-30 |
A 2.1.2 Instructional Walkthroughs in Math
TNCA Leaders, Staff Instructional Mentors, and teacher peers will utilize the TN IGP for Math to conduct walkthrough observations during Math synchronous lessons. Instructional leadership will provide frequent and intentional feedback to teachers concerning Math instruction best practices and room for growth.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| TNCA Leadership Team, Staff Instructional Mentors, Peer Teacher Groups | 2025-05-30 |
A 2.1.3 District Data Alignment
In alignment with the district improvement plan, TNCA Administration will meet with Johnson County Instructional Supervisors and staff at least quarterly to monitor the progress of all students.
Time spent together will include instructional support, data review, standards alignment, and planning for professional development.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| TNCA School Leader, Johnson County Instructional Supervisors | 2025-05-30 |
S 2.2 Standards, Curriculum and Assessment Alignment
Data indicates that TNCA instructional staff need to "unpack" standards while aligning the provided curriculum and ensuring rigorous assessment that is similar to the state assessment.
Benchmark Indicator
Indicators of success will include standards alignment documentation, evidence of needed curriculum alteration, and presentation of assessments that are aligned in both the areas of content and rigor.
A 2.2.1 Curriculum Alignment
During non-instructional professional development days, Tennessee Connections Academy teachers will align course curriculum with the Tennessee State Standards in Math. This will be accomplished by the creation of alignment documents that identify the course lesson, the associated TN Standard (if applicable), and the depth at which of standard is taught. If individual course lessons/units are not aligned with TN Standards, the lesson will be removed from the course tree.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| TNCA Leadership Team, TNCA School Leader | 2025-05-30 |
A 2.2.2 Assessment Rigor & Alignment
State, district and CORE office resources will be used to align course assessments with state standards and rigor level required by the State of Tennessee. This will be accomplished in teams by grade-level. Instructional leaders will review produced assessments to ensure accuracy and rigor level. The Pearson Online Classroom Custom Assessment Manager tool will be used to deliver these assessments and monitor student success.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| TNCA Teachers, TNCA Leadership | 2025-05-30 |
S 2.3 Direct Instruction Best Practices
While "good teaching" principles remain constant, the application of best practices for direct instruction takes on a new dimension in a fully virtual environment. To truly elevate student achievement, it’s crucial that teachers are equipped with additional resources and strategies that effectively translate these best practices into the online classroom. This includes understanding how to engage students, manage a virtual learning environment, and deliver content in a way that is both accessible and impactful in a digital format. By bridging the gap between traditional and virtual teaching methodologies, we can ensure that our educators are not only meeting but exceeding the unique challenges of online education.
Benchmark Indicator
Teachers will effectively apply at least three best practices for direct instruction in their virtual lessons, as demonstrated by student engagement metrics, feedback surveys, and improved student achievement scores. By the end of the semester, 90% of teachers should show a clear understanding of these strategies and their application in online classrooms. Additionally, school leadership will conduct quarterly observations to assess the implementation of these practices, provide targeted feedback, and support ongoing professional development to ensure effective use and continuous improvement.
A 2.3.1 Professional Development
Leveraging state, district, and Pearson Virtual School resources, teachers will receive targeted professional development focused on best practices in Math direct instruction tailored for virtual classrooms. This comprehensive training will occur over four days, distributed across fall and spring professional development sessions. The School Leadership Team will proactively identify and coordinate both whole group and small group training opportunities to address the diverse needs of our educators and ensure effective implementation.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| TNCAJ Leadership Team, School Leader, PVS PLF | 2025-05-30 |
A 2.3.2 Model Classroom Practices
TNCAJ teachers will participate in a rigorous peer review process focused on direct instruction through observation-based analysis. The TNCA Leadership Team will identify exemplary teachers and provide virtual recordings of their lessons, with the necessary permissions. This approach will enable teachers to review and analyze high-quality instructional practices, offering them valuable insights and models of excellence from their peers. This process will enhance their understanding of best practices and foster continuous improvement in teaching strategies.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| TNCAJ Teachers, TNCAJ Leadership Team | 2025-05-30 |
G 3 By Spring 2025, TNCA's Implementation of RTI/MTSS will improve.
To address previous inconsistencies and enhance student achievement scores, a robust RTI/MTSS implementation is essential. We are committed to continuously developing, implementing, and evaluating our RTI/MTSS practices with a focused emphasis on academics. Our goal is to deliver targeted intervention services to students identified through data-driven assessments, with a particular focus on improving outcomes in reading and math.
Performance Measure
TNCA will strengthen the implementation of Response to Intervention (RTI), in the area of English Language Arts (Reading) and Math.
Reading interventions with supplemental supports will be implemented based on individual student needs at the following levels --
- Tier 1 remediation of standards
- Tier 1 enrichment of standards
- Tier 2 skill development in basic reading, fluency, and/or comprehension
- Tier 3 skill development in basic reading, fluency, and/or comprehension
- Skills-based intervention (special education intervention if determined LRE by IEP)
Tennessee Connections Academy will review all students' current level of reading proficiency and then provide academic interventions and focused supplemental supports to increase student achievement and to close gaps in reading.
Math interventions with supplemental supports will be implemented based on individual student needs at the following levels --
- Tier 1 remediation of standards
- Tier 1 enrichment of standards
- Tier 2 skill development in math skills
- Tier 3 skill development in math skills
- Skills-based intervention (special education intervention if determined LRE by IEP)
Tennessee Connections Academy will review all students' current level of math proficiency and then provide academic interventions and focused supplemental supports to increase student achievement and to close gaps in math skills.
Data-based indicators will include:
- The development of a strong written RTI/MTSS Program Plan that is TNCAJ specific.
- Monitoring by leadership of RTI/MTSS meetings that discuss student progress and needs.
- Tracking of RTI/MTSS student enrollment by Tier.
- Tracking of RTI/MTSS student participation by Tier and grade level.
By May, schools will see 80% higher fidelity of intervention as monitored by the school RTI Coordinators and school administrators using the RTI Fidelity Checklist. Increased fidelity will result in fewer students falling below the 25th percentile compared to the prior year’s spring cohort scores.
Sections
- Academic Achievement & Growth
S 3.1 RTI/MTSS Program Management
Although TNCAJ follows the state-recommended RTI plan, it has not been sufficiently tailored to meet the specific challenges and requirements of an entirely virtual learning environment. Furthermore, the current RTI/MTSS plan has not been implemented with the level of fidelity required to ensure its effectiveness. This lack of adaptation and consistency has impeded our ability to provide targeted and impactful support to our students, underscoring the urgent need for a comprehensive review and overhaul of our RTI/MTSS practices to align with the demands of virtual education.
Benchmark Indicator
By the end of the academic year, TNCAJ will have adapted the RTI/MTSS plan to meet the specific needs of our virtual learning environment. This process will include a comprehensive review and revision to ensure the plan’s alignment with virtual education requirements. A detailed written RTI/MTSS plan will be developed and posted for review by district and Pearson Virtual School staff.
A 3.1.1 Conduct a Comprehensive Review and Revise the RTI/MTSS Plan
- Form a dedicated team including virtual education experts, RTI/MTSS coordinators, and teaching staff to assess the current RTI/MTSS plan.
- Identify specific gaps and challenges related to the virtual learning environment and revise the plan to address these issues. Ensure that the revised plan includes tailored strategies for virtual instruction, engagement, and support.
- Develop a detailed written plan that reflects these revisions and includes clear guidelines for implementation in a virtual setting.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| TNCAJ Leadership Team, PVS Leadership, RTI/MTSS Lead Teachers | 2025-01-06 |
A 3.1.2 Pilot the Revised RTI/MTSS Plan in Select Virtual Classrooms
Select a diverse group of virtual classrooms to pilot the revised RTI/MTSS plan, allowing for real-world testing and evaluation of its effectiveness and practicality.
Collect qualitative and quantitative data from these pilot implementations, including teacher feedback, student performance metrics, and engagement levels.
Analyze the results to identify any remaining issues or areas for improvement before fully rolling out the revised plan across the entire virtual program. Use the findings to make necessary adjustments and ensure a smooth and effective implementation for all classrooms.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| TNCAJ Teachers, TNCAJ Leadership Team | 2025-05-30 |
S 3.2 RTI/MTSS Plan Implementation
The current RTI/MTSS plan has not been implemented with the level of fidelity required to ensure its effectiveness. This lack of adaptation and consistency has impeded our ability to provide targeted and impactful support to our students, underscoring the urgent need for a comprehensive review and overhaul of our RTI/MTSS practices to align with the demands of virtual education.
Benchmark Indicator
Implementation of the RTI/MTSS plan will be closely monitored for fidelity, with a target of at least 80% adherence to the revised plan. Success will be measured by improved student support outcomes, including increased engagement and achievement in targeted interventions.
A 3.2.1 Plan/Implementation Monitoring
Establish a system for regular monitoring of RTI/MTSS plan implementation, including scheduled observations, fidelity checklists, and data collection to assess adherence to the revised plan. Assign a team responsible for tracking compliance and providing feedback to ensure that the plan is being followed as intended.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| TNCAJ Leadership, TNCAJ Teachers | 2025-05-30 |
A 3.2.2 Teacher Professional Development
Design and deliver a detailed professional development program for all educators, focusing on the revised RTI/MTSS plan. This training will cover the specific requirements for effective implementation in a virtual environment, including strategies for maintaining fidelity and consistency. Include follow-up sessions and workshops to reinforce the training, provide ongoing support, and address any challenges encountered during implementation. Ensure that all educators have access to resources and guidance to adhere to the plan with a target of at least 80% fidelity.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| TNCAJ Leadership Team | 2025-05-30 |
S 3.3 RTI/MTSS Student Need Identification
At TNCAJ, effectively identifying students in need of RTI/MTSS intervention is crucial for providing targeted support and improving academic outcomes. Proper identification requires a nuanced approach across the three tiers of intervention. For Tier 1, it’s essential to continuously monitor all students using universal screening tools and performance data to identify those who may be struggling and require additional support. In Tier 2, students who show signs of underperformance despite receiving quality core instruction should be identified through more frequent progress monitoring and targeted assessments. These students need interventions that are more intensive and specific to address their individual needs. Finally, for Tier 3, it is critical to identify students who continue to struggle significantly even after Tier 2 interventions. This tier requires a thorough analysis of data, including detailed assessments and evaluations, to determine students who need highly individualized and specialized interventions. Accurate identification at each tier ensures that students receive the appropriate level of support to address their academic challenges effectively and promote their overall success.
Benchmark Indicator
By the end of the academic year, TNCAJ will have established a systematic and effective process for identifying students at each tier of the RTI/MTSS framework. This includes:
- Tier 1: Implementing universal screening tools and performance data analysis to identify at least 90% of students who may need additional support.
- Tier 2: Using frequent progress monitoring and targeted assessments to identify and intervene with 90% of students who show signs of underperformance, providing appropriate interventions tailored to their needs.
- Tier 3: Conducting comprehensive data analysis and evaluations to accurately identify and support at least 90% of students who continue to struggle despite Tier 2 interventions, offering highly individualized support.
Success will be measured by the accuracy of student identification, the appropriateness of interventions provided, and improved academic outcomes across all tiers.
A 3.3.1 Develop and Implement Comprehensive Screening and Monitoring Tools
- Use NWEA MAP (universal screening tools) and progress monitoring assessments that accurately capture student performance and needs across all tiers. Ensure these tools are implemented consistently in the classroom for Tiered identification.
- Train teachers and staff on the effective use of these tools, including how to analyze data and interpret results to identify students who require additional support at each tier.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| TNCAJ Leadership, TNCAJ Teachers | 2025-05-30 |
A 3.3.2 Establish a Data-Driven Review Process for Tiered Interventions
- Design a structured process for regularly reviewing and analyzing student performance data, including progress monitoring results and targeted assessments for Tier 2 and Tier 3. This process should include scheduled data review meetings with RTI/MTSS teams to discuss and adjust interventions based on student progress.
- Implement a protocol for escalating students who continue to struggle despite Tier 2 interventions to Tier 3, ensuring that detailed evaluations and individualized support plans are developed and executed.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| TNCAJ Leadership | 2025-05-30 |