Tennessee Connections Academy Johnson County 9-12 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 success rate of ELA I students from 24.8% on the Spring 2023 EOC assessment to 35% on the Spring 2023, ELA I EOC assessment.
- Increase the student success rate of ELA II students from 41.9% on the Spring 2023 EOC assessment to 50% on the Spring 2023, ELA II EOC assessment.
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 9-12 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 | 2025-08-30 |
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 | 2025-08-30 |
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 | 2025-08-30 |
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 | 2025-08-30 |
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 | 2025-08-30 |
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.
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 math success rate of students in grades 9-12 by 10% on the Spring 2025 ELA TCAP assessment.
- Increase the student success rate of ALG I students from 8.45% (predicted) on the Spring 2023 EOC assessment to 18.5% on the Spring 2023, ALG I EOC assessment.
- Increase the student success rate of ALG I students from 6.3% (predicted) on the Spring 2023 EOC assessment to 16% on the Spring 2023, ALG II EOC assessment.
- Increase the student success rate of Geometry students from 5.5% (predicted) on the Spring 2023 EOC assessment to 15% on the Spring 2023, Geometry EOC assessment.
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.
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.
A 2.1.1 NWEA MAP Growth Benchmark
TNCA 9-12 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 | 2025-08-30 |
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 | 2025-08-30 |
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 | 2025-08-30 |
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 | 2025-08-30 |
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 | 2025-08-30 |
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 | 2025-08-30 |
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 | 2025-08-30 |
G 3 By Spring 2025, Postsecondary Readiness for all students will improve.
School Goal: The goal of TNCA 9-12 is to place emphasis on and improve ACT performance, increase enrollment in CTE pathways, and increase student placement in AP and Dual-Enrollment courses.
District Goal - "Postsecondary Readiness continues to be a need. We will continue the work of increasing our focus on providing rigorous classroom instruction in all subjects, providing access for all students to college level/advanced coursework, and meeting the needs of all students by providing such coursework in classes that interest them. Our goal is to serve our students in ways that are most meaningful to them, providing them the greatest opportunities available. Secondarily, our goal is that this focus on what is most important will lead to improved ACT performance, which continues to be a need as evidenced by the fact that the ACT score range with the greatest distribution of students in our district is 13-15, followed very closely by the 16-18 range."
Performance Measure
School Goals -
- Increase ACT Composite to 18.5%.
- Increase ACT participation rate to 100% before graduation.
- Continue to increase enrollment in offered dual enrollment courses.
- Work to establish partnerships with state and community-based companies to provide CTE and job-based training to students.
District Goals -
Increase ACT Composite from 17.6 to 18.5.
Increase ACT participation rate to 100%.
Continue to increase dual enrollment courses in CTE through TCAT Elizabethton
Continue to increase academic dual enrollment courses through Northeast State
Implement Middle College Program through Northeast State
Increase College Going Rate (CGR) from 43.7% to 50.0%.
Increase the percentage of students meeting the ACT composite college readiness benchmark from 22.7% to 27%
Increase the percentage of students scoring 19+ on the ACT from 37.2 % to 45%
Sections
- College & Career Readiness
S 3.1 ACT Improvement & Participation
We will continue to improve instructional opportunities and implement ACT improvement strategies in order to improve our ACT composite average. In addition, we will closely monitor and use strategies to increase the ACT participation rate. This serves to provide a greater variety of opportunities to our students.
Benchmark Indicator
The overall school composite score on the ACT will increase from 17.4 to 18.5. In addition, we will increase the percentage of students participating in the ACT Senior Retake by 10% during the 2023-2024 School Year.
A 3.1.1 ACT Prep Course
TNCA will offer and implement an ACT Prep Course in partnership with Shmoop.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| High School Asst. Principal, TNCA High School Teachers | 2025-05-30 |
A 3.1.2 ACT Participation
TNCA will offer the ACT Senior Retake at 10+ locations across the state in order to increase the Senior Retake participation rate by 10%. Staff will increase family communication about the benefits of retake opportunities.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| TNCA State Testing Manager | 2025-05-30 |
S 3.2 AP & Dual Enrollment Courses
TNCA will increase enrollment in Advanced Placement (AP) and Dual Enrollment Courses. By doing so, students get a head start on college credit, thus increasing the likelihood that the students will start and pursue college degrees.
Benchmark Indicator
Increase enrollment in AP and Dual Credit by 10%.
A 3.2.1 Increase Student Knowledge of AP & Dual Credit Offerings
The TNCA guidance team will work with students prior to each school year to identify opportunities for students to participate in AP and Dual Credit offerings. Counselors will help students explore potential courses for enrollment during the course placement process by connecting courses to post-secondary education opportunities.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| TNCA Gudiance Team | 2025-05-30 |
A 3.2.2 Develop Opportunities
TNCA will further develop partnerships with community colleges and universities to offer dual credit courses to TNCA students.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| TNCA Guidance Team, TNCA Asst. Principal | 2025-05-30 |
S 3.3 Transitions for Students with Disabilities
TNCA will increase CCR accomplishment for the sub-group Students with Disabilities.
Benchmark Indicator
Indicators of success will include an increase of "Ready Graduates" among the Students with Disabilities subgroup by at least 10%.
A 3.3.1 Transitions Curriculum
TNCA will partner with Pathful to help Students with Disabilities develop a sense of possible career opportunities, as well as provide other transition-type activities such as resume building, job applications, etc.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| TNCA Special Education Teacher | 2025-05-30 |
A 3.3.2 Guidance for Students with Disabilities
The TNCA Guidance Team will work with special education staff to provide students with school-year planning to ensure that students understand CTE pathways that may be available to them. In addition, counselors will work with students to ensure that the proper diploma track is being followed.
| Person Responsible | Estimated Completion | Funding Sources |
|---|---|---|
| TNCA Counseling Staff, TNCA Special Education Staff | 2024-08-31 |
G 4 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 4.1 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 4.1.1 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 | 2025-08-06 |
A 4.1.2 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 | 2025-08-30 |
S 4.2 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 4.2.1 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 | 2025-08-30 |
A 4.2.2 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 | 2025-08-30 |
S 4.3 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. InTier 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, forTier 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 4.3.1 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 | 2025-08-30 |
A 4.3.2 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 | 2025-08-30 |